Rich Task:

Get Creating, Connecting and Communicating!

Course:

Information Technology Applications in Business, Grade 11, Open, BTA3O

Evaluation:

Part of 70%

* Part of 30%

Both

Context:

·          The Internet and advances in technology allow people to access information, conduct research, and provide services in ways that were once unimaginable. We can access services and information virtually anywhere and at any time.

·          You will use the knowledge and skills acquired in your Information Technology Applications in Business course and Cooperative Education placement to:

-         obtain information for clients using electronic and print resources;

-         assess the information for accuracy, bias, validity, appropriateness, reliability;

-         produce treatment information products for the organization’s clients, using a variety of information technology skills.

 

Related Course Expectations

 

 

Strand: The Impact of Information Technology on Business

IIV.02 · describe an information technology work environment;

II2.04 - demonstrate appropriate interpersonal skills and knowledge when interacting with colleagues and peers in the work environment.

 

Strand: Software Applications and Information Management

SIV.02 · produce complex documents that meet business standards using accepted business formats;

SI2.01 - determine the most appropriate software applications required to create particular business documents;

SI2.02 - produce correctly formatted business documents from printed, handwritten, and revised copies, using appropriate software.

 

Strand: Preparation for Employment

PEV.02 · assess their information technology skills and competencies;

PE2.01 - demonstrate their information technology competencies by creating a skills inventory;

 

PE2.03 - demonstrate information technology skills in preparing samples of their work.

 

Strand: Electronic Research and Communication

ERV.01 · demonstrate the use of electronic media to find relevant information;

ER1.05 - demonstrate the appropriate use of electronic communication tools to collect primary data;

ERV.02 · determine the validity of electronic information;

ER2.01 - assess information collected from electronic media for validity, bias, appropriateness, accuracy, and confidentiality;

ER2.02 - follow copyright and licensing rules and regulations when accessing information electronically;

ER2.03 - demonstrate an understanding of the issues related to the use and misuse of electronic research data;

ERV.03 · demonstrate the use of electronic communication tools;

ER3.01 - demonstrate an understanding of the uses and benefits to business of a variety of electronic communication tools;

ER3.05 - communicate with others by using electronic tools.

 

Cooperative Education Expectations

 

 

Job Readiness

J3 - demonstrated the ability to communicate their interest in a work opportunity effectively

 

Reflective Learning

RL1 - relate the placement experience both to the curriculum expectations of the related course and to the expectations related to cooperative education, using a variety of strategies, activities and tools

 

Rights and Responsibilities

R3 - issues relating to confidentiality and the right to privacy, as outlined in the Freedom of Information Protection or Privacy Act

RL3 - reinforce the job-skills theory acquired in the classroom and the skills, techniques, and principles learned at the placement, and analyze their placement experiences

R4 - work ethics and the responsible use of information technology

 

Evaluation Strategies and Scoring Tools

 

Evaluation Strategies

Scoring Tools

Expectations

Achievement Chart

30%

Researching and Creating a Product- Fact Sheet

Rating Scale

IIV.02, II2.04 SIV.02, SI2.01, SI2.02, ERV.01, ER1.05, ERV.02, ER2.01, ER2.02, ER2.03, ERV.03, ER3.05,

J3, R3, R4

K/U, T, C, A

Creating and Presenting an Electronic Presentation

Rubric

IIV.02, II2.04, SIV.02, SI2.01, SI2.02, ERV.01, ER1.05, ERV.02, ER2.01, ER2.02, ER2.03,ERV.03, ER3.01, ER3.05

J3, R3, R4

K/U, T, C, A

Skills Inventory Conference

Rubric

PEV.02, PE2.01, PE2.03

RL1, RL3

C, A

 

Teacher Notes

·          Review this task with the student and the supervisor at the beginning of the placement to ensure that everyone is clear what is being asked of the student.  This could be done in the discussion during which the learning opportunities at the placement are reviewed.

·          Clearly outline the supervisor’s role in providing opportunities for the student to practise and refine the skills needed to complete the rich assessment task and, in offering frequent feedback.

·          Provide the following resources for the student
(available at www.curriculum.org/occ/profiles/profiles.shtml):

-         BTA3O Course Profile –  Appendix 3.3.2.B: The Information Assessor (Unit 3, p. 12)

-         BTT1O/2O Course Profile – Activity 4: Dazzle Your Audience (Unit 3, p. 16) and Appendix A: Electronic Presentation Software Competencies Checklist  (Unit 3, p. 22)

-         BTT1O/2O Course Profile – Electronic Evaluation Sheet (Unit 4, p. 9)

·          Identify the times for the student to conference with the supervisor and teacher.

·          Provide the student with a skills and competencies checklist to use in preparing for the final conference.

 

 

Task: Get Creating, Connecting and             Communicating!

 

Student Notes

 

The use of technology allows organizations to provide accessible, accurate, unbiased, and timely treatment information to clients with compromised health conditions and to organizations that support these people. Communication technology provides people with ready access to the information they need, in the form they desire, to make informed health care choices.

 

Part A: Researching and Creating a Product

·          Use a minimum of three print resources and three electronic resources for gathering information to assist you in creating a fact sheet for adolescent clients that can be used at your placement.

·          Include a resource list that identifies sources you used to produce your fact sheet.

·          Assess the information for bias, validity, appropriateness, accuracy, and reliability.

·          Conference with the staff at your placement to determine what strategies and tools they use in the workplace to assess information. Compare this with what you learned in your BTA3O course. What conclusions can you draw?

·          Use a minimum of five information technology skills, e.g., text formatting, use of graphic software, graphing, spreadsheet.

·          After your fact sheet has been assessed and if approval is given by your placement supervisor, post your fact sheet on the web site.

 

 

·          After examining the various fact sheets this placement provides to the public, discuss with your supervisor the type of fact sheet you would like to create.  Consider such topics as:  prevention and control, symptoms, diagnoses, availability of treatment, side effects, drug interactions and treatment options.

 

·          Decide on the language to use on your fact sheet when speaking to your target audience.

 

 

 

 

·          Refer to “The Information Assessor” to assist you in assessing your information. Note any aspects that should be confidential.

 

·          Conference with your supervisor and co-op teacher at various stages in your design and production for feedback.

Part B: Creating and Presenting an Electronic Presentation

·          Using a minimum of three electronic and three print resources conduct research to provide adolescent audiences with information relating to a health issue.

·          Conduct an interview with a health care professional or someone affected by this health issue to assist you in gathering information.

·          Assess the information collected through research for bias, validity, appropriateness, accuracy, and reliability.

·          Create an electronic presentation with a minimum of 10 slides.

·          Include a title page with your name and the name of the organization you are creating this presentation for.

·          Determine the layout for each slide.

·          Present the electronic presentation to your supervisor, co-op teacher and /or a group of staff at your workplace as well as your class, and/or a group of classes at your school.

·          Self-assess your presentation.

 

·          Brainstorm a list of topics that you are interested in researching to create an electronic presentation.

·          Conference with your supervisor and the appropriate personnel at your workplace to determine a topic for your electronic presentation.

·          Use a script sheet/story board to plan and map out your presentation.

·          To assist in your planning and design of the electronic presentation refer to “Presentation Critique Sheet” and the “Electronic Presentation Software Competencies Checklist.”

·          Conference with the school staff member about specific needs for the class(es) to whom you will be presenting.

Part C: Information Technology Skills and Competencies

·          Create or update an electronic skills inventory of the information technology skills that you can use for future employment or education purposes.

·          Review the skills and competencies that you have developed at your placement, using the checklist provided by your teacher.

·          Discuss your self-assessment in a conference meeting with your supervisor and your cooperative education teacher.

 

 

 

 

 

 

 

 

·          Collect samples of work you have done at your placement (business documents, spreadsheets, communication sent via electronic tool) to validate your assessment.