Unit 3: E-Communication: Presenting With Purpose and Pizzazz

Time: 24 hours

Unit Developer(s): Laura Pinto, Toronto District School Board

Avanell Scherer, Hamilton

Sharon Stephanian, Hamilton-Wentworth District School Board

Development Date: July 1999

Unit Description

Students will complete readiness and remedial exercises and use electronic tools to enhance and/or develop their communication skills, develop an understanding of what e-mail is and how it works, investigate a variety of topics related to electronic communication, and apply their new, electronic-communication skills to create an electronic presentation. Students’ overall performance for this unit will be evaluated using the Electronic Presentation Rubric (Unit 3, Appendix B).

Strand(s) & Expectations

v expectation(s) evaluated in unit

Strand(s): Information Management, Software Applications, Electronic Communication, Electronic

Research and Ethical Issues, Career Opportunities

Overall Expectations: IMV.01v, IMV.04, SAV.01-.03v, ECV.01-.03v, ERV.01v, ERV.03,

COV.02v

Specific Expectations: IM1.01, IM1.02-.03v, IM4.01-.02, SA1.01-.03v, SA2.01-.03v, SA3.01-.03v, EC1.01-.04v, EC2.01-.04v, EC3.03-.05, ER1.03-.04v, ER3.03-.04, CO2.01-.05v

Activity Titles (Time + Sequence)

Activity 1	Making the Most of an Electronic Presentation	8 hours
Activity 2	Does E-mail Need A Stamp?	4 hours
Activity 3	Investigating Electronic Communication	4 hours
Activity 4	Dazzle Your Audience	8 hours

Prior Knowledge Required

Ÿ understanding of co-operative learning, brainstorming, teamwork strategies, and conflict management strategies

Ÿ ability to work in groups

Ÿ demonstrate basic data entry skills (if not, teachers should teach and provide remedial exercises)

Ÿ word processing, desktop publishing, and Internet search skills

Ÿ ability to create and name files and folders

Ÿ ability to update their personal folder or portfolio

Ÿ electronic and manual research skills

Unit Planning Notes

Ÿ to be effective, parts of this unit require the use of multimedia computers with presentation software

Ÿ access to e-mail, the Internet, and presentation software are essential for parts of the unit

Ÿ develop a schedule of due dates for each part of the activity since some parts do not require computer use; then accurate dates can be used to book computers well in advance

Ÿ if using field trips and guest speakers, book them in advance of beginning the activity

Ÿ determine what resources will be needed in the classroom; collect the resources prior to beginning the activity

Ÿ plan student groupings carefully to ensure a variety of strengths within the groups

Ÿ refer to Unit Planning Notes, Unit 2

Teaching/Learning Strategies

Note: Strategies specific to a particular activity are given within the activity.

Ÿ brainstorming, constructing/creating, researching/sharing, student/teacher consultation, assessing, oral/visual/kinesthetic, interactive, reading/comprehension, responding, writing, reflecting, analysing, discussing, presenting, exploring, critical/creative thinking

Ÿ this unit provides opportunities in which students and teachers may link with other subject disciplines to create electronic presentations for other courses and the business community for field trips and guest speakers

Ÿ encourage students to exchange telephone numbers and e-mail addresses so they can contact each other during non-school time for clarification

Ÿ explain to students that they should never provide personal information when they use the Internet

Ÿ check all web sites in advance to ensure they are operable

Ÿ create assessment/evaluation tools that address a variety of learning styles

Ÿ refer to Unit 1, Activity 2 for legal and ethical issues such as copyright rules and regulations

Ÿ refer to Teaching/Learning Strategies, Unit 2

Assessment/Evaluation Techniques

Ÿ summative, formative, diagnostic

Ÿ self, group, peer, teacher, reflection, checklists, content, process, rubrics, pen and pencil, completion

Ÿ assessment and evaluation tools should be constructed to reflect the appropriate categories (Final Course Evaluation, Course Overview)

Resources

Ÿ resources for a specific activity have been included with the activity

Ÿ general resources are listed in the Course Overview

Ÿ software manuals, books, manufacturers’ catalogues and brochures, business community

Ÿ presentation software (e.g., Corel Presentations, Microsoft PowerPoint, Clarisworks, HyperStudio)

Unit 3, Activity 1: Making the Most of an Electronic Presentation

Time: 480 minutes

Description

Students will investigate what an electronic presentation is and what makes an electronic presentation successful. They will demonstrate their current skill level in the use of the basic functions and features of electronic presentation software. Students will complete personalized Software Competencies Checklists identifying the functions and features they can use successfully, based upon completion of an electronic presentation entitled Top 10 Electronic Presentation Tips. Remedial exercises will be completed where a student does not have a specific competency.

Strand(s) and Expectations

v expectation(s) evaluated in activity

Strand(s): Information Management, Software Applications, Electronic Communication, Electronic Research and Ethical Issues, Career Opportunities

Overall Expectations: IMV.01v, IMV.04, SAV.01v, ECV.01v, ERV.01v, COV.02v

Specific Expectations: IM4.02, SA1.01-.02v, SA1.03, EC1.01-.04v, ER1.01-.02, ER1.03-.04v,

CO2.01-.05v

Activity Instructions

Planning Notes

Note: This activity requires use of a computer with electronic presentation software and Internet access. Book computer time in advance.

Teachers should

Ÿ determine the software that students will be using.

Ÿ identify the electronic presentation features and functions students will be using (this will impact on the features and functions that will appear on the Competencies Checklist).

Ÿ select features and functions depending upon the application software to be used by students.

Ÿ prepare a sample electronic presentation that demonstrates the use of the functions and features the students will be learning, or locate an electronic presentation that can be viewed on the Internet.

Ÿ model an effective electronic presentation.

Ÿ use any supporting electronic presentation tools that the students will have access to (e.g., LCD display, projection unit, AVerKey).

Ÿ prepare all handouts prior to beginning activity.

Ÿ prepare a summative evaluation that makes provisions for a variety of learning styles.

Ÿ decide whether to complete this activity with Unit 2 where students are developing basic software competencies.

Prior Knowledge Required

Ÿ refer to Prior Knowledge Required, p. 3-1

Teaching/Learning Strategies

Ÿ brainstorming, Think/Pair/Share, Jigsaw/Expert Group, individual work, Electronic Presentation Software Competencies Checklist (Unit 3, Appendix A)

Instructions

1. Introduce the class to the concept of an electronic presentation by showing a sample electronic presentation. The sample electronic presentation should be prepared using the application software that illustrates the software features and functions that the students will be using. The class may view the presentation together, or the teacher may provide each student with a copy of the presentation to view independently, or with a partner, either on disk or through the school’s network. Teachers should ensure that the content of the presentation relates to clarifying the electronic presentation features and functions of the software being used.

2. After viewing the sample electronic presentation, partners will complete the Understanding the Electronic Presentation worksheet below that will address the creation of an electronic presentation. Information from the presentation and the Internet will be used to answer the questions.

3. As a class, students will

q brainstorm the meaning of electronic presentation.

q identify common electronic presentation software.

q explain the purpose of creating an electronic presentation.

q brainstorm the characteristics of an effective presentation (this information may be used to create an Electronic Presentation Rubric, Unit 3, Appendix B).

4. Each student receives a copy of an Electronic Presentation Software Competencies Checklist (Unit 3, Appendix A). The checklist identifies the basic electronic presentation functions and features that students should be able to use. Note: The appendix sample may require modification based upon features and functions available in the application software to be used by the students.

5. Each student should, where possible, retain file copies stored on disk, that demonstrate his/her electronic presentation competencies. For each competency a student checks off, there must be a work sample to support the skill. One presentation may support multiple functions and features.

6. Discuss the importance of proofreading presentations. Explain that electronic reference tools such as spell check will not identify correctly keyed words that are used inappropriately.

7. Divide the class into groups of three or four students. Provide each student with a hardcopy of the sample electronic presentation. Each group will

q view the sample electronic presentation (repeat).

q use the Electronic Presentation Software Competencies Checklist (Unit 3, Appendix A) to label the hardcopy presentation with the features and functions used in preparation.

8. Working in pairs, students will create an electronic presentation entitled Top 10 Electronic Presentation Tips. Criteria for the presentation (below) and an Electronic Presentation Rubric (Unit 3, Appendix B) should be given to the students prior to beginning the activity. The purpose of the exercise is to determine the skill areas that students do not have. Students are encouraged to use software Help features.

9. The file will be stored in an appropriately named location (folder, directory).

10. Upon completion of the presentation, each student will update his/her competencies checklist by checking the functions and features that he/she can use successfully.

11. Students will self-evaluate the presentation using the Electronic Presentation Rubric (Unit 3, Appendix B). This evaluation is for diagnostic purposes.

12. As a pair, complete The Team in Review (Appendix – Generic Forms) group process evaluation.

13.

Each student will identify those functions and features that he/she cannot use. The teacher should provide specific remedial exercises for the students that focus on the learning of specific functions and features.

14. Teachers may provide independent assistance, conduct whole class sessions, or use self-paced packages to address functions and features that require remediation.

15. Students will update their Electronic Presentation Software Competencies Checklists and portfolios or personal folders (Unit 1, Appendix A, Activity 2) using Unit 3, Appendix A as a guide.

16. Students will complete their Reference Manual of Information Technology Terminology (Unit 1, Appendix A, Activity 1) using Unit 3, Appendix A as a guide.

17. The Top 10 Electronic Presentation Tips and the remedial exercises should be reviewed by the teacher to verify the student’s competencies. Work should be evaluated for completion and content.

Assessment/Evaluation Techniques

Ÿ diagnostic, formative, and summative

Ÿ teacher-created summative evaluation

Ÿ Understanding the Electronic Presentation worksheet (for process and completion)

Ÿ Electronic Presentation Software Competencies Checklist

Ÿ Data Entry Skills Rubric (Unit 1, Appendix A)

Ÿ Electronic Presentation Rubric– self-evaluation (summative)

Ÿ The Team in Review (Appendix-Generic Forms)

Accommodations (For Students with Special Needs)

Ÿ refer to Special Education and ESL Accommodations in the Course Overview

Ÿ modify the quantity of slides in the presentation

Ÿ modify the functions and features

Ÿ label the hardcopy sample electronic presentation with the functions and features used

Ÿ establish a “buddy system” where students are paired for the purpose of assisting with difficulties

Ÿ allow alternative methods of evaluation instead of requiring written responses only

Ÿ provide a list of new terms for the Reference Manual of Information Technology Terminology (Unit 3, Appendix A)

Ÿ provide, where possible, online tutorials prior to beginning the student-created presentation

Resources

Ÿ presentation software manuals (e.g., Microsoft PowerPoint, Corel Presentations, HyperStudio)

Ÿ teacher-developed remedial exercises

Ÿ Bucki, Lisa A. and Judy Fischer. Learning Computer Applications, Projects and Exercises. DDC Publishing, New York, 1999, ISBN 1-56234-750-X.

Ÿ Brown, Alan L. Power Pitches: How to Produce Winning Presentations Using Charts, Slides, Video and Multimedia. Irwin Professional Publishing, 1997, ISBN 0786309725.

Ÿ Robbins, Joe. High-Impact Presentations: A Multimedia Approach. John Wiley & Sons Publishing, 1997, ISBN 0471157813.

Internet Web Sites

Appendices

Ÿ Electronic Presentation Software Competencies Checklist

Ÿ Reference Manual of Information Technology Terminology Checklist

Ÿ Electronic Presentation Rubric

Unit 3, Activity 2: Does E-mail Need a Stamp?

Time: 240 minutes

Description

Students will develop an understanding of what e-mail is, how it is transmitted, and how to use it. Students will participate in a paper and pen simulation of how e-mail is transmitted, and will produce a visual that represents their understanding of the process. Students will have an opportunity to create a real e-mail message or simulate an e-mail message that adheres to accepted syntax. E-mail safety will also be addressed.

Strand(s) and Expectations

v expectation(s) evaluated in unit

Strand(s): Information Management, Electronic Communication, Career Opportunities

Overall Expectations: IMV.01v, ECV.02-.03v, COV.02v

Specific Expectations: IM1.01v, EC2.01v, EC2.03-.04v, CO2.01-.05v

Activity Instructions

Planning Notes

Teachers should

Ÿ determine if the students will have access to actual e-mail and/or e-mail software. If students have access to actual e-mail, teachers may wish to introduce this activity during Unit 2 so students can practise their e-mail skills by e-mailing their completed work to the teacher. The teacher can e-mail the work, with the evaluation and/or suggestions, back to the students.

Ÿ Part A and B do not require computer usage.

Ÿ be aware that there are three parts to this activity. Part C requires the use of a word processor.

Ÿ obtain and arrange supplies for the simulation and visual display in Part B.

Ÿ create two areas on the bulletin board to be used as specific mail servers with unique domain names.

Ÿ create a quiz with a focus on knowledge and understanding for Part A and Part C.

Ÿ prepare all handouts prior to beginning activity.

Ÿ prepare a summative evaluation that makes provisions for a variety of learning styles.

Prior Knowledge Required

Ÿ refer to Prior Knowledge Required, p. 3-1

Teaching/Learning Strategies

Ÿ brainstorming, Think/Pair/Share, Jigsaw/Expert Group, individual work

Instructions

Part A

1. Discuss face-to-face communication. Brainstorm what we know about people when we are involved in face-to-face communication. Be sure the list includes what the person looks like, who the person is, where they are from or what they represent (e.g., we can ask for identification), and what the person’s voice is like. In addition, discuss that other people can generally see, and possibly hear, someone else’s face-to-face conversation.

2. Simulate what happens to face-to-face conversation when you remove the ability to see the other person. Have one student volunteer to cover his/her eyes, then select another student to have a conversation with the blindfolded student. Have the blindfolded student discuss with the class the feelings he/she experienced; e.g., Did he/she know the person? How?

3. Simulate what happens to conversation when sight and voice are removed. Have one student stand in the hall while another student writes a note to the student in the hall asking him/her a question. When the student from the hall reads the note, ask him/her to describe the comfort level felt when responding to the note. Why does he or she feel this way? Does the student know who wrote the note?

4. Explain that e-mail involves communicating with someone that they cannot see or hear. They may believe that they know the person with whom they are communicating, but even if they are sending a message to a friend’s address, it is possible that someone else is “opening” their mail.

5. Discuss how e-mail is not completely private and the implications that this will have on the content of their messages.

6. Discuss general concerns such as electronic footprints and e-mail partnering, and the impact these will have on the students’ e-mail activity.

7. As a class, generate Rules of Riding on the E-mail Road that will be posted in the classroom. Include the following:

· Never send personal information (e.g., name, address, phone number, school name/location, bank information, credit card number).

· Tell a teacher or parent if you receive an e-mail that makes you feel uncomfortable.

· Never agree to meet someone you do not know.

· Never give out your password to anyone (even a friend).

· Remember that e-mail is not private and can be read by anyone.

· Be wary of opening an e-mail from someone you do not know. It may be a virus waiting to attack your computer.

8. Students will complete a teacher-generated quiz based on e-mail safety.

Part B

1. As a class, brainstorm the meaning of the term e-mail. Remind students to update their Reference Manual of Information Technology Terminology with the class-generated definition of e-mail.

2. As a class, simulate how information is sent on the Internet. Have a group of ten students stand in a circle with the remaining students standing inside the human circle. Everyone should be approximately an arms-length away from each other. Write a sentence on a strip of paper and cut the strip into several smaller pieces. Give each piece of paper a number based on the order in which the pieces should be reassembled. Select a start person (person A) and an end person (person B) (they should be part of the human circle). Have the students inside the circle pass the pieces of paper from person A to person B, using different routes. Explain that each data packet (smaller piece) knows where its destination is (IP/Internet address). Each data packet also has sequence number (TCP – Transmission Control Protocol) that tells person B how to reassemble the pieces. When person B has all of the pieces, he/she will arrange the pieces in the correct order. This illustrates how a message is broken into information packets that are sent over the Internet, using a variety of paths, and then reassembled at the destination. Explain that this process takes place in milliseconds.

3. Write the following e-mail related terms on the board:

· mail server

· domain name

· e-mail address

· e-mail client program

· TCP/IP – Transmission Control Protocol/Internet Protocol

4. Discuss what an e-mail address is and how it is used. Discuss how it is similar to a residential address in assisting in the delivery of mail to a specific location.

5. Write a generic e-mail address on the board and discuss the components:

jdoe@ped.com

6. Distribute a story, such as the one below, that outlines how e-mail is transmitted over the Internet. Ask for student volunteers to assist in simulating this process for the visual learners. Ensure the concepts of an e-mail client program/software, domain name, mail server, computer, and the Internet are included in the simulation. Note: The teacher may wish to combine the two simulations into one by cutting and numbering each of the two messages. They have been approached separately here because of the number of new concepts involved.

7. Review the process of e-mail transmission and generate class definitions of the terms on the board (#3 above).

8. As a class, generate a list of e-mail client programs/software (e.g., Pegasus, Outlook, Netscape Mail).

9. Each student will individually create a visual display that explains how information is sent via e-mail over the Internet.

How Information Is Sent Over the Internet

Visual Display

Marking Scheme

Accuracy of concepts                           /30

Clarity                                                    /5

Creativity                                               /5

Overall Impression                                /5

Total                                                     /45

Concepts to include:

·         data packets

·         information

·         e-mail address

·         mail server

·         e-mail client programs/software

·         TCP/IP

Part C – Creating the E-mail Message

Note: If all of the students in the class have access to e-mail, then the teacher may prefer to have the students use the e-mail functions and features to complete this activity.

1. Review what e-mail is (from Part A).

2. Each student should have a blank copy of the E-mail Reference Sheet below that will contain summary information on creating and managing e-mail (e.g., what is the purpose of the function, how to use the function), or teachers may wish to have students create the E-mail Reference Sheet, from a blank sample, using a word processor.

3. As a class, brainstorm the purpose of each of the basic e-mail functions. Decide on the agreed upon purposes and the ways to use the functions. Have the students complete their E-mail Reference Sheet.

4. Provide each student with a sample of an e-mail message screen.

5.

Discuss the various areas of the screen and how they are used. Students should label each area and write a description of the area on the page.

· To: contains the e-mail address of the recipient(s)

· Cc: provides a “carbon copy” of the message to someone (the original recipient(s) will see this)

· Bcc: provides a “blind carbon copy” of the message to someone (the original recipient(s) will not see this)

· Subject: the topic of the e-mail message

· Message Area: the area in which the message will be keyed

· Icons: perform specific functions

6. Provide each student with a copy of the E-mail Concepts Chart below that identifies key concepts related to e-mail. Using the Think/Pair/Share strategy, have students complete the chart with the appropriate definitions.

7. Have student representatives from each group write their explanation(s) on the board.

E-mail Concepts Chart

*Term/Concept*	*What It Means*	*Term/Concept*	*What It Means*
message in all capitals	(yelling)	TTYL	(talk to you later)
smilies	(symbols that represent emotions)	BTW	(by the way)
:)	(smile)	signature line	(automatic closing at bottom)
;)	(wink)	inbox	(where incoming mail is placed)
:(	(frown)	attachment	(a file sent with an e-mail)
outbox	(where mail went to be sent)	sent box	(e-mail messages that have been sent)

8. Discuss the correct responses and have the students update their Reference Manual of Information Technology Terminology.

9. Explain what information (e.g., reply address, subject, date) is shown on an incoming message (Inbox).

10. Review how e-mail addresses are constructed (Part B).

11. Have each student create their own personal e-mail address (use real e-mail addresses if students have access to e-mail) using one of the two domain names for the class (from Part B). Each student should share their e-mail address with one or two students of his/her choice (ensure each student has at least one peer’s e-mail address).

12. Using a word processor (or e-mail software), key an e-mail message to a peer in class. Remind students to include To, Subject, and/or Cc/Bcc. Messages should be proofread, printed, folded, and labelled with Inbox information. Messages should be posted on the bulletin board in the corresponding mail server area.

13. Students should retrieve their message(s) from the mail server and key a response that will be posted.

14. If actual e-mail is available, the teacher may wish to arrange for keypals with whom the students can communicate.

15. If actual e-mail is available, the teacher may wish to have the students submit their work as e-mail attachments to which the teacher will respond.

16. Students will update their Electronic Presentation Software Competencies Checklists and portfolios or personal folders (Unit 1, Appendix A, Activity 2) using Unit 3, Appendix A as a guide.

17. Students will complete their Reference Manual of Information Technology Terminology (Unit 1, Appendix A, Activity 1) using Unit 3, Appendix A as a guide.

18. Teachers will develop and administer a summative evaluation (e.g., test) that focusses on knowledge and understanding related to this activity (Part B and Part C).

Assessment/Evaluation Techniques

· diagnostic, formative, summative

· teacher-created summative evaluation

· How Information is Sent Over the Internet – Visual Display

· E-mail Reference Sheet – checked for completion and used to update Reference Manual of Information Technology Terminology

· E-mail Concepts Chart – checked for completion and used to update Reference Manual of Information Technology Terminology

· Reference Manual of Information Technology Terminology – ongoing

· Activity 2 Quizzes – created by the teacher (Knowledge and Understanding focus)

Accommodations (For Students with Special Needs)

· refer to Special Education and ESL Accommodations in Course Overview

· establish flexible timelines

· allow students to work in pairs

· allow alternative methods of evaluation instead of requiring written responses only

Resources

Ÿ Bucki, Lisa A. and Judy Fischer. Learning Computer Applications, Projects and Exercises. DDC Publishing, New York, 1999, ISBN 1-56234-750-X.

Ÿ Mosher, Sue. The Microsoft Outlook E-mail and Fax Guide. 29^th Street Press, 1999, ISBN 1882419820.

Ÿ Angell, David. Elements of E-mail Style. Addision Wesley Longman, 1994, ISBN 0201627094.

Ÿ Hartman, Diane B. and Karen S. Nantz. The 3 Rs of E-mail: Risks, Rights, and Responsibilities. Crisp Publications Incorporated, 1995, ISBN 1560523786.

Ÿ Video: Using E-mail on the Internet. 1996, ASIN: 6305191220.

Ÿ Video: E-mail for Everyone. 1997, ASIN:0965733408.

Ÿ software manuals (e-mail section)

Ÿ teacher demonstration of creating, sending, receiving e-mail messages

Internet Web Sites

Internet 101: E-mail: www2.famvid.com/i101/email.html

University of Victoria: http://helpdesk.uvic.ca/resource/network/email.html

Introduction to Electronic Mail: www.ctt.bc.ca/edtech/bit/6.html

Electronic Information Literacy: www.olc.ouc.bc.ca/library/email/Email%20Whatis.html

Sympatico E-mail: www.bc.sympatico.ca/help/Email/HG-email.html

Calgary Public Library: http://public-library.calgary.ab.ca/train/overview/e_mail.htm

How Stuff Works: www.howstuffworks.com

Appendices

Ÿ Reference Manual of Information Technology Terminology Checklist

2. Generate a list of electronic communication tools commonly used in business that includes fax, e-mail, voice mail, bulletin boards, discussion groups, newsgroups, Internet, Intranet, and Extranet. If possible, provide actual samples so students may see the tools.

3. Divide the class into pairs. Each pair will generate a definition of each term based upon their understanding of the term.

4. As a class, discuss the student-generated definitions.

5. Divide the class into groups of three or four students, and distribute copies of the Small Business Project Criteria Sheet below that outlines the purpose and criteria for the project. Note: Teachers will provide students with copies of the marking schemes from Unit 2, Appendix E (Business Card Group Self-Evaluation, Letterhead Teacher/Group Evaluation).

6.

Students should review their feedback from Unit 2 (Business Card and Letterhead) to identify areas requiring additional attention.

7. Inform students that in Unit 3, Activity 4, they will be creating an electronic presentation for their business that will be used to train new employees on the use of specific electronic communication tools. Therefore, all notes and files should be stored and saved.

8. Each student will complete Reflecting on the Team – Self-Evaluation (Appendix – Generic Forms).

9. Students will update their Skills and Competencies and portfolios or personal folders (Unit 1, Appendix A, Activity 2) using Unit 3, Appendix A as a guide.

10. Students will complete their Reference Manual of Information Technology Terminology (Unit 1, Appendix A, Activity 1) using Unit 3, Appendix A as a guide.

Assessment /Evaluation Techniques

· diagnostic, formative, summative

· teacher-created summative evaluation

· Business Card – group/self-evaluation

· Business Letterhead – teacher/group evaluation

· Business Advertisement – teacher evaluation

· Research Report on Electronic Communication Tools – teacher evaluation

· Reflecting on the Team – self-evaluation

Accommodations (For Students with Special Needs)

· refer to Special Education and ESL Accommodations in Course Overview

· allow alternative methods of evaluation instead of requiring written responses only

· provide checklists to help with progress

· allow process marks so students who complete work can be successful despite a weak final product

· form groups to include a variety of strengths

· provide specific web sites so the students do not have to search, or provide hardcopy information

· establish flexible timelines

· provide opportunities to redo work

· provide students with a list of terms for the Reference Manual of Information Technology Terminology

Resources

Ÿ class Treasure Chest of samples of business cards, letters, advertisements, reports

Ÿ school Library Resource Centre

Internet Web Sites

Toronto Business Development Centre: www.the-wire.com/sedi/tbdc.html

Canadian Youth Business Foundation On-Line: www.cybf.ca/main.htm

Confederation College – Entrepreneurship On-Line: http://alpha.confederationc.on.ca/courses/net_test/ge017/lecture/Default.html

Small Business Information: http://workplace.sympatico.ca/workplace/small_business.html

Survey of New Small Business Intentions: www.gdsourcing.com/1998Results.htm

Canadian Youth Business Foundation: http://strategis.ic.gc.ca/SSG/mi05663e.html

Youth Resource Network of Canada: www.youth.gc.ca/selfemp_e.shtml

Self-Employment Steps: www.gov.nf.ca/nlwin/SE/2ses.htm

Starting a Small Business in Ontario: www.cbsc.org/ontario/starting/main.html

Young Entrepreneurs Association: www.YEA.ca

Mazemaster: www.mazemaster.on.ca/eng/mod3/

Venturing Out: www.hrdc-drhc.gc.ca/hrdc/hrib/hrif/leis/career/lm399_e.html

Catching the Wave: www.hrdc-drhc.gc.ca/career-carriere/ctw/index.shtml

Intranets as Platforms for Information Management: http://choo.fis.utoronto/fis/courses/lis2102/GO.intranet.slides/sld001.htm

Intranets: not the Internet: http://mediavision.cotr.bc.ca/nmco379/intranet/slide1.htm

Intranets: A Wise Choice for Schools: www.pwc.k12.nf.ca/~brickett/e6620/intranets.html

Intranet Technologies, Extranets the New Internet Solution: http://home.intranet.ca/newsletter3.html

Networking for Internet or an Intranet: http://pmax.dymaxion.ns.ca/iisadmin/htmldocs/04_iis.htm

Intranet FAQs: www.intrack.com/intranet/ifaq.shtml

Intranet Reference Site: www.intrack.com/intranet/index.shtml

What is an Intranet: http://learn.senecac.on.ca/~aclam2/hwd101/intranet.htm

The Internet and Intranets: http://strategis.ic.gc.ca/SSG/mi06361e.html

What is a Bulletin Board System: www.dsuper.net/~techno/general.html

How Stuff Works: http://www.howstuffworks.com

Appendices

Ÿ Electronic Presentation Software Competencies Checklist

Ÿ Reference Manual of Information Technology Terminology Checklist

Teaching/Learning Strategies

Ÿ brainstorming, Think/Pair/Share, Jigsaw/Expert Group, individual work, Electronic Presentation Software Competencies Checklist (Unit 3, Appendix A)

Instructions

Part A

1. In groups of three, students will browse through one of the following electronic sources, making sure to check any sections that provide sound and animation. Each group should be assigned a different CD or web site so there is no overlap.

OESS licenced CD-ROMs Web sites

Career Cruising http://on.cx.bridges.com

Canadian & World Encyclopedia www.edu.gov.on.ca/eng/career

Light and Sound www.muchmusic.com

Biomes and Natural Cycles www.fallsview.com

Digital Field Trip to the Rainforest www.ctv.ca

Digital Field Trip the Wetlands www.learnthenet.com/english/index.html

Eyewitness Encyclopedia of Nature

Eyewitness Encyclopedia of Science

2. Provide each student with a copy of the Presentation Critique Sheet below that will be used to critique CD-ROMs and web sites. Students are to complete this sheet once they have completed viewing the CD-ROM or web site.

3. Each group is to share its responses with the class.

4. As a class, brainstorm to come up with a list of features (e.g., sound, animation, videos, graphics, layout) that can be used in a presentation to dazzle an audience. Post this list in the classroom.

5. Save all of the notes and files from Part A in order to complete Part B.

Part B

1. Students will work within the same groups as they did in Unit 3, Activity 3.

2. Provide students with copies of all handouts prior to the beginning of the activity.

3. Retrieve all notes and files from Unit 3, Activity 3 and Part A of Activity 4. This information will be used to assist in the following steps.

Student Instructions

4. Topics are to be chosen from the following list. Each group will present a different topic ensuring that there is no duplication.

Presentation Topics

áE-mail (security, legal, and ethical issues as a user)

áRules for Creating Voice Mail

áSending Faxes (issues to keep in mind)

áE-Commerce: The Future of Our Company (how it is being used in business; what it will do for us)

áCompany Bulletin Boards (how and why these can be used by employees)

áOnline Sense of Community (advantages and disadvantages of joining discussion groups)

áGuide to Ensuring Repeat Business from Customers

áHolding Our Customer’s Hand (online services provided for customers)

áIntranet vs. the Internet (in what ways will our company use them)

áOur Company’s Web site (what should be on it; what links may be needed; who will design and maintain it)

5. Using the problem-solving model below to create an electronic presentation that will be used to train new employees

PROBLEM-SOLVING MODEL

1.        Identify the Problem (select topic; state and define the problem; e.g., determine what the topic requires)

2.        Explore Alternatives (e.g., brainstorm a list of questions about the problem; assess questions; determine which ones you should pursue further and which ones you should delete)

3.        Collect Information (what sources of information will you use; develop a procedure for recording data gathered; record sources such as the name of the author, publishing company, web site address, people contacted)

4.        Organize the Information (group information according to alternatives explored; does the information help us decide which alternatives are the best; do we need to collect more information; are we ready to solve the problem)

5.        Present the Solution (develop script; chose type of presentation software; decide on type and size of fonts, background colour, visuals, sound, animation, etc; create presentation; present to classmates)

6.        Evaluate the Solution (what was good; what needed improvement; how; what would we do differently next time)

6. Use the checklist below to monitor progress and to ensure that nothing has been forgotten.

PRESENTATION CHECKLIST

What is the title of our presentation?                               Choose background colour and format.

Who is our audience?                                                         How will we use bullets and symbols?

What is our purpose?                                                         Will we use (and where) clip art? WordArt?

What presentation software will we use?                        Are graphics and pictures appropriate? Where?

Who is responsible for what?                                            Is there a place for animation or video? Where?

Create text to be used—develop a script.                        Will we use sound? Where?

Do we need presentation notes?                                       How do we move from one slide to another?

Choose font type and size.                                                 Will our presentation dazzle our audience?

What is the title of our presentation?

Who is our audience?

What is the purpose?

What presentation software will we use?

Who is responsible for what?

Create text to be used—develop script.

Choose font type and size.

Choose background colour and format.

Will we use (and where) clipart, WordArt?

Are graphics and pictures appropriate? Where?

Is there a place for animation or video? Where?

Will we use sound? Where?

Other?

7. After you have chosen your topic, explored the alternatives, and collected and organized the necessary information, use a script sheet similar to the one below to map out your presentation.

8. Analyse your presentation using the Top 10 Electronic Presentation Tips (Unit 3, Activity 1), Presentation Critique Sheet (Unit 3, Activity 4, Part A), and the Analytical Rating Scale below to analyse the work your group has completed. In the space provided, list the suggestions you have for improvement.

9. Arrange a group/teacher conference to receive revision comments and suggestions from the teacher that can be added to the rating scale.

MAPPING OUT OUR PRESENTATION

Slide 1

(e.g.)

· Background blue

· 22 pt. font/Impact, left aligned

· Use blinds to unveil group members’ names

· Group picture—bottom right-hand corner

Script

· Presentation Title

· Group members’ names

Slide 2

Script

Slide 3

Script

ANALYTICAL RATING SCALE

Group Members:

As a group, critically analyse the work you have done. For each item listed, circle the number you think reflects your work. Add up the circled numbers for your group total.

                                                                low                  middle             high

ideas                                                        1     2      3      4      5      6      7      8     9      10

organization                                            1      2      3      4      5      6      7      8     9      10

word choice                                             1      2      3      4      5      6      7      8     9      10

visuals                                                     1      2      3      4      5      6      7      8     9      10

colour                                                      1      2      3      4      5      6      7      8     9      10

creativity                                                 1      2      3      4      5      6      7      8     9      10

grammar/punctuation/spelling 1      2      3      4      5      6      7      8     9      10

content complete                                    1      2      3      4      5      6      7      8     9      10

content accurate                                      1      2      3      4      5      6      7      8     9      10

overall appearance/dazzling                    1      2      3      4      5      6      7      8     9      10

TOTAL__________/100

Suggestions as to how we think we can improve our presentation:

Teacher’s Suggestions:

10. Make revisions, then create your electronic presentation using the appropriate software. Be sure to proofread carefully because errors detract from the presentation.

11. Present your topic, electronically, to the class.

12. Complete the Individual Evaluation Scale for Group Work below. Submit the completed sheet to your teacher.

13. Students will update their Electronic Presentation Software Competencies Checklist and portfolios or personal folders (Unit 1, Appendix A, Activity 2) using Unit 3, Appendix A as a guide.

14. Students will complete their Reference Manual of Information Technology Terminology (Unit 1, Appendix A, Activity 1) using Unit 3, Appendix A as a guide.

INDIVIDUAL EVALUATION SCALE FOR GROUP WORK

Assign yourself a mark, according to the scale, for each statement below.

Very Often              4

Often                       3

Sometimes               2

Seldom                    1

                                                                                                My Mark

1.        Stayed on task

2.        Listened politely and attentively.

3.        Contributed ideas.

4.        Encouraged others.

5.        Considered the ideas of others.

6.        Helped further develop ideas contributed by others.

7.        Helped group members meet deadlines.

8.        Did my share of the work.

9.        Helped group members reach consensus.

10.     Participated in the presentation to the class.

TOTAL MARK _____________/40

Assessment/Evaluation Techniques

· diagnostic, formative, summative

· Presentation Critique Sheet

· Problem-Solving Model

· Presentation Checklist

· Top Ten Electronic Presentation Tips (Unit 3, Activity 1)

· Presentation Critique Sheet

· Analytical Rating Scale

· Individual Evaluation Scale for Group Work

· Electronic Presentation Rubric

· Teacher-generated final presentation evaluation (summative)

Accommodations (For Students with Special Needs)

· refer to Special Education and ESL Accommodations in Course Overview

· group students to include a student with strong language skills and one with good computer skills

· allow alternative methods of evaluation instead of requiring written responses only

· develop a terminology/definition checklist of presentation terms

· provide checklists to help with progress

· use process marks so students who complete work can be successful despite a weak final product

· form groups to include a variety of strengths

· provide specific web sites so that the students do not have to search, or provide hardcopy information

· establish flexible timelines

· provide opportunities to redo work

Resources

· Bly, Robert W. The Encyclopedia of Business Letters, Fax Memos, and E-mail. Career Press, 1998, ISBN 1564143759.

· Bucki, Lisa A. and Judy Fischer. Learning Computer Applications, Projects and Exercises. DDC Publishing, Monarch Books of Canada, New York, 1999, ISBN 1-56234-750-X.

· Business Week Magazine, “What Every CEO Needs to Know About Electronic Business: A Survival Guide.” March 22, 1999.

· E-Commerce Security Strategies: Protecting the Enterprise. Computer Technology Research Corporation, 1998, ISBN 1566070570.

· Cameron, Debra. Electronic Commerce: The New Business Platform for the Internet. Computer Technology Research Corporation, 1997, ISBN 1566079853.

· Fleming, L., et. al. Communicating For Business. Nelson Canada, 1990, ISBN 17-603551-6.

· Ghosh, Anup K. E-Commerce Security: Weak Links, Best Defenses. John Wiley & Sons Canada, Limited, 1998, ISBN 0471192236.

· Hallett, Anthony and Diane Hallet. Encyclopedia of Entrepreneurs. John Wiley & Sons Canada, Limited, 1997, ISBN 0471175366.

· Hurley, Brian & Peter Birkwook. Doing Big Business on the Internet. Self-Counsel Press, 1997.

· Internet In An Hour: Business Communication and E-mail. DDC Publishing, Monarch Books of Canada, ISBN 1562436767.

· McLaren, Bruce J. and Constance H. McLaren. E-commerce: Business On The Internet. Nelson Canada Limited, 1999, ISBN 0538689188.

· Morris, Rupert. The Right Way to Write: How to Write Effective Business Letters, Reports, Memos, and E-mail. Piatkus Books, 1999, ISBN 0749918780.

· Overly, Michael R. E-policy: How to Develop Computer, E-mail, and Internet Guidelines to Protect Your Company and Its Assets. Amacom, 1998, ISBN 0814479960.

· Schelling, Jeffery M. Cyberlaw: The Computer User’s Legal Guide. Self-Counsel Press, 1997.

· Schneier, Bruce. E-Mail Security: How to Keep Your Electronic Messages Private. John Wiley & Sons Canada, Limited, 1995, ISBN 047105318X.

· Shaw, Russell. E-Commerce for Dummies. IDG Books Worldwide, 1997, ISBN 0764502093.

· Siebel, Thomas M. and Pat House. Cyber Rules: Strategies for Excelling at E-business. Doubleday & Company Incorporated, 1999, ISBN 0385494122

· Magazines: Home Business, e-Business Advisor, Entrepreneur, Home Office Computing

· OESS licenced CD-ROMs: Career Cruising, Canadian & World Encyclopedia, Light and Sound, Biomes and Natural Cycles, Digital Field Trip to the Rainforest, Digital Field Trip the Wetlands, Eyewitness Encyclopedia of Nature, Eyewitness Encyclopedia of Science

Internet Web Sites

Career Exploration and Planning: http://on.cx.bridges.com

Career Gateway, Ontario Government: www.edu.gov.on.ca/eng/career

Youth Jobs, Ontario Government: www.youthjobs.gov.on.ca

MuchMusic: www.muchmusic.com

Sheraton Fallsview Hotel, Niagara Falls, Ontario: www.fallsview.com

CTV Televison: www.ctv.ca

Industry Canada, Using Electronic Commerce: http://e-com.ic.gc.ca/using/en/101/html

Unit 3

Unit Description

Unit Planning Notes

Assessment/Evaluation Techniques

Resources

Description

Strand(s) and Expectations

Instructions

Assessment/Evaluation Techniques

Resources

Internet Web Sites

Description

Strand(s) and Expectations

Prior Knowledge Required

Teaching/Learning Strategies

Part B

How Information Is Sent Over the Internet

Part C – Creating the E-mail Message

E-mail Concepts Chart

Assessment/Evaluation Techniques

Resources

Internet Web Sites

Description

Strand(s) and Expectations

Prior Knowledge Required

Teaching/Learning Strategies

Instructions

Assessment /Evaluation Techniques

Resources

Appendices

Time: 480 minutes

Description

Strand(s) and Expectations

Activity Instructions

Planning Notes

Prior Knowledge Required

Teaching/Learning Strategies

Instructions

Part A

Part B

Student Instructions

Slide 1

(e.g.)

Script

Slide 2

Script

Slide 3

Script

Assessment/Evaluation Techniques

Resources

Internet Web Sites