Debra Erdmann, M.B.A.
EDUCATIONAL TECHNOLOGIST
This portfolio was created for the Leading Edge Certification course
taught by Cathy Reznicek from the Ventura County Office of Education in Spring of 2013.
The purpose of the portfolio is to display items created to
demonstrate my understanding of Online Learning.
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A1.0 Visual and Performing Arts (VPA) and English Language Arts (ELA) Content Standards covered in Part I and II of project:
1.3 Research and analyze the work of an artist and write about the artist's distinctive style and it's contribution to the meaning of the work.
A1.1 VPA Perception Standards:
1.8 Analyze the works of a well-known artist as to the art media selected and the effect of that selection on the artist's style.
A1.2 VPA Creative Expression Standards:
2.3 Develop and refine skill in the manipulation of digital imagery (either still or video).
A2.6 Present a universal concept in a multimedia work of art that demonstrates knowledge of technology skills.
A1.7 ELA Writing Strategies and Applications Standards:
1.1 Demonstrate an understanding of the elements of discourse when completing narrative, expository, persuasive, or descriptive writing assignments.
1.5 Use language in natural, fresh, and vivid ways to establish a specific tone.
1.8 Integrate databases, graphics, and spread sheets into word-processed documents.
A1.8 ELA Written and Oral English Language Conventions Standards:
1.1 Demonstrate control of grammar, diction, and paragraph and sentence structure and an understanding of English usage.
1.2 Produce legible work that shows accurate spelling and correct punctuation and capitalization.
1.3 Reflect appropriate manuscript requirements in writing.
A2.0 Media and Design Arts Pathway Content Standards covered in Part I and II of the project:
A2.2 Know the component steps and skills required to design, edit, and produce a production for audio, video, electronic, or printed presentation.
A2.3 Use technology to create a variety of audio, visual, written, and electronic products and presentations.
A2.5 Know the writing processes, formats, and conventions used for various media.
Media Support and Services Pathway Content Standards covered in Part I and II of the project:
B1.1-7 Students understand the effective use of tools for media production, development, and project management.
B2.1-4 Students understand the effective use of communication software to access and transmit information.
B3.1-4 Students understand the use of different types of peripherals and hardware appropriate to media and technology.
B4.1-4 Students apply technical and interpersonal skills and knowledge to support the user.
B5.1-10 Students understand and apply knowledge of effective Web page design and management.
Designing a Comprehensive Assessment Plan
ARTIST AUTHORING PROJECT-Course: MULTIMEDIA I (P) 11-12 Grade College Prep HS Students
PROJECT OBJECTIVES to DEMONSTRATE MASTERY: Students will be able to differentiate between many famous artists and their personal artistic style and influences.Students will understand the function and purpose of non-profit organizations in their community.Students will compose and format a descriptive essay based on the English Language Arts standards.Students will gain interpersonal and leadership skills working in a group setting.Students will reinforce their knowledge and skills in Website Design.Students will demonstrate their knowledge of layout design and use of text when creating a poster.Students will demonstrate their knowledge of vector graphic logo design.Students will apply their knowledge of video creation, editing, and publishing.Students will apply their knowledge of budgeting and spreadsheet document formation.
PART 1 INDIVIDUAL ESSAY:
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Activity: Each student will research a past or present artist including their personal artistic style using the Internet.
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A 1-2 page typed descriptive essay will be written about the artist, identifying their artistic style and life struggles that influenced their work.
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FORMATIVE ASSESSMENT: Students will take an online quiz using Quizstar to assess their knowledge about the different types of art styles.
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Feedback: Students will self assess based on quiz results and review any art styles they missed.
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Activity: Students will identify a "non-profit" organization that the artist was involved in or would become involved in related to their life struggles.
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FORMATIVE ASSESSMENT: Students contribute one non-profit organization they are aware of and/or have been involved in to an online discussion.
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Feedback: Through the use of the online discussion, students will reflect on the characteristics of non-profit organizations and their place withintheir own life in order to complete the discussion prompt.
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Activity: Student will write an essay following the rubric guidelines and upload to Google Docs and send the link to the teacher.
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FORMATIVE ASSESSMENT: Students will be graded on their individual essays using the rubric below.
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Feedback: Students will use feedback/grade provided to reflect on the quality of their essay and will have the opportunity to correct their
work and resubmit.
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CATEGORY |
3 |
2 |
1 |
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Content standards are met at a proficient level. The artist's background is described in a clear and concise way. The artist's style is accurately identified and life struggles influence on the artist's work is outlined. |
Content standards are met at an above basic level. The artist's background is described in a clear and concise way. The artist's style is identified and life struggles influence on the artist's work is outlined, but not completely accurate. |
Content standards are met at a basic level. The artist's background is not clearly described. The artist's style not identified and/nor the life struggles influence on the artist's work outlined in the essay. |
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Essay exceeds one page in length. |
Essay is one page in length. |
Essay is not one page in length. Many spelling and grammatical errors are present. Links and image is placed inappropriately with url's without anchor text. |
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At least 3 links are listed related to the artist including an image of the artist or their work, as well as link(s) to the related non-profit organization. The essay is uploaded to Google Docs and an accurate link is sent to the teacher. |
At least 3 links are listed related to the artist including an image of the artist or their work and/or the non-profit organization. The essay is uploaded to Google Docs and link is sent to the teacher. |
Less than 3 links are listed related to the artist and their work and/or non-profit organization is listed. The essay has not been uploaded correctly to Google Docs and/or the link to the teacher does not work. |
PART 2 GROUP MULTIMEDIA PACKAGE:
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Activity: Students will work in groups of 4 to create a multimedia package for one of their researched artist and create an event for
the non-profit organization researched. -
Activity: Students will create a website on Adobe Dreamweaver with the artist information researched for their essay, including links
and image(s), and promote the event. -
Activity: Students will create a pdf poster or flyer in Adobe InDesign with all necessary details to promote the non-profit event
(who, where, when, what, how.) Flyer will be uploaded to Google Docs.* -
Activity: Students will create a business logo in Adobe Illustrator for the artist and insert the logo on a letterhead stationary and business card.
The files will be saved as pdf documents and uploaded to Google Docs.* -
Activity: Students will record a 30 section public service announcement video promoting the event and upload to SchoolTube.*
Closed Captioning transcripts will be edited and printed. -
Activity: Students will prlan and prepare an event budget and invoice in MSExcel and uploaded to Google Docs.*
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Activity: Students will prepare a Google Doc presentation to present the website link and links to all other documents.
*Linked to website
Student Group 1 Sample Website
SUMMATIVE ASSESSMENT: Student groups will be graded on their projects using the below rubric.
Feedback: Students will be asked to review their peer's work and submit a critique for each group with one strength and one area to work on.
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CATEGORY |
3 |
2 |
1 |
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Presentation |
Organized and prepared presentation. Introduction of all team members, clear speech, eye contact with audience. Attractive and easy to read text on slides. Links to files and website easily navigated throughout presentation. |
Partially organized and prepared presentation. No introduction of all team members, clear speech, little or no eye contact. Somewhat attractive and easy to read text on slides. Links to files and website navigated throughout presentation. |
Presentation unorganized and unprepared. No introduction of team members, speech unclear, little or no eye contact. Text on slides on slides hard to read. Links to files and website not navigated throughout presentation. |
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Dreamweaver Website |
Attractive and easy to read text and color scheme. Artist's styles and life struggles included. Links to files easy to navigate. |
Easy to read text and color scheme. Artist's styles and life struggles included but unclear. Most links to files easy to navigate. |
Text and color scheme hard to read. Both artist style and life struggles not included. Links to files difficult to navigate or not included. |
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business card |
Original logo design, consistent use of logo and style on letterhead and business card. Artistic style consistent with artist's style type. |
Original or redesigned logo design, somewhat consistent use of logo and style on letterhead and business card. Artistic style somewhat consistent with artist's style type. |
Redesigned logo, inconsistent use of logo and style on letterhead and business card. Artistic style inconsistent with artist's style type. |
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InDesign Flyer/Poster |
Text is attractive and easy to read. There is a clear purpose for the event, all questions answered. The artist name is included. Saved as a pdf and linked to website. |
Text is easy to read. There is a purpose for the event, all questions answered. The artist name is included. Saved as a pdf and/or linked to website. |
Text is difficult to read. There is not a clear purpose for the event, questions not answered. The artist name many not be included. Not saved as a pdf and/or linked to website. |
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Public Service Announcement (PSA) |
30 seconds in length, clear speech and message, good visual and sound quality, linked to website. A trancript of the video is edited and printed. |
Less or more than 30 seconds in length, speech and message somewhat clear, visual and sound quality not the best, linked to website. A transcript of the video is printed and may not be edited. |
Less or more than 30 seconds in length, speech and message unclear, visual and sound quality could be better. Not linked to website. The transcript is not edited nor printed. |
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MS Excel and Invoice |
Clear and relevant categories, attractive, easy to read design, appropriate dollar amounts. Saved as a pdf, linked to website. |
Relevant categories, easy to read design, appropriate dollar amounts. Saved as a pdf and/or linked to website. |
Unrelevant categories, difficult to read, inappropriate dollar amounts. Not saved as a pdf and/or linked to website. |
Reflection:Throught the creation of this activity, I've found adding several modes of formative assessment adds depth to the assignment and project. Having a variety of assessments also allows increased opportunities for students with different learning styles to be successful. Splitting the unit into an individual section and a group section is another component that allows for some autonomy within the project furthering student preparation to work in a group setting, versus coming in "cold" into the group setting. Having rubrics available for students for comparison when evaluating their work is a necessary tool for teachers to clarify project requirements and expectations, improving the overall quality of the final product.