unit outline - ed1113.weebly.comed1113.weebly.com/uploads/3/8/5/7/38578435/2016_ed... · unit...

The University of Notre Dame Australia, Fremantle Campus • 19 Mouat Street (PO Box 1225), Fremantle Western Australia 6959 • Tel: (08) 9433 0555 • Fax: (08) 9433 0544 • Email: [email protected] • Internet: www.nd.edu.au • ABN: 69 330 643 210 • CRICOS PROVIDER

CODE: 01032F

School of Education, Fremantl e Campus

UNIT OUTLINE

ED1113

Introduction to

ICT for

Teachers 2016

Semester Two

mailto:[email protected]

http://www.nd.edu.au/

UNIT OUTLINE: ED1113 – SEMESTER TWO 2016

The University of Notre Dame Australia Date of Publication to students 29/08/2016 1 of 13

General Information

Credit Points 20 Delivery Mode

Internal

Assumed Prior Knowledge /Special

Skill Requirements

No assumed prior knowledge. ED1113 is an introductory information and communication technologies (ICT) unit.

Pre-requisite Unit/s

ED1113 Introduction to ICT for Teachers

Co-requisite Unit/s None

Contact Hours per Week

Lecture/s:

Tutorial: Practicum:

Workshop/s: 2 hours Lab Session/s:

Weekly Lecture/Tutorial

Attendance

6 weekly workshops

STAFF DETAILS

Role Telephone Email Office

Location

Availability (In addition to appointments

made on an individual basis)

Unit Coordinator and lecturer

9433 0165 [email protected] ND36/208 Mon-Thu, 9 am – 5 pm

School’s Senior

Administration Officer 9433 0154 [email protected] ND36/211

Please phone for an appointment

Unit Outline Statement

This Unit Outline provides students enrolled in the unit at The University of Notre Dame Australia with

important information regarding the unit’s outcomes, lecture and tutorial times, program outline, assessment structure, resources and texts. Students are expected to have read and understood this Unit Outline in conjunction with the University’s General Regulations and relevant School Regulations, as well

as any other relevant policy, guideline or procedure. The General Regulations and other relevant Regulations can be accessed at

http://www.nd.edu.au/university/regulations.shtml. University Policies and Guidelines can be accessed at

http://www.nd.edu.au/current-students/studentadministration/policiesregulations.shtml. Communication to Students (Email & Learning Management System)

It is likely that communications for this unit will be conveyed to students via their Notre Dame email account and to the Learning Management System (Learnit) noticeboard. It is the responsibility of all students of the University (and a condition of enrolment) to check this email account on a weekly basis as all emails to a

student email account shall be deemed to have been received, as indicated in the General Regulations [Chapter 9]. The unit’s noticeboard within Learnit should also be checked on a regular basis which can be accessed at https://learnit.nd.edu.au. All relevant material for this unit will be found on Learnit and all

students enrolled in this unit will automatically be enrolled in this unit on Learnit. Feedback for Students

The University appreciates student input into its quality processes. Various strategies are used (e.g. Teaching and Unit Content Evaluations, course reviews, review by School or unit coordinator, external accreditation) and on the basis of the most recent feedback, some of the changes/improvements made to

this unit are:

Further detailed resources to support curriculum development;

Increased distribution of assessment components.



http://www.nd.edu.au/university/regulations.shtml

http://www.nd.edu.au/current-students/studentadministration/policiesregulations.shtml

https://learnit.nd.edu.au/



CONTENTS PAGE

CONTENTS PAGE ......................................................................................................................... 2

1. UNIT DESCRIPTION........................................................................................................................ 3

2. UNIT LEARNING OUTCOMES ......................................................................................................... 3

3. GRADUATE ATTRIBUTES AND PROFESSIONAL OUTCOMES ........................................................ 3

4. ATTENDANCE AND ABSENCE........................................................................................................ 4

5. ASSESSMENT (SEE ALSO SECTION 9 – ACADEMIC INTEGRITY) .................................................. 4

5.1 Assessment Structure .......................................................................................................... 5 5.2 Referencing Style ................................................................................................................. 5

5.3 Submission of Assignments ................................................................................................ 5

6. Unit Program .............................................................................................................................. 6

7. RESOURCES .................................................................................................................................. 9

8. LEARNING SUPPORT ................................................................................................................... 10

9. ACADEMIC INTEGRITY ................................................................................................................. 10

NOTE:

Control-clicking one of the headings above will take you to that section in the Unit Outline.

To return to the Contents page, click the heading title of that section.



1. Unit Description

Student-teachers need to know about, and be able to confidently use a number of software applications

(e.g., Word/Pages, PowerPoint/Keynote). They will also be required to demonstrate familiarity with web-based materials, especially those with a teaching application. This module provides an introduction to these areas of skill and understanding.

This unit provides beginning education students with an introduction to information and communication technologies (ICT) with a particular focus on document production, web management, representing data

visually and screen presentations. No previous knowledge or skill is assumed and students are given the opportunity to develop personal skills in the use of a range of personal productivity tools; acquire an understanding of the vocabulary and language of information technology; and effectively use networked

systems such as the local area campus network and the Internet. The ensuing unit ED2632/4632, Transforming Learning Through ICT, develops the ICT skills learnt in this ED1113 unit.

2. Unit Learning Outcomes At the completion of this unit a student should be able to: 1. use the vocabulary of computers and have skills in simple computer operations, file management,

data backups and network use; 2. use ICT safely, responsibly and ethically; 3. effectively produce documents for print and screen;

4. use tools that visually represent text and can enhance thinking and learning; 5. develop an appreciation of ways in which ICT can enhance learning.

3. Graduate Attributes and Professional Outcomes

Notre Dame’s Graduate Attributes are the generic qualities, skills and understandings which the University aspires to develop in its students:

Graduate Attributes Graduate Abilities

1. Communication The ability to communicate effectively in all domains w ithin a range of contexts, using oracy, literacy,

numeracy and information skills.

2. Critical and Reflective Thinking The ability to be a reflective practitioner with sound decision making abilities, through the use of clear, critical and creative thinking and effective problem solving skills.

3. Technical Competence and Interdisciplinarity

A comprehensive technical know ledge of a f ield of study, in addition to inter-professional knowledge extending beyond a single discipline.

4. Life-long Learning Acceptance of personal responsibility for ongoing life-long learning and professional development,

w ith a capacity to be self -directed and utilise effective time- management skills.

5. Ethical Responsibility A capacity for high ethical standards both personally and professionally, underpinned by the ability to apply ethical thinking skills to social/societal problems and challenges.

6. Philosophical and Religious Approaches to Life

The ability to be an open and reflective individual, sensitive to and accepting of others’ values and beliefs, w hilst recognising and challenging prejudice and bias from a sound intellectual base.

7. Team work A capacity to contribute in a positive and collaborative manner in order to achieve common goals.

8. Research and Information Retrieval Skills

The ability to construct new concepts or create new understandings through the process of research and inquiry.

9. Internationalisation A capacity for international and global perspectives based on an understanding and appreciation of social and cultural diversity and individual human rights.

10. Commitment to Active Citizenship

A commitment to connect w ith and serve the community through active participation, engagement and reflection.



AITSL National Professional Standards for Teachers (Graduate) The National Professional Standards for Teachers comprise seven Standards which outline what teachers

should know and be able to do. The Standards are interconnected, interdependent and overlapping.

Domain Standard Focus Area

Professional Knowledge

1. Know students and how they learn

1.1 Physical, social and intellectual development and characteristics of students 1.2 Understand how students learn

1.3 Students w ith diverse linguistic, cultural, religious and socioeconomic backgrounds

1.4 Strategies for teaching Aboriginal and Torres Strait Islander students 1.5 Differentiate teaching to meet the specif ic learning needs of students across the

full range of abilities 1.6 Strategies to support full participation of students with disability

2. Know the content and

how to teach it

2.1 Content and teaching strategies of the teaching area 2.2 Content selection and organisation 2.3 Curriculum, assessment and reporting

2.4 Understand and respect Aboriginal and Torres Strait Islander people to promote reconciliation betw een Indigenous and non-Indigenous Australians

2.5 Literacy and numeracy strategies 2.6 Information and Communication Technology (ICT)

Professional Practice

3. Plan for and implement effective

teaching and learning

3.1 Establish challenging learning goals 3.2 Plan, structure and sequence learning programs 3.3 Use teaching strategies

3.4 Select and use resources 3.5 Use effective classroom communication 3.6 Evaluate and improve teaching programs 3.7 Engage parents/carers in the educative process

4. Create and maintain

supportive and safe

learning environments

4.1 Support student participation 4.2 Manage classroom activities 4.3 Manage challenging behaviour

4.4 Maintain student safety 4.5 Use ICT safely, responsibly and ethically

5. Assess, provide

feedback and report on student learning

5.1 Assess student learning 5.2 Provide feedback to students on their learning

5.3 Make consistent and comparable judgements 5.4 Interpret student data 5.5 Report on student achievement

Professional

Engagement

6. Engage in

professional learning

6.1 Identify and plan professional learning needs 6.2 Engage in professional learning and improve practice

6.3 Engage w ith colleagues and improve practice 6.4 Apply professional learning and improve student learning

7. Engage professionally w ith colleagues, parents/carers and

the community

7.1 Meet professional ethics and responsibilities 7.2 Comply w ith legislative, administrative and organisational requirements 7.3 Engage w ith the parents/carers

7.4 Engage w ith professional teaching networks and broader communities

4. Attendance and Absence In accordance with the School of Education Regulations Chapter IV: 4.1 A student who is absent from a unit without the approval of the Course Coordinator or Unit

Coordinator from its scheduled lectures, tutorials, workshops or any other teaching period outlined in the unit outline may not be permitted to sit the final examination for the unit and/or receive a Fail due to Non-Completion (FN) grade for the unit.

4.2 A student is required to attend all scheduled classes for each unit they are enrolled in. 4.3 Where a student is absent from tutorials for two consecutive weeks or more than twice during an

intensive unit or more than three times for a semester-long unit, the tutor should inform the

Course Coordinator, who will contact the student. 4.4 Full time attendance at all scheduled practicum or internships, including necessary briefing

sessions, is compulsory.

5. Assessment (SEE ALSO SECTION 9 – ACADEMIC INTEGRITY)

Students must ensure they have read and understood the General Regulations [Chapter 6], relevant

School Regulations and any other policies, guidelines and procedures relating to assessment which appear on the University’s website. The overall grade awarded for the assignment cannot be greater than that awarded for the Academic Literacy component. Students should be aware that a raw mark

attained for a piece of assessment may not be the same as the final mark and corresponding grade awarded by the Campus’ Board of Examiners.



5.1 Assessment Structure

The Portfolio Assessment Rubric is provided with this unit outline.

Item No

Portfolio Assessment Type and Description

Weighting % (Pass/Fail Non-Graded

Pass)

Due Date Prior to Workshop

Beginning Week

Related to Learning Outcome

No (s)

Related to Graduate Attribute

No (s)

Related to AITSL Graduate Standard

Focus Areas No (s)

1 Grade Book iPad app NGP 26 September 1 and 3 1 and 2 2.6, 4.2 and 4.5

2 Design and produce a digital story/movie (e.g., PhotoStory, iMovie or

Animoto)

NGP 3 October 1, 2, 4 and 5

1 - 3 2.6, 4.2 and 4.5

3 Design and produce a presentation, (e.g.,

PowerPoint, Keynote or Prezi) with hyperlinks

NGP 10 October 3 - 5 1 2.6, 4.2 and 4.5

4 WWW and Concept-map NGP 17 October 3 - 5 8 2.6, 4.2 and 4.5

5 Essay Formatting NGP 24 October 3 1 and 2 2.6, 4.2 and 4.5

6 Concept test NGP 24 October* 1 - 5 1 and 2 2.6, 4.2 and 4.5

7 Desktop Publishing/Flyer NGP 7 November* 3 1 and 2 2.6, 4.2 and 4.5

*Item 6 will be held during the 6th workshop and Item 7 is due one week later

5.2 Referencing Style

The School of Education uses the author-date system, based upon the American Psychological Association Publications Manual (also known as the APA system). A Referencing Guide is available on-line at http://lgdata.s3-website-us-east-

1.amazonaws.com/docs/715/837448/Referencing_and_Style_Guide_for_Education_2013.pdf. Students are responsible for ensuring that sources are appropriately acknowledged and referenced.

Failure to do so may result in the student leaving themselves open to a charge of plagiarism.

5.3 Submission of Assignments

Assessments will not be accepted if they are faxed or sent by e-mail.

All students must be familiar with, and abide by, the information contained in the booklet ‘Information For Teaching Students’ (School of Education) relating to: Assessment; Presentation of Work; Professional Standards; Student Attendance; Lesson Plans;

Referencing in Academic Work and Literacy Standards.

Presentation of assessments must meet Notre Dame University standards: - correct use of spelling, punctuation and grammar is essential

- acknowledge your sources of information – reference material - use your own words

Assignments are to be uploaded to the appropriate blog site (shown in workshop).

LATE SUBMISSION OF ASSESSMENT ITEMS

When a student realises that an assessment item is going to be submitted late then the student should contact the tutor to discuss the situation. As this unit is competency based with a non-graded pass, any

assessment item submitted after the due date without an approved extension will receive a Fail grade. The assessment item will still need to be submitted to meet unit requirements. Failure to submit an assessment item will result in a Fail grade in the unit.

http://lgdata.s3-website-us-east-1.amazonaws.com/docs/715/837448/Referencing_and_Style_Guide_for_Education_2013.pdf




REQUEST FOR EXTENSION FOR AN ASSIGNMENT

Requests for extensions of time are approved only in exceptional circumstances and must be made on an official form which should be given to the Unit Coordinator. The request must be made before the due date of the assessment, unless unforeseen circumstances have prevailed. Where a request is

made on medical grounds, an appropriate and current medical certificate must be attached. A Request for Extension form is available from Reception in the School of Education and the School of Education section of the University website.

Go to UNDA Website (http://www.nd.edu.au/). On the left-hand side under ‘Current Students, click ‘Schools’ then click the ‘Fremantle’ campus link under ‘Education’. On the right-hand side, click

‘Application for Extension Form’. Or simply go to http://www.nd.edu.au/downloads/fremantle/ forms/application_for_extension_form_2010.doc .

6. Unit Program

Week Week beginning

Topic (AITSL Focus

Areas 2.6 & 4.5)

Workshop Activities “How To” Study Guides

1 19

September

Information and

Communications Technologies in Education

Creating a grade book (Portfolio 1)

Unit Outline review – About this unit. What is ICT?

Accessing the SkyDrive. File management. Email: Accessing ND email and creating a

signature

Forwarding ND mail to other accounts Writing an email to tutor with attachment Use ICT safely, responsibly and ethically

Privacy issues, Web 2.0

Creating a Grade Book with iPad (or android) app * Submit Portfolio in Kidblog prior to Workshop 2

Study Guide 1

Computers in Education: An

Information and Communications

Tool (How to)

2 26 September

Presentation tools (Portfolio 2) Communicating

Visually

Designing and creating screen presentations (e.g., PowerPoint, Keynote or Prezi) and hyperlinking

Images – copyright and quality of graphics for presentations. Britannica Image Quest

Study Guide 2 Graphics and Presentation

Tools (How to)

3 3 October Digital story telling (Portfolio 3)

Creating a movie (e.g. through Photo Story, imovie or Animoto)

Study Guide 3 Videos (How to)

4 10 October Understanding the Web

and

Concept Mapping (Portfolio 4)

What is the WWW? Navigating websites and URLs Favourites/Bookmarks/Delicious

Download speeds (caching, disabling and enabling images) Search Engines - Using advanced search

functions Welcome to the Web tutorial WWW formative test

Representing data visually and creating electronic concept-maps using a brainstorming tool

Study Guide 4 Understanding

the

web/Concept mapping (How to)

5 17 October

Formatting academic documents

(Portfolio 5)

Formatting academic documents, including styles, referencing, Endnote/RefWorks/Cite This For Me

Study Guide 5 Word processing

(How to)

6 24 October*

Concept Test (Portfolio 6) and

Publishing/Flyer (Portfolio 7)

ICT concept test Design a one-page flyer (e.g. Canva, Publisher or

Pages) about yourself as an introduction to your practicum placement tutor teacher.

Study Guide 6 Desktop

Publishing (How to)

http://www.nd.edu.au/

http://www.nd.edu.au/downloads/fremantle/forms/application_for_extension_form_2010.doc

http://kidblog.org/home/

http://www.teachingideas.co.uk/welcome/

https://www.canva.com/



U N I T A S S ES S M EN T S T R UC T UR E

ED1113 is a competency based unit, and is graded as a non-graded pass (NGP), fail (F) or fail non-

completion (FNC). If you do not pass this unit, you will be required to repeat it. Assessment is based on the portfolio items which follow.

Portfolios must be completed and submitted progressively throughout the unit, on time and as a blog posting - you will be shown how to do this in the workshops. Please refer to the Unit Program outline above for due dates. Unless circumstances are exceptional, no extensions will be permitted.

Students may be requested to reproduce Portfolio items under invigilated conditions.

T Y P E O F A S S E S S M E N T : W E I G H T I N G % : D U E D A T E :

ICT Portfolio (seven items) 100% Pass or Fail grade Each week throughout the unit as per Program Outline dates above.

An evaluation rubric is attached for this unit. This rubric will provide you with a better understanding of what constitutes a pass and what constitutes a fail. To achieve a pass in this unit, you must score a 3 or more on 75% of the Portfolio items (i.e., you can only have two portfolio items with a score of 2; all portfolios must be

completed). You are strongly encouraged to refer to this rubric as you progressively build your portfolio. A S S E S S M E N T D E T A I L S

Name the portfolio items as portfolio1, portfolio2 and so forth. It is the student’s responsibility to ensure that all files are saved with the correct file extension and can be opened and read on campus.

Important - Assignments for ED1113 must be submitted as a blog posting (shown in your first

workshop). Assignments are not to be emailed.

Portfolio Item 1 - Grade Book

For your portfolio piece you need to complete the following - Import the following class list into TeacherKit - Sample Class List

- Enter attendance for today - Create a seating plan for the class

- Enter at least five behaviour notes - Enter two assessment items and enter results for each student for these assessments - You will need to upload four images to your Kidblog site, on weekly attendance, class seating

plan, class behaviour and class results.

Portfolio Item 2 - Design and produce a presentation (using PowerPoint, Keynote or Prezi)

with hyperlinks

Prepare a presentation (eg PowerPoint, Prezi or Keynote) on Copyright and Creative Commons that you could use as a teaching resource with a year level of your choice (e.g. Year 1 students or Year 10 Chemistry students). The following is intended to help guide your presentation; include:

The title An overview listing the main topics or objectives of the presentation

6-8 content presentation concepts (i.e. main body) Brief speaker’s notes within the presentation; for example; embedded in the notes area of

PowerPoint or as a hidden frame within Prezi

A summary or conclusion reviewing the main points A selection of Clip Art and/or other copyright free images, and suitable audio or embedded

video to enhance your presentation (reference your material)

Appropriate transitions and builds (e.g., having the slide text come in one line, or bullet, at a time)

An appropriate background for the information

SEE NOTES ON NEXT PAGE LINKED TO THIS PORTFOLIO ITEM

http://ed1113.weebly.com/uploads/3/8/5/7/38578435/sampleclasslist.csv



Essential: Embed three or more related Internet sites into it. Ensure that you demonstrate your ability to

create all three types of hyperlinks (URL, text and graphic). Ensure your presentation is aesthetically pleasing without being too gimmicky.

Note: You will not be required to deliver the presentation in front of the class!

Portfolio Item 3 - Design and produce a digital story/movie (e.g. using Photo Story, Animoto or iMovie)

Create a multimedia presentation using pictures from the Graphics and Presentation folder, or a digital camera, scanned images and/or saved images from the WWW (copyright free). Your multimedia

presentation is to be designed as a teaching resource to inform, instruct, or entertain students about a learning area and year level of your choice. Remember that you are telling a digital story through the images, music and words that you select. Ensure that your images are large in pixel size to avoid pixilation,

e.g. higher than 640 x 480 pixels. The portfolio item 3 digital story/movie should include the following:

A title page created in Paint or other drawing program (e.g., http://cooltext.com/) A selection of images (minimum of 5 images, maximum of 12 images)

A conclusion page Any obvious red eye, or necessary rotation or colour levels corrected Titles or words for images (not text heavy)

Customised motion Transitions between slides Background music

The final product (e.g. Photo Story or iMovie) must be uploaded to YouTube and embedded in your blog ready to play.

Portfolio Item 4 - Understanding the Web and Concept Mapping

Draw on the skills you have learned from Study Guide 4 and the tutorials contained therein and complete

the Understanding the Web formative test. There are 30 questions with a mix of multiple choice and true/false type questions. Use these questions and the Welcome to the Web tutorial to help with your Portfolio 4, Concept Mapping. You need to demonstrate that you can teach your students how to be critical

users of the web. Make sure you use the linking function to describe the nature of the relationships between concepts and ideas. Provide details, such as urls and brief notes, to provide depth to your concept map. Use a combination of colours and images to represent visually your thinking.

Portfolio Item 5 - Essay Formatting

Reformat “essay.doc” provided in the week 5 folder into a formal academic essay. An example is also provided in the week 5 folder. Refer to the School of Education Referencing and Style Guide.

Demonstrate the following word processing functions: - styles (understand styles using Word or Mac) - a small range of fonts (e.g., italics as appropriate in the end-of-text references and Arial for table

headings) - the hanging indent function for end-of-text references - header (including name and student ID) and footer (including date and page number)

The purpose of this activity is to use the facilities within a word processing software package to effectively format a detailed piece of text for academic purposes. Do not use the functions for the sake of using them.

There’s nothing appealing about an academic essay that has a variety of fancy fonts and colours. Academic documents with fancy fonts and colours will receive a fail grade.

http://cooltext.com/

http://www.teachingideas.co.uk/welcome/


http://office.microsoft.com/en-au/word-help/style-basics-in-word-HA010230882.aspx

http://support.apple.com/kb/PH15325



Portfolio Item 6 – ICT Concept Test

In week 6, students will complete a multiple-choice test. The test will consist of approximately 40 multiple

choice items worth one mark each. No penalty applies for incorrect answers. The questions will broadly sample the material covered in the six weeks of workshops and the readings. The test items will all be of the following type, and you will be required to indicate the letter representing the correct answer:

Of the following, the best definition of ICTs is: a) An amalgamation of computer hardware technologies;

b) An amalgamation of computer software technologies; c) A combination of Internet and email applications; d) A range of things including computing hardware, software and also communications

devices.

Portfolio Item 7 – Desktop publishing/Flyer (Publisher, Pages or Smore)

Prepare a brief personal profile (one pager) that will be used to introduce yourself to your practicum placement tutor teacher. Update this profile as you progress through your studies and include particular units you have enjoyed in your degree, practicum placements you have completed, and what you may want

to consolidate on learning from your last practicum. The profile should be no more than one page and seen as the first step before you visit your practicum placement school.

As a starting point, the profile should include:

your name and photo (optional); what year you are in; your degree and details of areas of study to date;

academic interests; for example, if you have a specialization;

a small amount of personal information; for example, age, family background, hobbies and sports and other relevant material.

Upload your file in .pdf format (or .jpg if using Smore with the url shared on your blog site)

Please note: Your assignment needs to be in .pdf format in order to receive a pass for this portfolio. It is important that you circulate material in .pdf format so that your audience can open your documents whether they have a Mac or PC.

7. Resources ICT is one of seven general capabilities of the Australian Curriculum and as such is a key dimension. More

information can be found at http://www.australiancurriculum.edu.au/GeneralCapabilities/information-and-communication-technology-capability/introduction/int roduction Statements of Learning for ICT: http://www.australiancurriculum.edu.au/GeneralCapabilities/Pdf/ICT

Technology Wheel: http://eductechalogy.org/swfapp/blooms/wheel/engage.swf

There is no set text for this unit. All reading resources, for example, study guides and tutorial information,

are available via Learnit. Resources for this unit are contained within the study guides that correspond to the weekly workshops. It is important to take the time to read through these carefully as they have been designed to act as scaffolds for you, as you explore the concepts and applications in this unit.

Optional: The EdITLib Digital Library is an online resource for aggregated, peer-reviewed research on the latest

developments and applications in Educational Technologies and E-Learning. http://www.editlib.org.ipacez.nd.edu.au/

http://www.australiancurriculum.edu.au/GeneralCapabilities/information-and-communication-technology-capability/introduction/introduction

http://www.australiancurriculum.edu.au/GeneralCapabilities/information-and-communication-technology-capability/introduction/introduction

http://www.australiancurriculum.edu.au/GeneralCapabilities/Pdf/ICT

http://eductechalogy.org/swfapp/blooms/wheel/engage.swf

http://www.editlib.org.ipacez.nd.edu.au/



8. Learning Support Students with a disability should refer to the University’s Policy: Students with a Disability. Further

information can be found at http://www.nd.edu.au/academic_support/disability-support-services The Academic Enabling & Support Centre (AESC) offers a range of valuable programs to support students

in succeeding in their studies. To find out more about what is available, please click on AESC. More generally, other types of learning support available are:

IT helpdesk contact details –

Email: [email protected]

Phone: (08) 9433 0777 (Ext 777 on Campus)

In Person: St Teresa’s Library, Library Courtyard (building N7) between 8am and 5pm weekdays.

Personal student support services (e.g., counselling) are available through the Student Life Office -

contact at (08) 9433 0580. To visit, please find the office at ND9 (opposite St. Teresa’s library), Bateman Courtyard.

Library support may be accessed via the homepage - http://library.nd.edu.au/

Please contact your tutor if you require assistance with using the University’s Learning Management System (Learnit).

9. Academic Integrity

All students have an obligation to uphold the University community’s standards on ethical scholarship.

Good scholarship involves building on the work of others, but the use of others’ work must be

acknowledged appropriately. Plagiarism constitutes a breach of academic integrity under the

provisions of the General Regulations [Chapter 8] and Policy: Academic Misconduct. These

documents should be referred to for more detailed information and definitions, especially as plagiarism

is subject to disciplinary action. If you require further explanation or help, contact the Unit Coordinator

or Tutor.

http://www.nd.edu.au/academic_support/disability-support-services

http://www.nd.edu.au/academic_support


http://library.nd.edu.au/



ED1113 Introduction to ICT for Teachers Portfolio Assessment Rubric

Note: Read this rubric in conjunction with the assignment requirements set out in the Unit Outline

Criterion 1 2

3 (As per Unit Outline, all areas of assessment

demonstrated.)

4

(As per criteria 3, ensuring that it has been applied to an

educational context AND)

Portfolio Item 1: Grade Book

Item not

included.

Purpose of Grade

Book not clear.

Purpose of grade book clear. Brief description

accompanies the portfolio

item. Two different analyses embedded, including visual

display.

Thorough description of grade book and how it

might be used to personalise learning. Two

different analyses

embedded, including visual display.

Portfolio Item 2: Design and

produce a presentation,

(e.g. using PowerPoint,

Prezi or Keynote) and

hyperlinks

Item not included.

Purpose/audience

clear but no or few appropriate graphics. Inappropriate no. of

slides or points on each. Sketchy use of,

transitions and/or

builds, audio, video. Hyperlinks not used.

Purpose/audience clear.

Appropriate number of points and slides. Good use

of transitions, builds and

audio/embedded video. Notes embedded within the

presentation, e.g. Notes

Panel for PowerPoint or hidden frame for Prezi.

Appropriate use of

hyperlinks (e.g. to a word, or to an image).

Slick presentation that addresses purpose/

audience. Excellent use

of graphics, transitions, builds, notes,

audio/embedded video

and hyperlinks.

Portfolio Item 3: Design and

produce a multimedia

presentation, (eg using

Photo Story, Animoto or

iMovie)

Item not included.

Purpose and audience clear but inappropriate

number, inappropriate graphics or graphics

pixilated. No

transitions or audio.

Purpose and audience clear.

Good use of transitions, graphics and audio. Images used are 640 x 480 pixels or

higher. Uploaded to YouTube and embedded

in your blog site.

A slick presentation that

addresses purpose/audience using appropriate no. points,

slides etc. Excellent use of graphics, transitions

and audio. Uploaded to

YouTube and embedded in your blog

site.

Portfolio Item 4: WWW and

Concept-map

Item not

included.

Concept map not related to WWW. Links

not described.

Descriptive links between

concept-bubbles clear and logical. You need to

demonstrate that you are a

critical user of the web.

Descriptive links and concepts used to

effectively provide a

sophisticated visual representation as a

critical user of the web.

Portfolio Item 5: Essay

Formatting

Item not included.

Only a few basic word processing functions

addressed. Styles not

used.

All essay formatting requirements addressed.

School of Education layout

used. Styles used.

“Styles” used to create a

well-formatted, sophisticated document.

Portfolio Item 6: ICT concept

test

Item not included.

<65%. 65-70% pass. >70%

Portfolio Item 7: Desktop publishing

Item not included.

Profile vague or not formatted.

Profile is clear and formatted using several functions, eg borders, background

styles etc.

Integrated into a cohesive, useful well

formatted profile

document.



ACADEMIC LITERACY

The overall grade awarded for the assignment cannot be greater than that awarded for the Academic Literacy component.

Criteria F P C D HD

Students are expected to demonstrate a high standard of academic writing. To score a high grade, standard Australian English should be used to communicate key ideas clearly and concisely.

Insufficient evidence of ability displayed. There are substantial errors in:

the structure and coherence of the written work;

the appropriate use of expression and grammar;

the accuracy of spelling and punctuation.

Adequate level of ability displayed. There are several errors in:




High level of ability displayed. There are few errors in:




Very high level of ability displayed. There are incidental errors in:




Extremely high level of ability displayed. There are no errors in:


the appropriate use of expression and grammar.


Comments: Tutor:

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