BASIC CHALLENGE 500



THE ASSIGNMENT

IDENTIFY A TECHNOLOGY.

In BASIC CHALLENGES you were exposed to numerous technologies, but we did not develop major projects with any of these. Select a technology now and develop your knowledge intensely.

STEP ONE & TWO: THE CONCEPT

Select a single technology and become an expert. You will need to outline how you can produce tutorials and products that benefit a community or client.

STEP THREE & FOUR: THE CONCEPT

Design a project plan with a timeline and benchmark and a deadline for final product delivery.


STEP ONE:
IDENTIFY A TECHNOLOGY
PART ONE:
Pick an area in which you want to become an expert and develop significant work detailing the use and providing examples. USE THE SPREADSHEET OF TECHNOLOGIES TO PICK A CATEGORY AND SOFTWARE

SPREADSHEET OF TECHNOLOGY

RESEARCH THE TECHNOLOGY. You aren't an expert, yet, but you should be able to understand what the technology is used for and have a grasp of the range of products and services that professionals use and offer and create in and around your technology.


PART TWO:
IN a NEW BLOG POST "BVR 100: Step One" explain what technology you want to explore and why you are interested in the technology. What is your experience so far with the technology?
Consider your technology:
Think about the needs of the community and how you can use your technology to benefit a community or provide a service or product; this will be the bulk of the work you do with the technology.

STEP TWO:
SET UP THE PROJECT
PART ONE:
Create a Wiki Page
When you decide on which technology you are going to try and master, create a WIKI page for the project. Give the Page a CLEVER title.
  • Link the project to your MY PERSONAL WEB 500 PAGE

PART TWO:
DESCRIBE the Project:
On the WIKI, Write a brief Project Description: Your project description should have two parts.
  • The first is a well defined introduction explaining what the technology is that you .want to explore in depth.
  • The second is a project proposal in which you explain what you plan to do with the technology and also describe the products you imagine could benefit a community.

Make it look good:
Make the typography look good. Consistent fonts, sizes, headings, etc. The look is part of the grade.

STEP THREE:
WHAT IS A PROJECT PLAN
PART ONE:
READ and reviewing the resources below.

Project plan

From Wikipedia, the free encyclopedia

A project plan, according to the Project Management Body of Knowledge, is: "...a formal, approved document used to guide both project execution and project control. The primary uses of the project plan are to document planning assumptions and decisions, facilitate communication among stakeholders, and document approved scope, cost, and schedule baselines. A project plan may be summarized or detailed."[1[[http://en.wikipedia.org/wiki/Project_plan#cite_note-0|]]]

"...a statement of how and when a project's objectives are to be achieved, by showing the major products, milestones, activities and resources required on the project."

The project manager creates the project management plan following input from the project team and key stakeholders. The plan should be agreed and approved by at least the project team and its key stakeholders.

RESOURCES:
EXAMPLES OF A PROJECT PLAN (go to page 3 or 4 to see the spread sheet of timelines which you will imitate in STEP 3 of this assignment.)





How to create a clear project plan

Project management, tools, process, plans and project planning tips

PART TWO:
Write a new Blog Post titled "BASIC CHALLENGE 500: Step THREE" and discuss what is included in a GREAT project plan. Specifically use examples from the resources as evidence.

STEP FOUR:
WRITE THE PLAN
PART ONE:
While There's software to make a project plan, much of it is expensive and a complicated. Your plan needs to be easy to follow and in a format that you can change. You can make your plan in a few ways:

  1. In a Pages doc on iPad
  2. In a Number doc on iPad
  3. using a mind map like iThoughts on iPad

The project document must include the following parts:
  • Title
  • Description
  • Elements or Steps to Project
  • Benchmarks (deadlines) A MINIMUM OF 3 BENCHMARKS
  • Final Deadline
  • Presentation Date

Write a brief summary of each benchmark

  • Basic Benchmarks:
  • Project PLAN due
  • Evidence of Benchmark 1 due
  • Evidence of Benchmark 2 due
  • Evidence of Benchmark 3 due

  • (YOU CAN HAVE MORE PROJECT DEVELOPMENT BENCHMARKS IF YOU LIKE)

  • Evidence of completed Project Development due
  • Final Deadline/Product Delivery due
  • Class presentation scheduled for


EXAMPLES OF STUDENT PROJECT PLANS







PART TWO:
  1. PRINT the DOCUMENT
  2. SHARE the DOCUMENT with ME and any other member of your team (if necessary)

STEP FIVE:
CREATE A CHECKLIST, GRAPH IT
PART ONE:
Every Project should have a checklist. The list should include what needs to be done. Who is assigned (if a group project). When the due dates are. Maybe other things as necessary.

DUE DATES
  • Due dates or deadlines are tough to follow. But they are an essential part of progress monitoring
WHAT WILL BE DONE
  • Be able to explain what needs to be done in a brief, 1-2 sentence summary.
HOW I KNOW IT IS DONE
  • What is the evidence? What is the artifact that you made. Where are the examples? Where will these be located?
Is there a measure of completeness (like a grade or a checklist).
CHECK IT OFF
  • Be able to mark it as complete or not, or give it a percentage.

PART TWO:
On the project wiki, add a section or page for the TIMELINE. Add the timeline as a TABLE. Be sure to create a column for: Due Dates; Who is Responsible, Benchmark Descriptions, Evidence of Completion; Checked if Done:

Here is an example:
DUE DATES

WHAT I WILL DO

HOW I WILL PROVE IT

CHECKED







DEC. 7

Learn the technology

Produce a Wiki Page explaining what I've learned

yes (link on page)







STEP SIX:
CREATE A RUBRIC
PART ONE:
It's important to understand and know how you will be evaluated and judged when you commit to any project. One great way to measure a project is by using a rubric. Read the following Website and Powerpoint to develop an understanding about what makes a great rubric.


WHEN you are done researching, write a blog post titled: "BASIC CHALLENGES 500: STEP SIX" and summarize the difference between a good rubric and a bad one.


PART TWO:
Research Free Rubric Generators or Look in the APP store and make a rubric to evaluate your final product.
  • Recommend: website RCampus
  • Recommend iPad APP: Rubrix

Generate the Rubric and Publish it:
  1. Print a copy for yourself and the instructor
  2. Embed the File on your Wiki in the Basic Challenge 500 page
  3. Link to your Wiki Page (and rubric) on Your Blog

STEP SEVEN:
PROGRESS MONITOR
PART ONE:
MONITOR YOUR PROGRESS:
  • As you Accomplish your 3 minimum benchmarks, monitor the progress on your PROJECT TABLE (Step Five)

Email your instructor when you accomplish and record each benchmark

PART TWO:
Evaluate your progress. Your project should have a final "PRODUCT" goal in mind that you have described in the project management and provided benchmarks for measuring your progress toward that goal. You should have created a project rubric in Step Six.

WHEN ESTIMATE THAT YOU ARE 1/2 DONE WITH THE PROJECT you will use the Rubric self-evaluate your project and peer-evaluate your project.

NOTE: WE CAN ASSUME THAT THE PROJECT IS INCOMPLETE. THE SCORE SHOULD REFLECT THAT. THIS IS AN OPPORTUNITY TO SEE WHAT IS MISSING AND TO CLARIFY YOUR VISION FOR MOVING FORWARD.
  1. Complete A Self-Evaluation
  2. Select a PEER and ask them to complete a peer-evaluation using the rubric. When they are finished. You should meet with the peer evalator and discuss their evaluation and explain to them your plans and answers their questions, if any

WRITE A BLOG POST titled: "Basic Challenges 500: Step Seven" Explain Where you are in the project. How many bencgmarks are complete. Give details regarding your self-evaluation and the peer evaluation. How will/might the evaluations inform your design process as you go forward? Be thorough in your blog post.

STEP EIGHT:
FINISHED PROJECT & PRESENT
PART ONE:
MEET YOUR FINAL DEADLINE: As you finish your FINAL PROJECT, you need to publish, evaluate and present the project to the class.
  • PUBLISHING THE PROJECT: How is your technology shown/shared?
    • It is up to you to determine how to share and publish your final product.
    • The only requirement is that it is accessible from your Wiki Page for the project and from your Portfolio Page with the appropriate reflection included.

  • EVALUATE THE PROJECT
    • You must complete a final Rubric analysis of the project. You aren't being given this grade, so be honest. If there are areas for improvement be honest. This is about discovering the process, not winning a grade.
    • In a WELL WRITTEN BLOG POST:
      • Summarize the final rubric
      • Compare and contrast the improvement from the self-evaluation at midway to the final. What was improved or changed or altered, even from the original plans.
      • Using the ESSENTIAL LEARNINGS provided below, select three standards and describe how your project and this process helped you meet these standards for learning.

  • PRESENT THE PROJECT
    • Presentation must include a brief review of the project plan (DO NOT READ THE WHOLE PLAN...)
    • A Demonstration of the technology or technologies that were used
    • A Display and Discussion of your final Product.

EL 1 Students will demonstrate a sound understanding of basic operations and concepts of technology systems.
3. Select, and use applications effectively and appropriately
4. Identify appropriate file formats for a variety of applications
5. Identify and apply strategies and procedures for effective file management
6. Troubleshoot basic hardware, software, and network problems that occur during everyday use
7. Access online help to solve common hardware, software, and network problems
8. Continue touch typing techniques, increasing keyboarding facility and improving accuracy, speed, and general efficiency in computer operation

EL 2 Students will utilize digital technology in a safe and ethical manner.
4. Predict possible long-range effects of ethical and unethical use of technology on culture and society.
5. Compare/Contrast issues related to responsible use of information and communication technology (e.g., privacy, security, copyright, file-sharing, plagiarism)
6. Apply guidelines for copyright, fair use, and plagiarism in digital work

EL 3 Students will utilize digital applications to enhance learning, increase productivity, and promote creativity.
1. Describe and apply common software features (e.g., spelling and grammar checkers, dictionary, thesaurus, editing options) to maximize accuracy in development of word processing documents; sorting, formulas and chart generation in spreadsheets; and insertion of pictures, movies, sound, and charts in presentation software to enhance communication to an audience, promote productivity, and support creativity.
2. Use online environments or other collaborative tools to facilitate design and development of materials, models, publications, and presentations
3. Apply existing knowledge to generate new ideas, products, or processes
4. Create original works as a means of personal or group expression

EL 4 Students will demonstrate competence in the use of technology communications tools.
1. Know how to use telecommunications tools such as e-mail, discussion groups, and online collaborative environments to exchange data collected and learn curricular concepts by communicating with peers, experts, and other audiences
2. Know how to use a variety of media and formats to design, develop, publish, and present products (e.g., presentations, newsletters, Web pages) that effectively communicate information and ideas about the curriculum to multiple audiences

EL 6 Demonstrate competence in the use of technology in problem-solving and decision-making.
1. Identify two or more types of information and communication technology tools or resources that can be used for informing and solving a specific problem and presenting results, or for identifying and presenting an informed rationale for a decision
2. Students describe the information and communication technology tools they might use to compare information from different sources, analyze findings, determine the need for additional information, and draw conclusions for addressing real-world problems