When I look at my potential audiences (teachers and/or students) I can see that for formal, classroom-based learning the Word Processing is more essential. A recent announcement from the choir director for upcoming concerts is an easy example of what not to do. Since the Curriculum Director has asked me to revise the Word training module, it only makes sense to kill two birds with one stone. Guess I just answered my own question. Word Processing it is.
Now for the DCC analysis. According to my chart I've got nine steps to go through and only eleven days in which to accomplish them. Day by day, one bite at a time, I've got to work my way through their system and make my project conform. For this first step, I need to:
- Analyze performance problems
- Clearly define instructional needs
- Clearly define instructional goals
- Generally describe learners, performance context and the tools available.
- 126.12.C.2.C - use digital keyboarding standards for data input such as one space after punctuation, the use of em/en dashes, and smart quotation marks;
- 126.12.C.7.A - plan, create and edit documents create with a word processor using readable fonts, alignment, page setup, tabs, and ruler settings;
- 126.12.C.7.E - create a document using DTP techniques including, but not limited to, the creation of multi-column or multi-section documents with a variety of text-wrapped frame formats;
- 126.12.C.10.D - demonstrate appropriate use of fonts, styles, and sizes, as well as effective use of graphics and page design to effectively communicate;
I need to walk away from this for a bit, and come back with Dick, Carey and Carey in hand to finish my Day 11 work.
(Updated 11:18 pm) I'm still thinking too broadly. I need to narrow the focus considerably. I keep going back to the essentials of a Learning Object: digital, reusable in a variety of contexts, supports learning, etc. For the "reusable" bit to be met, it will need to be something very basic, not constrained to Microsoft Word but reusable in multiple applications.
Look again at my learners: entry level tech skills, at best. True, there are many who have some knowledge of Word or of PowerPoint, but I don't want to target them. I want to go with the lowest common denominator, I think. First day on the computers for kids, teachers who know how to check email and take attendance, and that's it. I've been pushing for higher level training, but for this I need to go back to basics.
Oh, how I wish we had a discussion board going for this module! This is the point of this course where I would really benefit from bouncing ideas off colleagues and listening to their thinking.
Okay, back to the TEKS...