GDP Keyboarding
“Nothing Even Comes Close”
Presented by Dr. Jack E. Johnson
GDP Keyboarding
“Nothing Even Comes Close”
To This Textbook’s Approach To . . .
1.
Prescriptive Skillbuilding (MAP)
2.
Portfolio Assessment
3.
Distance Learning Strategies
4.
Language Arts
5.
Proofreading
6.
Instructor Management Capabilities
7.
And most importantly . . . Ease of Use!
GDP Highlights -- MAP
GDP Highlights -- MAP
Step 1: Students take a Pretest to determine the kinds of errors they are making.
GDP Highlights -- MAP
Step 2: A diagnostics check is performed on all characters typed.
GDP Highlights -- MAP
Map identifies:
• Individual key errors.
• Individual reach errors.
• Individual finger errors.
• Corresponding finger
errors.
• Function key errors.
• Concentration errors.
GDP Highlights -- MAP
Step 3: Prescriptive drills are assigned, based on the number and kinds of
errors that were made.
GDP Highlights -- MAP
Step 4: Students type prescriptive drills to improve their accuracy.
GDP Highlights -- Portfolio
All the student’s work is
placed in a Student Portfolio.
The date, lesson number,
exercise, results, and
time are recorded here.
GDP Highlights -- Portfolio
To view a student’s
work, highlight it,
then click View
Text at the bottom
of the screen [or doubleclick the entry].
GDP Highlights -- Portfolio
A Detailed Report appears, showing the student’s work, with errors color
coded:
• red for misspelled words.
• blue for extra words.
• green for missing words.
GDP Highlights -- Portfolio
The student’s work can also
be viewed in MS Word.
GDP Highlights -- Portfolio
Students can view their
skillbuilding work in the
Portfolio.
GDP Highlights – Language Arts
Language Arts remains a
strong component in GDP!
Here’s how it works. . . .
GDP Highlights – Language Arts
First, the rule is introduced.
GDP Highlights – Language Arts
Next, students are asked to punctuate a sentence that requires
them to use the rule that has been presented.
GDP Highlights – Language Arts
If students punctuate the sentence correctly, they receive positive
feedback that their effort was successful.
GDP Highlights – Language Arts
If students punctuate the sentence incorrectly, they receive feedback
that their response was incorrect and that they should try again.
GDP Highlights -- Distance Learning
Student Upload Site
http://gdpupload.mhhe.com
Student Work Station
(At home: C:\GDPDATA)
GDP Highlights -- Distance Learning
• The instructor logs on to http://gdpim.mhhe.com to
access the Instructor Management Web Site, shown below.
• The instructor’s
e-mail address
appear at the
IMWS. A password is entered
to access his/her
class at the site.
• Finally, the
instructor
clicks Log On to enter the class.
GDP Highlights -- Distance Learning
•
•
The opening screen in Instructor Management shows the class that has
been created at the Web site. When the class is clicked, it is highlighted
with a blue background.
In the options for this
screen, the instructor
can:
– Show a list of
students
– Create a new
class
– Edit class
information
– Manage instructor
– Create a class page
– Delete a class
– Transfer a class
– Manage custom gradebooks
GDP Highlights -- Distance Learning
•
The List of Students screen shows the names of the students who are
enrolled in the class. Note also that this screen displays the following
information:
–
–
–
–
The student’s e-mail address
New student work that has arrived at the Website—highlighted in a yellow icon.
The GDP version that the student is using.
The most recent date that the student uploaded information to the IMWS.
GDP Highlights -- Distance Learning
•
The Portfolio Filter allows the instructor to make decisions on the kind of
information and how much information to view in the student’s Portfolio.
The information can be filtered as follows:
– The start date and end date of information to be viewed.
– The lessons to be viewed.
– The exercise types to be viewed (document processing, language arts,
skillbuilding, and timed writings.
– Exercises to be graded or only those used to compute the course grade.
GDP Highlights -- Distance Learning
•
•
•
•
•
The Portfolio displays work the student has uploaded to the Website.
A “D” appearing below the date in the second column designates that a
Detailed Report is available for that particular exercise.
Also included in the Portfolio are the lesson number, the name of the
exercise, the results of the student’s work, and the grade.
If the instructor wishes
to view an exercise,
the box next to the
date the exercise was
completed is checked.
Finally, “View Detailed
Report” is checked.
GDP Highlights -- Distance Learning
•
•
The Detailed Report reveals information on:
– The date the work was completed.
– Who completed the work.
– The copy that was typed.
– Errors that were made in the work.
Next, the
instructor clicks
“View in Word”
to see the work
in hard-copy
view.
GDP Highlights -- Distance Learning
From the “View in Word” screen, an instructor can see how the job
appears in hard copy format. This screen is used to check for
formatting (non-printing) errors the student made.
GDP Highlights -- Distance Learning
If the instructor wishes to comment on the student’s work, an
“Annotate Exercise” button is available at the bottom of the Detailed
Report screen.
GDP Highlights -- Distance Learning
The Annotate Exercise screen allows the instructor to communicate
with the student. This screen is used to make comments on a
student’s work.
GDP Highlights -- Distance Learning
Both general and specific comments can be made and shared with
students to inform them of the results of the work they submitted.
GDP Highlights -- Distance Learning
A general comment such as the one below could reflect on the
overall format of the document, suggesting that the student review
the Reference Manual to view the correct format for a business
report.
GDP Highlights -- Distance Learning
Or, the instructor can create a specific annotation on a particular word within
the document, such as the annotation created for an incorrect word in the
report below.
The annotation for
the incorrect word
was linked to the
word “job” because
the correct word,
position,” was not
typed.
GDP Highlights -- Distance Learning
When the student views his/her work in the Portfolio, the “digital annotation”
appears in the document exactly as the instructor keyed it into the Annotate
Exercise screen.
GDP Highlights -- Distance Learning
The instructor can also e-mail the student by clicking on the E-mail
Student button at the bottom of the Student Portfolio screen.
GDP Highlights -- Distance Learning
Students send their work to the Web site as an upload.
The .EXP file (where their work is stored) is uploaded
from their computer (C:\GDPDATA) to the Instructor
Management Web Site (IMWS) via an Internet
connection. After uploading, the student’s work can
be viewed at the Web site by the instructor or by the
student.
GDP Highlights -- Distance Learning
To upload work to the Web site, students must first click “Upload”
from the GDP home screen.
GDP Highlights -- Distance Learning
Once the Upload button is
clicked, the Upload dialog
box appears. Here the
student has a choice to
either upload work completed since the last
upload or upload all work.
Then, the student must
click “Upload Work to
Student Upload Web Site.”
GDP Highlights -- Distance Learning
GDP is now ready to
store the upload file
on the student’s
computer. In this
example, the file is
stored in a GDP
subdirectory.
The student then
clicks “Store the
Upload File.”
GDP Highlights -- Distance Learning
The student is then taken automatically to the Student Upload Web Site. The
most recent upload file is identified in this dialog box. The student places the
pointer in the Browse box, right clicks the mouse, and pastes that location to
the Browse box. Finally, the Upload button is clicked to send the work to the
Web site.
GDP Highlights -- Distance Learning
After the work has been uploaded to the Web site, a confirmation
screen appears, verifying which files were uploaded successfully.
The student’s work can now be viewed by the instructor at the IMWS.
Methodology Notes on Distance Learning with GDP
1.
2.
3.
4.
5.
Explain clearly to the students what is involved in participating in a distance
learning class. Have them go to http://caot.lacitycollege.edu/001GD10.
This is Arlene Zimmerly’s web site that she uses for her distance learning
class. It contains some excellent information for distance learning beginners.
Students MUST maintain continuous communications with the instructor.
This means that they should check their email or the web site daily until they
are comfortable with distance learning procedures. Specify exactly when and
how often you want your students to check their email and the web site.
Whenever students e-mail you regarding questions, have them use the same
subject line so that you always know that one of your students is emailing
you. In my class, I used the subject ABED 3160 so that I could easily identify
the incoming e-mails from students.
Be sure you have current e-mail addresses for all your students. If students
change their e-mail addresses, they need to notify you IMMEDIATELY.
Emphasize the CRITICAL IMPORTANCE of submitting work on a predesignated schedule. In an online course, it is better to set a consistent due
date for assignments like, for example, every Friday. You might share with
the students that “10 p.m. on Friday is the due date for Lessons 42 through
47.” Students who do not honor this deadline need to be informed that their
grade will be impacted if it is late. In my class, I deducted one letter grade for
every day an assignment was late.
Methodology Notes on Distance Learning with GDP
6.
Design an evaluation sheet to record work as it is submitted by the students.
Illustrated below is an evaluation sheet that I used in my DL class.
Methodology Notes on Distance Learning with GDP
7. As student work was sent to
me, I recorded it on the
evaluation sheet, giving me
a working document that
looked like this illustration.
This worksheet allowed me
to record skillbuilding
activities, timed writings,
and production jobs for
each student.
Methodology Notes on Distance Learning with GDP
8. To ease your task of
evaluating student work,
select a group of lessons
to evaluate (such as I
have done here in
evaluating the work from
Lessons 77 and 78). That
way, you are familiar with
the format for these jobs
and can grade them
accordingly for each
student.
Methodology Notes on Distance Learning with GDP
9.
If your students come to campus for testing, create a separate class for
testing purposes. For example, at West Georgia this past semester I had a
class named ABED 3160. For testing purposes, I created a class called
ABED 3160 Test 1 and entered all the students’ names on the class roll. I
designated a password that could be entered only by me; therefore, students
could not come in early to create work before class began [such as timed
writings], nor could they access the Test directory and share information with
students who were in other sections. I also created classes for Test 2 and
Test 3.
10.
Every now and then, designate an assignment as a “Create Only”
assignment. By doing this, students must create a production job only once,
and then the job must be proofread by the student before it is saved. Once
saved, students are not allowed to go into GDP and make corrections. This
technique encourages good proofreading skills because it does not allow
students to rely on the “proofreading” capabilities of GDP to check their work.
Another alternative to this procedure would be to have students create their
production job in Microsoft Word without going through GDP.
Methodology Notes on Distance Learning with GDP
11.
Install GDP Home Version on your computer in the event a student is having
difficulty exporting files using the Student Web Site. By using the Home
Version, you can have the student e-mail you his/her .EXP file so that you
can upload it directly from your own computer.
12.
Students should be encouraged to upload their work to the Web site only
after completing a lesson or series of assignments. It is not necessary, nor is
it encouraged, for students to upload after every activity.
13.
Students should review their Portfolio so that they are aware of what work
has been completed and what work is yet to be done.
Methodology Notes on Distance Learning with GDP
14.
Have students make
note of the file names
that appear on the
screen immediately
after they have
exported their .EXP file
to the Student Web
Site. The screen lists
the jobs that have been
uploaded to the web
site as a confirmation
that the upload was
successful.