ECU PORTFOLIO DOCUMENT
Home
Background
Philosophy
Coursework
Career Goals
Résumé
Evaluation
Graduate Portfolio
Marsha Mabry
East Carolina University - College of Education
Department of Business and Information Technologies Education
M. S. Vocational Education (Information Technologies) - December 2008
Introduction (Home)
Welcome to my Master of Science in Vocational Education Portfolio. I hope you enjoy browsing through my experiences in
the BITE program.
To properly view some of my artifacts, you will need Adobe Flash Player & Adobe Reader. The buttons below will link you to
the appropriate site for downloading these products.
Please use the Content Links at the left to navigate the site. For best viewing results, please use Internet Explorer 6 or
higher and a screen resolution of 1024x768 or higher.
Thanks,
Marsha
About Me (Background)
I live in Mount Gilead, NC (Montgomery County). It is a very rural area. I have lived here all of my life, and my husband and I
enjoy the peacefulness of this area. A few of my hobbies include playing the drums (when I have time) and spending time
with my family. I am a member of Melton's Grove United Methodist Church.
I graduated from West Montgomery High School in 1997. It was during my high school years as an Accounting Intern that I
discovered my passion for helping others with computers. We had received new computers at both work and school during
my Senior year, so I was able to assist coworkers with the new concepts I had learned at school. As I entered Montgomery
Community College, I chose Accounting as my major but later changed it to Computer Information Systems when I
transferred to Pfeiffer University.
Upon graduating from Pfeiffer, I worked as a PC technician for almost four years. Lots of valuable experience was gained on
that job. I was able to provide technical support to users and repair equipment. The most enjoyable part of the job was
assisting the users with computer topics.
In July of 2006, I was offered a lab coordinator position at Richmond Community College. Because everyone at MCC was so
caring and helpful, I had always wanted to work in a community college setting. Assisting students in the lab confirmed my
desire to become an instructor. There is nothing more rewarding than helping a student and finally seeing him/her grasp a
concept. Currently, I am the Computer Information Technology Program Head at MCC. I enjoy teaching, and it is great to be
a part of the faculty at the school where my college career began.
Educational Philosophy
Now that I have become a technology instructor, I strive to instill a core set of skills in each student. Real world examples
are provided in order to foster creative problem solving. Several of my former instructors used this approach, and it has
worked quite well for me as I have had to help formulate solutions for various work related projects through the years.
Because I have some industry experience, it is valuable to me as an instructor. I learned many helpful troubleshooting
techniques and time saving activities on the job that were not taught in my undergraduate CIS program. This beneficial
information will be presented to my students to better prepare them for the workplace.
A marketing course I had at MCC included a component about customer service. The importance of providing good
customer service to both internal and external customers was stressed. Those principles along with some of the ones
learned in BVTE 6426 are adhered to in order to better serve my students. It is my goal for them to understand that I am
there to help them learn and that I truly care about their progress. Some of the teachers I had gave the impression that
they were out to make students' lives miserable, and I do NOT want my students to feel that way.
Lifelong learning is inevitable to be a truly effective technology instructor. Therefore, I will keep myself up to date on all
emerging technology for the courses I teach. It is critical to teach students the latest technology so that they can be
effective in their roles inside and outside the classroom.
Courses Completed
Click on the course prefixes below to view course descriptions and artifacts.
BVTE 6450 Evaluation in Career and Technical Education
ASIP 5200 Microcomputer Business Graphics Applications
BVTE 6426 Supervision in Career and Technical Education
ICTN 6800 Internet Research Methods
BVTE 5390 Seminar in Advanced Multimedia Production
TECH 6430 Computer Concepts & Applications for Career & Technical Educators
BVTE 6424 Problems in Career & Technical Education
BVTE 6103 Facilities Planning & Management in Career & Technical Education
BVTE 5388 Seminar in Pocket PC Applications
BVTE 5390 Seminar in Computer Repair/ Replacement and Maintenance
Career Goals
My main goal as I began the Vocational Education program was to become a computer instructor at a community college. I
had planned to pursue this career after graduating, but an opportunity for this type of position came along surfaced a little
earlier sooner than expected. I have reviewed MCC's computer information technology curriculum and have used that
information to set the following goals for the next several years:
Obtain CompTIA A+ Certification
Obtain CompTIA Network+ Certification
Obtain CompTIA Security+ Certification
Obtain MCDST Certification
Keep my MCAS certification current
Obtaining these certifications is important because the courses we teach are supposed to prepare our students to sit for
these exams. So, it is important for me to have the certifications for the material I teach. This will be a challenge for me
because I have a strong background in computer applications.
Upon completing the aforementioned certifications, I plan to tackle MCSE.
Another goal I have is to learn more about instructional technology and online teaching.
I also hope to add some web courses to our curriculum. Many other community colleges have web courses in their CIT
curriculums, and I feel that web courses are vital because our society continues to become more global.
Résumé
Click HERE to view a PDF version of my résumé.
The link above will open a PDF version of the résumé in a new window. Please close the window to return to this page.
PROOFREAD THE RESUME.
Program Summary (Evaluation)
The M. S. Vocational Education program at ECU offers students a flexible curriculum so that an appropriate blend of courses
can be chosen based on individual student needs. Although this curriculum is not specifically designed for those pursuing
community college teaching, it has been excellent in preparing me for that role. Core courses are available to assist those
who are new to teaching, and a decent selection of technology courses is available for meeting the 18-hour SACS
requirement.
My technology horizons have been greatly broadened by this program. I have a better understanding of design elements
and how to create publications. Fortunately I took the design course early in the program and was able to apply its concepts
to my other courses. The concept of a digital portfolio was new to me, and I used knowledge gained from several of my
courses to create a student web site that was distributed to the interview team at MCC when I applied for the CIT Program
Head position there. Several of my students have commented about the helpfulness of the Camtasia tutorials I created to
accompany my online courses. Many collaboration methods are used throughout the Vocational Education curriculum
including Centra and Skype. These technologies are very useful, and I had no prior experience with them before enrolling at
ECU. Experimenting with various instant messaging tools has been useful because we now use GroupWise instant
messaging at MCC.
Other useful information included in this curriculum includes material taught in the core courses. This evaluation course
was especially helpful because of my lack of experience in creating classroom assessment materials. We also evaluated a
software package in that course, and software/hardware evaluation is one of my primary duties as a new instructor. The
supervision course was also very beneficial to me because of my lack of experience in leading and supervising people. I am a
supervisor in my current job, and I "supervise" my classroom, so I am glad that this course was included in the Vocational
Education curriculum. Another area that I was completely new to was facilities design and planning. If I am ever asked to
evaluate a classroom and make suggestions for improvement, I will be able to use concepts learned in that course.
I was completely new to distance education when I began this program. Now I am a proficient Blackboard user as both a
student and an instructor. Prior to the independent study course, I had never worked with the instructor side of Blackboard.
The only thing that I wish would have been offered in the program that was not is a course in Windows Server. Although
this would probably not be a popular course for those seeking licensure, I do feel that it would be beneficial to those
pursuing technology instructor positions at community colleges.
When I began my search for a master's program back in early 2007, I felt that the Vocational Education program was a
perfect match for my background and abilities. I am happy to say that the knowledge I have gained and assistance I have
received from ECU's instructors did not disappoint. I would recommend this program of study to anyone wishing to pursue
community college teaching. This program offers courses that would also be beneficial to current master's degree holders
who merely need 18 hours in technology courses to meet the SACS requirement.
Coursework
BVTE 6450 Evaluation in Career and Technical Education
Evaluation in Career & Technical Education
Introduction to measurement theory and the application of measurement, assessment, and evaluation principles for
learning in educational and business environments. Topics covered include the development, use, and evaluation of a
variety of formal and informal assessment instruments and procedures used in educational (i.e., curriculum planning,
instruction, performance) and business settings (i.e., products performance). Methods and techniques are explored for
evaluating information technologies and career and technical education students, personnel, programs, products, and
facilities
SOURCE: Dr. Holsey's Fall 2007 syllabus
Artifact 1: Windows Vista Continuing Education Test
Click HERE to view the test.
The link above will open a PDF version of the test in a new window. Please close the window to return to this page.
Reflection
List of Topics Covered Prior to Project 1
Evaluation, assessment, and testing terminology and principles
BITE final product (thesis or portfolio)
Instructional System Design (ISD) model and Analysis Design Development Implementation Evaluation (ADDIE)
Revised Bloom’s Taxonomy and psychomotor, affective, and cognitive domains
Connection between assessment and learning
Goals and objectives
Table of specifications and proper test item creation
Authentic assessment vs. traditional assessment
Analyzing test responses and scores
Grading systems
Because I did not major in education as an undergraduate student and have not formally taught classes, I did not realize
that so much was involved in creating effective goals, objectives, and tests. There is more to effective instruction and
assessment than using the textbook’s objectives and publisher’s testing materials. Those materials do not always cover the
higher levels of the revised Bloom’s taxonomy. When I become a teacher, I want to ensure students leave my courses with
the fundamentals necessary to apply computer concepts at those higher levels.
The materials presented leading up to Project 1: Creating an Instructional Assessment were very helpful. I relied heavily on
these concepts to create my test since I have no formal classroom experience. Creation of Project 1 was a very time
consuming endeavor. I had difficulty classifying some of the questions because the Bloom’s taxonomy was new to me. I also
feel that the test was too lengthy, but I was trying to cover almost all the objectives for the MCAS Vista test. Some of the
items on my test broke the rules of good test item creation. This is partly because of the way some of the questions were
worded on an MCAS Word 2007 practice test that I completed before taking the actual MCAS Word 2007 exam. I was trying
to create a test representative of what the test taker would encounter on a certification exam. Overall, I do feel that this
test is a good comprehensive review of MCAS Vista topics and would be beneficial to prospective MCAS test takers.
Based on my experience in creating the test, I have created a list of principles that will be implemented in my classroom.
Textbook objectives and testing materials will be used only when appropriate. Often times, the textbook's objectives and
test items need to be customized to provide effective instruction and assessment for individual classes.
Assessment influenced instruction will be implemented to ensure that proper activities and assignments are administered
during the lessons leading up to the test. All goals and objectives will be clearly communicated to the students.
All of the revised Bloom’s levels will be evident in some fashion throughout each semester. For an introduction to
computers course, the higher levels will come near the end of the course after fundamentals have been acquired.
A blend of traditional and authentic assessment will be used. However, authentic assessment will be more heavily used
because real world computer experience is so critical for many types of workers today.
A strong focus on students acquiring a basic skill set will be evident. Students will be prepared for problem solving in the
real world upon completing the course.
I am glad that I decided to complete this degree before trying to teach. Just by completing this course alone, I have already
learned countless concepts that will make me a better teacher. The newly acquired assessment knowledge will couple
nicely with my technical background.
Artifact 2: Classroom / Lab Monitoring Software
Click HERE to view the group report.
The link above will open a PDF version of the report in a new window. Please close the window to return to this page.
Reflection
Product use testing was one component of the information technology and business/industry assessment portion of this
course. To apply some of the concepts presented, my group chose to test four lab/classroom monitoring software
packages. The software tested included LanSchool, NetSupport School, SynchronEyes, and Vision6. My role in this project
was to install and evaluate LanSchool software. I also helped create the introduction, slightly modified and filled in
McNamara's checklist, created the Technical Team Product Scoring Sheets summary, and applied uniform formatting to the
entire document.
When I began my current lab coordinator job, there was no monitoring software in place. I installed the free version of
RealVNC to provide a cheap way of monitoring the lab PCs. RealVNC is great for controlling individual PCs but is not
effective for supervising an entire computer lab. Logging in to each computer via RealVNC is also cumbersome because I
monitor approximately 30 PCs at a time. If each individual RealVNC connection screen is not clicked on for an extended
period of time, the connection automatically terminates. So, all dropped computers must be logged into again.
Because of the software testing techniques presented in this course and the inconveniences experienced with RealVNC, I
was excited about working with a group to test a variety of products. It is too time consuming to test multiple products
alone. We compared our findings and found the best overall product to be NetSupport School.
In early January of 2008, I explained our findings to my supervisor, and she encouraged me to fill out a requisition for
NetSupport. Top management was supportive of our recommendation and ordered the software on 01/16/2008.
NetSupport's excellent remote deployment utility allowed for effortless installation to multiple computers. Set up in the
main lab (37 computers) was completed on 01/17/2008, and the smaller lab (18 computers) was finished on 01/22/2008.
NetSupport has allowed us to more effectively monitor the labs. The thumbnail views of all computers makes it easy to spot
unauthorized activity. The ability to block certain web sites has also been extremely beneficial. We have also cut down on
paper and toner waste because of the print queue control feature; students are no longer able to print full page 60-slide
PowerPoint presentations. Another useful feature is the ability to export a list of web histories from all computers in various
formats. I have used this to import the histories list into Access and analyze the sites visited using custom queries. This is a
great way to find additional inappropriate sites to add to the block list.
NetSupport is highly recommended for computer lab coordinators and technology teachers. Although we are using it
merely for monitoring purposes, it has a robust set of features for teaching.
ASIP 5200 Microcomputer Business Graphics Applications
Microcomputer Business Graphics Applications
ASIP 5200 is an advanced course in the use of specialized graphics-oriented microcomputer applications software to
produce presentations and multimedia presentations and web pages. This course teaches students basic design principles
incorporating Paint, Microsoft PowerPoint, Publisher, web page design, and Windows Movie Maker.
Topics:
Social networking environments
Multi-media design -- including text, audio and video
Advanced PowerPoint design
Desktop publishing
Web page design and development
Creating a movie with still pictures
SOURCE: Dr. Ellis' Fall 2007 Syllabus
Artifact 1: Reformatted RCC Tutor Handbook
Click HERE to view the 2nd edition ("before").
Click HERE to view the newly formatted edition ("after").
The links above will open a PDF version of each Tutor Handbook in a new window. Please close these windows to return to
this page.
Reflection
My experience with Microsoft Office applications is somewhat copious. I began my journey with Office 95 back in 1996.
When I entered Montgomery Community College, I was introduced to Microsoft Office User Specialist certification for
Office 97 and have since pursued several versions of that, the latest being MCAS for Office 2007. So, I am decent at
constructing various documents. However, the documents did not always have proper design elements before completing
ASIP 5200. The design concepts taught in ASIP 5200 can be applied to various computer software packages as well as
manually constructed projects. Principles from this course will be invaluable throughout my career at ECU and in everyday
life.
Important concepts taught early in the course included contrast, repetition, alignment, contrast, font sizes and spacing, and
color theory. After learning about these elements, there were so many documents I wanted to reformat. One of the
documents transformed was the Richmond Community College Tutor Handbook. Although some of the design elements
were present in the 2nd edition of the handbook, they were not applied consistently. Please visit the links above to view
the before and after versions of the handbook.
Word 2007 was used to reformat the document. Notice the significant difference in the title page. It is a title page template,
but I customized it to meet our needs. The monotonous center alignment was morphed into an attractive arrangement of
objects with the photo serving as a focal point. Consistency was applied to the various font sizes and proportions. The catch
phrase was placed inside a colored box with contrasting font to draw attention to it. A predefined Word color scheme was
applied to ensure a professional blend of colors.
Another page that received many modifications was the Message from the Coordinator page. In the original document, the
logo had been resized disproportionately, spacing was inconsistent, and the title was uninteresting. Reformatting consisted
of centering the title and enclosing it in colored borders, “A Message from the Coordinator” was centered, double space
was applied between all paragraphs including the salutation and complimentary close, and a fresh copy of the logo was
inserted, watermarked, and rotated to add interest.
Throughout the body of the handbook, headings were revamped to increase contrast, and the overused Times New Roman
font was replaced with a new Word 2007 font. Many of the items included in the handbook (e.g., code of ethics, guidelines,
tips, etc.) were taken from other sources. To ensure consistency, the new headings and fonts were applied to all of those
pages. Appropriate graphics were added to the “No Show” forms to illustrate the forms’ meanings.
This was an enjoyable project because I was able to apply the design concepts AND experiment with the new Word 2007
software. (This was the first major document I worked with in Word 2007.) ASIP 5200 is an excellent course, and I would
advise students to complete it early in the program. Many of the course competencies can be used throughout college and
in the workplace. All of the items I have created this semester have been positively affected by what I learned in this course.
Artifact 2: RCC Resource Page HTML Coding
Click HERE to view a summary of my HTML coding project.
The link above will open a PDF version of the project in a new window. Please close the window to return to this page.
Reflection
In September of 2007, I was asked to update the RCC Guided Studies Resources web page. Our list of resources was quite
sparse, so I browsed other NC community college web sites to gather ideas. Because of my familiarity with Word, I decided
to use it to craft the new web page. Step 1 in the artifact shows a screenshot of the updated page.
I was pleased with the look of the new page until it was posted by the Webmaster. Step 2 shows several design flaws
including improper spacing and incorrect font conversion. The color of the first heading should also be black like the other
headings. The Webmaster told me that the server was not set up to properly handle Microsoft Word's HTML code.
Unfortunately, I had to deal with this design nightmare until we covered HTML coding in ASIP 5200.
Since I was told that the Microsoft Word HTML code was causing the problems, I chose to keep my coding as simple as
possible while still yielding a similar look to the Word generated page. The ASIP 5200 HTML course materials were heavily
relied upon for proper syntax of the HTML tags because of my lack of experience with plain HTML coding. There are over 60
resources on my web page, so I used concatenation in Excel to join the line break and link tags to the description and
hyperlinks. The single quotation marks around the link in the formula generated code had to be changed to double quotes.
(Double quotes could not be entered directly into the formula because the cell reference was viewed as text upon doing
so.) Conversion of the single quotes to double quotes was accomplished by using Paste Special, Values and Find and
Replace. The various lines of code were then copied and pasted into Notepad under the appropriate headings.
When we first began the web page design unit in this course, I wondered why something as “primitive” as simple HTML
coding was included. After all, there are many advanced web page development tools available today that automatically
generate code. Through the example explained above, I found out exactly why knowing basic code is important. An
advanced web development tool was not available to me during this project, and the Word HTML tool did not work
properly. And, before I learned about writing plain HTML code, we had a poorly designed Resource page displayed for the
world to see.
BVTE 6426 Supervision in Career and Technical Education
Supervision in Career & Technical Education
BVTE 6426 combines the study of traditional supervisory management theory, principles and procedures with practical
applications, which helps prepare students to become effective supervisors. This course emphasizes that supervision is
working with people to inspire, empower and develop them so they become better and more effective in their working
roles.
SOURCE: Dr. Pierce's Spring 2008 Syllabus
Artifact 1: Book Summary
Click HERE to view a summary of Leadership for Differentiating Schools & Classrooms by Carol Tomlinson and Susan Allan.
The link above will open a PDF version of the summary in a new window. Please close the window to return to this page.
Reflection
Many core principles of good management and leadership were taught throughout this course. Some of these included:
Planning
Decision making
Communication
Motivation and rewards
Participative leadership
Tomlinson and Allan discuss four stages for implementing differentiation in the classroom. They are initiation,
implementation, continuation, and evaluating outcomes. All of these stages involve the core principles listed above.
This book also suggests some of the same types of activities that are present in the book Lessons from Exceptional School
Leaders by Mark Goldberg. (I read Goldberg’s book for the first required book review.) Some of the main ideas in Goldberg’s
book include visiting schools of excellence to view their successful programs, reading educational journals to keep abreast
of current events, involving everyone in decision making and implementing new programs, providing opportunities for staff
development and rewarding those who successfully complete them, and informing new hires of programs in place.
Because I have no formal experience in the classroom, reading this book was an eye opening experience for me. Most of my
secondary educational experiences were not differentiated. Everyone was taught the same concepts at the same level, and
those who struggled had to acquire the services of a tutor or ask the teacher for additional help to keep up. As I begin
thinking about teaching computer courses at the community college level, I plan to ask some of the current CIS instructors
what they do to differentiate instruction. Because I currently assist many of those CIS students in the open computer lab, I
can clearly see that they are a diverse group with varying levels of computer skills. This book will be a valuable reference for
me when I become a teacher and am faced with the challenges of today’s diverse classroom.
Artifact 2: Motivation & Leadership Articles
Click HERE to view summaries of a few articles about motivation and leadership.
The link above will open a PDF version of the summaries in a new window. Please close the window to return to this page.
Reflection
The articles required for this course were very helpful because they provided additional real world examples for the weekly
concepts taught. Two of the articles that I found most helpful can be viewed above. These articles corresponded to Chapter
7 (Motivation) and Chapter 8 (Leadership) in the textbook. Of all the principles taught in this course, motivation and
leadership will be two of the most important concepts for me to apply to the classroom setting.
Welch outlines several key motivation techniques in his article. Although he applied them in a corporate setting, they will
work in the classroom as well. Recognition can be used to praise students for great work. A collective sense of purpose can
also be used because I will encourage the students in my class to work together. I heavily rely on coworkers for assistance
and guidance in my current job and will encourage the students to work together to assist each other. Obviously, as the
“supervisor,” I will offer guidance as well. They will see that we can work together to improve their computer skills, making
them more effective students and/or employees. Lastly, I will balance achievement and challenge. I do not want the
students to be so overwhelmed that they feel defeated. After I become familiar with the students’ abilities, I can use
principles from the Leadership for Differentiating Schools & Classrooms book to differentiate instruction, thereby fostering
an appropriate amount of challenge for each student.
Maxwell’s article focuses on leadership by example. As a teacher, students will probably pay more attention to my actions
(at least I hope they will pay attention!) than coworkers would. So, the main points in this article are extremely important
for the classroom. First of all, followers watch leaders. This has certainly been true for me from the perspective of a
student, and I have picked up many good ideas that I will transfer to my classroom. I will teach to the best of my ability and
will explain to the students that I expect them to put forth an acceptable amount of effort as well. However, I will explain
that I am there to help them learn and am not an assignment dictator intending to make their lives miserable. Next, I will
embrace change (because technology is forever evolving) in order to effectively lead my students through it. Lastly, I will set
a good example for my students. Maxwell states that leaders should behave at or able the standards they expect of their
subordinates. I agree with that statement.
ICTN 6800 Internet Research Methods
Internet Research Methods
The course is designed to give students an introduction to a broad and hands-on background on the various tools and
techniques for conducting research and collaborating over the Internet. Upon completion of this course, each student will
be able to:
Select appropriate tools to conduct graphical and text-based keyboard and voice chats
Utilize diverse tools methods for conducting research over the internet
Utilize conferencing technologies for research presentations, projects and interaction with peers
Deploy/utilize distributed authoring tools to collaborate on projects
Identify, subscribe, and utilize list servers for problem solving and research
Investigate, select and deploy video and audio streaming technologies
Create and publish web-based content using various media
Locate information using various search tools and electronic databases and indexes
Utilize various tools to create, capture and deliver computer-based presentations and training
Prepare and submit papers and reports using various author guides and manuals of style
SOURCE: Dr. Mohammed's Spring 2008 Syllabus
Artifact 1: Windows Live Messenger
Click HERE to open a quick start guide for Windows Live Messenger.
Click HERE to view an online tutoring demo. It does NOT have sound.
The first link above will open a PowerPoint presentation. Click either Open or Save (your preference) to view it. The second
link above will open a Flash video in a new window. Please close the windows to return to this page.
Reflection
Various collaboration tools were introduced in ICTN 6800. One of the most useful tools studied was instant messaging. Prior
to this course, Yahoo Messenger was the only IM program I had used, and I had only used it for plain chatting. As I was
creating the setup guide for WLM, I soon discovered that IM can be used for something other than chatting, listening to the
radio, and gaming. One of the neat features in WLM is called Whiteboard. This is a program very similar to Microsoft Paint
that allows WLM users to present ideas very much like they would in a conference room with a whiteboard. The
Whiteboard can be written on using a tablet PC or USB graphics tablet. It can also receive input from the mouse and
keyboard. Items from other programs can be copied and pasted to the Whiteboard. About one month after discovering the
Whiteboard feature, I learned how it could be applied to my job.
On 04/03/2008, some employees at Craven Community College shared the idea of online tutoring with a group of us at the
North Carolina Tutoring and Learning Association Conference. After listening to their presentation, I explained to my
superiors that we could try online tutoring virtually free by using WLM. We plan to set up a page on the Richmond
Community College web site with contact information and photos of online tutors. The WLM quick start guide will be
distributed to both tutors and tutees. This will be a way to expand our tutorial services to online students as well as
traditional students who are comfortable using the technology. Visit the link above to view a WLM tutoring session demo.
Learning about the collaboration tools in this course was very beneficial. As technology continues to evolve, it is becoming
increasingly critical to know how to interact with others online. Prospective students are encouraged to take this course to
learn about the various collaboration methods. Knowing how to use these tools is very helpful for working in groups in
online courses. The tools from this course will be valuable throughout the rest of my ECU studies and will also be useful to
me when I become a technology teacher. I plan to use IM as a way for online students to contact me.
Artifact 2: Listserv Experiences
Click HERE to view a summary of my listserv experiences.
Click HERE to view a demo of Course Technology's SAM 2007 video tutorials. It DOES have sound.
The first link above will open a PDF version of the summary in a new window. The second link above will open a Flash video
in a new window. Please close the windows to return to this page.
Reflection
Before the listserv assignment in this course, I had heard the term listserv but did not fully understand what it meant. A
listserv address is used to send a broadcast message to all members of the list. Although I had a bit of trouble finding lists
that were still active, some useful information was gleaned once I did.
Information about Course Technology’s Skills Assessment Manager (SAM) software was the most useful piece of
information received from one of my chosen listservs. I learned of SAM upon sending a message to the Penn State
University Distance Education List (DEOS-L) inquiring about how to effectively help students learn computer basics. Many of
the Introduction to Computers students at the community college are completely new to computers, and it is difficult for
them to grasp basics such as point, click, double click, right click, drag/drop, minimize, maximize, etc. Many of them need
supplemental materials/instruction, so I chose to query the DEOS-L list to get ideas from more experienced educators.
I purchased a copy of the SAM 2007 Video Tutorial CD and plan to use it this summer when Richmond Community College
upgrades to Microsoft Office 2007. This CD is not interactive. It simply shows the user what to click on to produce the
desired results. Visit the link above to view a demo.
When I begin teaching at the community college level, I plan to ask them to purchase the online multi-user version of SAM
to be used in the courses that cover Windows and Office 2007. This version of SAM consists of a simulation environment
meaning that the student must click through tasks instead of simply answering multiple choice questions. This form of
assessment will help me gauge whether or not I am effectively teaching the students HOW to use the computer. It will also
prepare the students for MCAS certification should they choose to pursue it.
BVTE 5390 Seminar in Advanced Multimedia Production
Seminar in Advanced Multimedia Production
The objective of this BVTE 5390 seminar is for each participant to prepare a series of real-world artifacts that will
incorporate the advanced use of multimedia technology as well as principles of good design. Upon completion of the
seminar participants are expected to have a better grasp of the actual use of technology combined with a hands-on
application of design and graphical conventions.
SOURCE: Dr. Mark's First Summer Session 2008 Syllabus
Artifact 1: Student Resource Web Site
Click HERE to visit the Sun Valley Community College CIT Student Resource Site.
During Summer Session #1 in 2008, I enrolled in BVTE 5390 – Seminar in Advanced Multimedia Production and TECH 6430 –
Computer Concepts & Applications for Career & Technical Educators. I was able to combine the skills acquired in both of
these courses to create one “large” artifact for a job interview for a computer information technology instructor position at
a community college. The M. S. Vocational Education courses have increased my awareness of the importance of having a
current portfolio, and I took advantage of concepts from these two courses to create a Student Resource Web Site
(“portfolio”) that was distributed on CD to the interview team.
I enjoyed creating this web site. It gave me a coherent theme for the projects required in BVTE 5390. A 10-minute
instructional presentation about operating systems was required for the interview, so I made a slideshow using PowerPoint
and Camtasia. These concepts will be useful for creating instructional materials for my students. The CIT Program
Promotional Video was created using PowerPoint and Camtasia as well. Prior to this course, I was unaware of the neat
affects that can be created simply by copying PowerPoint slides and performing slight manipulations. The music clip was
added in Camtasia Studio 5. A demo introduction to a CIS 110 course was created using PowerPoint slides, a webcam video,
and a music clip. These items were combined into a movie using Windows Movie Maker. Prior to the webcam unit in TECH
6430, I had not used a webcam very much. It was difficult to move away from reading and try to talk to the webcam.
Reading was not successful because of evident eye movement. The unit on Camtasia in 6430 was also very helpful because
of the various projects I used Camtasia for in 5390. See the Tutorials section of the web site to view some Camtasia tutorials
created in TECH 6430. Scheduling these two courses together worked out great for me.
I received very positive feedback from the interview team about the handouts I prepared. (The slideshow handout can be
viewed under the Courses link, CIS 110.) The CD was very professional looking because I also learned how to create a
LightScribe CD label while working on this project.
I was offered the position I applied for, and I accepted it. The college name and other information on this web site will be
changed to match my contact information at Montgomery Community College. It will become my actual Student Resource
Site. I plan to redo, or have some students redo, the CIT promotional PowerPoint movie to include images from our actual
CIT program at MCC. When I teach a CIS 110 course, the introduction video will be redone to include contact information
for Montgomery Community College. The rest of the site will be changed as needed and updated throughout the Fall 2008
semester to keep my students informed.
TECH 6430 Computer Concepts & Applications for Career & Technical Educators
Comp. Concepts & Apps. for Career & Tech. Educators
Various computer concepts and applications are covered in this course. A hands-on approach is used. Topics covered
include:
Web cams and video/audio encoding
Speech recognition software
Digital video conferencing using various software (e.g., Skpye, Windows Live Messenger, Centra)
Screen capture software
Artifact 1: Title
[Artifact 1: Student Resource Web Site ]
Click HERE to visit the Sun Valley Community College CIT Student Resource Site.
Please view the reflection located on the BVTE 5390 page (it links to page). Concepts learned in TECH 6430 and BVTE 5390
were used to create a web site for a job interview.
BVTE 6424 Problems in Career & Technical Education
Problems in Career & Technical Education
This independent study course is offered to provide the student with the ability to investigate independently specific
problems in areas of interest or need under the close direction of the instructor of the course. The student and faculty
member must agree upon the specific topic or problem to be undertaken, but the topic must focus on business, career, and
technical education. In special cases, students will be allowed to meet lateral entry requirements, but must provide
evidence of prescribed program of work.
SOURCE: Dr. Tucker's Second Summer Session 2008 Syllabus
Artifact 1: Independent Study Project
Click HERE to view the project proposal and progress reports.
Click HERE to view a brief slide show highlighting my project endeavors.
The first link above will open a PDF version of my proposal and progress reports in a new window. The second link will open
a Windows Media slide show. It does NOT have sound. Please close the windows to return to this page.
Reflection
Because I have observed many students in introductory computer courses struggle with Blackboard and completing
tutorials in computer textbooks, I chose to create Camtasia tutorials to use as instructional aids in my Fall 2008 online
PageMaker course. Although the instructions in the textbook are clear and have excellent illustrations, I have noticed that
some students easily skip steps or misread the content. I feel that it will be beneficial for students to have these onscreen,
narrated illustrations for reference purposes, since I will not be there to personally assist them with issues.
When I began this project, I had no experience using PageMaker, no experience using the instructor side of Blackboard, and
minimal experience using Camtasia. By recording 11 units in the PageMaker textbook, I honed my Camtasia skills and
simultaneously learned how to use PageMaker. Learning about the various production options for Camtasia has been very
beneficial. The low quality videos stream much faster over the Internet than the high quality ones. I have learned enough
about PageMaker that I could now create a decent publication if required to do so, but more importantly, the knowledge
gained will allow me to better assist my students when they have questions. After completing the PageMaker tutorials, I
began my endeavors with setting up Blackboard and embedding the materials created. It is far more time consuming than I
had envisioned. However, I really enjoyed customizing everything to meet my needs. A Blackboard tutorial for the
PageMaker course was created after I finished setting everything up.
By having had the opportunity to complete this project, I will be better prepared for teaching future online courses. I am
comfortable using both Camtasia and the instructor side of Blackboard now. This will allow me to be a more effective
instructor because I can focus my attention on the students rather than the technical and clerical aspects of setting up
courses.
BVTE 6103 Facilities Planning & Management in Career & Technical Education
Facilities Planning & Mgmt. in Career & Technical Ed.
This course covers analysis and planning of building facilities to house career and technical education programs within
junior and senior high schools, area career-technical centers, technical institutes, and community colleges. Additionally, the
course is designed to consider business and information technology applications.
SOURCE: Dr. Dickerson's Second Summer Session 2008 Syllabus
Artifact 1: RCC Guided Studies Improvement Proposal
Click HERE to view the improvement proposal and selling plan.
The link above will open a PDF version of the design project and selling plan in a new window. Please close the window to
return to this page.
Reflection
As I read the requirements of this project, I began to think about our past efforts to reclaim Room 106 for Guided Studies
use. This room is not used efficiently. My supervisor often talked of using that room for testing, so I thought of all the
services we currently offer and decided to draft my own proposal about how Room 106 (and Room 109) should be utilized.
By implementing the modifications suggested in this design project, Guided Studies would have the potential to become a
more effective support service for the students at Richmond Community College. We could morph a 12 seat underutilized
lab into a full time testing center. Students would no longer be confined to testing hours of 1:00PM - 8:00PM. The new
server would host files and tutorials to assist students with computer basics, Blackboard, and other topics. With this setup,
we could also explore IT certification testing options such as those offered by Prometric and Certiport. This would be a
valuable service to students as well as the community.
A 17 seat classroom that is only used during morning hours for approximately six to eight students could be transformed
into a 14 seat computer lab that could be used for conducting workshops and for extending the open lab during peak
morning hours. Survey results from our pilot workshops during the Spring of 2008 were very positive, but many of the
students requested more workshops, especially in computer basics, math, English, and study skills. Attendance at these
workshops was somewhat poor because they were held at 11:00AM when many classes are in session. The workshops
would be much more effective after redesigning the rooms because it would allow for smaller groups per session, and the
students would have access to a computer to practice the activities demonstrated. We could also schedule the workshops
at a more convenient time for the students since we would have our own private training lab in the Guided Studies Center.
A copy of the selling plan was submitted with my RCC Exit Interview; hopefully they will consider my ideas. Because I will be
teaching soon, I am glad to have had the opportunity to complete this course. If I am ever chosen for a committee
concerning classroom design or renovations, I will be able to make more informed decisions.
Artifact 2: Analysis of the RCC DeWitt Lab
Click HERE to view the facility analysis project.
The link above will open a PDF version of the document in a new window. Please close the window to return to this page.
Reflection
I have worked in the DeWitt Lab for almost two years and felt that it would be an appropriate choice for the analysis
project. Prior to completing this project, I knew that the lab needed some improvements, but I discovered even more areas
of concern through the details collected in this project.
Overall the DeWitt Lab that I analyzed is appropriate for an open lab environment. It has brand new computers with Core 2
duo processors and sharp 19” widescreen monitors. These PCs are equipped with Deep Freeze software to prevent the
build up of performance draining spyware and viruses. The cords for each computer are neatly arranged at each computer
table to prevent accidental disconnects. For the most part, this lab is clean. The floors would look better if waxed.
Areas of concern in this lab include the accordion divider partition between the first and second labs, the lack of “sound”
insulation between the second and electronics labs, and the fact that the students have to turn to view the projector
screen. The instructor station is also too close to the wall.
To improve this lab, the desks should be rearranged so that the students are facing the projector screen. Upon completion
of this, the instructor station could also be turned to face the screen which would give the instructor more room behind the
station. Because I have monitored this lab during the open lab hours, I know how noisy it can become. Classes are held on
either side of this lab at varying times, and activities in the first lab are clearly audible because of the thin accordion divider
partition. It is also not uncommon to be able to hear the lectures taking place in the electronics lab even though that lab is
completely enclosed. An insulated wall needs to be constructed where the accordion divider is located. Insulation is also
needed to dampen the sound emitted from the electronics lab. This would be a bit more difficult to accomplish because the
wall dividing the open lab and electronics lab is constructed entirely of windows.
There is much more to facilities analysis than most people realize. It has been helpful to be exposed to this material
because I will soon be teaching and may have to analyze classrooms and make suggestions for improvement.
BVTE 5388 Seminar in Pocket PC Applications
Seminar in Pocket PC Applications
This is a course of handheld computer hardware and software used in today's business environment. The course reviews
software, which supports the Dell Pocket PC as well as a microcomputer-based executive workstation and utilizes practice
exercises covering realistic business applications. The Internet, electronic mail, Pocket Word, Pocket Excel, Windows Media
Player for Pocket PC, Microsoft Reader, Microsoft Transcriber, Microsoft Active Sync, Microsoft Pocket Outlook wireless
technology, and Pocket TV media are covered in the course.
SOURCE: Dr. Ellis' Second Summer Session 2008 Syllabus
Artifact 1: Pocket PC Basics Tutorials
Click HERE to view the tutorial.
The link above will open a Windows Media video. Please close the window to return to this page.
Reflection
Prior to enrolling in this course, I had never used a Pocket PC and wondered how an entire course could be devoted to
learning how to use one. It is amazing to me that so much can be accomplished with such a small device. July has been a
very busy month for me, and the Pocket PC (Dell Axim X50) has helped me keep up with due dates and important tasks.
Because I am a hands-on learner, I enjoyed completing most of the weekly assignments in this course. My favorite
assignments included downloading a theme and applying it, installing games, and experimenting with Pocket ControllerPro. The most useful assignments for me included adding contacts, tasks, appointments, and setting up Outlook. If I could
do the course over again, I would probably try using Outlook 2007 (instead of Outlook 2002) to see if 2007 would work
properly with ActiveSync and the Pocket PC.
One of my classmates had a considerable amount of trouble using her Pocket PC, so I chose to create a brief set of Camtasia
tutorials illustrating some of the key topics from this course. Helping my classmate through her issues was good practice for
me since I will soon be teaching two online courses. It is much more challenging to try to help someone when one cannot
be there to physically see what is occurring. Maybe future BVTE 5388 students can use these tutorials if they experience
trouble with basic operation of the Pocket PC.
Another goal I had in mind when creating these tutorials was to assist future students. I was thrilled to learn that Dr. Ellis
distributed the tutorials to the Fall 2008 Pocket PC students.
BVTE 5390 Seminar in Computer Repair/ Replacement and Maintenance