Individual Lesson Plans

Title
Creating a Digital Portfolio Using the Rule of Thirds

Teachers
Dr. Marsha Whittle, Director Anet Edwards, Librarian

Learner Description

Adult Learners Adult Learners Mixed Gender Mixed Gender 85% African American 15%Other 85% African American 15%Other Special Needs 1%1% Special Needs Various Learning Styles (various) Various Learning Styles (unknown) Various Experiences and and Diverse Backgrounds Various Experiences Diverse Backgrounds Highly Motivated Highly Motivated

Objective

Students will: 1. 2. 3. 4. 5. 6. 7. 8. Learn to use a Digital Camera Create a Digital Portfolio Learn photo composition using Rule of Thirds Take Digital Photographs adhering to Rule of Thirds Students will understand the concept guiding the Rule of Thirds. Students will practice applying the Rule of Thirds to photographs. Students will produce photographs using the Rule of Thirds. Upload Photographs into Digital Portfolio
Students demonstrate a sound understanding of the nature and operation of technology systems. Students are proficient in the use of technology. Students understand the ethical, cultural, and societal issues related to technology.

ISTE Standards

Basic operations and concepts

Social, ethical, and human issues

Students practice responsible use of technology systems, information, and software. Students develop positive attitudes toward technology uses that support lifelong learning, collaboration, personal pursuits, and productivity.

Technology productivity tools

Students use technology tools to enhance learning, increase productivity, and promote creativity. Students use productivity tools to collaborate in constructing technology-enhanced models, prepare publications, and produce other creative works.

Applicable Courses

Early Childhood Education Barbering Cosmetology Culinary Arts Students will name the vocation choice which they will explore. Students are interested in obtaining the knowledge that is necessary for them to make an informed career choice. Students should be familiar with the computer and its navigational abilities. Students should be familiar with Word Processing software (i.e., Microsoft Word). Students should be familiar with surfing the internet. Student Self-Assessment Sheet Teacher Assessment Rubric Teachers Portfolio Checklist

Prerequisites

Assessment

Technology Connections

Digital Camera Computer Keyboard LCD

Materials Needed

Computers with Internet access LCD Projector Computer with Microsoft Office application installed Digital Cameras Scanner Teachers Syllabus Outline Student assessment Sheet Rubric for Assignment Video for Achieving Rule of Thirds Video for Setting up Digital Portfolio

Related URLS

A. B. C. D. E. F. G. H. I. J.

http://learn.googleapps.com/sites http://picasa.en.softonic.com/?ab=1 http://electronicportfolios.com/portfolios/howto/index.html http://www.educationworld.com/a_tech/tech/tech111.shtml http://www.prenhall.com/jhuportfolio/examples.html http://www.picturecorrect.com/tips/the-rule-of-thirds http://www.youtube.com/watch?v=d8nOvd1kgS0 http://www.youtube.com/watch?v=VvFJcyBQIew http://www.johnhendron.net/documents/digital_portfolios.pdf http://fnopress.com/portfolio/portf.html

Procedures

Whole Group
At the beginning of the semester students are given the Portfolio checklist in order to upload items in the correct order as they are acquired. Students meet in Library Computer Lab for three one hour Portfolio Orientations. Here they will: A. At the first meeting each student will be given a Quick Set up Guide to Google Sites. B. Students will then proceed to set up a site and acquire an URL (http://gmail.google.com). C. Next students will then set up a Picasa account to store and edit their photographs. http://picasa.en.softonic.com/?ab=1 D. Students will watch a video on Digital Portfolios.
http://www.youtube.com/watch?v=VvFJcyBQIew

A. The next one hour lesson will consist of setting up the navigation of the site in logical order. B. Arranging Photographs that will parallel or reflect the unit. C. Students will be shown a video on digital photography adhering to the Rule of Thirds. D. Students will watch a video describing how to use their photos in their portfolio http://www.youtube.com/watch?v=d8nOvd1kgS0 A. At the final Portfolio Session, Students will edit and upload photographs and other artifacts. B. Students will apply a theme to their portfolio.

Small Groups
Students with no prior photographic expertise will work in groups of 4-5 with Dr. Whittle and me to learn the basics of digital photography. Students Having difficulty setting up sites or other site management issues will be given private instruction.

Upon composition of ach relevant photo student will upload it into the appropriate unit of Portfolio.

Technology Management Classroom Management

Students that cannot acquire digital cameras may borrow equipment from the library under the authority of Dr. Whittle. These cameras will be loaned out for the semester to groups of 4-5 so that they may capture all required images. Students may borrow computer lab to revisit videos and to research various aspects of Portfolio Design.

Instructional Groups
Class is broken up into groups that are decided by skill level. Students will choose whether they consider themselves: A. Expert group-Needs little or no assistance. B. Intermediate Group-Needs help from time to time C. Beginner Group-Needs regular assistance. Carolyn, Blount Brodersen. "Designing a Digital Portfolio." Technical Communication 52.3 (2005): 389-90. ProQuest. Web. 17 Nov. 2011. "Two Ways To Show Off Your Digital Portfolio." Popular Science 266.2 (2005): 80. Academic Search Complete. Web. 17 Nov. 2011. Heath, Marilyn. Are you Ready to Go Digital? The Pros and Cons Of Electronic Portfolio Development. Library Media Connections 25.7 (2005): 66-70. Academic Search Complete. Web. 17 Nov. 2011 Foster, Bill R. A beginning teaching portfolio handbook : documenting and reflecting on your professional growth and abilities. Upper Saddle River, N.J.: Prentice Hall, 2007. Book. Linton, Harold. Portfolio design / Harold Linton ; photographs by Steven Rost. 3rd. New York: W.W. Norton, c2003. Book.

Additional References

Student Assessment
Portfolio

4 3 2 1 All photos (15+) can 12+ Photos can easily be 8+ Photos can easily be easily be related to the related to the elements related to the elements of Less than 8 photos can elements of balance, easily be related to the of balance, Rule of balance, Rule of Thirds, elements of balance, Rule of Thirds, Thirds, simplicity, simplicity, framing, simplicity, framing, Rule of Thirds, Photographs contrast, depth of field framing, contrast, depth contrast, depth of field simplicity, framing, of field and lines. 3043023 and lines. contrast, depth of field and lines. 3043022 3043021 and lines. Zero photos can
3 Photos can eas 5 Photos can eas

Theme chosen is pertinent to Portfolio subject. Theme is Theme is attractive but attractive to viewers does not necessarily Theme is suitable but Theme is unclear and who will easily inspire the visual lacks the continuity and disconnected with no Theme recognize purpose. connection to the subject appeal to achieve desired continuity or clarity in Appropriate visual matter for the target results. resolve. elements, color and audience. design for target audience. Student has included Subjects and subtopics Student has made a list representation for every Subjects matter is not are listed but are not of subjects and subtopics division and subtopic consistent with subtopics appropriately but they do not outline Content including representative and not all subjects are represented with the the logical pattern of artifacts where represented with artifacts. proper artifacts. portfolio design. required. Student has proper Student was not precise artifact for each section Student has collected Student has pertinent with artifacts or of portfolio. Artifacts pertinent artifacts but artifacts but artifacts are placement within the Artifacts well represent subjects. showcase lacks does not not explicitly portfolio. Leaves Students used proper project connection with representative of subject. audience guessing as to showcase for all subject. the connection. artifacts. Student made a few Student made many Student used correct Student made a few mechanical errors in grammatical and spelling, grammar and mechanical errors in documentation; spelling errors. Mechanics writing mechanics in all however, intent was spelling and grammar but Document was documentation in document was cohesive clear and content was incoherent and proper MLA format. and well structured. representative. disconnected.

This is an assessment of student skills to ascertain additional assistance

Student Pre Test

This pretest will be used to ascertain student computer literacy and technological capabilities.
Do you know what a digital portfolio is? Yes No Do you have a Gmail account? Yes No Have you ever used Google sites? Yes No How proficient are you with computers? Expert Intermediate Beginner Novice Have you ever used any photo editing software? Yes No Which method of instruction would you prefer for this project? Lecture sessions Instructional diagrams Videos and PowerPoint presentations

Group approach

Pre Test Survey Results

Timestamp

Do you know what a digital portfolio is? No Yes Yes Yes Yes Yes Yes No No No

Do you have a Gmail account? No No No Yes No Yes Yes Yes Yes Yes

Have you ever used Google sites? No No No No No No No Yes Yes Yes

How proficient are you with computers? Beginner Intermediate Expert Expert Beginner Beginner Novice Intermediate Intermediate Intermediate

Have you ever used any photo editing software? No No Yes, No Yes Yes, No No No Yes No No

9/21/2011 9/21/2011 9/24/2011 9/23/2011 9/22/2011 9/22/2011 9/24/2011 9/21/2011 9/21/2011 9/21/2011

Which method of instruction would you prefer for this project? Instructional diagrams Lecture sessions Lecture sessions Lecture sessions Group approach Videos and PowerPoint presentations Instructional diagrams Instructional diagrams Lecture sessions Lecture sessions

Timestamp

Do you know what a digital portfolio is? No Yes Yes Yes Yes Yes Yes No No No

9/21/2011 9/21/2011 9/24/2011 9/23/2011 9/22/2011 9/22/2011 9/24/2011 9/21/2011 9/21/2011 9/21/2011

Post Test Survey

This survey is design to help us improve this lesson for future classes. How would you rate the instructors presentation of the material?
1 They did a terrible job 2 3 4 5 They did a wonderful job

How well did the instructors outline the essential components of this assignment for you?
1 Now well at all 2 3 4 5 Very well

How helpful were the instructors when answering questions about the course materials and new concepts?
1 Not very 2 3 4 5 Very Knowledgeable

How well do you believe you did designing your portfolio?

1 Not well at all 2 3 4 5 Very well

How well do you believe you edited your photos using the Rule of Thirds?
1 Not well at all 2 3 4 5 Very well

How capable are you of maintaining your portfolio for your professional future?
1 Not capable at all 2 3 4 5 Very capable

How likely are you to apply the Rule of Thirds into other photographic projects?
1 Not likely at all 2 3 4 5 Very Likely

How do you rate this experience overall?

Excellent Good

Okay Crappy Really Crappy

How could we improve?

Post Test Survey Results

Timestamp How would you rate the instructors presentation of the material? How well did the instructors outline the essential components of this assignment for you? 4 5 4 How helpful were the instructors when answering questions about the course materials and new concepts? 3 5 4 How well do you believe you did designing your portfolio? 3 4 3 How well do you believe you edited your photos using the Rule of Thirds? 3 4 3 How capable are you of maintaining your portfolio for your professional future? 3 5 3 How likely are you to apply the Rule of Thirds into other photographic projects? 3 3 3 How do you rate this experience overall? How could we improve?

11/19/2011 11/21/2011 11/21/2011 11/21/2011

4 5 4

OK Excellent Okay Get a better application to design the Portfolio. Google sites has too many snags in it!

Excellent

11/21/2011 11/21/2011 11/21/2011 11/21/2011 11/21/2011 11/21/2011

5 5 5 5 5 3

5 5 5 5 5 3

5 5 5 5 5 5 How helpful were the instructors when answering questions about the course materials and new concepts?

5 5 5 5 5 3

5 5 3 3 3 3 How well do you believe you edited your photos using the Rule of Thirds?

5 5 3 3 3 2

5 5 3 3 3 2

Excellent Excellent Good Good Good Okay I would rather do mines the old fashioned way using the binder.

Timestamp

How would you rate the instructors presentation of the material?

How well did the instructors outline the essential components of this assignment for you?

How well do you believe you did designing your portfolio?

How capable are you of maintaining your portfolio for your professional future?

How likely are you to apply the Rule of Thirds into other photographic projects?

How do you rate this experience overall?

How could we improve?

Portfolio Checklist
Student Name: _______________________________ Instructor: Dr. Marsha Whittle

Evidence of Student Performance I. Introduction

Date

Home Page Objective Model Teacher Education Program Autobiography Resume Transcripts Philosophy of Education Curriculum: construct and Deliver appropriate Curriculum

II.

Date

Writing Samples Significant Papers from Content Major Classes Reflection Paper: Liberal Arts and Curriculum Assessment: Assess Student Learning with a Variety of Assessments

III. Date

IV. Date

Relationships: Establish Professional & reciprocal Relationships with other Invested in Student Learning. Objectives Samples of Letters, Memos to Students and Parents Awards, Memberships in Professional Organizations Participation in Campus Activities Volunteer/Service Oriented Experiences

V. Date

Environment: Create Positive and Caring Environments for students development and learning. Objective Lesson Plans Unit Plans Papers from Educational Psychology Celebrating Diversity Workshop Paper Videotape of Student Teaching Technological Exhibits/Photographs Progress Reports to Parents and/or Students Final Reflection Paper of Your Internship Portfolio Evaluation

VI.

Senior Comprehensive Evaluation

The above named student has completed all requirements for the Education Portfolio as a partial requirement for the Senior Comprehensive Evaluation and has earned a score of: 5 4 3 2 1 (Circle one based on the Portfolio Evaluation rubric) ____________ Date _____________________________________________________________ Faculty _____________________________________________________________ Signature Comments:

Gmail Portfolio
Call Anet Edwards 404-225-4595 for one on one assistance by appointment only!

If you dont already use Gmail, go to Gmail and open an account (mail.google.com) On the head banner find more calendar documents photos reader web more Use drop down arrow to go to even more

Choose the blank template Title your Portfolio Design your home page Navigation bar will consist of each subject area required. As you complete and perfect assignments each will be loaded as a link for your portfolio. We will follow Dr. Whittles syllabus. After you have labeled your content area, begin to upload your edited photo.

Impact Statement
At the end of last semester I noticed students compiling essays flyers, photographs, resumes, transcripts, certificates and who knows what else in a pitiable attempt at portfolio design. I got the idea to bring them into the 21st Century with the creation of digital portfolios. I immediately contacted Dr. Marsha Whittle and suggested collaboration. She said that suggestion was right on time, since the giant binders were not only cumbersome and heavy but also required storage space she did not have. She had 60 students and would receive all portfolios at the same intervals. The digital portfolio process offers an essential 21st century skill to the students at Atlanta Technical School. This skill will equip them with tools they will use in their future undertakings in college and the professional world. Using the Internet as a tool to communicate and present ideas is a basic requirement of students heading into the future with where there is a greater reliance on technology for a variety of different careers. Digital portfolios give the students the skills necessary to be independent and use their own knowledge to present themselves to future employers. The digital portfolio process provides the students with two sets of skills: selfpresentation and technology know-how. Being able to edit their photographs to further enhance their experiences is an additional technological asset. Using the Rule of Thirds composition measurement, students will learn to place elements in a photograph that will draw the viewer to the intended subject. Viewers can more easily zoom in on significant aspects of the subject and develop a better understanding of the materials being displayed. Through creating and maintaining a digital portfolio, students are engaged in a process of synthesizing and presenting their academic work and growth in an increasingly professional manner. These skills associated with web design competence are an important way to give the students the technological and professional resources that they will draw upon throughout their lives.

Student Perceptions
Initially, I received mixed optimism from the students of my Pilot program. Some were excited and looking forward to seeing their portfolio in cyberspace and others were leery about just that. Still others were just terrified about the whole process, resigned themselves to computer illiteracy and were dumbfounded with every step we made. Therefore, I broke the students into groups based upon capability and confidence. I could see from the first session how I needed to proceed with the class. The more capable students took off on and learned and mastered the program the first week. Their main complaint was that I did not spend enough time with them. Most of their questions had nothing to do with content or Rule of Thirds. It was the placement of photographs and changing the color themes and fonts. However, since the Google site is free, there were some snags that had to be dealt with. Most of those worked themselves out. At times the students got frustrated with me because I could not explain the quirks in the program. Behind my back they said I did not know what I was doing. About mid-session, Google upgraded the program. I was not paying close attention because I had given all my instruction and the students were left working independently on their portfolios. Therefore, when students called me to inquire about tools which had changed, I was not familiar with the changes. I had to go back in and familiarize myself with the changes that had been made. The biggest complaint and frustration for the students was the number and size of the photographs the students were trying to upload into their portfolio. They refused to resize the photos for the web and were made to suffer the consequences. Over all, most students are very happy with their portfolios and constantly add and change the photographs. Now that class is over I dont know if they still adhere to the Rule of Thirds but they all feel that this was a valuable experience and they are proud of their efforts. Students that graduate from classes prior to that one are now coming in asking for the instructions so that they can make their portfolio digital.