HIT 105 – Desktop Publishing

Module Name:
HIT 105 – Desktop Publishing
Module Description: / List the goals and objectives for this module. Describe the course content.
Participants will be able to perform these tasks:
·  Create a newsletter
·  Create a calendar
·  Create a flyer
·  Create a program
Prerequisites for this Module / What modules must precede this particular module?
Basic Computer Operations
Needs Analysis: / Prior to attending this course participants must complete a written questionnaire to assess their needs. Suggested questions/points should include (a) information about their content area, (b) grade levels they teach, (c) specific experience with the module topics (may want to consider a Likert scale), (d) software (system software?) and computer access, (e) workshop expectations (may relate to prioritized objectives), and (f) motivations (journal/reflections).
See attached Needs Analysis form.

Hook

/ A hook is an activity related to the subject matter that catches the attention of the participant and keeps them coming back for more. The learning experience must touch teachers at their core, awakening their curiosity, appealing to their sense of wonder, and harnessing their passion. In designing workshops, the staff developer should explore the techniques used by various kinds of performers to cause the eyes to widen and the mouth to drop open.
Introduction of an overall theme that exemplifies the use of all subject areas and grade level. (Space, ethnic diversities, time periods, etc.) The instructor will share completed documents and conduct a discussion of the unique application of various brochures in the classroom.
Team Building Practice/Small Group Discussion / Divide the participants into small groups (3 – 6 participants) of a homogeneous nature. What criteria and method will you use to divide the participants into groups? How can the instructor initiate an exciting and productive group discussion about applicable ways to use the concept introduced? Discussion and instruction are focused on students learning content or job related responsibilities, i.e. administrators, counselors. How do you develop opportunities for participants to have some choice/control over what they learn?
Selecting a number between 1 and 8 in order to determine group membership will form groups. The instructor can initiate group discussions by giving the participants a sponge activity that encompasses the theme and its connection the use of Publisher.
Guided Practice / What activities will you use to walk the participants through the learning materials? How will you present the materials? How will you accommodate different learning styles? How do you provide opportunities to share, reflect, analyze, and generalize from their new learning experience? How will informal pacing and progress checks take place at this time? Technology is modeled twice with participants working along and teachers are encouraged to generate their own connections through discussion. Examples and instruction are focused on students learning content. Reference GA Student Technology Standards.

Discuss Publisher vs. Word

·  Only uses text boxes- able to drag text from place to place

Briefly Explore the Microsoft Publisher Catalog Window

·  By Design, By Wizard, By Blank
·  Briefly look at Cards, name tent, flyer, etc.

Open Blank Flyer*(included in checklist)

·  Design*(included in checklist), Color Scheme and Layout

Working with text- Briefly- already covered in word I

Working with images-
·  Clip art-
o  Insert
o  Modify by right clicking- change color, change frame*(included in checklist)
·  Camera- from file- Briefly- already covered in Multimedia I
·  Rotating, flipping, cropping an image- only place in office package to rotate and flip images
·  Word art- looks a little different in Publisher*(included in checklist)
·  Arrange images – sending to front, back

Drawing

·  Using the drawing tool bar *(included in checklist)

Page Setup-

·  Publication layout
·  Landscape
Printing-
·  Printing in grayscale
·  Print a book format
Individual Practice / What happens during individual practice? How will you lead-in to the 40% of time where individuals create their own materials for classroom use? Approximately 40% of workshop time is allotted for teachers to invent uses for their own classrooms. Teachers are encouraged to generate their own connections through discussion. Teachers are allowed to choose from a variety of tutorials or activities during hands-on learning time. How will informal pacing and progress checks take place at this time? How do you develop opportunities for participants to have some choice/control over what they learn? Describe your role as facilitator.
Participants will produce an artifact in word that supports their job responsibilities and that reflects the required indicators on the HIT101 Artifact Checklist.
Individual Action Plan / A written evaluation feed back form with open-ended questions is provided at end of class. It is very important for each individual to have an action plan developed before leaving class (an IAP). An IAP will give participants a recipe for success: direction, focus, strategy, and a goal. With the action plan, the participant puts in writing what goals he wants to achieve and how he expects to get there. It serves as the map that the participant can refer to again and again to see if he is on the right track. Make sure the participant’s action plan is something they will use, not a "shelf" plan. It should be specific enough to cause real change, not temporary disorientation. An action plan might be a table that includes (1) goals (2) action steps, (2) timeline, (3) resources, (4) indicators of success, (5) date of completion. How can they support one another through peer coaching? How will they determine progress towards their goals?
(See attached)
Ensuring Sustainability / Instructor written contact information is provided to participants including support hours/numbers (i.e., office hours for individual instruction) or group information.
How will follow up information be supplied to administration? i.e. attendance, etc.?
A paper handout and web page will be provided with contact information including phone number(s), email address and office hours. The instructor will report follow-up information to the Technology Services Director as well as keep a school-based database.
Evaluation / Prior to the participants leaving class, they should complete an evaluation form for this particular module. What questions should be asked?

See the Henry County Schools SDU evaluation form

Resources / When the participants leave class, what written resources will be available to them? What electronic resources (tutorials) will be available to them? Be specific.
Instructor created hand outs; www.fgcu.edu; www.mvps.org/publisher/; http://www.microsoft.com/education/

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