Needs  Assessment  Report:  A  Movable  Type   5.

10  Training  Course  
 

 By  Jeanette  Novakovich  
    The  primary  goal  of  this  project  is  to  train  students  enrolled  in  the  Professional  Writing   Minor  Program  at  Concordia  University,  Montreal  QC  how  to  best  use  Movable  Type   5.10  software,  an  online  open  source  publishing  Content  Management  System,  to   design  and  publish  professional  e-­‐portfolios.          

PART  I:  ABOUT  THE  PROJECT    
  More  and  more  employers  are  asking  applicants  if  they  have  a  website  or  other  web   presence  that  they  can  access  easily.  Students  can  develop  a  rich  alternative  in  the  form   of  an  e-­‐portfolio  for  employers  who  want  to  see  beyond  the  traditional  one-­‐page   résumé.  To  facilitate  this  e-­‐portfolio  program,  Jeanette  Novakovich,  Assistant  Professor   of  English,  requested  a  Movable  Type  5.10  software-­‐training  project  in  the  form  of  a  60-­‐ minute  in-­‐class  instructional  design  to  facilitate  the  development  of  a  portfolio  hub.     [Any  representations  of  student  learners  contained  in  this  report  are  fictional  as  are   interviews.]     The  Research.  Information  for  this  report  was  gathered  from  a  series  of  interviews  with   students  enrolled  in  English  395  Technical  Writing  and  English  396  Advanced   Composition  and  Professional  Writing  courses.  Interviews  were  also  conducted  with   Jane  Doe  an  ETS  Movable  Type  training  expert  at  Penn  State  University  and  with  Jim   Smith,  a  private  Movable  Type  expert,  consultant,  and  Webmaster  for  the  project.  And   lastly,  research  was  gathered  from  the  Movable  Type  organizational  website  that   includes  online  guides.       The  Course.  The  course  module  included  in  this  needs  assessment  report  represents  an   introduction  to  Movable  Type  5.10  software.  This  module  will  be  the  first  stage  of  a   yearlong  training  program  and  will  include  an  introduction  to  the  software  and  an   introduction  to  online  publishing  in  the  form  of  authoring  and  publishing  a  page.  

A  Movable  Type  5.10  Training  Program   2     Students  will  be  given  an  introduction  to  the  e-­‐portfolio  project’s  Movable  Type   infrastructure,  identifying  key  terminology  and  basic  page  authoring,  including  the   following  activities:  understanding  the  entry  fields,  understanding  the  toolbar,  selecting   the  best  editor,  updating  a  page,  using  an  online  cloud  computing  tool,  entering   metadata  in  the  form  of  tagging  in  order  to  situate  a  page  and  improve  search  results,   and  publishing  a  page.    The  program  will  end  with  a  discussion  of  the  helpful  Movable   Type  training  tools  available  online.     This  needs  assessment  report  will  first  provide  a  background  of  the  project,  followed  by   the  basic  requirements  of  the  project  and  objectives  for  the  program,  and  drafts  of   evaluation  instruments.          

PART  II:  BACKGROUND  OF  THE  PROJECT    
  Students  enrolled  in  the  Professional  Writing  Minor  Program  at  Concordia  University  are   producing  digital  portfolios  using  Movable  Type  technology.    This  technology  allows  for   the  creation  of  a  parent  site,  Portfolio-­‐Remix,  which  introduces  our  portfolio  hub  and   showcases  a  blog  feed  and  website  links  to  student  portfolios  or  the  children  websites.   This  creates  a  dynamic  and  social  environment,  which  effectively  portrays  the   professionalism  of  Concordia  students’  work  and  engages  a  broader  public  audience.   None  of  the  students  are  familiar  with  Movable  Type  online  publishing  software.  In   addition,  very  few  students  have  experience  of  any  sort  with  online  publishing  in   general.         This  section  will  restate  the  project  using  the  assignment  sheet,  explain  the  business   need,  and  describe  the  gap  between  current  performance  and  ideal  performance.       Following  this  information,  a  description  of  the  tasks  in  terms  of  current  and  ideal   performance  and  information  about  the  target  learners  and  characteristics  of  the   learning  environment  will  be  provided.  The  section  ends  with  a  discussion  of  the   constraints  surrounding  the  project.         The  Portfolio  Project       For  this  project,  students  were  asked  to  compile  digital  portfolios.  They  were  provided   server  space  in  the  form  of  customized  websites  and  asked  to  use  a  Movable  Type  5.10  

A  Movable  Type  5.10  Training  Program   3     software  platform.  Students  will  compose  and  design  a  number  of  projects  throughout   the  year  that  will  be  showcased  on  their  portfolios.  Projects  include:     • Resume   • Visual  resume   • Autobiography   • Ten  weblog  entries   • Interview  (video  or  podcast)   • Review   • Feature  article     • Interactive  web  project   • Social  media  project     Thus,  their  digital  portfolios  will  showcase  a  range  of  composition  and  media  skills.  The   overall  design  of  the  portfolio  includes  the  following  requirements:  
• • • • • • • • • •

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The  overall  project  will  require  five  60-­‐minute  training  modules.  This  needs  assessment   report  will  focus  on  the  basic  knowledge  and  skills  necessary  to  use  Movable  Type  5.10   software,  including  and  understanding  of  the  software’s  architecture,  basic  terminology,   and  entry-­‐level  publishing  tasks:  An  Introduction  to  Movable  Type  5.10  Software.       Business  Need  Underlying  the  Request       The  underlying  business  need  that  forms  the  basis  of  this  course  is  to  contain  the  cost   class  time  and  outside  of  class  time  that  is  spent  training  students  to  use  Movable  Type   5.0  by  creating  a  structured  program  that  provides  software  training  in  the  form  of  an   introductory  course  and  is  followed  up  by  online  course  modules  throughout  the  year.  

A  Movable  Type  5.10  Training  Program   4         Gap  Between  Real  and  Ideal  Performance       Bradley  sees  himself  as  a  techie,  a  kind  of  computer  wizard.  He  has  broad  knowledge  of   Adobe  Creative  Suite  software  and  has  online  publishing  experience.  He  is  new  to   Movable  Type  Software;  and  before  this  project,  he  has  neither  heard  of  nor  used  this   type  of  a  Content  Management  System.  His  online  publishing  experience  has  mostly   involved  working  with  a  Word  Press  blog  site.           The  followiing  description  is  a  fictional  account  of  what  can  go  wrong  when  using   Movable  Type  5.10  for  the  first  time.       The  Current  Performance       After  class,  Bradley  returns  home  to  work  on  his  portfolio  project.  He  logs  into  his   Movable  Type  Dashboard  and  selects  <Pages>  <Manage>  <Resume>.  He  copies  and   pastes  a  resume  document  from  Word  into  the  entry  field  of  his  page  and  selects  the   publish  button.  Since  he  has  missed  the  prior  step  to  publishing,  Update  (saving)  the   draft,  the  resume  does  not  appear  on  his  page.  Frustrated,  Bradley  begins  to  click   buttons  on  the  page  and  inadvertently  refreshes  the  templates  of  his  website,  erasing   the  customized  portfolio  templates  and  restoring  the  site  to  a  default  Blog.  The  parent   website  has  now  taken  over  his  website.  His  banner  image  has  disappeared.  His   navigation  bar  has  strange  links.  Bradley  becomes  even  more  frustrated.       After  emailing,  his  professor  and  asking  to  have  his  customized  templates  rebuilt,   Bradley  finds  out  that  he  should  have  never  selected  the  [Refresh  Templates]  option.   Furthermore,  he  now  recognizes  that  he  should  have  updated  the  page  before   refreshing  the  website.  He  follows  this  saving  before  publishing  step;  however,  the  end   result  is  not  what  he  had  hoped  to  see.  The  formatting  is  off  and  the  page  is  riddled  with   HTML  coding.  He  emails  the  professor  for  additional  help  and  discovers  that  the  Rich   Text  editor  he  used  for  his  “copy  and  paste”  operation  generates  dirty  code  due  to  an   incompatibility  with  Word.  Furthermore,  the  script  does  not  appear  uniform  on  all   browsers;  for  instance,  Microsoft  Explorer’s  page  is  unreadable.       He  emails  the  professor  and  finds  out  that  the  optimum  copy  and  paste  operation  uses   the  [Convert  Line  Breaks]  option  on  his  WYSIWYG  editor.    Sadly,  this  allows  him  to  only  

A  Movable  Type  5.10  Training  Program   5     copy  and  paste  his  Curriculum  Vita  with  minimal  design  elements,  paragraph  and  line   breaks.       This  time,  rather  than  bother  his  professor  for  additional  help,  he  refers  to  the  learning   environment  set  up  to  help  build  student  portfolios:  Portfolio  Remix  Help.  There,  he   discovers  that  the  best  option  is  to  upload  the  document  as  a  PDF  to  a  cloud  hosting   service  and  embed  it  on  the  web  page.    However,  when  he  attempts  to  upload  his   document,  the  browser  crashes.  Furious,  he  emails  the  professor  who  immediately   recognizes  that  he  is  working  with  Scribd  using  Microsoft’s  Explorer,  an  incompatible   browser.  He  is  advised  to  switch  browsers.       Bradley  opens  Firefox  browser  and  uploads  his  document  to  Scribd.  He  copies  the  code   and  pastes  it  into  his  WISYWIG  editor.  He  Updates  the  page  and  republishes  the  website   only  to  see  the  embed  code  rather  than  the  embedded  image  on  his  published  page.   Bradley  emails  the  professor  to  complain.  Bradley  reads  the  response:  Select  the  <A>   button  on  the  toolbar  before  you  paste  the  code.  This  way,  the  page  will  read  the  script   as  code  and  not  as  text.       Twelve  hours  later,  his  website  having  been  rebuilt,  Bradley’s  resume  is  published,  but   he  can’t  find  the  page.  He  sends  an  email  to  his  professor  who  advises  him  to  tag  the   page  “@topnav”  and  republish  the  website.       The  basic  steps  for  the  authoring  process  can  be  found  online  at  the  Movable  Type   website  in  the  form  of  user  guides  for  authors,  designers  and  developers;  tutorials   specific  to  the  e-­‐portfolio  project  can  be  found  on  a  sister  help  site:  Portfolio-­‐Remix   Help;  however  the  information  is  not  streamlined  and  the  overall  process  and   customization  for  building  a  résumé  page  does  not  exist  on  one  easy  to  read  document.         The  Ideal  Performance       After  class,  Bradley  returns  home  to  work  on  his  portfolio  project.  Bradley  opens  Firefox,   Google  Chrome  or  Safire  web  browser  and  opens  an  account  with  Scribd.  He  uploads  his   résumé  and  copies  the  embed  the  code.  He  logs  into  his  Movable  Type  Dashboard  and   selects  <Pages>  <New>  and  <A>  on  his  toolbar  and  pastes  the  code  from  the  Scribd  site.   He  tags  the  page  @topnav,  Updates  his  page,  and  republishes  his  website.  Ten  minutes   after  arriving  home,  his  resume  is  now  professionally  showcased  on  his  e-­‐portfolio.   Bradley  is  proud  of  his  work  and  links  it  to  his  Twitter  account.    

A  Movable  Type  5.10  Training  Program   6       • • • User  has  basic  understanding  of  how  Movable  Type  5.10  works  in  terms  of   architecture  and  operating  principles.   User  recognizes  web  standards  for  online  publishing.   User  can  identify  and  select  the  appropriate  tools  to  publish  a  Page.  

    Gap  Between  Current  and  Ideal  Performance  Tasks       The  gap  between  the  current  performance  and  ideal  performance  is  highly  problematic   because  it  digests  time  and  generates  anxiety  for  everyone  involved:  the  professor  and   the  students.     Tasks  in  Current  Performance       The  following  tasks  represent  the  worst  imaginable  performance  scenario,  a   conglomeration  of  mishaps  and  fumbles  that  occur  when  students  use  Movable  Type   5.10  for  the  first  time  without  proper  training.           Entry-­‐level  tasks:     • Enrolled  in  English  395  or  396   o Registered  to  be  a  member  of  Portfolio  Remix    Made  username    Made  password   o Received  permissions  to  be  Website  Manager  of  a  customized  website   • Followed  link  on  course  website  to  Dashboard  login  page   • Signed  into  Dashboard   o Types  username   o Types  password    Selects  [Blog]    Recognizes  the  difference  between  a  website  and  blog    Opens  Dashboard  to  e-­‐portfolio     • Prepared  project  material  for  e-­‐portfolio   o Completed  Word  Document  of  two  course  projects:    Saved  file  of  Curriculum  Vitae  on  desktop    Saved  file  of  project  of  choice  on  desktop  

A  Movable  Type  5.10  Training  Program   7     o Saved  two  Creative  Commons  licensed  images  or  non-­‐copyrighted  images   on  desktop   o Located  and  saved  link  of  YouTube  video     Tasks:   • Fails  to  author  page   o Selects  [Page]  [New]      Copies  and  pastes  from  Word  using  default  [Rich  Text]  editor  into   field  entry    Selects  [Refresh]  website  icon  before  Saving  draft   o Fails  to  save  page    Contacts  professor  for  help   • Waits  for  response   • Reads  response    Recognizes  that  page  must  be  saved  prior  to  selecting  [Refresh]   website  icon   • Publishes  a  page  that  does  not  meet  web  standards   o Selects  default  [Rich  Text]  editor    Copies  and  pastes  text  from  Word  document    Selects  [Save]  page  before  publishing    Selects  [Refreshes]  website  icon   • Recognizes  dirty  code  on  published  page   • Does  not  recognize  how  to  create  clean  code   o Relies  on  default  text  editor  setting:  [Rich  Text]   o Does  not  select  [Convert  Line  Breaks]   • Does  not  recognize  importance  of  creating  clean  code  for  a   variety  of  browsers   o Contacts  professor  for  help    Waits  for  response    Reads  response   o Recognizes  that  [Rich  Text]  was  not  a  best  practice   option   o Selects  [Convert  Line  Breaks]    Copies  and  pastes  text  from  Word  document    Selects  [Update]  page    Selects  [Refreshes]  website  icon    Loses  formatting  of  document   • Contacts  professor  for  help  

A  Movable  Type  5.10  Training  Program   8     o Waits  for  response   o Reads  response   • Recognizes  that  copy  and  paste  was  an  insufficient   operation  to  produce  web  standards  publication   Utilizes  an  online  cloud-­‐computing  tool  to  embed  PDF   o Saves  Word  document  as  a  PDF   o Does  not  recognize  the  importance  of  selecting  compatible  browsers   when  working  with  cloud  computing  tools    Opens  Microsoft  Explorer  Browser    Opens  an  account  with  Scribd    Uploads  document    Crashes  Scribd  website   • Contacts  professor  for  help   o Waits  for  response   o Reads  response   • Recognizes  that  operational  fail  was  a  browser  issue    Closes  Microsoft  Explorer    Opens  Firefox  to  upload  document  to  Scribd   • Uploads  document  successfully   • Copies  the  embed  code    Cannot  identify  the  purpose  of  each  tool  on  the  editing  toolbar   • Selects  [Manage]  page   • Pastes  HTML  code  as  text   • Selects  [Update]  Page   • Selects  [Refresh]  website  icon   • Sees  page  has  HTML  code  and  not  an  embedded   document   o Contacts  professor  for  help    Waits  for  response    Reads  response   o Recognizes  that  toolbar  <A>  allows  user  to  paste   code    Embeds  a  PDF  successfully     • Selects  <A>  toolbar   • Pastes  code  from  Scribd  document    Selects  [Update]  page   Fails  to  tag  page  to  locate  page  on  website  templates   o Cannot  find  new  web  page  

A  Movable  Type  5.10  Training  Program   9     o Contacts  professor  for  help    Waits  for  response    Reads  response   o Recognizes  that  pages  require  tags  to  locate  them  on  website  templates   Tags  page  @topnav  to  locate  page  on  website   o Selects  [Update]  page   o Selects  [Refreshes]  website  icon   o Finds  published  page  on  tab  of  the  main  navigation  bar     Destroys  customized  templates  by  indiscriminately  selecting  [Refresh  Templates]   option   o Selects  [Refresh  Templates]  option  indiscriminately  to  start  over   o Identifies  that  parent  website  has  taken  over  customized  child  website   o Identifies  that  templates  must  be  rebuilt    Contacts  professor  for  help   • Waits  for  response   • Reads  response    Recognizes  complexity  of  rebuilding  templates     Rebuilds  customized  templates     o Creates  [Blog  Index]  template   o Modifies  [Header]  template   o Modifies  [Navigation]  template   o Modifies  [Stylesheet]  template   o Selects  [Refresh]  website  icon    Recognizes  that  customized  website  has  been  restored    Recognizes  that  selecting  [Refresh  Templates]  option  was  a  bad   idea   Fails  to  consult  available  online  support  help  for  using  Movable  Type   o Fails  to  consult  Movable  Type  Guides    Fails  to  consult  Authoring  a  Page    Fails  to  consult  Designing  Guide   o Fails  to  consult  Movable  Type  Forum  Help   o Fails  to  consult  Movable  Type  Blog  Tutorials    Fails  to  consult  The  Composing  Stick    Fails  to  consult  Learning  Movable  Type  Tutorials   o Fails  to  consult  Portfolio  Remix  Help    Fails  to  utilize  Instructions  Sets  in  Sidebar    Fails  to  utilize  cloud  computing  tools  

 

    Issues  in  Current  Performance       • Learner  does  not  [Update]  or  [Save]  a  draft  before  republishing  the  website   • Learner  does  not  select  the  best  WYSIWYG  editor.   • Learner  incorrectly  assigns  blame  for  personal  errors  on  the  software     • Learner  does  not  recognize  the  importance  of  creating  clean  HTML  code  that   browsers  can  read  uniformly   • Learner  does  not  recognize  that  there  are  cloud-­‐computing  tools       • Learner  does  not  recognize  that  some  browsers  are  more  update  than  others   • Learner  is  not  aware  of  the  tagging  protocols  to  locate  pages  on  the  website     • Learner  does  not  understand  the  buttons  on  the  Toolbar     • Learner  cannot  identify  the  purpose  of  the  [Refresh  Templates]  button   • Learner  can  not  explain  how  the  Movable  Type  templates  are  related  in  terms  of   the  parent  and  children  sites     • Learner  does  not  refer  to  Movable  Type  user  guides  and  Portfolio  Remix  tutorials       Tasks  in  Ideal  Performance       The  following  entry-­‐level  tasks  describe  the  preparation  necessary  to  begin  this  training   program  to  maximize  its  effectiveness.       Entry-­‐level  tasks:     • Enrolled  in  English  395  or  396   o Registered  to  be  a  member  of  Portfolio  Remix    Made  username    Made  password   o Received  permissions  to  be  Website  Manager  of  a  customized  website   • Followed  link  on  course  website  to  Dashboard  login  page   • Signed  into  Dashboard   o Types  username   o Types  password    Selects  [Blog]    Recognizes  the  difference  between  a  website  and  blog    Opens  Dashboard  to  e-­‐portfolio    

A  Movable  Type  5.10  Training  Program   1 0  

  •

A  Movable  Type  5.10  Training  Program   1 1   Prepared  project  material  for  e-­‐portfolio   o Completed  Word  Document  of  two  course  projects:    Saved  file  of  Curriculum  Vitae  on  desktop    Saved  file  of  project  of  choice  on  desktop   o Saved  two  Creative  Commons  licensed  images  or  non-­‐copyrighted  images   on  desktop   o Located  and  saved  link  of  YouTube  video  

    Tasks:   The  following  tasks  describe  an  ideal  performance:     Instructional  Design  Part  1   This  section  of  the  instructional  design  focuses  on  helping  students  become  familiar   with  the  architecture  of  the  software  and  basic  operation  principles  and  procedures.       Bottom  line  task:  Develop  an  awareness  of  the  basic  architecture  and  operating   principles  underlying  Movable  Type  5.10.     • Identifies  that  parent  website,  Portfolio-­‐Remix,  shares  templates  with  children   blogs  (student  e-­‐portfolios)   o Recognizes  that  customized  templates  transform  children  blogs  into   independent  websites   o Recognizes  that  e-­‐portfolio’s  templates  were  customized  to  remove  or   alter  shared  templates  with  Parent  blog      Recognizes  that  e-­‐portfolio  has  customized  [Blog  Index]  template    Recognizes  that  e-­‐portfolio  has  customized  [Header]  template    Recognizes  that  e-­‐portfolio  has  customized  [Navigation]  template    Recognizes  that  e-­‐portfolio  has  customized  [Stylesheet]  template   o Recognizes  that  remaining  relationship  is  through  children  blog  entry   feeds  and  blog  roll      Identifies  that  children  blogs  feed  entries  to  parent  site  [Blog   Index]    Identifies  that  children  blog  URL’S  feed  into  Blog  Roll  on  Parent   Site   • Identifies  that  [Refresh  Templates]  option  will  restore  default  templates   o Recognizes  that  user  should  never  make  this  selection   o Recognizes  if  user  makes  this  selection  

 

A  Movable  Type  5.10  Training  Program   1 2    Contacts  professor        Rebuilds  templates   Identifies  key  terminology  involving  Movable  Type  Software  publishing   o Identifies  the  nature  and  purpose  of  Templates    Recognizes  that  templates  can  be  modified  with  care   • Identifies  Stylesheet  template  as  a  user-­‐friendly  template   • Identifies  Header  as  a  pivotal  template  in  terms  of   structuring  the  container  spaces  of  the  website   • Recognizes  that  the  remaining  templates  should  not  be   modified    Recognizes  that  three  major  scripts  provide  directions  for   templates   • Explains  purpose  of  HTML  code   • Explains  purpose  of  CSS  Styles   • Explains  purpose  of  JavaScript   o Identifies  the  nature  and  purpose  of  Widgets    Recognizes  that  there  are  two  widget  sets  on  website   • Recognizes  Blog  Archives  widget  set   • Recognizes  Blog  Activities  widget  set    Recognizes  how  to  manipulate  widget  sets   • Demonstrates  how  to  install  widgets   • Demonstrates  how  to  uninstall  widgets    Recognizes  that  widgets  are  unlimited  in  scope  and  number   • Recognizes  that  there  are  a  number  of  default  widgets   • Recognizes  that  widgets  can  be  created   o Recognizes  that  widgets  are  pieces  of  coding   o Recognizes  that  there  are  a  number  of  online  tools   to  create  widgets   o Differentiates  between  Pages  and  Entries    Identifies  the  nature  and  purpose  of  Pages   • Recognizes  where  pages  are  published   • Recognizes  a  horizontal  navigation  menu   • Recognizes  a  vertical  navigation  menu   • Recognizes  the  purpose  of  pages    Identifies  the  nature  and  purpose  of  Entries   • Recognizes  where  entries  are  published   • Recognizes  the  purpose  of  entries  

  •

A  Movable  Type  5.10  Training  Program   1 3   Recognizes  that  publishing  a  page,  installing  a  widgets  and  modifying  a  template   requires  a  website  refresh  in  order  for  the  changes  to  be  seen   o Explains  the  procedure  for  refreshing  website   o Differentiates  between  [ ]  refresh  website  icon  and  [ refresh  templates  button   Consults  available  online  support  help  for  using  Movable  Type   o Consults  Movable  Type  Guides    Consults  Authoring  a  Page    Consults  Movable  Type  Forum  Help   o Consults  Movable  Type  Blog  Tutorials    Consults  The  Composing  Stick    Consults  Learning  Movable  Type  Tutorials   o Consults  Portfolio  Remix  Help    Consults  instruction  sets  listed  on  Sidebar    Consults  cloud-­‐computing  tools   ]  

    Instructional  Design  Part  II     This  section  of  the  instructional  design  program  focuses  on  selecting  the  appropriate   tools  to  publish  professional  pages  that  meet  web  standards.     Bottom  line  task:  Publish  a  page  that  meets  web  standards     • Recognizes  the  two  options  for  publishing  Pages   o Recognizes  selecting  [New]  creates  new  page   o Recognizes  selecting  [Manage]  allows  user  to  update  or  edit  existing   pages    Recognizes  dashboard  includes  default  pages  and  tag  settings   • Recognizes  Home  page  as  default  page   o Select  [Manage]  to  edit  this  page   o Identifies  unique  tag  “@home”   • Recognizes  Contact  page  as  default  page   o Select  [Manage]  to  edit  this  page   o Identifies  unique  tag  “@contact”   • Recognizes  About  page  as  default  page   o Select  [Manage]  to  edit  this  page   o Identifies  unique  tag  “@About”  

  

A  Movable  Type  5.10  Training  Program   1 4   Recognizes  dashboard  [Pages]  [Manage]  includes  pages  that  are   user  created   • Identifies  that  some  user  created  pages  are  tagged   @topnav   • Identifies  user  created  pages  not  tagged  @topnav  must  be   linked  to  other  pages   Completes  entry  fields  using  the  “best  practice”  for  creating/managing  Pages   o Types  appealing  title  into  field  for  “Title”       o Completes  entry  field  for  “Body”      Selects  best  practice  text  editor  for  copying  and  pasting  text  from   Word   • Recognizes  Convert  Line  Breaks  is  best  practice   • Recognizes  the  default  text  editor  Rich  text  is  not  best   practice    Types  “content”  directly  into  field     o Types  proper  tag  to  locate  page  on  website  into  field  for  “Tags”   Identifies  buttons  for  saving  page   o Identifies  [Publish]  button  for  new  pages   o Identifies  [Update]  button  for  existing  pages   o Identifies  [Preview]  button  for  testing  page  appearance   Identifies  the  purpose  of  each  tool  button  on  the  editing  toolbar   o Recognizes  [ o Recognizes  [ o Recognizes  [ o Recognizes  [ o Recognizes  [ o Recognizes  [ o Recognizes  [ o Recognizes  [ o Recognizes  [ o Recognizes  [ o Recognizes  [ o Recognizes  [ o Recognizes  [ ]  shrinks  text  size   ]  enlarges  text  size   ]  bolds  text   ]  italicizes  text   ]  underlines  text   ]  strikes  through  text   ]  creates  a  hyperlink   ]  creates  email  link   ]  begins  block  quote   ]  ends  block  quote   ]  creates  a  bullet  list   ]  numbers  a  list   ]  left  aligns  text    

  o Recognizes  [ o Recognizes  [ o Recognizes    [ o Recognizes  [ ]  centers  text  

A  Movable  Type  5.10  Training  Program   1 5   ]  right  aligns  text   ]  inserts  graphic   ]  uploads  file  

o Recognizes  [ ]  reads  rich  text   • o Recognizes  [ ]  reads  HTML  code   Uploads  a  graphic  to  add  visual  excitement  to  the  page   o Recognizes  the  importance  of  having  copyright  permission   o Recognizes  the  option  of  selecting  a  Creative  Commons  licensed  graphic    Searches  Flickr  using  Advanced  Search  for  Creative  Commons   licensed  material    Consults  CC  linking  page  on  Portfolio-­‐Remix  Help  website  for   more  information  on  copyright  laws  and  links  to  Creative   Commons  material   o Selects  upload  new  image    Selects  a  downloaded  or  saved  Creative  Commons  licensed   graphic  from  computer    Or  selects  a  personal  graphic  from  computer   • Selects  [Continue]   o Selects  thumbnail  size  500  pixel  width  or  smaller   o Selects  alignment  [none]  [left]  [right]  or  [center]   • Selects  [Finish]   o Or  selects  [Image]  button  from  toolbar    Selects  existing  image  from  Assets      Selects  [Continue]   • Selects  thumbnail  size  500  pixel  width  or  smaller   • Selects  alignment  [none]  [left]  [right]  or  [center]    Selects  [Finish]   Embeds  a  YouTube  video  to  add  multimodal  dimension  to  e-­‐portfolio   o Opens  new  tab  in  browser  window     o Pastes  link  to  pre-­‐selected  YouTube  video  in  the  browser’s  navigation  bar    Describes  YouTube’s  service    Identifies  the  purpose  of  the  Share  button   • Selects  Share  button   • Copies  HTML  embed  code   o Returns  to  Dashboard  window    Selects  <A>  on  toolbar  

 

A  Movable  Type  5.10  Training  Program   1 6    Pastes  code   o Selects  [Update]   Utilizes  an  online  cloud  computing  tool  to  embed  a  PDF   o Saves  document  as  a  PDF   o Recognizes  the  importance  of  selecting  a  compatible  browser  when   working  with  cloud  computing  tools    Chooses  either  Opera,  Chrome,  Firefox  or  Safire  internet  browser    Recognizes  that  Microsoft  Explorer  is  not  a  compatible  browser   for  the  online  tool,  Scribd,  that  will  be  used  to  complete  operation   o Opens  another  tab  or  window    Types  http://www.scribd.com  into  browser  website  field     • Opens  an  account  with  Scribd   o Provides  email  address   o Provides  password   • Uploads  PDF   • Copies  Embed  code  for  sharing  document    Returns  to  Dashboard  window   • Selects  <A>  toolbar   • Pastes  embed  code  from  uploaded  Scribd  document   • Selects  [A]  button  to  return  to  [Convert  Line  Breaks]  text   editor   Tags  user-­‐created  page  “@topnav”  to  locate  page  on  website   o Tags  important  pages  @topnav  to  locate  on  navigation  bar   o Links  less  important  pages  to  important  pages  without  tagging   Executes  procedure  for  publishing  a  Page   o Selects  [Publish]  for  a  New  Page   o Selects  [Update]  page  for  an  existing  Page   o Selects  [ ]  refresh  website  icon  

    Target  Learners       Students  enrolled  in  the  Professional  Writing  Minor  Program  have  passed  an  Advanced   Placement  Writing  Test  and  have  completed  a  series  of  composition  course  studies  at   the  minimal  level  of  English  213  Composition  Stage  II,  a  course  focused  on  academic   research.  When  students  enroll  in  upper-­‐level  courses  in  the  program  (English  216,   English  395,  English  396  and  English  397),  they  move  away  from  academic  writing  styles   and  move  toward  professional  writing  styles,  striving  to  obtain  a  clarity  and  concision  of  

  style  and  multimodal  approach  to  communication  that  will  set  the  standards  for   excellence  in  a  number  of  professional  communities  outside  of  academia.  To  showcase   this  work,  a  portfolio  hub  and  ongoing  digital  portfolio  project  was  recently  initiated.     General  Demographics.  The  students  enrolled  in  the  Professional  Writing  Minor   Program  at  Concordia  University  can  be  characterized  as  coming  from  diverse  multi-­‐ cultural  and  socio-­‐economic  backgrounds.    Age  ranges  from  20  to  70  years  old.  A   number  of  students  attend  the  university  full  time.  Many  who  are  part  time,  also  have   full  time  jobs  and/or  family  responsibilities.  Furthermore,  a  number  of  the  students   commute  to  campus.  For  a  small  number  of  students  enrolled  in  the  program,  the   commute  can  take  up  to  a  few  hours  of  travel  time.  While  most  students  have  access  to   a  computer  and  Internet  at  home,  a  small  number  have  to  be  on  campus  in  order  to  gain   access  to  a  computer  or  Internet  service.             Descriptions  of  Three  Learners  in  Depth     High-­‐maintenance  learners.  These  learners  have  online  publishing  experience  and  are   adept  at  working  with  a  number  of  software  technologies,  such  as  Adobe  Creative  Suite   products.  These  learners  can  be  the  most  difficult  to  train  because  they  are  resistant  to   alternative  technologies  and  not  hesitant  to  click  rather  than  read  or  follow  directions.   In  addition,  they  have  ambitious  plans  that  they  might  not  be  able  to  execute  using  a   Movable  Type  platform  unless  they  are  willing  to  adapt  to  the  software  platform  and/or   research  Movable  Type’s  software  capabilities.  Thus,  they  use  up  a  large  amount  of  class   time  asking  for  help,  complaining,  and  needing  to  have  their  templates  rebuilt  or   repaired  from  the  damage  caused  by  random  clicking  and  reckless  decisions.  This  type   of  learner  requires  in  high-­‐level  complex  explanations  since  they  have  clearly   established  preferences  for  specific  technologies  and  use  technologies  that  are   incompatible  with  a  Movable  Type  software  platform.  This  learner  understands   technical  jargon  in  the  software  field.         Average-­‐maintenance  learners.  These  learners  have  little  experience  using  either  online   publishing  software  or  computer  technologies,  and  are  not  comfortable  learning  and   adapting  to  new  technologies.  They  openly  express  discomfort  about  computer-­‐assisted   writing  and  online  publishing.  However,  they  are  generally  compliant  and  eager  to   follow  directions.  Small  steps  are  rewarding  to  them.  And  due  to  their  overall  lack  of   confidence,  they  have  few  problems  accepting  failure.  They  need  a  fair  share  of  

A  Movable  Type  5.10  Training  Program   1 7  

  guidance,  but  are,  for  the  most  part,  prepared  to  learn  and  easy  to  train.  This  type  of   learner  does  require  in-­‐depth  explanations  and  definitions  for  technical  jargon.     Low-­‐maintenance  learners.  These  learners  have  some  online  publishing  experience  and   are  comfortable  learning  and  adapting  to  new  technologies.  They  are  also  able  to  follow   instructions  and  generally  compliant.  They  are  independent  and  capable  of  self-­‐ direction  due  to  having  had  some  experience  with  various  software  and  new   technologies,  such  as  using  IPads,  IPods,  and  IPhones  and  having  and  a  high-­‐comfort   level  using  new  software.    These  learners  ask  for  minimal  help  and  mostly  ask  for   direction  and  guidance  in  small  portions.  Focus  of  training  for  these  students  is  not  so   much  on  the  use  of  technology  as  much  as  it  is  on  meeting  web-­‐publishing  standards.   This  type  of  user  requires  brief  explanations  and  can  easily  pick  up  technical  jargon,  for   instance,  such  terms  as  templates  and  widgets.         Characteristics  of  the  learning  environment       Learning  environment  for  training  program:  Hall  BLDG  Room  923     The  course  will  take  place  in  a  PC  lab  with  32  individual  PC’s  with  large  screens.  In  this   room,  students  have  trouble  seeing  the  main  screen  due  to  the  size  and  number  of  their   screens.  Thus,  PPTs  must  be  made  available  online  during  the  lecture.  Furthermore   lighting  is  not  nuanced.  It  is  either  too  bright  to  see  the  screen,  or  too  dim  to  read  any   type  of  printed  material.  Furthermore,  the  projector  is  old  with  poor  resolution  and   compatibility.     Classes  take  place  in  the  evening  and  meet  for  2.25  hours.  For  this  reason,  students  will   be  able  to  have  a  Q&A  session  in  the  middle  and  at  the  end  of  the  program.   Furthermore,  they  will  be  given  a  bio  break  between  each  section  of  the  training.  Many   students  are  easily  fatigued  since  a  number  of  them  have  full  time  positions  during  the   day  and  start  work  as  early  as  6:00  A.M.     In  addition,  much  of  the  work  for  the  portfolio  project  is  completed  outside  of  the  lab   with  students  working  at  home  on  personal  computers  or  in  labs  on  campus,  providing  a   context  where  they  will  not  have  face-­‐to-­‐face  support.  Because  of  this,  the  program   should  be  accessible  at  all  times  and  not  too  specialized.        

A  Movable  Type  5.10  Training  Program   1 8  

  Since  each  learner  will  have  access  to  a  unique  set  of  resources  outside  of  class,  it  is   important  that  the  program  includes  notations  for  addressing  the  possibilities  of   students  having  unique  computer  capabilities  and  browser  options.             Influences  Affecting  the  Learners     The  following  factors,  the  environment,  aptitude  for  technology,  comfort  using   technology  and  accesses  to  resources,  are  all  influences  that  will  affect  learning  and,   thereby,  affect  instructional  design.      Environment.  Instructional  design  must  take  into  account  that  the  choice  of   materials  during  the  learning  program  is  an  “either  or”  one,  either  web  material   or  print  material  since  physical  room  constraints  make  it  difficult  to  present  both   at  the  same  time;  however,  print  and  web  materials  can  be  utilized  when  work  is   self-­‐directed.  Furthermore,  students  are  easily  fatigued  late  in  the  evening  and   will  need  a  break  and  possibly  a  snack  to  complete  the  intensive  training   program.      Aptitude  for  technology.  A  strong  aptitude  for  technology  does  not  translate  to   a  low-­‐maintenance  learner  due  to  the  added  complexity  of  teaching  a  student   with  high-­‐level  goals.      Comfort  using  technology.  Students  who  are  not  comfortable  using  technology   require  simplified  explanations  and  clear  steps.      Access  to  resources.  It’s  essential  that  outside  course  expectations  take  into   account  that  access  to  computers  and  Internet  service  varies.       Constraints  on  the  Project       The  following  constraints,  psychological,  software,  and  business,  will  influence  the   overall  design  of  the  project.        Psychological  constraints.  Resistance  to  the  use  of  technology  and  low  comfort   levels  using  technology  present  a  significant  barrier  when  developing  a  software-­‐ training  program.  Furthermore,  prior  use  of  technologies  and  preferences  will  

A  Movable  Type  5.10  Training  Program   1 9  

 

A  Movable  Type  5.10  Training  Program   2 0   also  contaminate  training  since  this  group  of  students  will  be  used  to  alternative   software  technologies  and  might  be  unable  to  transfer  skills  directly  to  Movable   Type  5.10  software.    

   Software  constraints.  The  software  itself,  Movable  Type  5.10  has  a  known  bug   that  occurs  after  a  student  changes  color  themes.  This  is  a  source  of  frustration;   however,  it  will  not  be  addressed  in  this  training  program  because  it  requires   advanced  knowledge  of  the  software  and  relates  specifically  to  the  banner  image   on  the  homepage,  a  topic  that  is  not  discussed.  In  any  case,  no  software  is   perfect  and  Movable  Type  will  generate  problems  for  students  who  have  high-­‐ level  technological  skills  since  it  utilizes  Perl  script  as  a  PHP  system  and  Movable   Type  commands  and  few  people  have  knowledge  or  experience  working  with   either.   Business  constraints.  No  funds  are  available  to  assist  the  development  and   production  of  instructional  materials.  This  will  affect  the  quality  and   professionalism  of  print  documents.  The  drop-­‐dead  date  is    

  

   

PART  III:  OBJECTIVES  OF  THE  TRAINING  PROJECT    
   A  Movable  Type  5.10  training  program  will  provide  numerous  benefits  in  the  form  of   timesaving,  reducing  anxiety  levels,  and  increasing  the  professional  quality  of  student   portfolios.       Larger  Goal  of  Project  Objectives       Create  a  structured  program  that  provides  Movable  Type  5.10  software  training  in  the   form  of  an  introductory  course  that  is  followed  up  with  a  number  of  targeted   interventions  throughout  the  year.       Business  Objective     Contain  the  cost  or  amount  of  time  that  is  spent  during  class  and  outside  of  class   training  students  to  use  Movable  Type  5.0.      

    Content  Objectives     Bottom  Line  Objective:  Develop  an  awareness  of  the  basic  architecture  and  operating   principles  underlying  Movable  Type  5.10  and  acquire  the  best  practices  to  publish  a   page.       Main  and  supporting  objectives       If  no  conditions  for  the  main  or  supporting  objective  are  stated,  assume  that  learner   must  perform  the  task  at  a  100  percent  level  of  accuracy  and  without  any  help.     Instructional  Design  Part  1     Bottom  line  objective:  Develop  an  awareness  of  the  basic  architecture  and  operating   principles  underlying  Movable  Type  5.10.     • Identifies  that  parent  website,  Portfolio-­‐Remix,  shares  templates  with  children   blogs  (student  e-­‐portfolios)   o Recognizes  that  customized  templates  transform  children  blogs  into   independent  websites   o Recognizes  that  e-­‐portfolio’s  templates  were  customized  to  remove  or   alter  shared  templates  with  Parent  blog      Recognizes  that  e-­‐portfolio  has  customized  [Blog  Index]  template    Recognizes  that  e-­‐portfolio  has  customized  [Header]  template    Recognizes  that  e-­‐portfolio  has  customized  [Navigation]  template    Recognizes  that  e-­‐portfolio  has  customized  [Stylesheet]  template   o Recognizes  that  remaining  relationship  is  through  children  blog  entry   feeds  and  blog  roll      Identifies  that  children  blogs  feed  entries  to  parent  site  [Blog   Index]    Identifies  that  children  blog  URL’S  feed  into  Blog  Roll  on  Parent   Site   • Identifies  that  [Refresh  Templates]  option  will  restore  default  templates   o Recognizes  that  user  should  never  make  this  selection   o Recognizes  if  user  makes  this  selection    Contacts  professor      

A  Movable  Type  5.10  Training  Program   2 1  

  •

A  Movable  Type  5.10  Training  Program   2 2    Rebuilds  templates   Identifies  key  terminology  involving  Movable  Type  Software  publishing   o Identifies  the  nature  and  purpose  of  Templates    Recognizes  that  templates  can  be  modified  with  care   • Identifies  Stylesheet  template  as  a  user-­‐friendly  template   • Identifies  Header  as  a  pivotal  template  in  terms  of   structuring  the  container  spaces  of  the  website   • Recognizes  that  the  remaining  templates  should  not  be   modified    Recognizes  that  three  major  scripts  provide  directions  for   templates   • Explains  purpose  of  HTML  code   • Explains  purpose  of  CSS  Styles   • Explains  purpose  of  JavaScript   o Identifies  the  nature  and  purpose  of  Widgets    Recognizes  that  there  are  two  widget  sets  on  website   • Recognizes  Blog  Archives  widget  set   • Recognizes  Blog  Activities  widget  set    Recognizes  how  to  manipulate  widget  sets   • Demonstrates  how  to  install  widgets   • Demonstrates  how  to  uninstall  widgets    Recognizes  that  widgets  are  unlimited  in  scope  and  number   • Recognizes  that  there  are  a  number  of  default  widgets   • Recognizes  that  widgets  can  be  created   o Recognizes  that  widgets  are  pieces  of  coding   o Recognizes  that  there  are  a  number  of  online  tools   to  create  widgets   o Differentiates  between  Pages  and  Entries    Identifies  the  nature  and  purpose  of  Pages   • Recognizes  where  pages  are  published   • Recognizes  a  horizontal  navigation  menu   • Recognizes  a  vertical  navigation  menu   • Recognizes  the  purpose  of  pages    Identifies  the  nature  and  purpose  of  Entries   • Recognizes  where  entries  are  published   • Recognizes  the  purpose  of  entries  

  •

A  Movable  Type  5.10  Training  Program   2 3   Recognizes  that  publishing  a  page,  installing  a  widgets  and  modifying  a  template   requires  a  website  refresh  in  order  for  the  changes  to  be  seen   o Explains  the  procedure  for  refreshing  website   o Differentiates  between  [ ]  refresh  website  icon  and  [ refresh  templates  button   Consults  available  online  support  help  for  using  Movable  Type   o Consults  Movable  Type  Guides    Consults  Authoring  a  Page    Consults  Movable  Type  Forum  Help   o Consults  Movable  Type  Blog  Tutorials    Consults  The  Composing  Stick    Consults  Learning  Movable  Type  Tutorials   o Consults  Portfolio  Remix  Help    Consults  instruction  sets  listed  on  Sidebar    Consults  cloud-­‐computing  tools   ]  

    Instructional  Design  Part  II     This  section  of  the  instructional  design  program  focuses  on  selecting  the  appropriate   tools  to  publish  professional  pages  that  meet  web  standards.     Bottom  line  objective:  Publish  a  page  that  meets  web  standards     • Recognizes  the  two  options  for  publishing  Pages   o Recognizes  selecting  [New]  creates  new  page   o Recognizes  selecting  [Manage]  allows  user  to  update  or  edit  existing   pages    Recognizes  dashboard  includes  default  pages  and  tag  settings   • Recognizes  Home  page  as  default  page   o Select  [Manage]  to  edit  this  page   o Identifies  unique  tag  “@home”   • Recognizes  Contact  page  as  default  page   o Select  [Manage]  to  edit  this  page   o Identifies  unique  tag  “@contact”   • Recognizes  About  page  as  default  page   o Select  [Manage]  to  edit  this  page   o Identifies  unique  tag  “@About”  

  

A  Movable  Type  5.10  Training  Program   2 4   Recognizes  dashboard  [Pages]  [Manage]  includes  pages  that  are   user  created   • Identifies  that  some  user  created  pages  are  tagged   @topnav   • Identifies  user  created  pages  not  tagged  @topnav  must  be   linked  to  other  pages   Completes  entry  fields  using  the  “best  practice”  for  creating/managing  Pages   o Types  appealing  title  into  field  for  “Title”       o Completes  entry  field  for  “Body”      Selects  best  practice  text  editor  for  copying  and  pasting  text  from   Word   • Recognizes  Convert  Line  Breaks  is  best  practice   • Recognizes  the  default  text  editor  Rich  text  is  not  best   practice    Types  “content”  directly  into  field     o Types  proper  tag  to  locate  page  on  website  into  field  for  “Tags”   Identifies  buttons  for  saving  page   o Identifies  [Publish]  button  for  new  pages   o Identifies  [Update]  button  for  existing  pages   o Identifies  [Preview]  button  for  testing  page  appearance   Identifies  the  purpose  of  each  tool  button  on  the  editing  toolbar   o Recognizes  [ o Recognizes  [ o Recognizes  [ o Recognizes  [ o Recognizes  [ o Recognizes  [ o Recognizes  [ o Recognizes  [ o Recognizes  [ o Recognizes  [ o Recognizes  [ o Recognizes  [ o Recognizes  [ ]  shrinks  text  size   ]  enlarges  text  size   ]  bolds  text   ]  italicizes  text   ]  underlines  text   ]  strikes  through  text   ]  creates  a  hyperlink   ]  creates  email  link   ]  begins  block  quote   ]  ends  block  quote   ]  creates  a  bullet  list   ]  numbers  a  list   ]  left  aligns  text    

  o Recognizes  [ o Recognizes  [ o Recognizes    [ o Recognizes  [ ]  centers  text  

A  Movable  Type  5.10  Training  Program   2 5   ]  right  aligns  text   ]  inserts  graphic   ]  uploads  file  

o Recognizes  [ ]  reads  rich  text   • o Recognizes  [ ]  reads  HTML  code   Uploads  a  graphic  to  add  visual  excitement  to  the  page   o Recognizes  the  importance  of  having  copyright  permission   o Recognizes  the  option  of  selecting  a  Creative  Commons  licensed  graphic    Searches  Flickr  using  Advanced  Search  for  Creative  Commons   licensed  material    Consults  CC  linking  page  on  Portfolio-­‐Remix  Help  website  for   more  information  on  copyright  laws  and  links  to  Creative   Commons  material   o Selects  upload  new  image    Selects  a  downloaded  or  saved  Creative  Commons  licensed   graphic  from  computer    Or  selects  a  personal  graphic  from  computer   • Selects  [Continue]   o Selects  thumbnail  size  500  pixel  width  or  smaller   o Selects  alignment  [none]  [left]  [right]  or  [center]   • Selects  [Finish]   o Or  selects  [Image]  button  from  toolbar    Selects  existing  image  from  Assets      Selects  [Continue]   • Selects  thumbnail  size  500  pixel  width  or  smaller   • Selects  alignment  [none]  [left]  [right]  or  [center]    Selects  [Finish]   Embeds  a  YouTube  video  to  add  multimodal  dimension  to  e-­‐portfolio   o Opens  new  tab  in  browser  window     o Pastes  link  to  pre-­‐selected  YouTube  video  in  the  browser’s  navigation  bar    Describes  YouTube’s  service    Identifies  the  purpose  of  the  Share  button   • Selects  Share  button   • Copies  HTML  embed  code   o Returns  to  Dashboard  window    Selects  <A>  on  toolbar  

 

A  Movable  Type  5.10  Training  Program   2 6    Pastes  code   o Selects  [Update]   Utilizes  an  online  cloud  computing  tool  to  embed  a  PDF   o Saves  document  as  a  PDF   o Recognizes  the  importance  of  selecting  a  compatible  browser  when   working  with  cloud  computing  tools    Chooses  either  Opera,  Chrome,  Firefox  or  Safire  internet  browser    Recognizes  that  Microsoft  Explorer  is  not  a  compatible  browser   for  the  online  tool,  Scribd,  that  will  be  used  to  complete  operation   o Opens  another  tab  or  window    Types  http://www.scribd.com  into  browser  website  field     • Opens  an  account  with  Scribd   o Provides  email  address   o Provides  password   • Uploads  PDF   • Copies  Embed  code  for  sharing  document    Returns  to  Dashboard  window   • Selects  <A>  toolbar   • Pastes  embed  code  from  uploaded  Scribd  document   • Selects  [A]  button  to  return  to  [Convert  Line  Breaks]  text   editor   Tags  user-­‐created  page  “@topnav”  to  locate  page  on  website   o Tags  important  pages  @topnav  to  locate  on  navigation  bar   o Links  less  important  pages  to  important  pages  without  tagging   Executes  procedure  for  publishing  a  Page   o Selects  [Publish]  for  a  New  Page   o Selects  [Update]  page  for  an  existing  Page   o Selects  [ ]  refresh  website  icon  

     

 

 

A  Movable  Type  5.10  Training  Program   2 7  

Drafts  of  Evaluations    
Sample  Satisfaction  Survey  (Kirkpatrick  Level  1)     (Adapted  from  Carliner,  2003)       Please  provide  feedback  to  the  following  questions:     1. How  would  you  rate  this  program  on  a  scale  of  1  -­‐  5  with  5  being  the  highest  rating?     1       2       3       4       5     2. How  much  did  you  know  about  online  publishing  software  before  doing  this  training   course?     Nothing   Very  little   Little   Some   Somewhat         3. How  much  do  you  know  after  completing  the  program?   Nothing   Very  little   Little   Some   Somewhat           4. How  likely  are  you  to  use  the  skills  taught  in  this  program  on  your  own  outside  of   class  without  supervision?   Nothing   Very  little   Little   Some   Somewhat           5. What  was  the  most  valuable  part  of  this  program  in  terms  of  skill  sets  taught?     _____________________________________________________________________     6. What  was  the  most  effective  part  of  this  program?     _____________________________________________________________________       7. What  is  one  aspect  of  the  training  that  could  improve  this  program  most?       _____________________________________________________________________      

  Sample  Criterion-­‐Referenced  Assessment  (Kirkpatrick  Level  2)       The  Instructional  Design  Part  I  section  of  the  training  program  involves  acquiring  a  basic   understanding  of  how  Movable  Type  works  and  its  basic  components.  The  questions   below  will  evaluate  the  mastery  of  the  learner’s  understanding  and  knowledge  of   Movable  Type  5.10  software.     Main  Objective  #1,  Part  I:  Identifies  that  parent  website,  Portfolio-­‐Remix  shares   templates  with  children  blogs  (student  e-­‐portfolios)     Question  #1   The  following  diagram  illustrates  the  relationship  that  your  e-­‐portfolio  has  to  the  parent   website?    

A  Movable  Type  5.10  Training  Program   2 8  

  ____Yes   ____No     Question  #2   My    “child”  blog  is  actually  a  customized  website  due  to  the  modification  of  the   templates:   ____Yes   ____No     Question  #3  

 

  When  entering  the  dashboard,  I  select  blog:   ____Yes   ____No     Question  #4   The  parent  site,  Portfolio-­‐Remix,  no  longer  dictates  the  content  of  my  site  due  to  the   customization  of  templates:   _____Yes   _____No     Question  #5   Check  which  of  the  following  templates  have  been  modified:   ______[Blog  Index]       ______[Archive  Index]   ______  [Header]   ______[Page]     ______  [Navigation]       ______  [Main  Index]       ______  [Stylesheet]         Question  #6   The  modified  websites  have  only  two  remaining  relationships  with  the  parent  site.  One   is  to  feed  blog  entries  into  the  main  site’s  [Blog  Index]  and  the  other  is  to  share  URL  links   in  a  Blog  Roll  feed:   ____Yes   ____NO       Main  Objective  #2,  Part  I:  Identifies  that  [Refresh  Templates]  option  will  restore   default  templates     Question  #1   Having  customized  templates  means  that  it  is  a  “bad  idea”  to  Refresh  the  templates:   ____Yes   ____No       Question  #2   The  modification  of  the  templates  alters  the  relationship  of  what  Movable  Type   recognizes  as  a  child  “Blog”  and  transforms  the  site  into  an  independent  website:   ____Yes   ____No    

A  Movable  Type  5.10  Training  Program   2 9  

  Question  #3   Selecting  [ being  a  “child  Blog”.     ____Yes   ____No  

A  Movable  Type  5.10  Training  Program   3 0   ]  will  restore  default  settings  on  the  website  and  restore  it  to  

 

  Main  Objective  #3,  Part  I:  Identifies  key  terminology  involving  Movable  Type  Software   publishing     Supporting  Objective  #3.1:  Identifies  the  nature  and  purpose  of  Templates     Question  #1   Identify  the  nature  and  purpose  of  Templates:   ________________________________________________________________________     Question  #2   Templates  can  be  modified  with  care:   ____Yes   ____No     Question  #3   The  Stylesheet  template  is  a  user-­‐friendly  template:   ____Yes   ____No     Question  #4   The  Header  template  is  pivotal  template  in  terms  of  structuring  the  container  spaces  of   the  website:   ____Yes   ____No     Question  #5   Most  of  the  Movable  Type  templates  should  not  be  modified  without  expert  advice  and   guidance:   ____Yes   ____No     Question  #6   Name  the  three  major  scripts  that  provide  directions  for  templates:  

  ________________   ________________   ________________     Question  #7   Explain  the  purpose  of  HTML  code:   ________________________________________________________________________     Question  #8   Explain  the  purpose  of  CSS  Styles:       Question  #9   Explain  the  purpose  of  JavaScript:         Supporting  Objective  #3.2:    Explain  the  nature  and  purpose  of  Widgets     Question  #1     Explain  the  nature  and  purpose  of  Widgets:     ________________________________________________________________________ ________________________________________________________________________     Question  #2   On  the  following  image:  

A  Movable  Type  5.10  Training  Program   3 1  

    Identify  the  location  of  the  Blog  Archives  widget  set:   Identify  location  of  the  Blog  Activities  widget  set:     Question  #3   Through  observation,  demonstrate  how  to  install  a  widget:    

  Question  #4   Through  observation,  demonstrate  how  to  uninstall  widgets:     Question  #5   Widgets  are  unlimited  in  scope  and  number:   _____Yes   _____No     Question  #6   A  number  of  default  widgets  are  provided  by  Movable  Type:   _____Yes   _____No     Question  #7   Widgets  can  be  created:   _____Yes   _____No     Question  #8   Name  one  online  tool  that  can  be  used  to  create  a  widget:   ________________________________________________________________________     Supporting  Objective  #3.3:  Differentiates  between  Pages  and  Entries     Question  #1   Differentiate  between  Pages  and  Entries:   _______________________________________________________________________     Question  #2     Identify  the  nature  and  purpose  of  Pages:____________________________________     Question  #3   Where  do  you  find  links  to  the  location  of  pages  on  your  website:   _____________________     Question  #4   Identify  the  purpose  and  name  of  the  following  image:       _______________________________________________________________________       Question  #5  

A  Movable  Type  5.10  Training  Program   3 2  

  Identify  the  following  image:    

A  Movable  Type  5.10  Training  Program   3 3  

    ________________________________________________________________________     Question  #6   Explain  the  purpose  of  producing  pages  for  your  e-­‐portfolio:   _______________________________________________________________________     Question  #7   Under  which  tab  would  you  find  Entries:  ________     Question  #8   Explain  the  purpose  of  entries:____________________________________________     Main  Objective  #4,  Part  I:  Recognizes  that  publishing  a  page,  installing  a  widgets  and   modifying  a  template  requires  a  website  refresh  in  order  for  the  changes  to  be  seen     Question  #1   After  publishing  a  page,  installing  a  widgets  and  modifying  a  template,  the  website   should  be  refreshed  in  order  for  the  changes  to  be  seen:   _____Yes   _____No     Question  #2   Describe  the  procedure  for  refreshing  your  website:   _______________________________________________________________________     Question  #3   Differentiate  between  the  following  buttons  in  terms  of  purpose:   [ ]    

  [ ]     -­‐ ________________________________________________________________________ ________________________________________________________________________       Question  #4   Select  the  button  that  you  will  use  frequently:   _____[ ]     _____[ ]       Question  #5   Identify  the  button  that  you  should  never  select  and  explain  why  it  should  never  be   selected:   ______[ ]  __________________________________________________________  

A  Movable  Type  5.10  Training  Program   3 4  

_______[ ]  ______________________________________________       Main  Objective  #5,  Part  I:  Consults  available  online  support  help  for  using  Movable   Type     Question  #1   Movable  Type  provides  instructional  guides  for  authoring  pages   ____Yes   ____No     Question  #2   Portfolio-­‐Remix  Help  is  useful  to  consult  when  customizing  the  design  of  your  e-­‐ portfolio   _____Yes   _____No     Question  #3   The  Composing  Stick  and  Learning  Movable  Type  Tutorials  are  blogs  created  by  Movable   Type  experts  to  explain  “best  practice”  usage  of  Movable  Type  software  and  introduce   the  latest  plugins.     ____Yes   ____No       Question  #4   Cloud  computing  tools  are  online  resources  that  allow  you  to  produce  sophisticated  web   projects  with  minimal  skillsets  and  understanding  of  web  development:   ____Yes  

  ____No  

A  Movable  Type  5.10  Training  Program   3 5  

    Instructional  Design  Part  II  
  Bottom  line  objective:  Publish  a  page  that  meets  web  standards       Main  Objective  #1,  Part  II:  Recognizes  the  two  options  for  publishing  Pages     Question  #1   When  publishing  a  page,  you  have  two  options,  one  is  to  create  a  new  page  and  one  is   to  manage  an  existing  page:   ____Yes   ____No     Question  #2   Selecting  [Page]  [New]  creates  a  new  page   ____Yes   ____No       Question  #3   Selecting  [Page]  [Manage]  allows  user  to  update  or  edit  existing  pages:    ____Yes   _____No       Main  Objective  #2,  Part  II:  Completes  entry  fields  using  “best  practice”  for   creating/managing  Pages     Question  #1   Creating  a  [New]  page  requires  two  extra  steps,  one  is  completing  the  Title  entry  field   and  the  other  is  completing  the  Tag  entry  field.   ____Yes   ____No     Question  #2   The  Tag  entry  field  is  used  for  Metadata  entry  and  facilitates  web  searches  and  localized   website  searches   ____Yes   ____No    

  Question  #3   To  complete  the  Tag  entry  field,  one  should  include  Keywords  from  the  page:   ____Yes   ____No       Main  Objective  #3,  Part  II:  Identifies  buttons  for  saving  page     Question  #1   Which  of  the  following  buttons  would  you  select  to  publish  an  update  your  website’s   templates?   a. [Publish]       b. [Update]       c. [Preview]       d. [Refresh]         Question  #2   Which  of  the  following  buttons  would  you  select  to  publish  an  existing  [Page]?     a. [Publish]       b. [Update]     c. [Preview]     d. [Refresh]             Question  #3   Which  of  the  following  button  would  you  select  to  publish  a  [New]  [Page]?     a. [Publish]     b. [Update]         c. [Preview]     d. [Refresh]         Main  Objective  #4,  Part  II:  Identifies  the  purpose  of  each  tool  button  on  the  editing   toolbar     Questions   Identify  the  purpose  of  each  tool  button  on  the  editing  toolbar    [ ]________________   [  [  [  [ ]________________   ]________________   ]________________   ]    ________________  

A  Movable  Type  5.10  Training  Program   3 6  

   [  [  [  [  [  [  [  [  [  [  [  [  [ ]________________   ]________________   ]________________   ]________________   ]________________   ]________________   ]________________   ]________________   ]________________   ]________________   ]________________   ]________________   ]________________  

A  Movable  Type  5.10  Training  Program   3 7  

 [ ]________________     Main  Objective  #5,  Part  II:  Uploads  a  graphic  to  add  visual  excitement  to  the  page  (See   Exercise  1  below  for  an  additional  evaluation  activity).     Question  #1   It’s  legal  to  use  Copyrighted  works  on  your  e-­‐portfolio  as  long  as  you  do  one  of  the   following:   a. Cite  the  source   b. Cite  the  source  and  provide  a  link  to  location  where  you  found  it   c. Gain  permission  from  the  author  to  use  it  and  cite  source   d. Don’t  get  caught     Question  #2   Since  our  e-­‐portfolios  are  for  educational  use,  we  don’t  have  to  see  permission  to  use   copyrighted  works:   ____Yes   ____No     Question  #3   An  image  can  be  borrowed  and  used  on  your  e-­‐portfolio  if  the  following  conditions  are   met:   a. If  it  does  not  have  a  clear  copyright  license  can  be  used   b. It  has  a  Creative  Commons  license  and  you  link  to  the  source   c. If  it  has  a  CC  license,  you  have  permission  to  use  it     d. If  it  doesn’t  clearly  note  that  it  is  copyrighted,  you  can  use  it    

  Main  Objective  #6,  Part  II:  Embeds  a  YouTube  video  to  add  multimodal  dimension  to   e-­‐portfolio  (See  Exercise  2  below  for  additional  evaluation  activity.)     Question  #1   All  YouTube  videos  have  a  share  button:   ____Yes   ____No     Question  #2   YouTube,  a  free  online  server  host,  allows  members  to  upload  videos  and  generates  an   embed  code  which  gives  members  an  option  to  allow  users  to  permit  anyone  to  embed   their  videos  on  web  pages:   ____Yes   ____No       Main  Objective  #7,  Part  II:  Utilizes  an  online  cloud-­‐computing  tool  to  embed  a  PDF   (See  Exercise  3  below  for  an  additional  evaluation  activity.)     Question  #1   If  you  wanted  to  use  Scribd,  a  cloud-­‐computing  tool,  which  of  the  following  Browsers   would  likely  crash?   a. Opera   b. Chrome   c. Safire   d. Explorer   e. Firefox     Question  #2   Opening  a  Scribd  account  requires  an  email  address  and  a  password.   ____Yes   ____No     Question  #3   Scribe  hosts  documents  and  allows  users  to  embed  them  on  web  pages:   ____Yes   ____No     Main  Objective  #8,  Part  II:  Tags  user-­‐created  page  “@topnav”  to  locate  page  on  e-­‐ portfolio  (See  Exercise  1  below  for  an  additional  evaluation  activity.)     Question  #1  

A  Movable  Type  5.10  Training  Program   3 8  

  Tagging  pages  “@topnav”  locates  them  on  the  navigation  bar:   ____Yes   ____No     Question  #2   All  pages  should  be  located  on  the  navigation  bar:   ____Yes   ____No       Question  #4   Are  all  user-­‐created  pages  are  tagged  @topnav   ____Yes   ____No       The  Instructional  Design  Part  II  section  also  consists  of  learning  the  basic  skillsets   necessary  to  publish  dynamic  and  professional  web  pages.    For  this  reason,  this  part  of   evaluation  will  assess  learner’s  abilities  through  observation  and  a  rubric.    The  rubric   will  be  used  to  comment  on  the  learner’s  published  results.           Main  Objective  #9,  Part  II:  Executes  procedures  professionally  and  accurately  for   publishing  a  Page     Exercise  #1   In  the  next  10  minutes,  create  and  publish  a  [New]  page  on  your  e-­‐portfolio  that  meets   web  standards  for  professionalism  (one  hundred  percent  accuracy  without  assistance).     Comments:   Rubric:   • Includes  an  engaging  title   • Includes  visual  argument   • Does  not  violate  copyright  laws   • Used  [Convert  Line  Breaks]   • Properly  tagged  “@topnav”   • [Publish]  ed       • • [ ]  Refreshed     Page  script  is  compatible  with  Explorer,  Firefox,  Opera,  Safari  and  Google  Chrome   browsers  

A  Movable  Type  5.10  Training  Program   3 9  

  Exercise  #2  

  In  the  next  10  minutes,  embed  a  YouTube  video  on  an  existing  page  on  your  dashboard     (one  hundred  percent  accuracy  without  assistance).     Comments:   Rubric:   • Video  is  visible   • Video  can  be  played   • Video  is  not  truncated   • Page  is  free  of  HTML  code     Exercise  #3   In  the  next  10  minutes,  embed  a  PDF  of  your  Curriculum  Vitae  on  your  Resume  page   (one  hundred  percent  accuracy  without  assistance).     Comments:   Rubric:   • PDF  is  visible   • Page  is  free  of  HTML  code       Sample  of  Level  Three  Evaluation     Learners  will  be  evaluated  at  monthly  intervals  throughout  the  year  to  assess   competence  and  receive  additional  instruction  to  add  to  the  overall  complexity  of  their   portfolio  designs.    A  level-­‐three  evaluation  rubric  will  be  applied  at  the  end  of  course  to   assess  overall  performance  and  rate  excellence  in  the  form  of  a  “Grading  Rubric”.       Each  of  the  Following  Items  is  Worth  10%  of  your  Portfolio/Weblog  Grade  
• • • • • • • • • •

A  Movable  Type  5.10  Training  Program   4 0  

Home  page   Ten  blog  entries   Embedded  PDF  résumé   Projects  page(s)       About  page-­‐  biographical  narrative   Contact  page   Visual  argument   Consistent  font  style   Easy  navigation   Polished  and  professional  

 

A  Movable  Type  5.10  Training  Program   4 1      Evaluation  Weblog   Blog  Entries:    Intriguing  title    Insightful,  researched,  and  includes   examples   Uses  concise  language  and  has  few   grammatical  errors   Provides  links  to  other  conversations  on   the  same  topic    Includes  a  visual  image  and  possibly  a   video   Complete                        

  Note:  Some  text  adapted  from  Carliner,  2003       References   Carliner  S.  (2003)  Training  design  basics.  Baltimore,  MD:  ASTD  press.     Screenshot  images  of  Movable  Type  buttons.  Movable  Type  Dashboard.