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Microsoft Office Word Diagrams

Jerry Whaley

EDU 652

Dr. Kris Jamsa

Sept. 07, 2009

Start ReferencesNavigation Syllabus End

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Purpose Environment

Assessment Objectives

Instructors Bio References

Lessons Needs Assessment

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Purpose

This event is intended to provide a constructivist learning environment using resource-based and student-centered settings related to context and practice.• The activities provided will be projects that should address

both synchronous and asynchronous type learners in a blended learning environment.

The classroom will contain lectures via blogs: • Links or tabs to worksheets, handouts, and presentations. • Work projects that provide explicit instructions on how to load,

operate, and complete assignments using appropriate software.

• Inquiry tools available via links on internet, email, and Blogs. • Provide discussion questions to invite interaction to support

the asynchronous learning environment.

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Environment

This environment can support from a limited to an avid learner and from inside your own home to a career based technically skilled persons in an industrial environment.

This environment will support most any age from 18 and above with an eagerness to learn and a desire to advance their technical skills.

The physical description of the classroom will be an online environment provided through the use of Blogs, email, and other social networking tools.

This event focuses more toward the visual learners where the projects will be more along the lines of diagrams constructed in Microsoft Word.

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Assessment

Evaluation of what is expected will be through the following Rubric’s:

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Word

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Discussion

Syllabus

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Objectives

MicrosoftOffice Word

Study GuideNavigation Syllabus

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Word Learning Objectives

Microsoft Word – build knowledge and awareness of three constructive and functional diagrams through the following criteria:• After completing the lessons, you will be able to

recognize these three diagrams; Organizational, Pyramid, and Radial.

• After completing each lesson, you will be able to identify the relationship of each diagram to its function.

• By completing each lesson, you will be able to proficiently develop each type of diagram.

• At the end of these lessons, you will be able to illustrate a functional skill that can be used in many different environments.

• You will be evaluated based on a rubric as outlined in the guidelines that have been provided.

Objectives

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Word Syllabus

Viewing a video on Graphic Organizers found on YouTube;• View the “Graphic Organizers movie” at: (See link below)

http://www.youtube.com/watch?v=xGnTHOLPpsk&feature=related

Inserting a diagram; using the Insert Menu, insert an organizational diagram similar to the example diagram found in the Course Content Blog.

Complete an online learning made easy (www.udutu.com) exercise from the Online Introduction tab of the Main Blog.• Using the Insert Menu, insert a Pyramid diagram based on

Bloom’s Taxonomy of learning knowledge found from within that exercise.

Using the Insert Menu, insert a Radial diagram; construct the diagram based on your personal goals or achieved accomplishments.• The diagram will be constructed with at least three

relationships from the main subject (you).

Navigation RubricCourse Content

Blog

MainBlog

YouTubeVideo

Instructors Bio

I started learning about personal computers in 1986 when my 9 year career ended at Control Data Corporation. I redirected my career into the drafting field only to find out that it was being invaded by CAD (Computer Aided Drafting) also know as Computer Aided Drafting and Design and proceeded to enhance my skills in the CAD world.

After three years in the industry, I was invited to teach at the very school that started me in that direction. I started out on board drafting but eventually the boards were out and an all CAD program was in.

It was to my benefit to reacquaint myself to my own educational needs, so, I proceeded to get my BS Degree in Technical Management with a concentration in Computer Information Systems. Here I am again, improving, gaining, and growing in knowledge, learning, and teaching and trying to complete a Master of Arts in Teaching & Learning with Technology.

You can find this information and more at my blogger (http://jrdidntdoit.blogspot.com/)

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My Personal Learning Style

From all my experience I’ve found one thing to be obvious and necessary, education. Because of all my experiences and career background with Computer Aided Drafting (CAD), it shows that I am a visual learner. This also holds true to most of the students I’ve taught in the last 20 years. The ones that are the most successful in the CAD field, are the ones that are more visual, creative, more intuitive, and understand sequential processing as an important aspect of their lives and the career they’re in.

From my experiences with the changes, the growing and ever-changing generations, education has taken many twists and turns in order to accommodate each and every type of generation. Through the recent years, I’ve noticed more kinesthetic type learners; they cannot sit still for very long, are not great at spelling, handwriting is atrocious, likes to study with loud music on, likes adventure books and movies, and is fidgety during lectures for the most part. Because of the field I have been in, there have been some improvements but the people in this world are moving fast, maybe to fast.

Navigation Instructors Bio

Word RubricTeacher Name: Mr. Whaley

Student Name:     ________________________________________

CATEGORY 4 3 2 1

Content Student fully

provided the

required material

for the lesson.

Student mostly

provided the

required material

for the lesson.

Student partially

provided the

required material

for the lesson.

Student had a hard

time providing the

required material

for the lesson.

Design Design content was

completely

accurate for the

specific lesson.

Design content was

mostly accurate for

the specific lesson.

Design content was

partially accurate

for the specific

lesson.

Design content was

incomplete for the

specific lesson.

Comprehension Student showed a

complete

understanding of

lesson as requested

by instructor.

Student showed a

mild understanding

of lesson as

requested by

instructor.

Student showed a

partial

understanding of

lesson as requested

by instructor.

Student showed

little understanding

of lesson as

requested by

instructor.

Completeness Student met all of

the requirements

on the specific

lesson as required

by instructor.

Student met most

of the requirements

on the specific

lesson as required

by instructor.

Student meet some

of the requirements

on specific lesson

as required by

instructor.

Student struggeled

at meeting any of

the requirements

on specific lesson

as required by

instructor.

Date Created: June 25, 2009

Graphic Organizers

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Discussion Rubric

Rubric Made Using:

RubiStar ( http://rubistar.4teachers.org )

Teacher Name: Mr. Whaley

Student Name:     ________________________________________

CATEGORY 4 3 2 1

Respect for Others All statements, and

responses were

respectful and were in

appropriate language.

Statements and

responses were

respectful, but once or

twice inappropropriate

remarks were made.

Most statements and

responses were

respectful, but there

was one sarcastic

remark.

Statements, and/or

responses were

consistently not

respectful.

Information All information

presented was clear,

accurate and

thorough.

Most information

presented was clear,

accurate and

thorough.

Most information

presented was clear

and accurate, but was

not completely clear.

Information had

several inaccuracies

OR was not clear.

Presentation Style Students level of

enthusiasm was very

positive in a way that

kept the attention of

the audience.

Students level of

enthusiasm was

mostly positive in a

way that kept the

attention of the

audience.

Students level of

enthusiasm was

somewhat positive in

a way that kept the

attention of the

audience.

Students level of

enthusiasm had a

hard time kepting the

attention of the

audience.

Understanding of

Topic

The student clearly

understood the topic

in-depth and

presented their

information forcefully

and convincingly.

The student mostly

undestood the topic in-

depth and presented

their information with

ease.

The student seemed

to understand the

main points of the

topic and presented

those with ease.

The student did not

show an adequate

understanding of the

topic.

Online Course - Discussion

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GUIDE BOOK

Prerequisite:• An email account, minimal typing skills, basic Microsoft

Word, Excel, and PowerPoint knowledge, and a Blog would be useful.

System/Technology Requirements:• Windows environment – Windows 2000 or above

• Internet access - Explorer 7.0 or above

• Microsoft Office – 2003 Student version or above

Guidelines, Policies, Rules, & Study Guide:• Download important documents from Main Blog and

Course Content Blog.

MainBlog

Course ContentBlog References 23Discussion

Blog

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YouTube Video

Graphic Organizers by:Jeremy DiGorio's

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Lessons

Word Lessons

References

Evaluations

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Evaluations

All evaluations will be through the following rubrics.

Word

Discussion

Lessons

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Word LessonsWorksheet

The application software is Microsoft Office 2003

• Your first lesson will begin with using Microsoft Office Online.

To understand the functionality and valuable tools available, you will need to begin with understanding the help and how-to provided by Microsoft.

The format of the inline menu structure is as follows:

Home > Products > Word > Word 2003 Help and How-to > Working with Graphs and Charts > Charts and Diagrams

This format can be constructed through the tabs on top and the menus on the left side of this window.

Lesson 1 Lesson 2 Lesson 3Lessons

Select to open link

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Lesson 1

After reviewing Microsoft Office Online; “Creating an organization chart in Office 2003” and

“Create organization chart and other diagrams” found in PowerPoint’s Help and How-to as follows:

You are to insert a simple Organizational chart as shown in the Course Content Blog.

• You chose the main topic and the next level that would be appropriate for that topic.

A minimum three relationships are required on that level.

• Experiment with the various styles through the Organization Chart Style Gallery found under the AutoFormat button.

Lesson 2 Lesson 3 ReferencesWord

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Lesson 2

Review material from Lesson 1. Complete the udutu tutorial Basic Principles of

Pedagogy. Start with Introduction to Myudutuand proceed to slide 3/25 found under the Online Introduction tab of the Main Blog.

This will require you to take notes and jot down information especially pertaining to Bloom’s Taxonomy of learning knowledge.• You will be reconstructing the Pyramid diagram

as presented in that section/exercise. Complete the pyramid diagram exactly as

represented in Bloom’s Taxonomy of learning knowledge diagram only using the Primary Colors from the AutoFormat - Diagram Style Gallery.

Lesson 1 Lesson 3 ReferencesWord

Lessons

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Lesson 3

Review Lessons 1 and 2. You will be constructing a Radial diagram

focusing on yourself as the main core element.• There must be at least three branches

attached to you which should signify any of your recognizable accomplishment; whether it be educational, job related, or personal accomplishments you are proud of will be satisfactory to completing this assignment. I personally like the Thick outline or Fire style which

you can obtain from the AutoFormat – Diagram Style Gallery.

Lesson 1 Lesson 2 ReferencesWord

Lessons

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Learning Event Blog’s

Main Blog at:www.netvibes.com/jr66

Course Content Blog at:http://jrw1234.angelfire.com/blog

Discussion Blog at:http://jrdidntdoit.blogspot.com/

Email at:jr85stang@juno.com

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References

12manage, The Executive Fast Track. (July 8, 2009). Organizational Charts. Retrieved July 8, 2009 fromhttp://www.12manage.com/methods_organization_chart.html

Hein, G. E. (15-22 October 1991). Constructivist Learning Theory. Retrieved June 10, 2009 fromhttp://www.exploratorium.edu/IFI/resources/constructivismlearning.html

Martinez, M. (Dec. 9, 2000) Learning Orientations Model. Retrieved June 22, 2009 fromhttp://www.trainingplace.com/source/research/learningorientations.htm

North Central Regional Educational Laboratory. (n.d.). Constructivist Teaching and Learning Models. Retrieved June 10, 2009 fromhttp://www.ncrel.org/sdrs/areas/issues/envrnmnt/drugfree/sa3const.htm

Office Online. (2009). Create an organization chart in Office 2003. Retrieved July 6, 2009 fromhttp://office.microsoft.com/en-us/word/HA011588171033.aspx

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More References

Oliver, Ron. (2000). When Teaching Meets Learning: Design Principles and Strategies for Web-based Learning Environments that Support Knowledge Construction. Retrieved June 10, 2009 fromhttp://www.ascilite.org.au/conferences/coffs00/papers/ron_oliver_keynote.pdf

Rubistar (2000-2008). Create Rubrics for your Project-Based Learning Activities.Retrieved June 20, 2009, from http://rubistar.4teachers.org/index.php?screen=NewRubric

Horton, W. (2006). E-Learning by Design. San Francisco, CA: Pfeiffer

udutu. (2009). Online Course Authoring. Retrieved June 19, 2009, from

http://www.udutu.com/

Rouda, R. H. & Kusy Jr., M. E. (May 4, 1996)). NEEDS ASSESSMENT; the first step. Retrieved Sept 4, 2009, from

http://alumnus.caltech.edu/~rouda/T2_NA.html

Navigation Lessons Learning Event Blog’s

Needs Assessment… Four steps in conducting a needs assessment:

• “Gap” analysis –

Determine the current skills, knowledge, and abilities of your subjects - This is an introductory type event.

What is needed for personal and professional success? -Technical skills of this nature can be only beneficial.

• Priorities and importance –

Cost effective - Online training is available almost anywhere.

Legalities and safety factors - Adhere to copyright laws and must teach netiquette etiquette.

Skilled educators - Minimum requirement suggested would be a Bachelor's degree.

Meeting expectations - This is a start to professional effectiveness.

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Needs Assessment…

• Performance opportunities –

Improving performance effectiveness - This is training, a necessity to be successful.

• Growth opportunities –

A building block to new technologies.

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