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Portfolio-Remix Performance Intervention

Online Publishing with Movable Type 5.10

Jeanette Novakovich

Professional Writing Minor Program

English Department

Concordia University

Montreal, Quebec


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PERFORMANCEINTERVENTION 2

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TABLE OF CONTENTS

EDITIONNOTICE 5

INTERVENTION#1:TWITTERMICROBLOGGINGSESSION 6

TWITTERMICROBLOGGINGSESSIONINSTRUCTORSGUIDE 7

SETUPINSTRUCTIONS 10

MICROBLOGGINGINSTRUCTIONS 11

MANAGINGTHEPOST-ACTIVITYDEBRIEFING 14

MICROBLOGGINGINSTRUCTIONS(STUDENTHANDOUT) 15

TWITTERMICROBLOGGINGFEED 16

INTERVENTION#2:STEP-BY-STEPQUICKGUIDEFORPUBLISHINGANENTRY 18

THEENTRY:STEP-BY-STEPQUICKGUIDEFORPUBLISHINGANENTRY 19

INTERVENTION#3FINDINGCREATIVECOMMONSLICENSEDIMAGES 23

THEENTRY:FINDINGCREATIVECOMMONSLICENSEDIMAGES 24

INTERVENTION#4:GUIDELINESFORPUBLISHINGANENTRY 26

THEENTRY:GUIDELINESFORPUBLISHINGANENTRY 28

INTERVENTION#5:ONLINESURVEYCHECKLISTFORPUBLISHINGANENTRY 30

THEENTRY:ONLINESURVEYCHECKLISTFORPUBLISHINGANENTRY 31

APPENDIXA:EVALUATIONS 32

SAMPLESATISFACTIONSURVEY(KIRKPATRICKLEVEL1) 33

SAMPLECRITERION-REFERENCEDASSESSMENT(KIRKPATRICKLEVEL2) 34

SAMPLEOFALEVELTHREEEVALUATION(KIRKPATRICKLEVEL3) 35

SAMPLEOFALEVELTHREEEVALUATION(KIRKPATRICKLEVEL3) 37

APPENDIXB:FORMATIVEEVALUATIONS 40

TECHNICALREVIEW 41

DRAFT EMAIL #1 42

DRAFT EMAIL #2 43

DRAFT EMAIL #3 45

DRAFT #4 46

BLANK FEEDBACK FORM 47

HYPOTHETICAL PILOT TEST 48

REVISION OF INTERVENTIONS BASED ON PILOT TEST 49EDITORIALREVIEW 50


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DRAFT #1 50

DRAFT #2 51

DRAFT #3 52PERFORMANCEINTERVENTIONSTYLESHEET 53

REFERENCES 54


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EDITION NOTICE

Portfolio-Remix Performance Interventions: Online Publishing with Movable Type 5.10

Professional Writing Minor Program

English Department

Concordia University

Montreal, QC

First Version

Copyright 2012 Jeanette Novakovich. All rights reserved.


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INTERVENTION #1: TWITTER MICROBLOGGING SESSION

Description

The objective of this intervention, a weekly microblogging session, is to provide learners

with a support and recognition feedback system.

It addresses the needs of the unit and individual performer primarily at the disinterested

level of performance by providing a community of support and feedback. Learners will read

published entries on the blog feed of Portfolio Remix and provide feedback in the form of

Twitter tweets that include the following hashtag, #portfolio-remix, a keyword that will allow

Twitter search engines to create a customized feed. Learners can then respond to the

tweets as they are fed into a Twitter search feed on the Portfolio-Remix online help

support website. This will allow students to reply and retweet memorable tweets. Tweets will

consist of constructive advice, alerts for publishing mishaps and congratulatory notes. This

weekly microblogging session provides learners with a feedback support and recognition

system.

Rationale

The rationale for including this intervention is to provide a feedback support system.

Performance needs addressed:Select [Convert Line Breaks] format 100% of the time

Place images appropriately on the page, centered, at the top of entry in [Body]

field set at 500 pixel width in order to fit the container space or size of entry

field 100% of the time

Attribute all outside sources 100% of the time

Publish entry summaries or introductions in the [Body] field 100% of the time

Publish the bulk of entry in the [Extended] field 100% of the time

Materials provided:Instructors guide

Student handout

Entry: Twitter feed for microblogging session


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TWITTER MICROBLOGGING SESSION INSTRUCTORS GUIDEOverview of the activity

The purpose of this intervention, a weekly microblogging session, is to provide learners

with a support and recognition feedback system.

Background of the activity

More and more employers are asking applicants if they have a website or other web

presence that they can access easily. For employers who want to see beyond the

traditional one-page rsum, students can develop a rich alternative in the form of an e-

portfolio, which is an online digital form of the traditional paper-based portfolio. For thisreason, an e-portfolio hub, which is a website that aggregates or pools student portfolios

together in one common location, was established for students enrolled in the program.

Essential to the success of the program is ensuring that students maintain high online

publishing standards as defined by the Professional Writing Minor Program when using

Movable Type 5.10 software, an online open source publishing Content Management

System, to design and publish professional e-portfolios.

The primary goal is to ensure that students comply with online publishing standards set by

the program by providing a support and recognition system in the form of a community

microblogging session.

Summary of the activity

Learners will read published entries on the blog feed of Portfolio Remix and provide

feedback and support in the form of Twitter tweets that include the following hashtag,

#portfolio-remix, a keyword that allows Twitter search engines to create a customized

search feed. Tweets will consist of constructive advice, alerts for publishing mishaps, and

congratulatory notes. Learners can then respond to the tweets as they are fed into a

Twitter search feed on the Portfolio-Remix online support website.

Main objectives

Select [Convert Line Breaks] format 100% of the time


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Place images appropriately on the page, centered, at the top of entry in [Body]field set at 500 pixel width in order to fit the container space or size of entry

field 100% of the time




Format of the activity

During a thirty-minute microblogging group session, learners will tweet microblogs or

messages that consist of 140 characters or less that include the #portfolio-remix hashtag.

Expectations that learners have

Expect tweeters to be informal and polite

Expect nonjudgmental alerts

Expect a measure of recognition

Expect a measure of fun

Note: The instructor of the course will be both a Twitter expert and Movable Type expert.

The goal is not to teach students how to tweet or how to publish online, but to lead them

through a peer-based feedback and support activity.

Prerequisites of the activity:When the activity takes place students should have advanced

working knowledge of online publishing and social media, particularly, microblogging. As

experienced micro bloggers, learners will know how to write an effective tweet, create a

hashtag, and link tweets to blog entries.

Time: The 30-minute formative evaluation activity is divided into two parts, including a

brief PowerPoint presentation and a hands-on learning activity, followed up by a debriefing.

Equipment and Services:PC lab

Projector

Access to Internet

Material and Props:

Power Point embedded on course website


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Printed instructors guidePrinted student guide

Online activity

Online assessment

Schedule:

5:45 Classroom setup

6:00 Introduction and explanation of activity

6:10 Formative evaluation activity

6:30 Bio break and snacks (informal Q&A)

6:45 Online satisfaction survey


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SETUPINSTRUCTIONS

Classroom:Training for the microblogging session will take place in Hall 923 during

regularly scheduled class time.

Materials:Activity guides for the students and instructor will be printed prior to the training

session.

Printed Instructors Guide

Printed Student Handout

Before the students arrive:

Turn on the projector by pushing the red button under the projector.

Login to the main computer located at the front of class:

o Username: jnovakoo Password: ********

Type Portfolio-Remix.com into the address bar.

Open printed instructors guide.

After the students arrive at 6:00 p.m.:

Have students complete the following tasks:

o Login to computer terminals.o Type Portfolio-Remix in the address bar.

Pass out student handout for microblogging session.

You are now ready to begin the training program.

Administrivia: Your focus will be on explaining the purpose of the activity and the learning

objectives while encouraging students to maintain a friendly and supportive tone. Read

through the handout before the students begin the activity.


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MICROBLOGGINGINSTRUCTIONS

1. Login to computer and go to Portfolio-Remix main website:

http://www.portfolio-remix.com

Administrivia:Common classroom activity. Problems and questions are not

anticipated.

2. Select the [Blogs] tab on the navigation bar.Administrivia:Common classroom activity. Problems and questions are not

anticipated.

3. Read through the entries presented in the blog feed.Administrivia:Common classroom activity. Problems and questions are not

anticipated.

4. Respond to at least ten entries by tweeting information that evaluates theentry in terms of excellence and its adherence to publishing standards set

by the program.

See Tweet guidelines below.

Administrivia:Common activity. Problems are not anticipated. Every entry page will

have Share Us buttons, which include a Twitter icon. When students select the

Twitter icon, a popup box will open with a link to the entry and its title. Students

can then add a brief personal message. Remind them to include the #portfolio-

remix hashtag. This way the Tweet will enter the Twitter Feed embedded on the

Portfolio-Remix online support help website.

Responding to a professional entry

If an entry is excellent, encourage your Twitter followers to read the entry:

Tweet#portfolio-remix BRAVO! + add positive word or two (Twitter will

add a link to the entry and title to all tweets made from the entry page.)


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Administrivia: Common activity. Problems are not anticipated. If a student enjoys

reading an entry, Tweet it out positively. The student can then Tweet out any

format issues in subsequent Tweets. Students are not limited to one Tweet per

entry.

Responding to text formatting

If the author forgot to use [Convert Line Breaks] ):

Tweet#portfolio-remix CLB!!! + add positive word or two

Administrivia: Help students identify entries that have a Word document pasted

into the [Rich Text Editor] format. This can be achieved by observing the blog

feed on the home page. Entries with [Rich Text] will show script or coding,

irregular font styles.

If the author has a weak introduction:

Tweet--#portfolio-remix INTRO? + add positive word or two

Administrivia:Challenge students to be critical and supportive. Advise them in the

introductory paragraph does not compel them to read further, click the

Continue reading link, to help the author by letting them know in a friendly

and supportive manner.

If the entry does not have a Continue reading link:Tweet--#portfolio-remix Extended? + add positive word or two

Administrivia:Show students that they can identify that an [Extended] entry field

is empty if the blog feed is long and if the following link is not present:

Continue reading

Responding to images

If the author forgot to include an image:

Tweet#portfolio-remix Image? + add positive word or two

Administrivia: No problems or questions anticipated.

If the author failed to provide attribution for any images:

o Tweet#portfolio-remix Attribute? + add positive word or two


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o Administrivia: No problems or questions anticipated.If the author has off-size or off-center image:

o Tweet#portfolio-remix Image center? + add positive word or twoAdministrivia: No problems or questions anticipated.

5. After responding to ten entries, read through the Twitter feed on thePortfolio-Remix twitter-feed page and respond to the Twitter feedback that

refers to specifically to the blog entries that you authored and published.

http://www.portfolio-remix.com/twitter-feed.html .

Administrivia:Explain to the students that they will now read through the Twitter

Feed and respond to tweets referring to their work, following the guidelines below.

Responding to tweets

If a tweet is positive in tone: [Reply] and tweet a warm thank you.

If a tweet is constructive: [Reply] and tweet a warm thank you.

If a tweet is positive and funny: Retweet.

If a tweet is negative in tone: Ignore.

Demonstrating the activity

Demonstrate the activity by asking the students to identify an entry that they think is

polished and professional.

Open the entry by clicking on the link in the blog feed to the entrys page.

Demonstrate the positive Bravo! tweet by clicking on the Twitter sharing button,

typing: #portfolio-remix Bravo! Enticing story by a dedicated foodie. url,

and submitting the tweet.

Next, ask the students if they have any questions.

And finally, ask the students to continue the activity on their own and offer to

assist any students who are experiencing technical difficulties.


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MANAGINGTHEPOST-ACTIVITYDEBRIEFING

Review the results with the learners:

What were the results?

What did you enjoy about the activity?

What did you dislike about the activity?

What was helpful?


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MICROBLOGGING INSTRUCTIONS (STUDENT HANDOUT)

1. Login to your computer and go to the Portfolio-Remix main website:http://www.portfolio-remix.com

2. Select [Blogs] tab on the navigation bar.3. Read through the entries presented in the blog feed.4. Respond to at least ten entries by tweeting according to the guidelines below.

Responding to a professional entry

If an entry is excellent, encourage your Twitter followers to read the entry:

Tweet#portfolio-remix BRAVO! + add positive word or two (Twitter

will add a link to the entry.)

Responding to text formattingIf the author forgot to use [Convert Line Breaks] ):

Tweet#portfolio-remix CLB!!! + add positive word

If the author has a weak introduction:

Tweet--#portfolio-remix Intro? + add positive word

If the entry does not include a Continue reading link:

Tweet--#portfolio-remix Extended? + add positive word

Responding to images

If the author forgot to include an image:

Tweet#portfolio-remix Image? + add positive wordIf the author failed to provide attribution for any images:

Tweet#portfolio-remix Attribute? + add positive word

If the author has off-size or off-center image:

Tweet#portfolio-remix Image Center? + add positive word

5. After responding to ten entries, read through the Twitter feed on the Portfolio-Remixhome page and respond to the Twitter feedback that refers directly to the blog

entries that you authored and published.

Responding to tweetsIf a tweet is positive: [Reply] and tweet a warm thank you.

If a tweet is constructive: [Reply] and tweet a warm thank you.

If a tweet is positive and funny: Retweet.

If a tweet is negative: Ignore.


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TWITTER MICROBLOGGING FEED

Goal: The following twitter feed will support the Microblogging Twitter Feedback Session.

Performance objectives that will be addressed:


Place images appropriately on the page, centered, at the top of entry in

[Body] field set at 500 pixel width in order to fit the container space or size

of entry field 100% of the time and provide consistency of expression




Production Instructions: Choose the button on the toolbar and paste the following

HTML code onto a [New] page of the online help support website, tag @topnav, and

publish the page.

new TWTR.Widget({version: 2, type: 'search', search: '#portfolio-remix OR portfolio-

remix',

interval: 30000,

title: 'Portfolio-Remix',

subject: ' ',width: 500,

height: 800,

theme: {shell: {

background: '#f9fae8',

color: '#a1092f'},tweets: {

background: '#ffffff',

color: '#444444',

links: '#7d0628' } },

features: { scrollbar: true,

loop: true,live: true, behavior: 'default'} }).render().start();


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The published page will have the following appearance:


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INTERVENTION #2: STEP-BY-STEP QUICK GUIDE FOR

PUBLISHING AN ENTRY

Description

This intervention, a step-by-step procedure, provides learners with the skills and knowledge

necessary to publish an entry according to the guidelines for publishing a portfolio entry

provided by the Professional Writing Minor Program.

Rationale

It addresses the needs of the individual performer primarily at the newbie level and

provides a refresher for more advanced learners. The rationale for including this

intervention is to set up a newbie to perform successfully by providing fundamental

directions that reflect the material covered during the experiential learning session.

Performance needs addressed:



[Body] field set at 500 pixel width in order to fit the container space or size

of entry field 100% of the time




Material provided consists of a web entry.

Production Instructions: The objectives will be presented in the form of a quick

procedural step-by-step guide to online publishing. Screenshots of steps will be provided.


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THE ENTRY: STEP-BY-STEP QUICK GUIDE FOR PUBLISHING AN ENTRY

The following instruction set provides you with the steps you need to in order to publish

an entry according to the guidelines established by the Professional Writing Minor Program

at Concordia University. Before beginning this procedure, you should have an entry

composed in a Word document, and you should have an image downloaded into your

personal computer for uploading a Creative Commons licensed image with a pixel

resolution of 500 pixel width or greater. The overall procedure should take no more than

10 to 15 minutes.

1. Creating a new entry1.1.Log into dashboard.1.2.

In the sidebar, select [Entries] > [New]1.3.In the top entry field, type your title.

1.4.Select a Format: [Convert Line Breaks].

2. Uploading an image2.1.Select Image Icon from the toolbar.2.2.On the popup screen, select [Upload a new image from computer].2.3.Select the image you prepared for your entry.2.4.On the next popup screen, set pixel width to 500 pixels.


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2.5.Select [Center].2.6.Select [Finish].2.7.Provide attribution for your entry by linking caption to source.

3. Adding the text3.1.Copy and paste the first paragraph of your entry.3.2.Select [Extended] entry field.3.3.Copy and paste the remainder of the entry.3.4.Switch format back to [Rich Text Editor].

4. Optimizing SEO4.1.Select from the available links offered by Zemanta.4.2.Select from the available tags offered by Zemanta.

5. Publishing an entry5.1.Select [Preview].5.2.Select [Publish entry].


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6. Socially bookmarking your entry6.1.Select [View Entry].6.2.Select a [Twitter icon] or [Facebook icon].


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6.3.Tweet (add #portfolio-remix and/or post to Facebook.


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INTERVENTION #3 FINDING CREATIVE COMMONS LICENSED

IMAGES

Description

This online resource will provide resources for locating Creative Commons licensed images.

Rationale

This intervention was chosen to provide learners with convenient access to information.


Include an appealing Creative Commons licensed image 100% of the time

Material will consist of a web entry.

Production Instructions

The objective will be presented in a descriptive bullet list of resources. As well, the

Creative Commons license will be defined and illustrated. Screenshots of the Creative

Commons license will be provided and a Creative Commons licensed image will provide a

visual argument.


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THE ENTRY: FINDING CREATIVE COMMONS LICENSED IMAGES

Creative Commons image by A. Diez Herrero

A Creative Commons license allows the maker of an image to retain the copyright of their

work and, at the same time, gives permission for others to reuse the work. The license

provides the original artist a number of conditions to select from that the user must abide:

"You let others copy, distribute, display, and perform your copyrighted work and derivative works based upon it but only if they give credit the way you

request (CC Org).

"You allow others to distribute derivative works only under a license identical

to the license that governs your work (CC Org).


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"You let others copy, distribute, display, and perform your work and

derivative works based upon it but for noncommercial purposes only (CC Org).

"You let others copy, distribute, display, and perform only verbatim copies of

your work, not derivative works based upon it (CC Org).

The following websites provide a number of Creative Commons licensed images or search

engines to help you locate images that are available for reuse:

Google Image advanced search- This search engine allows you to search for images

that are licensed for reuse.

Image Links from Creative Commons This website provides numerous links to the

Creative Commons licensed databases of images.Flickr Advanced Search This photo sharing website allows you to select a search

for Creative Commons licensed images and videos.

Wikimedia Commons - This website provides a number of public domain images.

NASA Image Archive - NASA has a number of non-copyrighted government images

related to space flight, astronomy, and aeronautics.

US Government This link will lead you to public domain photos and images

created by the United States government.

Open Clip Art- This website provides an archive of free-to-use clipart.

When you locate an image that you would like to use on your portfolio, check the license

to find out how to attribute the image and how you are allowed to use the image,

whether it can be a derivative work or a verbatim copy of the work.


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Production Instructions: Guidelines will be presented in a descriptive bullet list and will

include a screenshot of the blog feed and words.


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THE ENTRY: GUIDELINES FOR PUBLISHING AN ENTRY

Maintaining a high level of professionalism is key to the success of the Professional Writing

Minor Programs implementation of our portfolio hub. To ensure that you are maintaining

consistent and professional publishing standards, the following guidelines are provided:

Use [Convert Line Breaks] when pasting any text from a Word document.

Include an image at the head of every entry to create an attractive entry

feed on the main portfolio website. The image should have high pixel

resolution of at least 500 pixel width; when you upload the image, it should

be centered on the page and the width should be set to 500-pixels.


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Only one paragraph of text should be pasted into the [Body] of the entry.This introductory paragraph should be polished and appealing.

The rest of your entry should be pasted into the [Extended] entry field where

you can also add an assortment of images and videos.

Avoid adding videos to the [Body] entry field. Videos will significantly slow

down the blog feed.

After entering the text, use the [Rich Text Editor] to activate the Zemanta

plugin. This will give you an opportunity to create links to outside sources

and add tags to your entry, thereby, establishing search engine optimization.

Once you have published your entry, view it and socially bookmark the entry

to increase web visibility and traffic.

Thank you very much for following the guidelines!


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INTERVENTION #5: ONLINE SURVEY CHECKLIST FOR

PUBLISHING AN ENTRY

Description

This online resource will provide feedback and support in the form of an online survey

checklist for publishing.

It will address the needs of the individual performer and assist learners at thefeeling

humblestage, learners who know that there is a lot to know and who will find the

resource invaluable. It can also help learners at the newbieandfeeling arrogantstage as

well.

Rationale

The rationale for including this intervention was to provide immediate support to students

by providing them with an online support system when publishing.



Include an appealing Creative Commons licensed image 100% of the time


[Body] field set at 500 pixel width in order to fit the container space or

size of entry field 100% of the time and provide consistency of

expression


Publish entry summaries or introductions in the [Body] field 100% of the

time


Provide search engine optimization 100% of the time

Material provided consists of a web entry.


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Production Instructions: This intervention will take the form of an embedded online

survey using Poll Daddy survey maker.

THE ENTRY: ONLINE SURVEY CHECKLIST FOR PUBLISHING AN ENTRY

Complete the following survey every time you publish a new blog entry on your

portfolio.

Title of your entry __________________________________

Author_______________________________________________

Did you select [Convert Line Breaks] Yes or No

Did you add an image?

Was your image centered and set to 500-pixel width?

Did you provide attribution?

Did you paste the first paragraph of the entry into the [Body] field?

Did you paste the remainder of the entry into the [Extended] entry field?

Did you switch back to [Rich Text Editor]?

Did you select [Links] and [Tags] to optimize SEO?

Did you socially bookmark your published entry?

Submit


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APPENDIX A: EVALUATIONS


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SAMPLE SATISFACTION SURVEY (KIRKPATRICK LEVEL 1)

(Adapted from Carliner, 2003)

Please provide feedback to the following questions:

1. How would you rate this activity 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 trainingcourse?

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 ofclass 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?_____________________________________________________________________


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SAMPLE CRITERION-REFERENCED ASSESSMENT (KIRKPATRICK LEVEL 2)

Performers will be evaluated through observation. The course instructor of English 396 willask a representative sample of students that include novice, average and expert performers

to create a new entry. The instructor will record observations in a chart.

Main Task: Within a span of 30 minutes, create a new entry for your portfolio. Observer

will circle if the behavior is present.

Composes on word (not necessary but common) Present

Opens dashboard Present

Creates new entry Present

Composes a title for entry Present

Selects [convert line breaks] format Present

Finds a creative commons image Present

Uploads image first, 500 px, centered [body] Present

Provides attribution Present

Locates 1st paragraph of text in [body] field Present

Locates remainder of text in [extended] field Present

Selects suggested links Present

Selects suggested tags Present

Saves entry PresentRefreshes website Present

Score /130


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SAMPLE OF A LEVEL THREE EVALUATION (KIRKPATRICK LEVEL 3)

Twelve weeks after training, in order to evaluate whether performers are publishing entries

according to the programs standards, 10 direct observations of the most recent web

entries will be evaluated. Google analytics will also be used to gather web metric data on

published entries.

Entry

#1

Entry

#2

Entry

#3

Entry

#4

Entry

#5

Entry

#6

Entry

#7

Entr

y

#8

Entr

y

#9

Entr

y

#10

Selected

[convert line

breaks] format

Yes

or

No

Yes

or

No

Yes

or

No

Yes

or

No

Yes

or

No

Yes

or

No

Yes

or

No

Yes

or

No

Yes

or

No

Yes

or

NoUsed a

creative

commons

image

Yes

or

No

Yes

or

No

Yes

or

No

Yes

or

No

Yes

or

No

Yes

or

No

Yes

or

No

Yes

or

No

Yes

or

No

Yes

or

No

Image 500 px,

centered,

[body] field

Yes

or

No

Yes

or

No

Yes

or

No

Yes

or

No

Yes

or

No

Yes

or

No

Yes

or

No

Yes

or

No

Yes

or

No

Yes

or

No

Provided

attribution

Yes

or

No

Yes

or

No

Yes

or

No

Yes

or

No

Yes

or

No

Yes

or

No

Yes

or

No

Yes

or

No

Yes

or

No

Yes

or

NoIncluded no

more than 1

paragraph in

[body] field

Yes

or

No

Yes

or

No

Yes

or

No

Yes

or

No

Yes

or

No

Yes

or

No

Yes

or

No

Yes

or

No

Yes

or

No

Yes

or

No

Located bulk

of entry in

[extended]

field

Yes

or

No

Yes

or

No

Yes

or

No

Yes

or

No

Yes

or

No

Yes

or

No

Yes

or

No

Yes

or

No

Yes

or

No

Yes

or

No

Provided links Yes

or

No

Yes

or

No

Yes

or

No

Yes

or

No

Yes

or

No

Yes

or

No

Yes

or

No

Yes

or

No

Yes

or

No

Yes

or

No

Provided tags-

search terms

(found in tag

cloud)

Yes

or

No

Yes

or

No

Yes

or

No

Yes

or

No

Yes

or

No

Yes

or

No

Yes

or

No

Yes

or

No

Yes

or

No

Yes

or

No


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Score

Yes = 10 pts

No = 0 pts

/90

Google analytics will also be used to collect web metrics, which measure the success of

individual web entries, in terms of readership, to identify entries that are tagged and linked

effectively.

Top ten entries over the last month

Title of entry Number of

visitors

Engagement (average # of

seconds spent on page or entry)

#1#2

#3

#4

#5

#6

#7

#8

#9

#10


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SAMPLE OF A LEVEL THREE EVALUATION (KIRKPATRICK LEVEL 3)

After a twenty-four week period, a brief survey will be given to students to check for their

understanding of the publishing procedure six months done the line. After this, a repeat of

observations can be taken of the most recent published entries. Finally, Google Analytics

will be used to gather web-publishing metrics.

Student survey of students understanding of the publishing procedure:

Provide an effective title Circle Yes or No

Select [convert line breaks] format Circle Yes or No

Use creative commons licensed image Circle Yes or No

Size and center images at 500 px Circle Yes or No

Provide attribution or cite your sources Circle Yes or No

Locate 1st paragraph of text in [body] field Circle Yes or No

Locate remainder of text in [extended] field Circle Yes or No

Select suggested links Circle Yes or No

Select suggested tags Circle Yes or No

Score /90


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In order to evaluate whether performers are publishing entries according to the programs

standards, ten direct observations of the most recent web entries will be evaluated.

Entry

#1

Entry

#2

Entry

#3

Entry

#4

Entry

#5

Entry

#6

Entry

#7

Entr

y

#8

Entr

y

#9

Entr

y

#10

Selected

[convert line

breaks] format

Yes

or

No

Yes

or

No

Yes

or

No

Yes

or

No

Yes

or

No

Yes

or

No

Yes

or

No

Yes

or

No

Yes

or

No

Yes

or

No

Used a

creative

commons

image

Yes

or

No

Yes

or

No

Yes

or

No

Yes

or

No

Yes

or

No

Yes

or

No

Yes

or

No

Yes

or

No

Yes

or

No

Yes

or

No

Image 500 px,

centered,

[body] field

Yes

or

No

Yes

or

No

Yes

or

No

Yes

or

No

Yes

or

No

Yes

or

No

Yes

or

No

Yes

or

No

Yes

or

No

Yes

or

No

Provided

attribution

Yes

or

No

Yes

or

No

Yes

or

No

Yes

or

No

Yes

or

No

Yes

or

No

Yes

or

No

Yes

or

No

Yes

or

No

Yes

or

No

Included no

more than 1

paragraph in

[body] field

Yes

or

No

Yes

or

No

Yes

or

No

Yes

or

No

Yes

or

No

Yes

or

No

Yes

or

No

Yes

or

No

Yes

or

No

Yes

or

No

Located bulk

of entry in

[extended]

field

Yes

or

No

Yes

or

No

Yes

or

No

Yes

or

No

Yes

or

No

Yes

or

No

Yes

or

No

Yes

or

No

Yes

or

No

Yes

or

No

Provided links Yes

or

No

Yes

or

No

Yes

or

No

Yes

or

No

Yes

or

No

Yes

or

No

Yes

or

No

Yes

or

No

Yes

or

No

Yes

or

No

Provided tags-

search terms

(found in tag

cloud)

Yes

or

No

Yes

or

No

Yes

or

No

Yes

or

No

Yes

or

No

Yes

or

No

Yes

or

No

Yes

or

No

Yes

or

No

Yes

or

No

Score

Yes = 10 pts

No = 0 pts

/90


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Google analytics will also be used to collect web metrics, which measure the success of

individual web entries, in terms of readership, to identify entries that are tagged and linked

effectively.

Top ten entries over the last month

Title of entry Number of

visitors

Engagement (average # of

seconds spent on page or entry)

#1

#2

#3

#4

#5#6

#7

#8

#9

#10

References

Carliner S. (2003) Training Design Basics. Baltimore, MD: ASTD press.

Gilbert Model (1996) adapted by Stolovitch, Harold D. & Keeps, Erica J. (2004) Training

AintPerformance. Baltimore, Md: ASTD press.


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APPENDIX B: FORMATIVE EVALUATIONS

A formative evaluation plan for Performance Intervention: Online Publishing with MovableType 5.10 will take place in a series of stages to determine the effectiveness of the

course in terms of its being accurate, understandable, and functional as described by

Carliner (2003): Technical review Pilot test Editorial review


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TECHNICAL REVIEW

Technical Review Participants:

EL Instructional design expert with a specialization implementing Movable Type MK Movable Type expert SK Educational technology expert at the university level

Procedure:

Date Action Materials

First Contact September 17, 2012 Email

Affirm participation September 24, 2012 Email

Reminder November 17, 2012 Email

Delivery November 28, 2012 Email with

attachment

Draft 1:

Instructionalmaterials, learners

handout and

storyboards for

web entries

Return date November 29, 2012 Email with

attachment


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DRAFT EMAIL #1

To: EL, MK, or BK

From: Jeanette NovakovichDate: 17 September 2012

Subject: Portfolio-Remix Performance Intervention

Hello,

[Congratulations on your recent nuptials. I hope that you had an enjoyable

honeymoon. I would like to thank you again for the work that you managed to

complete for me during your exciting summer.] (Vary with recipient)

This winter, I am completing a performance intervention for students using Movable

Type software. I am writing to request a review of the performance intervention

materials for the program. Coming from one of the few Movable Type experts, your

feedback will provide an invaluable insight into the accuracy of the project.

The review will take two forms:

An evaluation of the effectiveness and accuracy of the technical content A walk-through of the training material

The review materials will be sent out electronically in eight weeks, during the first

week of November 2012. The review shouldnt take more than a few hours to

complete. The scheduled review will take place between the following dates:

November 28- Reviewer receives review materials electronically

November 29- Reviewer returns reviews electronically

Thank you for your consideration.

Kindest regards,

Jeanette Novakovich

Assistant Professor, English Department

Concordia University, Montreal QC


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DRAFT EMAIL #2

To: EL, MK, BKFrom: Jeanette Novakovich

Date: 24 September 2012

Subject: Performance Intervention for Online Publishing with Movable Type 5.10

Hello,

Thank you for agreeing to review the performance intervention materials that I am

developing for the Professional Writing Minor Program at Concordia University. As

one of the few Movable Type experts, your willingness to provide detailed feedbackis truly appreciated.

The review will take the form of an evaluation of the effectiveness of the content

in terms of its accuracy, understandability, and the functionality of the materials. A

feedback form will be provided.

The review materials will be sent out electronically in six weeks, during the last

week of November 2012. The review shouldnt take more than a few hours to

complete.

Please review the schedule:


November 29- Reviewer returns feedback electronically

Please find attached an I-Tunes gift certificate as a gesture of goodwill and

appreciation for your anticipated timely feedback.

Kind regards,

Jeanette Novakovich




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DRAFT EMAIL #3

To: EL, MK, BK

From: Jeanette Novakovich

Date: 17 November 2012


Hello,

Thank you for agreeing to review the performance intervention materials for our

program here at Concordia.

The review materials will be sent out electronically in five days, during the first

week of November 2012:


November 6- Reviewer returns feedback electronically

I look forward to receiving your feedback.

Kindest regards,

Jeanette Novakovich




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DRAFT #4

To: EL, MK, BK

From: Jeanette NovakovichDate: 28 November 2012


Hello,

Thank you for agreeing to review the performance intervention materials for our

online publishing program.

Please find the following items attached for the technical review: Instructors Manual Learners Handout Storyboards for web entries

The overall objective of this review is to note any inaccuracies of content in terms

of correctness, currency and completeness. In addition, the material can be reviews

for accessibility issues for learners. The learners can be assumed to have no more

than basic training using Movable Type software. And finally, please note any

aspects of the materials that are not currently functional.

Please feel free to make comments and corrections on the electronic drafts and

be sure to complete the feedback form. I look forward to receiving your feedback

on Tuesday, November 29th.

Kindest regards,

Jeanette Novakovich

Assistant Professor, English DepartmentConcordia University, Montreal QC


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BLANK FEEDBACK FORM

In addition to making comments directly on course material, please complete the following

feedback form.

Storyboards for

web entries, note

slide #.

Instructors manual

When providing

feedback, note

section and page

#.

Learners Material

When providing

feedback, note

section and page

#.

Information

complete? If not,

note missing

information.

Is the informationAccurate? Note

inaccuracies.

Is information

current? Note

missing updates.

Is Information

Understandable to

a lay audience?

Note any issues

or confusion.Is information

functional? Note

any places where

the material did

not link or

operate according

to basic web

standards.

Any additional

comments.


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REVISION OF INTERVENTIONS BASED ON PILOT TEST

Category A: Showstopper

Category B: Must change

Category C: Nice to change


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EDITORIAL REVIEW

DRAFT #1

To:

From: Jeanette Novakovich

Date: 1 October 2012

Subject: Editorial review for Portfolio-Remix Performance Intervention

Hello,

Congratulations on your recent and well-deserved promotion. As we discussed last

week, I am writing to formally request an editorial review of the training materials

for Portfolio-Remix Performance Intervention. I appreciate your having expressed

your willingness to participate in the final review process.

The review materials and style sheet will be sent out electronically in ten weeks,

during the second week of December 2012. The review shouldnt take more than a

few hours to complete and will take place between the following dates:

December 12- Reviewer receives review materials electronically

December 13- Reviewer returns reviews electronically

I look forward to receiving your keen feedback. Please identify any errors in

grammar, style, spelling and layout. As we agreed, you will be sending me the

materials to review your latest in-the-works project.

Thank you for your consideration.

Kindest regards,

Jeanette Novakovich




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DRAFT #2

To:

From: Jeanette NovakovichDate: 7 December 2012


Hello,

Thank you for agreeing to review the training materials for Portfolio-Remix

Performance Intervention.

The review materials will be sent out electronically in five days, during the secondweek of December:

December 12- Reviewer receives review materials electronically

December 13- Reviewer returns feedback electronically

I look forward to receiving your feedback.

Kindest regards,

Jeanette NovakovichAssistant Professor, English Department



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DRAFT #3

To:

From: Jeanette NovakovichDate: 12 December 2012


Hello,

Thank you for agreeing to review the training materials for Portfolio-Remix

Performance Intervention. Please find the following items attached for the editorial

review: Instructors manual Learners handout Storyboard for web entries Stylesheet

The overall objective of this review is to note any grammar, style, spelling or layout

errors. Please feel free to make comments and corrections on the electronic drafts.

I look forward to receiving your feedback on Tuesday, December 13 th.

Kindest regards,

Jeanette Novakovich




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PERFORMANCE INTERVENTION STYLESHEET

Canadian English

Style Guides:

The Canadian Style: A Guide to Writing and Editing (1997). Dundurn Press,Public Works, Government Services Canada.

Canadian Oxford Dictionary. Online reference:http://www.oupcanada.com/reference_trade/canadian_oxford_dictionaries/dicti

onary_online.html

Preferred Web Entry Layout:

Introductory and close-out slides standard PPT heading and bullet listsummary.

Content or unit slides: Assertion-evidence style that includes an assertion inthe header followed by visual evidence. Furthermore, each unit includes an

introduction to the troubleshooting area, provides a tip to solve or prevent

the problem, and concludes by explaining the best practice.

Clean crisp slide layout. Warm beige background, crisp modern black font, and white background for

text.

Delicious font for heading: size 28pt Delicious font for text: size 16.5pt Red spot color in visuals

Course Materials:

Euphemia UCAS font for headings: size 14 pt +

Euphemia UCAS font for text: size 12 pt Maroon red spot color Preferred active voice Technical jargon defined in text boxes


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REFERENCES

The Canadian Style: A Guide to Writing and Editing (1997). Dundurn Press,Public

Works, Government Services Canada.

Canadian Oxford Dictionary. Online reference:

http://www.oupcanada.com/reference_trade/canadian_oxford_dictionaries/dictionary_

online.html

Carliner S. (2003). Training Design Basics, Baltimore, MD: ASTD Press.

Note: Some text adapted from Carliner, 2003.

Novakovich March 29-2012

Documents

Transcript of Novakovich March 29-2012