novakovich march 29-2012
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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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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
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
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:
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 and provide consistency of expression
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
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:
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
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.
Performance needs addressed:
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.
Performance needs addressed:
Select [Convert Line Breaks] format 100% of the time
Include an appealing Creative Commons licensed image 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 and provide consistency of
expression
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
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 28- Reviewer receives review materials electronically
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
Assistant Professor, English Department
Concordia University, Montreal QC
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DRAFT EMAIL #3
To: EL, MK, BK
From: Jeanette Novakovich
Date: 17 November 2012
Subject: Portfolio-Remix Performance Intervention
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 4- Reviewer receives review materials electronically
November 6- Reviewer returns feedback electronically
I look forward to receiving your feedback.
Kindest regards,
Jeanette Novakovich
Assistant Professor, English Department
Concordia University, Montreal QC
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DRAFT #4
To: EL, MK, BK
From: Jeanette NovakovichDate: 28 November 2012
Subject: Portfolio-Remix Performance Intervention
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
Assistant Professor, English Department
Concordia University, Montreal QC
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DRAFT #2
To:
From: Jeanette NovakovichDate: 7 December 2012
Subject: Portfolio-Remix Performance Intervention
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
Concordia University, Montreal QC
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DRAFT #3
To:
From: Jeanette NovakovichDate: 12 December 2012
Subject: Portfolio-Remix Performance Intervention
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
Assistant Professor, English Department
Concordia University, Montreal QC
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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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PERFORMANCEINTERVENTION 54
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.