ET1 Activities



ET1 Information and Communication Technology Activities



"Do not confine your children to your own learning for they were born in another time." 
- Hebrew Proverb
 









To assist in understanding the concepts and research presented in this module, and assess your understanding, various activities of increasing demand and complexity are provided.

Level 1 (Quiz Activity)
Level 2  (Completion Activity)
Level 3  (Learning Activity)
Level 4 (Advanced Activity)
Level 5 (Research Activity)
Level 6 (RHD Activity)












Level 1 (Quiz Activity)



Information and Communication Technology Quiz


You should study in detail the Information and Communication Technologies module before completing the quiz.


Outstanding Very High High Satisfactory Close Fail Fail Abject Fail
 5.00 - 4.25 4.24 -3.75 3.74 - 3.25 3.24 - 2.50  2.49 - 2.25 2.24 - 1.25         1.24 - 0.00
 100% - 85%         84% - 75% 74% - 65% 64% - 50% 49% - 45% 44% - 25% 24% - 0%

85% of questions answered correctly.

75% of questions answered correctly.
 
65% of questions answered correctly.

50% of questions answered correctly.

45% of questions answered correctly. 

25% of questions answered correctly.

<25% of questions answered correctly. 

To complete your quiz go to the Learning@Griffith course website and the select ET1 Quiz.

You may only attempt a quiz once and the first six quizzes will be used to determine their contribution to your Log of Learning Activities. 



Level 2 (Completion Activity)



Digital Presentation


Create a short (minimum 5 slides) slidecast (using Slideshare or Sliderocket, with synchronised audio) or a zooming (Prezi) presentation (minimum 5 steps) on a topic of your choice that achieves the following:
  1. is online and public;
  2. includes text;
  3. includes images;
  4. includes an embedded video; and
  5. includes syncronised audio or automated pathway.

Outstanding Very High High Satisfactory Close Fail Fail Abject Fail
 5.00 - 4.25 4.24 -3.75 3.74 - 3.25 3.24 - 2.50  2.49 - 2.25 2.24 - 1.25         1.24 - 0.00
 100% - 85%         84% - 75% 74% - 65% 64% - 50% 49% - 45% 44% - 25% 24% - 0%

All five elements evidenced.

Four elements evidenced.
 
Three elements evidenced.

Two elements evidenced. 

One element evidenced. 

A partial element evidenced.

No element evidenced. 

To submit your completion activity, choose one of the Level 2 Completion Activity tasks on Learning@Griffith, place a link to your digital presentation into the comment section when submitting your assignment. Remember to ensure that you have made your presentation public.



Level 3 (Learning Activity)



Digital Portfolio Template


Create an eportfolio shell (equivalent to 700 words) in Google Sites that demonstrate your mastery of a range of ICT’s and your ability to use help files and tutorials. This portfolio can be used for further courses in which you may be required to present your achievements in a digital portfolio, for job applications, or teacher annual performance reviews. You do NOT need to include in your portfolio examples of your work, only to create a shell that could be developed for this purpose. The focus of this learning activity is to show you can learn new ICT skills, and demonstrate your capacity to integrate a range of ICT's into a coherent whole for a specific purpose.

  • Create a website in Google SItes;

  • Personalise your site to make it distinct (changing colours, fonts, etc.) to produce a cohesive theme to your site. While you can start with a template you should modify this if you do;

  • On this site have at least three pages including an introductory page that has navigation tools (see below) and information about/introducing yourself and your eportfolio (New Page > Template > Web Page);

  • On the first page, include a listing that shows your other pages (Insert > Sub-pages);

  • Define headings and subheadings on your pages (Format);

  • On each page, include a ‘table of contents’ that shows your headings and subheadings (Insert Table of contents);

  • Include links to other websites via textual hyperlinks (Insert > Link);

  • Include at least one image that you have permission to use (e.g. is found using an advanced Google image search with usage rights set to 'free to use or share' or has a Creative Commons share alike attribution) and acknowledge this with the name of the creator and link to the source of the image (Insert > Image);

  • Include a link to another website via an image hyperlink when clicking on the image (Insert > Link);

  • Upload a file (e.g. a PDF document) that can be accessed from your portfolio (New Page > Template > File Cabinet);

  • Create a short video introducing yourself, edit it, make it public, upload it to youtube, and embed this on your site (Insert > Video > Youtube); (no more than 1 minute long)

  • Create an introductory form (using Google Forms) asking visitors at least three questions and embed this in your portfolio (Insert > Spreadsheet Form);

  • Create a calendar with at least 3 events and embed this on your site (Insert > Calendar);

  • Create a document in Google Docs and embed this on your site (Insert > Document);

  • Create a short Presentation (PPT/Keynote uploaded to Slideshare, Google Slides, Slide Rocket, or Prezi) and embed this on your site (Insert > Presentation or embedding HTML);

  • Modify or create an image that reflects your interests in educational technologies, can be used as a banner on top of your site, and place this on your site (Insert > Image);

  • Create a blog (in blogger or other blog service), write at least three posts, and embed an RSS stream from your blog into your site (Recent Posts); 

  • Set website permissions to ensure that it is publiclly accessible; and

  • For one of your pages, change the page permissions so that only you can access this page (Sharing and Permissions). Place an obvious link to this private page on a public section of your site.


You should aim to interpret what can be accomplished in each of the above task elements by examining the Google Sites help files, youtube and online tutorials; analysing what can be done with each element to support a digital portfolio; and presenting a website as a professional digital portfolio. A satisfactory standard can be achieved by effective inclusion of at least half of the detailed elements into your digital portfolio shell, however High, Very High and Outstanding standards will not be achieved by just including more elements, at these standards you will need to show insight into the effective use, an integration of ICT elements to form a portfolio greater than its parts,  and effective presentation of your digital portfolio. At these levels you would be expected to derive further understanding from the module text, examples, and further reading into the concept of digital portfolios and educational technologies in general. You do not however need to include additional elements beyond that indicated.

Your digital portfolio shell will be assessed against the following criteria: 

 Outstanding Very High High Satisfactory Close Fail Fail Abject Fail
 15 - 12.75 12.74 -11.25 11.24 - 9.75 9.74 - 7.50  7.49 - 6.75 6.74 - 3.75         3.74 - 0.00
 100% - 85%         84% - 75% 74% - 65% 64% - 50% 49% - 45% 44% - 25% 24% - 0%
Interpretive and analytical ability in completing all ICT tasks at an exceptionally high standard.Interpretive and analytical ability in completing almost all ICT tasks at a very high standard.Interpretive and analytical ability in completing most ICT tasks at a good standard. Interpretive and analytical ability in completing most ICT tasks at a satisfactory standard.  Interpretive and analytical ability in completing most ICT tasks at unsatisfactory quality but close to a satisfactory standard.Interpretive and analytical ability in completing some ICT tasks even at aunsatisfactory standard.Interpretive and analytical ability in completing few ICT tasks and at a significantly unsatisfactory standard.
Interpretive and analytical ability in integrating ICT task in meaningful ways  at an exceptionally high standard.

Interpretive and analytical ability in integrating ICT  tasks in meaningful ways  at a very high standard.Interpretive and analytical ability in integrating ICT tasks in meaningful ways  at good standard.Interpretive and analytical ability in integrating ICT tasks in meaningful ways  at a satisfactory standard.  Interpretive and analytical ability in integrating ICT tasks in meaningful ways  at unsatisfactory quality but close to a satisfactory standard.Interpretive and analytical ability in integrating ICT  tasks in meaningful ways  at unsatisfactory standard.Interpretive and analytical ability in cintegrating ICT tasks in meaningful ways  at a significantly unsatisfactory standard.
Articulation and presentation of a portfolio at exceptionally high quality.Articulation and presentation of a portfolio at very high quality.Articulation and presentation of a portfolio of good quality. Articulation and presentation of a portfolio of standard quality.Articulation and presentation of portfolio of unsatisfactory quality but close to a satisfactory standard.Articulation and presentation of portfolio of unsatisfactory quality.Articulation and presentation of portfolio of significantly unsatisfactory quality.


To submit your learning activity, choose one of the Level 3 Learning Activity tasks on Learning@Griffith, place a link to your digital portfolio into the comment section when submitting your assignment. Remember to ensure that you have made your website public.



Level 4 (Advanced Activity)



Digital Book


Create an interactive digital book (equivalent to 1100 words) on some aspect of this course and make it available online (such as a shared file in a dropbox account). This can be created as an iBook (using iBook Author) or as an ePub using tools such as Calibre or Sigl. All images and other media used must not be copyright restricted and acknowledgements and references included. Your digital book can also be published but this process can take time and should not be relied upon for assessment.


 Outstanding Very High High Satisfactory Close Fail Fail Abject Fail
 15 - 12.75 12.74 -11.25 11.24 - 9.75 9.74 - 7.50  7.49 - 6.75 6.74 - 3.75         3.74 - 0.00
 100% - 85%         84% - 75% 74% - 65% 64% - 50% 49% - 45% 44% - 25% 24% - 0%
Interpretive and analytical ability in analysing ICT technologies at an exceptionally high standard.Interpretive and analytical ability in analysing ICT technologies at a very high standard.Interpretive and analytical ability in analysing ICT technologies at a good standard. Interpretive and analytical ability in analysing ICT technologies at a satisfactory standard.  Interpretive and analytical ability in analysing ICT technologies at unsatisfactory quality but close to a satisfactory standard.Interpretive and analytical ability in analysing ICT technologies at unsatisfactory standard.Interpretive and analytical ability inanalysing ICT technologies at a significantly unsatisfactory standard.
Interpretive and analytical ability in integrating ICT  in meaningful ways  at an exceptionally high standard.
Interpretive and analytical ability in integrating ICT  in meaningful ways  at a very high standard.Interpretive and analytical ability in integrating ICT into the curriculum in meaningful ways  at a good standard.Interpretive and analytical ability in integrating ICT in meaningful ways  at a satisfactory standard.  Interpretive and analytical ability in integrating ICT in meaningful ways  at unsatisfactory quality but close to a satisfactory standard.Interpretive and analytical ability in integrating ICT  in meaningful ways  at unsatisfactory standard.Interpretive and analytical ability in cintegrating ICT in meaningful ways  at a significantly unsatisfactory standard.
Intellectual initiative in integrating ICT for a diversity of students at an exceptionally high standard.Intellectual initiative in integrating ICT for a diversity of students at a very high standard.Intellectual initiative in integrating ICT for a diversity of students at a good standard.Intellectual initiative in integrating ICT for a diversity of students at a satisfactory standard.  Intellectual initiative in integrating ICT for a diversity of students at an unsatisfactory standard but close to a satisfactory standard.Intellectual initiative in integrating ICT for a diversity of students at anunsatisfactory standard.Intellectual initiative in integrating ICT for a diversity of students at a significantly unsatisfactory standard.
Intellectual initiative in using ICT to engage and challenge students at an exceptionally high standard.Intellectual initiative in using ICT to engage and challenge students  at a very high standard.Intellectual initiative in using ICT to engage and challenge students at a good standard.Intellectual initiative in using ICT to engage and challenge students at a satisfactory standard.  Intellectual initiative in using ICT to engage and challenge students at an unsatisfactory standard but close to a satisfactory standard.Intellectual initiative in using ICT to engage and challenge students at an unsatisfactory standard.Intellectual initiative in using ICT to engage and challenge students at a significantly unsatisfactory standard.
Articulation and presentation of a digital book at exceptionally high quality.Articulation and presentation of a digital book at a very high quality.Articulation and presentation of a digital bookof a good quality. Articulation and presentation of a digital book of a standard quality.Articulation and presentation of a digital book of unsatisfactory quality but close to a satisfactory standard.Articulation and presentation of a digital book of unsatisfactory quality.Articulation and presentation of a digital book of significantly unsatisfactory quality.


To submit your Advanced Learning Activity, choose the Level 4 Learning Activity tasks on Learning@Griffith, include a link to your online file in the comment section and submit. Make sure your shared iBook or ePub file is publicly shared.




Level 5 (Research Activity)







Level 6 (RHD Activity)





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