SP

Internet Research Activities and Course Structure

  • Overall approach: Internet research activities are distributed across different modules; recommended strategy is to tackle one activity per week. This keeps work manageable and avoids a cram session.
  • Tasks involved: watching short videos and completing small tests; these are described as simple, not high-stakes exams, and typically consist of a few questions per activity.
  • Emphasis on gradual progress: completing each little activity helps progress through the course without overwhelming the student.

Word/Excel/PowerPoint Training vs Computer Content Training

  • Distinction made between training for Word/Excel/PowerPoint and training for computer concepts content.
  • Word training perspective: described as having its own flow; the instructor indicates Word training will look different from the computer content modules.
  • Computer content training: described as a different track with its own modules and assessments.
  • Course outline notes: Word training is highlighted as something you can start early if you have time; it’s suggested to get it out of the way to reduce workload later.

Course Outline and Key Deadlines

  • Core deadline: by September\ 30, the computer concept modules 4 and 6 should be completed, with emphasis on having the exam completed by that date.
  • Exam sequencing: initial guidance recommends completing training first, then the simulation, and finally the exam.
  • Grading visibility: grades can be checked in the Grades area; a percentile display is shown, with 100\% indicating full completion; a negative/ minus symbol indicates a unit not yet completed.
  • Hour of Code: the instructor notes that the hour of code has been graded already.
  • Academic integrity: all students should have completed the academic integrity requirement; links may be removed to streamline navigation.
  • Platform navigation: the instructor demonstrates moving between the training unit, tasks, and the Canvas/Grades view; the system tracks progress across units.

Training, Simulation, and Exam Workflow

  • Suggested workflow: training first (25 questions in a module example), then simulation, then exam.
  • Simulation context: a practical office task scenario is used to simulate real-world work—editing a poster in Word that’s stored on OneDrive, coordinating with a contact person, and delivering a PDF to the printer.
  • Progress saving: the training system saves your current place, so you can resume later from where you left off.
  • Workflows shown: you start a unit, answer questions, and navigate back to fix incorrect responses before submitting the unit.
  • Platform caveats: some students report issues with password access or navigation; troubleshooting involves checking browser compatibility and switching browsers (Chrome/Firefox recommended over Safari in some cases).

Office Scenarios: Poster Editing and File Handling (Simulation Walk-through)

  • Scenario: You work as an office assistant coordinating a fundraising event poster update.
  • OS choice for the task: Windows 10 is selected as the operating system.
  • File access path: a Word document stored on OneDrive in a folder named “Add Water Events.”
  • File operations: locate the poster, move the file to the Desktop for easier editing, and ensure others cannot modify your version (use of local editing and version control).
  • File format and printing: once changes are made, save the final poster as a PDF to prevent accidental changes to formatting or content; the printing company requires a PDF.
  • Final delivery: send the final PDF back to the sponsor (e.g., “Liam” or “Leo” depending on the contact) with an update that the poster is ready for printing.
  • Key decision points: which software to use (Edge vs File Explorer), which file path to use, and how to protect the final version from unwanted edits.
  • Note on browser/tool access: some students encounter issues with browser compatibility (Safari vs Chrome) and may need to install or switch to Chrome for better video/text access.

Password Troubleshooting and Access Issues (Module 4 and 6)

  • Password change process: instructor adjusts or creates module passwords to control access during the simulation.
  • Example password details: attempts to harmonize password naming across modules; patient note that the password must be entered with exact capitalization (e.g., "Test4Mod" with specific capitals).
  • Common issues: users report not progressing due to password parsing or case sensitivity; some students see difference between internal portal views and Canvas views.
  • Troubleshooting steps:
    • Double-check password text: capitalization matters; the instructor demonstrates a format like \text{Test4Mod} (capital T, lowercase e s t, etc.).
    • Change within the module to be consistent across related modules (e.g., module 4 and module 6).
    • If problems persist, the instructor requests screenshots to submit to technical support and notes the possibility of extending deadlines (e.g., from September\ 30 to October\ 30) to accommodate issues.
  • Deadlines flexibility: due date extensions may be offered to avoid penalizing students due to technical issues.

Copilot, Computer Transfer Project, and Deliverables

  • Computer Transfer Project overview: due by the end of the semester (for the Tuesday class) with a target deadline of January\ 6.
  • Deliverables: a Word document and a PowerPoint presentation. The topic should be technology-related and approved by the instructor if not on the provided list.
  • Copilot usage workflow:
    • Step 1: Topic selection from a list (or instructor approval if not listed).
    • Step 2: Use Copilot to gather information about the topic; refine queries, ask follow-up questions, and critically evaluate information.
    • Step 3: Create a PowerPoint presentation (~10 slides) including an introduction, overview, advantages, disadvantages, conclusion, and citations; include multimedia and at least one video.
    • Step 4: Create a Word document with a concise three-paragraph summary reflecting the core ideas and insights; create an assessment in the Word document: four multiple-choice questions and two fill-in-the-blank items focusing on terminology and details; include a brief reflection on Copilot usage (not the full transcript).
    • Step 5: Submissions: two files total—the PowerPoint presentation and the Word document containing the summary, questions, and reflection.
  • Topics suggested: cybersecurity, cryptocurrency, 3D printing, Internet of Things, blockchain, cryptography, AI, cloud computing, data science, etc.; the appendix provides suggested links and structure for Copilot usage.
  • Academic integrity and Turnitin: before submitting, the instructor may review the submission with Turnitin to check for plagiarism; ensure your work is original and properly cited.
  • Tips for Copilot: copy Copilot-generated content into Word, edit to fit your plan, and adapt to your topic; use Copilot to generate ideas (pro/con lists, pros/cons, outlines) but curate to fit your argument.

Power Searching with Google Tutorials and Learning Activities (Module 1)

  • Purpose: teach robust internet searching skills, proper APA/MLA research practices, and efficient information retrieval.
  • Module layout: Internet Research Module 1 (Power Searching with Google) with multiple sub-lessons (1.1, 1.2, 1.3, etc.) and associated tests.
  • Content flow:
    • 1.1 Google search basics: short videos (about ~5 minutes) followed by a quiz (multiple attempts allowed; the instructor increases attempts to five).
    • 1.2 Understanding search results pages (SERP) and knowledge pages; additional videos and tests.
    • 1.3 Data range limiting and more videos; continuing tests.
  • Practical activities: after watching, you complete a class activity in Word (lesson activity 1.1, 1.2, 1.3) and save all sections into one Word document (lesson activity compilation).
  • Image search skills: practice using Google Images with filters (color, size, type) and category boxes (e.g., coconut, gluten-free) to refine results; capture screenshots of search results and recipe pages for use in exams or assignments.
  • File organization and submission: save the completed activities in a single Word document (e.g., lessons 1.1–1.3 combined) and prepare for submission.
  • Additional resources: Google Scholar access for citations; Google Lens for enhanced search; Turnitin checks may apply to final submissions.
  • Final exam relevance: the knowledge gained in these modules feeds into final exam questions and practical searching tasks (e.g., generating a credible set of 50 hits rather than a million).

Efficiency, Best Practices, and Real-World Relevance

  • Weekly pace and chunking: approach modules one by one, ideally on weekends or when time allows, to avoid overload.
  • Technology access tips: ensure Chrome or Firefox is available for optimal video and text access; note that some students may need to install or switch browsers due to compatibility issues with Safari or older hardware.
  • Real-world relevance: skills taught include robust digital research, proper citation, version control (saving PDFs to prevent edits), cloud-based collaboration (OneDrive), and the humane pace of workload management in a classroom setting.
  • Ethical and practical implications:
    • Emphasis on academic integrity and proper attribution (Turnitin checks, APA/MLA formatting).
    • Critical evaluation of Copilot outputs to avoid hallucinations and ensure accuracy.
    • Use of PDFs to preserve content integrity in printing workflows.
  • Key reminders and caveats:
    • If a student experiences persistent system or password issues, screenshots should be provided to instructors for technical support.
    • Deadlines may be extended if widespread technical issues occur to prevent undue penalties.
    • The course encourages innovation and personal interest within technology topics, while maintaining alignment with course objectives.

Quick Reference: Key Terms and Tools

  • OneDrive: cloud storage used for sharing and editing posters and other documents.
  • Copilot: AI-assisted research tool integrated into the internal portal for topic development, query refinement, and content generation.
  • Canvas: learning management system used for course navigation and grade tracking.
  • TERL/Terol Portal (internal portal): platform hosting Word, Excel, PowerPoint, Copilot access, and course content.
  • Turnitin: plagiarism detection tool used to ensure originality of submissions.
  • SERP: search engine results page, the list of results returned by a query.
  • Knowledge Page: a structured information page returned by search engines beyond raw SERP results.
  • PDF: portable document format used for final poster distribution to prevent accidental edits.
  • Academic Integrity: principle guiding honest research practices and proper citation.

Practical Tips for Exam and Project Readiness

  • Start early with the Word/Excel/PowerPoint trainings to build familiarity with the tools before tackling the book portions and hands-on projects.
  • Use the recommended browser (Chrome or Firefox) to ensure video playback and access to Copilot features are smooth.
  • If you encounter password or navigation issues, document them with screenshots and request assistance; deadlines may be adjusted to accommodate troubleshooting.
  • For the Computer Transfer Project, ensure you complete both the PowerPoint and Word documents, with 10 slides for the PPT and a concise Word summary, followed by the required assessment questions and a brief Copilot reflection.
  • Regularly check the Grades area for progress indicators (percent completed) and strive for 100\% on each unit before attempting the final exam.