Empowerment Technologies Reader Guide v6, Lecture notes of Technology

Download Empowerment Technologies Reader Guide v6 and more Lecture notes Technology in PDF only on Docsity! Empowerment Technologies Student Reader Department of Education Republic of the Philippines This learning resource was collaboratively developed and reviewed by educators from public and private schools, colleges, and/or universities. We encourage teachers and other education stakeholders to email their feedback, comments and recommendations to the Department of Education at action@deped.gov.ph. We value your feedback and recommendations. All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2017. ii Empowerment Technologies Student Reader First Edition 2016 Republic Act 8293. Section 176 states that: No copyright shall subsist in any work of the Government of the Philippines. However, prior approval of the government agency or office wherein the work is created shall be necessary for exploitation of such work for profit. Such agency or office may, among other things, impose as a condition the payment of royalties. Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names, trademarks, etc.) included in this learning resource are owned by their respective copyright holders. DepEd is represented by the Filipinas Copyright Licensing Society (FILCOLS), Inc. in seeking permission to use these materials from their respective copyright owners. All means have been exhausted in seeking permission to use these materials. The publisher and authors do not represent nor claim ownership over them. Only institutions and companies which have entered an agreement with FILCOLS and only within the agreed framework may copy from this Reader. Those who have not entered in an agreement with FILCOLS must, if they wish to copy, contact the publishers and authors directly. Authors and publishers may email or contact FILCOLS at filcols@gmail.com or (02) 435-5258, respectively. Published by the Department of Education Secretary: Leonor M. Briones, PhD Undersecretary: Dina S. Ocampo, PhD Printed in the Philippines by ____________ Department of Education-Bureau of Learning Resources (DepEd-BLR) Office Address: Ground Floor Bonifacio Building, DepEd Complex Meralco Avenue, Pasig City, Philippines 1600 Telefax: (02) 634-1054 or 634-1072 E-mail Address: blr.lrqad@deped.gov.ph / blr.lrpd@deped.gov.ph Development Team of the Empowerment Technologies Student Reader Joel C. Yuvienco Cover Art Illustrator: JM Quincy D. Gonzales DepEd Management Team Bureau of Curriculum Development Bureau of Learning Resources All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2017. 1 EMPOWERMENT TECHNOLOGIES Student Reader for Senior High School All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2017. 2 2D2C of Social Software by Joel Yuvienco 1 This Student Reader and its corresponding Teacher’s Guide consider the instructional design based on Section 5 of RA 10533: Pedagogical approaches in Curriculum Development. Thus Learning activities are designed to be: inquiry-based, reflective, constructive, collaborative, and integrative. 1 Image Source: https://www.flickr.com/photos/joelogs/469133316 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2017. 3 UNIT 1 A connected world needs more than a network of computers and gadgets. It needs a technology-enabled, confidently mindful, and compassionate digitally aware community of lifelong learners. All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2017. 6 some common digital tools3 How many of the items or icons in the image above are you familiar with? Which ones are you unfamiliar with? Whatever your answer, take a closer look at the Trivia/Glossary of Terms. The list contains some key phrases that characterize the ICT tools that, when used properly, can empower users to make positive social change. 3 Image source: https://globalearlyed.wordpress.com/global-tools/teacher-tools/ All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2017. 7 TRIVIA/GLOSSARY OF TERMS 1. Assistive Media - a component under Assistive technology (AT), which is a generic term used to refer to a group of software or hardware devices by which people with disabilities can access computers. Assistive Media is also a name of a company: “the Internet's first audio solution for persons with print reading/access barriers. The audio recordings of the literary works produced by Assistive Media are now easily accessible, on-demand, to the ever growing number of persons with disabilities who now use the Internet.” 2. Collaborative platforms - “is a category of business software that adds broad social networking capabilities to work processes.” 3. Convergent Technologies - an extension of the term convergence, which means a “coming together of two or more disparate disciplines or technologies. For example, the so-called fax revolution was produced by a convergence of telecommunications technology, optical scanning technology, and printing technology.” Convergent Technologies also refers to an American computer company formed by a small group of people who left Intel Corporation and Xerox PARC in 1979. 4. Information and Communications Technology (ICT) - ICT is an umbrella term that includes any communication device or application, encompassing: radio, television, cellular phones, computer and network hardware and software, satellite systems and so on, as well as the various services and applications associated with them, such as videoconferencing and distance learning. ICTs are often spoken of in a particular context, such as ICTs in education, health care, or libraries. The term is somewhat more common outside of the United States. It may also be defined as, Information and Communication Technologies (ICT or ICTs) are digital forms of communication including tools available on the Internet, such as blogging and email, as well as computer software, such as Microsoft PowerPoint and Word4. 4 Connecting in and Out-of-School Writing Through Digital Tools by Emily Howell and David Reinking in Handbook of Research on Digital Tools for Writing Instruction in K-12 Settings, edited by Rebecca S. Anderson, 2014 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2017. 8 5. Mobile Media - This refers to “media devices such as mobile phones and PDA’s were the primary source of portable media from which we could obtain information and communicate with one another. More recently, the smartphone (which has combined many features of the cell phone with the PDA) has rendered the PDA next to obsolete.5 The growth of new mobile media as a true force in society was marked by smartphone sales outpacing personal computer sales in 2011.” 6. Online systems - are online versions of information systems, which is “the process of and tools for storing, managing, using, and gathering of data and communications in an organization. An example of information systems are tools for sending out communications and storing files in a business.” 7. Social Media - “are computer-mediated tools that allow people or companies to create, share, or exchange information, career interests, ideas, and pictures/videos in virtual communities and networks.” 8. Web 2.0 - “describes World Wide Web sites that emphasize user- generated content, usability, and interoperability. The term was popularized by Tim O'Reilly and Dale Dougherty at the O'Reilly Media Web 2.0 Conference in late 2004, though it was coined by Darcy DiNucci in 1999.” 9. Web 3.0 - “a phrase coined by John Markoff of the New York Times in 2006, refers to a supposed third generation of Internet-based services that collectively comprise what might be called ‘the intelligent Web’— such as those using semantic web, microformats, natural language search, data-mining, machine learning, recommendation agents, and artificial intelligence technologies—which emphasize machine- facilitated understanding of information in order to provide a more productive and intuitive user experience.” 5 https://en.wikipedia.org/wiki/Mobile_media#cite_note-3 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2017. 11 the day. Finally, make a picture or drawing of the simile you created. The drawing can include text. Questions to consider: ● Are digital media a big part of your life? ● What kind of impact do digital media have on you (a little, some, a lot)? ● What are your favorite and least-favorite things to do with digital media? ● Do you connect with others or create things with digital media? Finish this statement: My media life is like ___________________________ because ________________________________________________ _______________________________________________________. Illustrate your simile in the box below (or on a separate piece of paper): You might be interested to know that digital media can be interchanged with more popular terms such as social media or social networking sites. At the same time, you might wonder: “What is social media’s role in your life?”10 10 https://www.commonsensemedia.org/educators/lesson/digital-life-101-6-8 (needs an account registration) Also available here (without registration): https://goo.gl/WuFj4g All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2017. 12 Now, consider the following statement. “Instead of promoting social behavior, social media promotes disengagement, self-absorption, loneliness and sadness.” Do you agree?11 Now think about this: Social media or media enabled by digital tools are 24/7 and socially connected as demonstrated by popular ICT. The following image is a screenshot from a video from Common Sense Media Education: 11 Image credit: Instead of promoting social behaviour, social media promotes disengagement, self-absorption, loneliness and sadness. Creative Commons Attribution License https://www.flickr.com/photos/jasonahowie/ 7910370882 Photo by openicons - Creative Commons Attribution-ShareAlike License http://pixabay.com/en/ sad-unhappy-sorry-cheerless-smiley-98457/ All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2017. 13 “Watch the video “Digital Life 101,” (https://www.commonsensemedia.org/ video/modal/2078096) to better appreciate the 24/7 and social nature of digital media—a major change from the media consumption culture of the past. Check the Glossary of Terms (under this lesson) to get a list of digital media and related concepts, which you can use to survey how much members of your household or friends, know about these media that are enabled by digital tools. Do you know more than most of them do?12 TRIVIA/GLOSSARY OF TERMS 1. Aggregator is a website or Web application where headlines and other content are collected for easy viewing. Aggregators such as Google News compile news articles and posts. 2. An avatar is a two- or three-dimensional icon that represents a computer user or a gamer. Avatar can be a cartoonish graphic, a photograph, a screen name, or a fully developed character. 3. Blog, from the term “weblog”, is a type of website usually updated by an individual or a group of bloggers. Some blogs provide news or opinions on a specific subject, while others are more like online journals. Most blogs allow readers to leave comments on blog posts. 4. Flaming is the act of saying mean things online, usually in ALL CAPS, and often in a public forum with the intention to humiliate. Flame wars can occur easily online, as it can be difficult to figure out people’s intentions or emotions online. 5. Mash-up is a remix or blend of multiple songs, videos, or other media content into one product. Fan fiction writing is one form of a mash-up, as writers take characters from a well-known video game, movie, or book, and rewrite their actions or relationships. 12 This online activity worksheet, https://goo.gl/Ce65UA, "Internet Safety, Ethics & Netiquette” could be an alternative activity. Learn to keep safe by staying informed and developing good online habits. For more references: https://www.google.com/safetycenter/everyone/start/, https://www.commonsensemedia.org/, http://www.iste.org/standards/iste-standards/standards-for-students All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2017. 16 9. What percent of teens say that social networking helps them connect with people who share a common interest? a) 35% b) 42% c) 57% d) 66% 10. What percent of teens agreed they wish they could “unplug” for a while? a) 13% b) 27% c) 29% d) 43% All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2017. 17 Lesson 3 Weeks 1-2 Contextualized Online Search and Research Skills GOAL At the end of the lesson, you will be a better user of search engines. In particular, you can be more deeply aware of search techniques that will give results that are useful for your academic and chosen career. CHALLENGE QUESTIONS Are you a smarter user of search engines? Do you always rely on the first search results online? Have you “Googled”14 yourself lately? Are you happy with the results? How do you find answers to questions from the simple to the complex? Google might naturally come to mind. Did you know that you could also use Wolfram as an alternative search engine? Indeed, Google might be our “friend” but using search engines for the sake of plain information could actually lead you misinformed. In order to stay meaningfully informed, you should start appreciating the use of the right combination of words or key phrases. The following is a set of tips to help you build smart search skills, as adapted from Common Sense Media. A wealth of built-in—but sometimes hidden—features can help you find the information you need much more efficiently than your usual shot-in-the-dark searches. A little Google technique can open up a world of trusted facts, homework boosters, and cool tricks to impress your friends (or your parents). 14 Search online using Google.com All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2017. 18 Image source: http://www.brainyquote.com/ A. Find the Hidden Calculator If number crunching just isn't your thing—and you need an answer fast— Google's hidden calculator is a lifesaver. Head straight to the search bar and type in the problem or equation you're looking to solve. You'll know you've gotten to the right place when a gray, calculator-like tool pops up as the search result. Bonus tip: How many teaspoons equal a tablespoon? When the homework is put away and you need an extra hand at the Chemistry lab, this tool converts measurements, too. B. Definitions and More Browsing the Merriam-Webster dictionary for hours might be a lost art, but broadening kids' vocabulary doesn't have to be. Simply add the word "define" before a search term (for example, “define onomatopoeia”) to bring up the proper spelling, definition, origin, and even fun tools like voice and translation options. Bonus tip: If you struggle with spelling, don't worry. Google will suggest All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2017. 21 4. Autocomplete. Google's autocomplete is a handy tool for both saving time and getting a feel for what people are searching. See the image below. 5. More advanced search operators: https://goo.gl/aLuTFZ All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2017. 22 ACTIVITY On the next opportunity that you have an Internet connection, do the following “What Matters in a Query” search tips. To validate the results of your search, get a screenshot24 of the resulting scenarios. Be ready to present the results in class. What Matters in a Query?25 1 Every word matters. Try searching for [who], [the who], and [a who] 2 Order matters. Try searching for [blue sky] and [sky blue] 3 Capitalization does not matter. Try searching for [barack obama] and [Barack Obama] 4 Punctuation does not matter. Try searching for [red, delicious% apple&] and [red delicious apple] * There are exceptions! $ C# C++ Google+ Can you think of any? but not ¶ £€©®÷§%() or @ 24 How to get a screenshot:https://goo.gl/ErxORI 25 Source: Google Search Education All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2017. 23 Lesson 4 Weeks 3-4 Developing ICT content for specific purposes The use of advanced tools and techniques found in common productivity and application software in developing ICT content for specific professional tracks. GOAL At the end of the 2-week period, you will be able to independently apply advanced productivity tools to create or develop ICT content for use in specific professional tracks. These may be in the form of, but not limited to: 1. Calculating spreadsheet of athletic statistics (Sports); 2. Layouting the catalogue of creative works (Arts); 3. Materials/ingredients projections for batches of baked goods (Tech Voc); 4. Letterhead/business card designs (Business/ Academic) that are useful for your academic and chosen career. CHALLENGE QUESTION What was your earliest memory of productivity tools? Hint: They usually come as a suite of computer applications that serve reporting requirements containing textual, numerical, and presentation functions. Three basic functions of digital tools are generally combined to support decisions in business or management, and in communication contexts. These 3 basic tools support writing, numeracy and presentation skills. In earlier ICT-related courses or academic subjects, these tools find expression in essays, book reports, and newsletters, as well as in presentation of ideas contained in a deck of digital slides. All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2017. 26 TRIVIA/ADVANCED PRODUCTIVITY TIPS 1. Mail merging means to plug data from an address table into form letters, e-mail messages, envelopes, address labels, or a directory (Example: a parent list or product catalog, for example). 2. Hyperlinks - “Hyperlinks are objects inside an electronic document that include the location of another object. Hyperlinks use the hypertext transfer protocol, the same protocol that drives connections on the World Wide Web, to electronically point users to documents and files stored in another location. When a user clicks on a hyperlink, the computer uses the information in the link to locate and load the external resource.” 3. Free and Proprietary Software | Feature Comparison: LibreOffice - Microsoft Office, available here: https://wiki.documentfoundation.org/Feature_Comparison:_LibreOffice _-_Microsoft_Office and here: https://goo.gl/4tUz7x ACTIVITY 1. Your teacher/instructor will give you activities that will allow you to use common productivity tools effectively by maximizing advanced application techniques in the given context of your professional track. 2. To build on that, you will also be guided by your teacher/instructor to create an original or derivative ICT content to effectively communicate or present data or information related to your track. All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2017. 27 Lesson 5 Weeks 5-6 Manipulating text, graphics, and images to create ICT content intended for an online environment GOAL At the end of the 2-week period, you will be able to independently apply the techniques of image manipulation and graphic design to create original or derivative ICT content from existing images, text and graphic elements for use in specific professional tracks. These may be in the form of, but not limited to: 1. Team/ athlete/ league recruitment posters (Sports); 2. Logo or crest for a community, school organization or “barkada” (Arts); 3. Labeling and manual of operation for tools and equipment (Tech-Voc); 4. Presentation of cafeteria patronage data (Business/ Academic). CHALLENGE QUESTION You may have heard a word that sounds like “pabmat”. Can you guess what it is? OK, it is spelled as pubmat and is understood to mean a collection of visual content that is used to promote an idea, concept, event, product or service. One application software that is proprietary—which means you need to buy the software to use it because it is owned by an individual or company who developed it. In this part of the course you will be expected to demonstrate your ability to use digital tools to produce materials for printing, posting, and at some later point in the course, uploading images online. All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2017. 28 As a matter of practice, you will be using the GIMP (see the Glossary of Terms, under this Lesson, for the long name) as free application software to build publication-related materials. (See on the following page a screenshot of the GIMP28) While the GIMP29 is the tool of choice in this course, certain principles, techniques, and skills can be demonstrated with similar tools (online or offline) using the corresponding references below: Topic Related Reference Basic principles of graphics and layout http://www.makeuseof.com/tag/learn- principles-design-preinstalled-templates/ Principles of visual message design using infographics http://www.designmantic.com/blog/infograp hics/15-golden-principles-of-visual- hierarchy/ Online file formats for images and text http://www.makeuseof.com/tag/know-when- to-use-which-file-format-png-vs-jpg-doc-vs- pdf-mp3-vs-flac/ Principles and basic techniques of image manipulation https://designschool.canva.com/blog/image -enhancement/ Basic image manipulation using offline or open source software https://www.gimp.org/tutorials/GIMP_Quicki es/ Combining text, graphics, and images https://www.gimp.org/tutorials/Floating_Log o/ Uploading, sharing, and image hosting platforms http://lifehacker.com/5808625/five-best- web-sites-for-image-hosting-and-photo- sharing/ 28 Image source: Wikimedia.org 29 pixlr.com All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2017. 31 and editing, free-form drawing, resizing, cropping, photo-montages, converting between different image formats, and more specialized tasks. 3. Piktochart - infographic design application “that requires very little effort to produce beautiful, high quality graphics.” ACTIVITY 2. Your teacher will give you activities that will allow you to evaluate existing websites and online resources based on the principles of layout, graphic, and visual message design. 3. You will be given an opportunity to practice image manipulation techniques on existing images to change or enhance their current state to communicate a message for a specific purpose. 4. To extend your skill, you will be guided by your teacher/instructor to create an original or derivative ICT content to effectively communicate a visual message in an online environment related to your specific professional track. All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2017. 32 UNIT 2 ICT and related tools reach a higher level of engagement when used in a more social online context. All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2017. 33 Lesson 6 Weeks 7-8 The principles and techniques of design using online creation tools, platforms, and applications to develop ICT content for specific professional tracks GOAL At the end of the 2-week period, you will independently apply the principles and techniques of design using online creation tools, platforms, and applications to create original or derivative ICT content for use in your professional tracks. These may be in the form of, but not limited to: 1. Survey instruments using Google forms (Business Academic); 2. Athletic match-ups and league standings using Mindmeister (Sports); 3. Catalogues/Swatches/ options for products and services using Prezi (Tech Voc); 4. Online photo album of artistic works or photographs using Picasa (Arts); 5. Online music production using Sibelius (Music). CHALLENGE QUESTIONS What is the use of a Website? Did you know that you can use a Website for a number of purposes? And did you know that Websites can be considered as platforms for productivity? This portion of the module introduces you to online platforms as tools for ICT content development and covers the topics of: 1. The nature and purposes of online platforms and applications; 2. Basic web design principles and elements; All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2017. 36 Nowadays it is so much easier that a high school student with enough creativity could assemble textual and visual parts that are already interactive and fun to the user. Moreover, websites have evolved into tools and platforms for discovery, sharing, connection, and co-creation. These online social platforms currently include, but are not limited to: 1. Presentation/ visualization (Prezi, Zoho, Slideshare, mindmeister) 2. Cloud computing (Google Drive, Evernote, Dropbox) 3. Social Media (Twitter, Facebook, Tumblr) 4. Web Page Creation (Wix, Weebly) 5. File Management and Filetype conversion (zamzar, word2pdf) 6. Mapping (Google Maps, Wikimapia) ACTIVITY With your teacher’s guidance, you can start exploring online platforms for expression of mission statements of social impact organizations. On deeper reflection, you should be better skilled by now in online search using relevant keywords in this activity. Likewise, from a technical and skills perspective you should be able to do the following: 1. Evaluate existing online creation tools, platforms and applications in developing ICT content for specific professional tracks 2. Apply web design principles and elements using online creation tools, platforms, and applications to communicate a message for a specific purpose in your professional track. 3. Create an original or derivative ICT content using online creation tools, platforms, and applications to effectively communicate messages related to your professional track. Tips/References To get ideas about creating smart and powerful statements, go over this link and read through the “Top 50 Mission Statements of Non-Profits or Social Impact Organizations: https://topnonprofits.com/examples/nonprofit-mission- statements/ All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2017. 37 Lesson 7 Weeks 9-10 Integrating ICT content through collaboration with classmate and teacher as both peer and partner GOAL At the end of the 2-week period and quarter you will collaborate with your classmates to develop an online portal or website to showcase and share existing and previously developed content. CHALLENGE QUESTION32 What is one gift you’d like to share to the world33? From a reading of the links/resources below, think about how far sharing your gift can go. ● https://gathercontent.com/blog/how-to-collaborate-the-creative-the- practical ● http://www.edutopia.org/blog/classroom-collaboration-tools-eric- brunsell ● http://lifehacker.com/the-best-collaboration-tools-for-small-groups-and- teams-1477548590 If you have a reliable access to the Internet, challenge yourself by enrolling in this Free Online Course34, How to Help Your Local Community, https://www.udemy. com/how-you-can-help-your-local-community-5-amazing- examples/. Also take a look at a model learning community that aims to create a safe and adventurous place for its members to discover and chase their individual passions. Follow the link: http://rcseclub.weebly.com/our-team- our-community.html 32 Additional references: http://ww2.kqed.org/mindshift/2014/08/18/how-a-bigger-purpose-can-motivate- students-to-learn/ 33 Reference: P. 74. Me to We Journal. Craig & Marc Kielburger. 34 Your teacher may need to enrol in this course first - Virtual Role Models Focusing on Community Integration, https://www.udemy.com/virtualrolemodels/learn/#/ All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2017. 38 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2017. 41 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2017. 42 ACTIVITY With your teacher’s guidance, you will: 1. Create a Google Site. Use the steps below to build the basics: https://support.google.com/sites/answer/4417369?hl=en&ref_topic =23216&rd=1 To help you start the thematic content of a website, fill in the following blanks to serve as key points to build reader’s interest towards your work: ● The issue that matters to me is ____________ [CAUSE or ADVOCACY] ● I could use my talent ____________________ [GIFT] ● To make a difference by _________________ [ACTION]38 2. Share and showcase existing or previously developed content in the form of a designed newsletter or blog site, or website that is intended for a specific audience or viewer within a given cause or advocacy. 3. Evaluate the quality, value, and appropriateness of classmate/ peer’s existing or previously developed ICT content or media (from previous Lessons) in relation to a given theme or advocacy39. Use rubrics to assess another classmate’s work. Refer to the following as a guide40 but pay closer attention to the Categories labeled “Content” and “Interest”. Category 4 3 2 1 Links (to content) All links point to high-quality, up to-date credible sites. Almost all links point to high- quality, up to- date credible sites. Most links point to high- quality, up to- date credible sites. Less than ¾ of the links point to high-quality, up to-date credible sites. 38 Adapted from Me to We Journal, Craig & Marc Kielburger, p. 74 39 http://www.galileo.org/tips/rubrics/website_rubric.pdf, https://www2.uwstout.edu/content/profdev/rubrics/webpagerubric.html 40 Source: http://www.u.arizona.edu/~ackers/rubric.jpg All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2017. 43 Category 4 3 2 1 Content The site has a well-stated clear purpose and theme that is carried out throughout the site. The site has a clearly stated purpose and theme, but may have one or two elements that do not seem to be related to it. The purpose and theme of the site is somewhat muddy or vague. The site lacks a purpose or theme. Layout The Web site has an exceptionally attractive and usable layout. It is easy to locate all important elements. White space, graphic elements and/or alignment are used effectively to organize material. The Web pages have an attractive and usable layout. It is easy to locate all important elements. The Web pages have a usable layout, but may appear busy or boring. It is easy to locate most of the important elements. The Web pages are cluttered looking or confusing. It is often difficult to locate important elements Naviga- tion Links for navigation are clearly labeled, consistently placed, allow the readers to easily move from a page to related pages (forward and back), and take the reader where s/he expects to go. Links for navigation are clearly labeled, allow the reader to easily move from a page to related pages (forward and back), and internal links take the reader where s/he expects to go. Links for navigation take the reader where s/he expects to go, but some needed links seem to be missing. A user sometimes gets lost. Some links do not take the reader to the sites described. A user typically gets lost. All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2017. 46 TIPS: WHAT IS AN ADVOCACY? ● Advocacy is active promotion of a cause or principle. ● Advocacy involves actions that lead to a selected goal. ● Advocacy is one of many possible strategies, or ways to approach a problem. ● Advocacy can be used as part of a community initiative, nested in with other components. ● Advocacy is not direct service. ● Advocacy does not necessarily involve confrontation or conflict. Some examples may help clarify just what advocacy is: ● You join a group that helps build houses for the poor—that's wonderful, but it's not advocacy (it's a service) ● You organize and agitate to get a proportion of apartments in a new development designated as low to moderate income housing—that's advocacy ● You spend your Saturdays helping sort out goods at the recycling center—that's not advocacy (it's a service) ● You hear that land used for the recycling center is going to be closed down and you band together with many others to get the city to preserve this site, or find you a new one. Some of you even think about blocking the bulldozers, if necessary—that's advocacy Advocacy usually involves getting government, business, schools, or some other large institution (also known as Goliath) to correct an unfair or harmful situation affecting people in the community (also known as David, and friends). The situation may be resolved through persuasion, by forcing Goliath to buckle under pressure, by compromise, or through political or legal action. All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2017. 47 UNIT 3 Social change can be a deeply personal experience when social tools and techniques are done within a real, rich, and relevant context. All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2017. 48 Lesson 8 Week 11 Multimedia and ICT GOAL At the end of the week you will independently assess your experience along a range of online rich content on the basis of the usability of the interface. CHALLENGE QUESTION As a user of a digital tool, in your opinion, what is simple yet functional usability42? Identify the cell, in the Usability Table, that matches your opinion. SIMPLICITY SIMPLE COMPLEX FUNCTIONALITY EASY I II DIFFICULT IV III Look at the images on the following two pages43 to help you think about the phrase “simple yet functional”. BEFORE vs AFTER 42 This can be used as reference tool: http://image.slidesharecdn.com/cit-140611222413-phpapp01/95/project- matrix-and-measuring-sw-16-638.jpg?cb=1402525507 43 Image source: http://infinitewebdesigns.com All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2017. 51 The Evolution to Web 3.044 Web 1.0 Web 2.0 Web 3.0 “the most read only web” “the wildly read-write web” “the portable personal web” 45 million global users (1996) 1 billion+ global users (2016) focused on the individual focused on companies focused on communities lifestream home pages blogs consolidating dynamic content owning content sharing content the semantic web Britannica Online Wikipedia widgets, drag & drop mashups HTML, portals XML, RSS use behavior (“me-onomy”) web forms web applications iGoogle, NetVibes directories (taxonomy) tagging (“folksonomy”) user engagement Netscape Google advertainment page views cost per click advertising word of mouth ACTIVITY45 Given the definition in the screenshot below, describe what you would combine to make your digital content interactive. 44 Strickland, M. (n.d.). The Evolution of Web 3.0. Retrieved from http://www.slideshare.net/mstrickland/the- evolution-of-web-30/3-buzz_buzzWhat_is_Web_30 45 Competency: Explore the principles of interactivity and rich content in the context of Web 2.0 and the participation of the user in the online experience. All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2017. 52 The following image46 shows online features that enhance a video content. Which feature/s would engage you? Why? TIPS: HOW TO ENGAGE PARTICIPANTS ONLINE Imagine clients as your audience/stakeholder.47 (see next page) 46 Image source: https://www.linkedin.com/company/brainient 47 Image Source: http://www.slideshare.net/jcstone3/imp-2010-jcs-session-final-102310 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2017. 53 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2017. 56 Lesson 10 Weeks 13-16 How to work with peers and external publics/partners for the development of an ICT project that advocates or mobilizes for a specific Social Change or Cause GOAL At the end of the 4-week period, you will collaboratively participate actively in the creation and development of an ICT Project for Social Change relating to an issue relevant to your professional track. CHALLENGE QUESTIONS Have you done community service? Can you combine service and formal learning? Read through the following references and discover how ICT can enable collaboration that cuts across geographic and institutional borders to forge solutions and new business models. 1. http://america.aljazeera.com/articles/2016/2/8/tech-start-ups-promise- to-empower-workers-through-automation.html 2. http://skillsforchange.com/ All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2017. 57 1. Tech start ups promise to empower workers through automation All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2017. 58 2. Skills for Change: Online volunteering platform “For Busy People” Here is a sample infographic of impact that is enabled by “Skills for Change”. All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2017. 61 ACTIVITY51 1. Identify a local or regional cause or issue for Social Change related to your specific professional tracks that can be addressed or tackled using an ICT Project for Social Change. 2. For your pre-work, make sure you do a search on the example advocacies discussed earlier. 3. Analyze how target users and audiences are expected to respond to the proposed ICT Project for Social Change on the basis of content, value, and user experience. 4. Part of your collaborative work entails creating a survey on how participants respond to a call to action in social networks, like Facebook. 5. Integrate rich multimedia content in design and development to best enhance the user experience and deliver content of an ICT Project for Social Change 6. Ask yourself: What kind of content would encourage or motivate you to participate in a call to action? 7. Develop a working prototype of an ICT Project for Social Change. The prototype could take the form of a printed infographic or even hand-drawn on a poster-sized material. 51 Note: Topics may cover, but are not limited to: 1. Promotion of wellness in the home (Sports) 2. Street food safety and cleanliness drive (TechVoc) 3. Cultural heritage promotion through new designs “Pinoy pride” (Arts) 4. Savings and financial literacy drives and advocacies (Business/ Academic) All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2017. 62 UNIT 4 Transformation produces a deeper impact when continuous evaluation is designed within a growth mindset for the bigger community. All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2017. 63 Lesson 11 Weeks 17-18 How to manage an online ICT Project for Social Change GOAL At the end of the 2-week period, you will independently and collaboratively co- manage an online ICT Project for Social Change through available tools, resources, and platforms. CHALLENGE QUESTIONS After beginning to work for a period setting up and planning the activities on the earlier lesson, have you discovered what type of a worker you are? Do you work best alone? Or do you operate best in a group setting? http://www.businessinsider.com/kate-wards-the-secret-to-working-with- almost-anyone-2012-5 ACTIVITY With guidance from your teacher, continue with the following: Publishing an ICT Project covering the following tasks. 1. Uploading and website management 2. Promotion, traction and traffic monitoring 3. Evaluation through user feedback/ interaction All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2017. 66 Lesson 12 Week 19 How to maintain and sustain the operation of an ICT Project for Social Change GOAL At the end of the week, you will independently evaluate the performance of an advocacy via an ICT Project for Social Change through available monitoring tools and evaluating techniques such as user interviews, feedback forms, and analytics data. CHALLENGE QUESTIONS How do you measure impact? Is it better done in qualitative or quantitative terms? The following is a photo53 of what appears like a furniture set that was assembled with a theme in mind. Could you identify with the advocacy? 53 Image source: http://www.appropedia.org/ All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2017. 67 TIPS: LEARN MORE Run a search about the Pareto Principle. Discover how the principle applies in almost every aspect of life. Image Source: http://empoweringed.weebly.com/about-us.html Credit: Trisketched Learn about impact via the website appropedia.org: http://www.appropedia. org/ Welcome_to_Appropedia ACTIVITY Generate a report on the performance of their ICT Project for Social Change on the basis of data gathered from available monitoring tools and evaluating techniques. All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2017. 68 TIPS: USE THE FOLLOWING AS REFERENCE Kielburger, Craig and Mark Kielburger (2015). Me to We: Together We Change the World. http://trackyourimpact.com/ All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2017. 71 ACTIVITY 1. Create an account on http://appropedia.org and write an article to help collaboratively build Appropedia. To create an account, go to this site: http://www.appropedia.org/index.php? title=Special:UserLogin&returnto=Appropedia%27s+offline+ content+bundle&type=signup To ensure confirmation of creation of the Appropedia account, make sure you possess a personal email address that you can access and use regularly. 2. Write a reflexive piece or output using an ICT tool, platform, or application of choice on the learning experiences undergone during the semester. You have the option to use any of the following forms:  Video blog  Presentation or image gallery  Website  Illustrated document  Podcast or webcast All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2017. 72 Empowerment Technologies: Additional Resources (Updated: June 14, 2016)55 This supplements the Student Reader, which can be accessed via this shortlink: https://goo.gl/dfNPfa 55 For questions or comments, please send a message to: info.emptech@gmail.com All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2017. 73 Additional Resources for Unit 1 A connected world needs more than a network of computers and gadgets. It needs technology enabled, confidently mindful and compassionate digitally aware community of lifelong learners. LESSON 1: What is Information and Communications Technology (ICT)? ● Digital Tools. (2016). PBS LearningMedia. Retrieved 30 March 2016, from http://www.pbslearningmedia.org/collection/digital-tools/ Excerpt: “(This website link provides) short video tutorials from KQED56 (for learning about) the basics for how to use free online tools for teaching and learning. The following tools can be incorporated into the classroom to convey information visually, make persuasive arguments and allow for a variety of collaborative opportunities. SoundCloud and Mobile Sound Recording In (a related) video we’re going to look at easy ways to use your smartphone device’s built in capabilities to record audio and then share it on SoundCloud. SoundCloud is a socially connected online service for sharing and discovering music and sound. Although you’ll find plenty of big name mainstream music on SoundCloud, it was designed with the independent producer in mind and offers a great platform for spoken word content, such as podcasts.” More here: http://www.pbslearningmedia.org/collection/digital-tools/ ● Berkman Center for Internet and Society (2003). Introduction: Readiness for the Networked World. Retrieved 30 March 2016, from http://cyber.law.harvard.edu/readinessguide/intro.html 56 KQED, virtual channel 9, is a PBS (Public Broadcasting Service) member television station located in San Francisco, California, United States. All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2017. 76 2. What percent of teens describe themselves as “addicted” to their cell phones? The correct answer is c, 41%. And 21% of wish that their parents would spend less time with their cell phones and other devices. 3. 68% of teens say they do which of the following at least once a day? The correct answer is a, text. Two-thirds (68%) of teens text every day, half (51%) visit social networking sites daily, and 11% send or receive tweets at least once every day. Teens prefer texting due to the convenience—30% saying it’s the quickest and 23% because it’s the easiest way to get in touch with one another. 4. How many characters (letters, punctuation marks, symbols, and spaces) can you send in a regular text message? The correct answer is b, 140. Text messages and tweets are limited to 140 characters (including letters, punctuation marks, symbols, and spaces). 5. How often do 34% of teens visit social networking sites? The correct answer is b: About a third of teens visit their main social networking site several times a day. In fact, 90% of teens say they have used social media and 75% currently have a profile on a social networking site. 6. What percent of teens say that they don’t understand their social networking site’s privacy policies? The correct answer is a, 24%. About a quarter of teen users admit they understand their social networking site’s policies either “not too well” or “not at all.” 7. What percent of teens still prefer face-to-face communication with their friends over communication online or via texting? The correct answer is c, 49%. About half of all teens say their favorite way to communicate with their friends is in person. 38% believe face- to-face conversations to be more fun, and 29% say that they can better understand what people really mean in person. Only 4% prefer talking on the phone as their favored way to communicate with friends. All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2017. 77 8. What percent of teens say they have said something bad about someone online that they wouldn’t have said in person? The correct answer is d, 25%. A quarter of all teens admit to saying something bad about someone online that they wouldn’t have in person. Similarly, 1 in 4 (24%) social media users say they “often” encounter one or more types of derogatory speech (sexist, homophobic, racist, or anti-religious). 9. What percent of teens say that social networking helps them connect with people who share a common interest? The correct answer is c, 57%. A majority of teens say social media help them keep in touch with friends they can’t see regularly (88%), get to know other students at their school better (69%), and connect with new people who share a common interest (57%). 10. What percent of teens agreed they wish they could “unplug” for a while? The correct answer is d, 43%. Of this percentage, 13% agree strongly and 30% agree somewhat that they sometimes wish they could “unplug.” More than a third agree “somewhat” that they sometimes wish they could go back to a time when there was no Facebook. Source: http://commonsense.org  Other Related Resources can be accessed via the following: Oversharing - Digital Citizenship, (supported by Common Sense Media) https://www.youtube.com/watch?v=I47ltgfkkik (video) LESSON 3: Contextualized online search and research skills ● Turn SafeSearch on or off - Search Help. (2016). Support.google.com. Retrieved 31 March 2016, from https://support.google.com/websearch/answer/510?hl=en SafeSearch can help you block inappropriate or explicit images from your Google Search results. The SafeSearch filter isn’t 100% accurate, but it helps you avoid most adult content. All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2017. 78 ● Disable or enable Restricted Mode - YouTube Help. (2016).Support.google.com. Retrieved 31 March 2016, from https://support.google.com/youtube/answer/174084?hl=en Resource includes a video. “Restricted Mode is an opt-in setting available on the computer and mobile site that helps screen out potentially objectionable content that you may prefer not to see or don't want others in your family to stumble across while enjoying YouTube. You can think of this as a parental control setting for YouTube. Computers found in libraries, universities and other public institutions may have Restricted Mode enabled by the system administrator. If you are using a public computer and can not disable Restricted Mode, contact your system administrator.” ● Google Scholar. (2016). Scholar.google.com.ph. Retrieved 31 March 2016, from https://scholar.google.com.ph/ “Google Scholar provides a simple way to broadly search for scholarly literature. From one place, you can search across many disciplines and sources: articles, theses, books, abstracts and court opinions, from academic publishers, professional societies, online repositories, universities and other web sites.” ● Judging content credibility – Explore with confidence – For families – Safety Center – Google. (2016). Google.com. Retrieved 31 March 2016, from https://www.google.com/safetycenter/families/explore/content- credibility/ Excerpt: “Just because you see it online doesn’t mean it’s true. Teach your family to view all content critically so they can identify fact from fake online. Learn how to distinguish reliable sources from unreliable ones, and how to verify information you find online.” ● Reverse image search - Search Help. (2016). Support.google.com. Retrieved 31 March 2016, from https://support.google.com/websearch/answer/1325808?hl=en Use the screenshot in the following page as reference and follow the suggested steps: All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2017. 81 Paste the URL you copied into the box. Click Search by image. Reverse image search using your phone or tablet You can search Google to find images that are similar to ones you see in search results. This is available on the Chrome app (Android and iPhone or iPad). Use the Chrome app to do a search. Touch the image you want to search with to open a larger version of the image. Press and hold the image. In the box that appears, touch Search Google for this image. How Google uses the image you search with When you search using an image, any images or URLs that you upload will be stored by Google. Google only uses these images and URLs (or links) to make our products and services better. ● Google Image Search (2012). Google Image Search.Addons.mozilla.org. Retrieved 31 March 2016, from https://addons.mozilla.org/en- US/firefox/addon/google-similar-images/ About this Add-on A handy (digital) tool - You can just right click an image and have Google search the image for you. Google will bring up stuff like where on web is this image being used, visually similar images etc. You can prefer to open the search tab in background or foreground. Local images and images with data URL scheme are also supported. ● Google Doodles. (2016). Google.com. Retrieved 31 March 2016, from http://www.google.com/doodles#archive “Doodles are the fun, surprising, and sometimes spontaneous changes that are made to the Google logo to celebrate holidays, anniversaries, and the lives of famous artists, pioneers, and scientists.” ● Google. (2016). Google.com.ph. Retrieved 31 March 2016, from https://www.google.com.ph/?gfe_rd=cr&ei=AqH8VtanD8aT9QXBmYjIDQ# q=do+a+barrel+roll Following is a screenshot of a [do a barrel roll] search result on a computer desktop. All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2017. 82 ● Degnan, Taryn. (2014). The Kids' Guide to Google Search. Commonsensemedia.org. Retrieved 31 March 2016, from https://www.commonsensemedia.org/blog/the-kids-guide-to-google-search The Kids' Guide to Google Search: The world's most popular search engine offers clever features, shortcuts, and fun stuff to help your kid search faster and smarter. ● Search operators - Search Help. (2016). Support.google.com. Retrieved 31 March 2016, from https://support.google.com/websearch/answer/2466433?hl=en Search operators You can use search operators and other punctuation to get more specific search results. Except for the examples below, Google Search usually ignores punctuation. ● How to get a screenshot - Google Search. (2016). Google.com.ph. Retrieved 31 March 2016, from https://goo.gl/ErxORI The above resource is a search result using the phrase {how to get a screenshot}. Try changing the search phrase to {how to take a screenshot} (Note: without the parentheses) and compare the search results. All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2017. 83 LESSON 4: Developing ICT content for specific purposes ● Libre Office. (2014). Using Mail Merge. Wiki.Documentfoundation.org. Retrieved 31 March 2016, from https://wiki.documentfoundation.org/images/3/3c/WG4211- UsingMailMerge.pdf This chapter describes the entire process. The steps include: 1) How to create and register a data source. 2) How to create and print form letters, mailing labels, and envelopes. 3) Optionally, how to save the output in an editable file instead of printing it directly ● Libre Office. (n.d.). Animating Objects in Presentation Slides. help.libreoffice.org. Retrieved 31 March 2016, from https://help.libreoffice.org/Impress/Animating_Objects_in_Presentation_Sli des You can apply preset animation effects to objects on your slide. ● Libre Office. (n.d.). Inserting a Calc Chart into a Text Document. Help.Libreoffice.org. Retrieved 31 March 2016, from https://help.libreoffice.org/Writer/Inserting_a_Calc_Chart_into_a_Text_Do cument You can insert a copy of a chart that is not updated when you modify the chart data in the spreadsheet. ● Libre Office. (n.d.). Inserting Graphics From LibreOffice Draw or Impress. Help.Libreoffice.org. Retrieved 31 March 2016, from https://help. libreoffice.org/Writer/Inserting_Graphics_From_Draw_or_Impress 1. Open the document where you want to insert the object. 2. Open the Draw or Impress document containing the object that you want to copy. 3. Hold down Ctrl and click and hold the object for a moment. 4. Drag to the document where you want to insert the object. ● Libre Office. (n.d.). Insert Slides/Objects. Help.Libreoffice.org. Retrieved 31 March 2016, from https://help.libreoffice.org/Impress/Insert_Slides_Objects Allow you to insert the entire file or specific elements in the file. All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2017. 86 ● Wikihow. (n.d.). How to Make Business Cards with GIMP. Wikihow.com. Retrieved 31 March 2016, from http://www.wikihow.com/Make-Business- Cards-with-GIMP Excerpt: “GIMP is a free image editing program that can do a lot of different things, including making business cards. While there aren't any easy templates to use in GIMP, you can create professional cards with just a few of GIMP's basic tools.” ● akkana. (2008). GIMP Labels. Registry.gimp.org. Retrieved 31 March 2016, from http://registry.gimp.org/node/132 Excerpt: “GIMP Labels has a (fairly small) list of common label templates (from Avery and others) to help in using GIMP to print address labels, business cards, CD labels etc.” ● Grtuts. (2015). The Orangutan Infographic Project. Grtuts.com. Retrieved 31 March 2016, from http://www.grtuts.com/djourney/the-orangutan- infographic-project Note: “The infographic and poster must utilize a modern art style that is trendy and ‘head turning’”. All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2017. 87 Additional Resources for Unit 2 ICT and related tools reach a higher level of engagement when used in a more social online context. LESSON 6: The principles and techniques of design using online creation tools, platforms, and applications to develop ICT content for specific professional tracks ● Emoderation (2012). Team “Am I pretty?” Community management for tweens and teens. Retrieved April 29, 2016, from http://www.emoderation.com/am-i-pretty-community-management-for- tweens-and-teens/ Excerpt: “Any community professional who has spent time online with minors will tell you swiftly it is not all text speech and Justin Bieber out there. According to a recent Pew Research Center report, 95% of teens ages 12 to 17 are online. Tweens and teens spend enormous amounts of time saturated in electronic media—texting, chatting, streaming movies and clips, listening to music, watching YouTube, playing games, etc. Their lives are so integrated with media, they manage to squeeze 10 hours of exposure into seven hours of access. It is no wonder, then that the online concerns they are willing to present are without boundaries, going far beyond hair and music into awkwardly phrased but sincerely meant queries about identity, outside perception, body/gender image, depression, and coping mechanisms. Topics that an adult might reserve for a close friend or counselor (sex, religion, death) are presented in a deceptively casual manner to public online audiences.” ● Duncan, Alney. (2011). What Community Means To Me: 17 Teenage Perspectives ... Retrieved April 29, 2016, from http://www.firebellymarketing.com/ 2011/10/community-means-me- teenage-perspectives.html. Description: While community can be experienced in countless ways, the meaning of community might be pretty universal. All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2017. 88 ● Top Nonprofits. (2015). 50 Example Mission Statements - Top Nonprofits. Retrieved April 29, 2016, from https://topnonprofits.com/examples/nonprofit-mission-statements/ Excerpt: “Mission Statement (What You Do): A one-sentence statement describing the reason an organization or program exists and used to help guide decisions about priorities, actions, and responsibilities. Many nonprofit mission statements succumb to an overuse of words in general, but especially jargon. Good mission statements should be clear, memorable, and concise. Some might also add “inspiring” to the list of descriptors. I don’t altogether disagree, but I find that including this as an upfront criteria often ends up with a Frankenstein that is part mission, part vision statement (desired end-state), and almost always too long.” ● Yuvienco, Joel. (2007). Social Software and Community Learning: Leveling the Playing Field. Academia.edu. Retrieved 31 March 2016, from https://www.academia.edu/647793/Social_Software_and_Community_Lea rning_Leveling_the_Playing_Field Excerpt: “Social Software means different things to different people. A Google search on February 5, 2007, returned 709 entries on the keywords ‘definition of social software’. In 2003,Clay Shirky defined it simply as “software that supports group interaction”. ● Utexas. (n.d.). Design Elements & Principles. Edb.Utexas.edu. Retrieved 31 March 2016, from http://www.edb.utexas.edu/minliu/multimedia/PDFfolder/DESIGN~1.PDF Excerpt: “Certain web sites seize users’ sights more easily, while others don’t. Why? Sometimes we have to remark our opinion about likes or dislikes of web sites, and it is easy to say just ‘I like this, or I don’t like that…’ But if we are asked to answer the question why, then it is very difficult to find out the reason.” ● 1st Web Designer. (2016). 50 of The Easiest Website Builder Collection in 2016. Academia.edu. Retrieved 31 March 2016, from http://1stwebdesigner.com/easiest-website-builder/ Excerpt: “Website builders are exploding in popularity precisely because they enable users to create websites without you having to know how to code or be a talented creative designer. In fact, Website Builders do not require any technical knowledge at all.” All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2017. 91 Description: Our learning community (Robert College Social Entrepreneurship Club) aims to create opportunities to discover and explore our passion to make the world a better place. ● Wikiversity.com. (2011). Social Enterprise - Wikiversity. Retrieved April 29, 2016, from https://en.wikiversity.org/wiki/Social_Enterprise Note: A starting point for discussion about community building in relation to a concept called Social Enterprise. ● Mechanical Design. (n.d.). Team Construction.Mechanicaldesign.asme digitalcollection.asme.org. Retrieved 31 March 2016, from http://mechanicaldesign. asmedigitalcollection.asme.org/data/Journals/ JMDEDB/27950/071001_1_2.jpeg ● Stewart, Craig. (n.d.). The 20 best tools for online collaboration. Creativeblog.com. Retrieved 31 March 2016, from http://www.creativebloq.com/design/online-collaboration-tools-912855 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2017. 92 Excerpt: “A team of designers does not always work in the same office; you work in distributed groups, some of you may be working from home, and clients can be based all over the world. This is where collaboration tools come in—they make it easier and faster for designers to get feedback and approve artwork in a professional manner, and they come in all sort of forms, from free Android apps to Chrome extensions.” ● Pipes, Taylor. (2015). 7 Tips for Effective Project Collaboration. Blog.Evernote.com. Retrieved 31 March 2016, from https://blog.evernote.com/blog/2015/05/12/7-tips-for-effective-project- collaboration/ Excerpt: “Clear organization is essential to effective team collaboration. Projects have many moving parts, from timelines to checklists, notes, files, and proposals. A centralized location to projects gives everyone access to current information and the ability to track deliverables and deadlines.” ● Kanter, Beth. (2011). Content Curation Primer. Bethkanter.org. Retrieved 31 March 2016, from http://www.bethkanter.org/content-curation-101/ Excerpt: “Content curation is the process of sorting through the vast amounts of content on the web and presenting it in a meaningful and organized way around a specific theme. The work involves sifting, sorting, arranging, and publishing information. A content curator cherry picks the best content that is important and relevant to share with their community.” All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2017. 93 Additional Resources for Unit 3 Social change can be a deeply personal experience when social tools and techniques are done within a real, rich, and relevant context. LESSON 8: Multimedia and ICT ● Brainient. (2014). Brainient | LinkedIn. Retrieved April 29, 2016, from https://www.linkedin.com/company/brainient A UK-based social media company that enables its clients “to create rich, engaging and interactive video formats which can be delivered across a range of devices and reported on in real time. The only interactive video solutions provider able to run campaigns across all UK broadcasters.” ● Radionomy.com. (2014). Radionomy | Produce your own radio stations for free. Retrieved April 29, 2016, from https://www.radionomy.com/en/static/produce. “Radionomy is n online platform that enables anyone “to produce a radio station that “can customizable to programming with published music from a user’s own collection or from the platform’s library of popular music and podcasts. It also gives to users the ability to manage their stations with personalized shoutouts, voicetracks, interviews, and more. ” Reference: ICTs as platform for change covering the topics of: 1. ICT as medium for advocacy and developmental communication 2. The social power of social media 3. Digital citizenship and the Filipino people Samples of this phenomenon include but are not limited to: 1. EDSA and Cardinal Sin’s call to action via radio broadcast 2. EDSA Dos and the use of text messaging to mobilize people 3. Million People March against Pork barrel via Facebook 4. Disaster relief operations and mobilization via Internet and text brigades All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2017.