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English for IT Professionals

English 1

Learning Module

Abstract

This course focuses on qualifying participants for entry level IT positions by developing their reading, researching and writing skills, using the Scholar digital learning platform.

Keywords

Multimodality Communication Language Writing Multimedia Research Analysis Rhetorical Devices Critiquing Opinion Reason Evidence

1. Welcome

Welcome to the O’Reilly School of Technology English 1: English for IT Professionals course.

This course is intended for entry-level IT and corporate professionals. In this course, you will improve your reading, writing, and communication skills through relevant readings, videos, comments, surveys, and writing projects.

When you complete this course, you will be able to:

  • analyze and create texts for various audiences, contexts, and purposes.
  • plan, draft, incorporate feedback, then revise, and publish multimodal texts, similar to those you will encounter and produce in the real world.
  • read critically, research, summarize, synthesize, and respond to information from a variety of sources, including social media, blogs, wikis, and other online sources of information.
  • use search terms effectively, assess the accuracy of sources, identify bias, and follow a standard format for citation.
  • integrate text with images, diagrams, datasets, audio, video, and other electronic objects.
  • use English language and grammar correctly and effectively.

You will complete course discussion and assignments in Scholar, a web writing space, focusing on peer interaction, formative feedback, and multimodal writing. There is an overview of the course surveys and writing projects in Course Information, Update 2.

The course design allows for either a Self-Paced Mode or Instructor-Paced Mode. If this is the first time that you are completing an O'Reilly School of Technology course in Scholar, read the detailed instructions in the Orientation for New Scholar Users in Update 3.

Get started by executing these steps:

1. Log into Scholar.

2. Add a ‘Blip’ - a micro-bio in 140 characters about your experiences and interests.

3. Complete your Scholar profile.

We're glad to have you to the course and look forward to working with you.

Fig. 1: Insert O'Reilly School of Technology icon here.

2. Course Information

Course Design

The course will be delivered using Scholar, a web writing space focusing on peer interaction, formative feedback, and multimodal writing (text with embedded images, video, audio, and data sets). The course design allows students to complete the course in either Self-Paced Mode or Instructor-Paced Mode. For more information, see Orientation for New Students in Update 3.

For the composition theory underpinning this course, see Literacies by Mary Kalantzis and Bill Cope, Cambridge University Press, 2012. Literacy in the past was narrowly conceived as written language. However, literacies are now plural as contemporary knowledge representations also can, and often must be multimodal, integrating image, diagram, video, audio, manipulable dataset, and other electronic objects into a cohesive knowledge representation.

Course Requirements

The course will be run over 8 weeks - approximately 10-12 hours per week. Each lesson in the English 1 course is documented as an Update in the "English for IT Professionals" Learning Module in the Scholar Bookstore. These Updates can be posted to the activity stream in an individual's Profile, or to a specific Scholar Community in order to prompt student response and class dialogue. There will be a total of 24 Updates (approximately 3 per week), that involve readings, videos, comments, surveys, or a phase of a writing project.

Surveys

There are 22 surveys, including:

  • two Pre-Course and Post-Course Surveys
  • twenty "Test Yourself" optional Surveys on selected texts, excerpts, specific grammar, multimodal writing skills, and using Scholar

We encourage you to follow links to websites that develop or reinforce specific writing skills; then test your knowledge through a short survey. We encourage you to take the optional "Test Yourself" surveys in order to improve your skills in particular aspects of grammar, multimodal writing skills, or use of Scholar tools. Skills are focused on the task you are working on - when they are most relevant. Also, you can refer back to the information at any stage of your course - when you need it most!

Focus Skills, Surveys and Writing Projects in English for IT Professionals

Update Surveys
4. Course Goals and Pre-Survey Pre-Course Survey
5. Writing for Networking Verb Tenses
6. Assignment 1 – Biography Statement Sentence Variety 1: Simple, Compound, and Complex Sentences
7. Assignment 1: Submission Sentence Variety 2: Different Kinds of Sentences
8. Internet Searches and Citing Sources MLA and APA Style Formats (two external surveys)
9. Public and Personal Writing Purpose, Context, Audience, and Evidence in Opinion Pieces
10. Analyzing Blogs and Opinion Pieces Active and Passive Voice in "As Robotics Advances, Worries of Killer Robots Rise"
11. Persuasive Techniques Persuasive Techniques in "Why Tesla Gave Up on Patents" Transition Words
12. Assignment 2 - Response to Blog/Opinion Piece Transition Words
14. Multimodal Opinion Texts Purpose, Context, Audience, and Claims in "Hackers: The Internet's Immune System"
15. Analyzing Language Language Effects in "Hackers: The Internet's Immune System"
16. Analyzing Visuals Visual Effects
17. Analyzing Audio, Spatial, and Gestural Features Audio, Spatial, and Gestural Multimodal Elements in "Hackers: The Internet's Immune System"
18. Assignment 3 – Multimedia Presentation The Creator Space in Scholar
19. Assignment 3: Submission and Feedback Peer Reviews and Self-Reviews in Scholar
20. Assignment 3: Revise, Publish and Reflect Revision Phase in Scholar
21. Assignment 4 – White Paper Paragraphs
22. Structure of a White Paper Structure of Problem-Solution Texts
23. Reasoning, Evidence, and Multiple Perspectives Persuasive Techniques (Ethos, Logos, and Pathos)
24. Infographics Multimodal Strategies in Infographics
27. Course Reflections and Post Course Survey Post-Course Survey

Assessment

  • 24 Comments (Updates 4-27)
  • 4 Assignments - Creating 2 Updates and completing 2 Scholar writing projects

Supplementary course materials will be included in Updates, allowing students to develop and master skills and understandings such as grammar resources from the 2OWL Online Writing Lab (Purdue University), Writing Commons, and the Writing Center, University of Ottawa.

Time Estimates

The time estimates are a guide; these will vary for each student. The average time is 10-12 hours per week.

3. Orientation for New Scholar Users

The course will be offered in Scholar which includes:

  • Community, a web forum and social media space, that supports interactions in knowledge communities.
  • Creator, a multimodal web authoring and formative assessment space.
  • Publisher, a design and management space for instructors in which they manage projects involving the whole class, or different students, or groups of students doing different projects.
  • Analytics, a learning analytics space that offers individual and comparative data.
  • Bookstore, a curriculum space that includes Learning Modules with activities/lessons that can be posted directly into the Community space.

Watch an overview of Scholar in Introducing Scholar (1.21).

Also, explore the introductory video tutorials:

1.2: Navigating Scholar (1.27)

1.3: Logging In (1.28)

The course design allows students to complete the course in two ways:

Self-Paced Mode (Student Pull) Instructor-Paced Mode (Teacher Push)
Updates Students work independently at their own pace. Students pull the Update from the Learning Module, "English for IT Professionals," in the Scholar Bookstore, into their activity stream in their Profile in Community. They complete activities, make comments, and start surveys and projects. The instructor provides feedback on comments and assignments. An instructor organizes an online cohort/group of students (a class, or part of a class, or several classes) to move through the material at roughly the same pace. The instructor pushes an Update from the Learning Module, "English for IT Professionals," in the Scholar Bookstore, into the activity stream of a specific Scholar Community where students collaborate, and actively build and share ideas and knowledge.
Surveys Students post the Update first. When ready to complete a survey, they select "Start Survey." They then select the link in their Activity Stream and complete the survey. The instructor posts the survey to the appropriate Scholar Community. Students select the link in the Community Activity Stream and complete the survey.
Scholar Writing Projects Assignments 3 and 4 are Scholar writing projects. Students post the Update first. Then they select "Start Project." The instructor writes a review at the Feedback phase of a writing project; the student writes a self-review at the Revision phase of the project. Assignments 3 and 4 are Scholar writing projects. The instructor posts the Update first, then selects "Start Project." Peer review occurs at the Feedback phase of a writing project. Self-review occurs at the Revision phase. An instructor may write a review at any phase of the project.

Other useful video tutorials include:

Self-Paced and Instructor-Paced Modes

2.3: Sharing More About Yourself (1.27)

2.4: Shares and Published Works (0.37)

2.5: Peers (1.03)

Instructor-Paced Mode Only

2.1: Setting up your Community Profile (1.06)

2.2: Introduction and Navigating Community (1.36)

2.6: Communities (1.59)

For instructors, there is a video tutorial about setting up a Community. Once students' Scholar accounts have been created, students can log in to find this community and ask to join; instructors (admins) then approve all new members.

2.7: Creating a Community (2.10)

Other Resources: Self-Paced and Instructor-Paced Modes

Resources are available to support instructors and students as they use Scholar:

Updates also include other video tutorials and surveys to support students when they start their writing projects. All video tutorials are also available in Scholar.

4. Course Goals and Pre-Course Survey

For the Student

Learning Focus: To connect the course goals to your learning and career goals.

Update 4 Time Estimate
Survey: Pre-Course Survey 0.5 hours
Comment 0.5 hours

To get started, add a comment to the "Comment" box below. Then, if in Self-Paced mode, select "Start Survey." If working in the Instructor-Paced mode, your instructor will post the survey in your Scholar Community. This is an information based survey so you will not receive feedback on your responses.

If you are a first-time user of Scholar, you might find it useful to watch Scholar's Video Tutorials.

Comment: Look back at the Course Goals in the welcome. In 2-3 sentences, comment on how you think this course will help you to achieve your own learning and career goals, and aspirations.

Instructor-Paced Mode: Comment on others' posts, looking for similarities and differences. Make sure you start your comment with @Name (inserting the name of the student whose post you are commenting on).

Fig. 2: Set Learning and Career Goals

For the Instructor

Instructor-Paced Mode:Post Updates 1, 2 and 3 to the Community at the same time. Students will then be able to refer to them at any time.

When students are ready to take their pre-course survey, post Update 4. To post this Update, select "Post Left-Side Content to a Community." Then post a second Update by selecting, "Distribute a Survey."

To set up a Scholar Community in which students work at roughly the same pace, see the following settings:

Screenshot 1: Community Options
Grading Rubric
Task Pass Try Again
Pre-Course Survey Supplies a response to each question. One or more responses are not completed.
Comment
  • Writes 2-3 sentences, including personal goals or career aspirations.
  • Links personal goals or career aspirations to the course goals.
  • Writes in full sentences that show evidence of proofreading.
  • Writes only one sentence or there is no comment.
  • Provides no link between goals or career aspirations and the course goals.
  • Requires full sentences and proofreading.

5. Writing for Networking

For the Student

Learning Focus: To establish networks and reflect on their importance.

Update 5 Time Estimate
Task: Scholar Profile 0.5 hours
Task: LinkedIn Profile 1 hour
Task: Resume or CV 2 hours
Read/View: Information on writing resumes and CVs 1 hour
Test Yourself: Verb Tenses 1 hour
Comment 0.5 hours

To get started, complete your Scholar profile. Then, go to LinkedIn and either create or update your profile there. Your purpose in creating a profile in Scholar and LinkedIn is to introduce yourself, your goals, skills, interests, expertise, experience, and education. Your audience is other professionals and prospective employers. Prioritize the most important information to include and present yourself professionally. Find out more about Formal and Informal Writing Styles.

Also, make sure you add an updated version of your resume or Curriculum Vitae (CV) to your Scholar profile and LinkedIn page. You can refer to a Curriculum Vitae Template - Structure for models of CVs and to Resume-Perfection for examples of resumes. View Video: Make a Resume in Word, while 10 Resume Tips for Technology Professionals and Top CV Writing Tips are also useful guides. When you have completed your LinkedIn page, link to other professionals, including other students in this course. You might also link to the O'Reilly School of Technology LinkedIn Page.

Skill Focus: Past, Present and Future Tense: CVs and resumes are generally written in the past and/or present tense. See Should I Write My Resume in Past or Present Tense (The Pongo Blog) and Sequence of Tenses (Purdue Online Writing Lab). Then test yourself by taking the survey.

Comment: What do you think are the advantages and disadvantages of professional and social networking? Use a formal writing style in your comments.

Instructor-Paced Mode: Comment on the posts of other students by starting with @Name, and stating whether you agree or disagree with them, and explaining why. If you have suggestions for how your peers could improve their profiles and resumes or CVs, add them.

Fig. 3: O'Reilly LinkedIn Page

For the Instructor

By focusing on professional and social networking, this Update aims to further engage students and support them to establish and/or update their networks. Establishing a LinkedIn profile will also be useful if students follow up on this course by enrolling in the O'Reilly Technical Writing course; activities in that course require students to have a LinkedIn page.

Commenting on an Update enables students to develop their writing skills. It creates accountability for students and enables them to demonstrate their thinking, understanding, and learning. The comment in this Update aims to raise students' understanding of the importance of networking in IT positions. For students, progressing individually through the course in Self-Paced mode, they will post their comment in the activity stream of their Profile in Community. The instructor may opt to reply and engage in discussion. See Screenshot 1 for an example of a comment in an Update.

Skill Focus: Verb Tenses: The skill focus in this Update will support students to make decisions about writing their CVs or resumes in the past and/or present tense. Most Updates in this Learning Module will include links that focus on specific writing skills. Students should follow these links to websites to develop their skills. They can then test their learning through the "Test Yourself" surveys.

Developing writing/grammar skills in context in this way ensures students can access support when they actually need it, so it is "just in time" rather than "just in case" learning. This will enable students to make better sense of, use, and retain the skills.

Screenshot 2: Commenting on an Update
Grading Rubric
Task Pass Try Again
Scholar Profile
  • Includes a Scholar Profile with an attached resume or CV.
  • Includes pertinent, concise, and comprehensible information about accomplishments, abilities, and goals.
  • Completes profile and/or resume/CV, but not both.
  • Requires more relevant and concise information.
  • Requires proofreading.
LinkedIn Profile
  • Completes the LinkedIn Profile with an attached resume or CV.
  • Includes pertinent, concise, and comprehensible information about accomplishments, abilities, and goals.
  • Completes profile and/or resume/CV, but not both.
  • Requires more relevant and concise information.
  • Requires proofreading.
Comment
  • Writes 2-3 sentences in a formal style.
  • Identifies at least one advantage and one disadvantage of professional and social networking.
  • Writes in full sentences with evidence of proofreading.
  • Writes only one sentence or no comment.
  • Writes in bullet points or note form, rather than a formal style.
  • Identifies only one advantage or disadvantage, but not both.
  • Requires proofreading.

6. Assignment 1: Writing a Biographical Statement

For the Student

Learning Focus: To summarize and synthesize the most relevant information from a variety of sources to create a biographical statement.

Update 6 Time Estimate
Assignment 1: Biographical Statement. Note: Assignment 1 requires you to create an Update in Community; it will not go through the Scholar review process in Creator. 2 hours
Read: Tips for Writing your Biographical Statement 1 hour
Test Yourself: Sentence Variety - Simple, Compound and Complex Sentences 1 hour
Comment 0.5 hours

Assignment 1: Biographical Statement

Create an Update in Scholar in which you introduce yourself to your peers. Your introduction should be similar to a biographical statement that would be used to introduce you at a conference or in the conference program. Summarize and synthesize the personal (interests) and professional (experience, skills, expertise, education) information in your Scholar profile, LinkedIn page, and resume or CV. Write approximately 300-400 words in prose (not in bullet points or notes).

Your biographical statement is due in one week from when this Update is posted.

Tips for Writing your Biographical Statement

1. Summarize bullet points under the headings of Professional and Personal, synthesizing information from three sources - your Scholar profile page, LinkedIn page and your resume or CV, and selecting the most relevant details.

2. Elaborate on the bullet points, turning the points into prose. Include a topic sentence/statement; some main ideas,such as a personal detail, a formative experience, an evaluation of that experience, an achievement, experience, skills, and an interest/dream; and a final statement.

More information is available at How to Write a Biography Statement and How to Write a Personal Bio.

3. Create an Update in your Profile: Profile => Updates => Add an Update (Self-Paced Mode).

Create an Update in a specific Community: Community => Community Profile Page => Add an Update (Instructor-Paced Mode).

Skill Focus: Sentence Variety 1 - Simple, Compound, and Complex Sentences: Learn about "The Structure of a Sentence" in Building Sentences (University of Ottawa Writing Center). As you write more varied and more complex sentences in your comments and in your assignments, learn about how to avoid writing Sentence Fragments (Purdue Online Writing Lab). Test yourself by taking the survey.

Comment: Imagine you had to give advice to someone who is interested in applying for a job in the Information Technology industry. What would be the most important piece of advice you would give?

Instructor-Paced Mode: Comment on the posts of other students, noting anything that you find interesting, similar or different from your advice.

Fig.4: Tim O'Reilly Twitter Page

For the Instructor

In this Update students are assigned the first assignment. The assignment is scaffolded for them through definitions of summarizing, synthesizing, and scanning reading strategies, ideas about what to include, how to structure the paragraph, and links to step-by-step directions and models of bio statements.

Self-Paced Mode: Instructors should comment on the Updates of each student.

Instructor-Paced Mode: After posting "Left Side to Community", open the Update and click on the editing pencil. Then insert the date due for the assignment (approximately a week later). This assignment will not go through a formal peer review process in Scholar. Instead, students comment on each other's Updates.

Check the Community settings to ensure students are able to post updates to the Community. See Screenshot 1. Go to Community Profile => Community Settings => Community Options.

Skill Focus: Sentence Variety 1 - Simple, Compound, and Complex Sentences: This skill focus is important to support students to vary their sentences in their writing, particularly when writing comments and in their assignments.

Grading Rubric
Task Pass Try Again
Biographical Statement
  • Includes a topic sentence, some main ideas (such as a personal detail, a formative experience, an evaluation of that experience, an achievement, experience, skills, and an interest/dream), and a final statement.
  • Writes in a formal and engaging style.
  • Writes in full sentences with evidence of proofreading.
  • Does not organize the statement into a logical structure.
  • Writes in bullet points, rather than full sentences.
  • Requires proofreading.
Comment
  • Synthesizes information into a 140 character "Tweet".
  • Selects the most engaging and relevant information.
  • Proofreads writing.
  • Writes a "Tweet" of more than 140 characters, or there is no Tweet.
  • Does not select the most relevant information.
  • Requires proofreading.

7. Assignment 1: Submission

For the Student

Learning Focus: To summarize biographical information concisely into a "Tweet".

Update 7 Time Estimate
Assignment 1: Post Update 0.5 hours
Test Yourself: Different Kinds of Sentences 1 hour
Comment 1 hour

If working in Self-Paced mode, post the Update with your biographical statement to your activity stream in your Profile.

If working in a Scholar Community, post your Update to your Community.

Skill Focus: Sentence Variety 2 - Different Kinds of Sentences: Learn more about "The Purpose of a Sentence" in Building Sentences (University of Ottawa Writing Center), particularly sentences such as declarative, exclamatory, interrogative, and imperative sentences, and rhetorical questions. Test yourself by taking the survey. This will support your writing and introduce the next topic about public and personal writing in Update 8.

Comment: After you have created your Update and posted it, summarize the information further by creating a "Tweet' that captures the essence of your biographical statement in 140 characters or less. Post it here in this comment box; you might also go Twitter and actually 'tweet" it.

Instructor-Paced Mode: Comment on the biographical statements and "tweets" of other students, noting anything that you find interesting, similar or different from your Update.

For the Instructor

In this Update, students submit Assignment 1 by creating an Update and then synthesizing the information in the Update in a Tweet-like comment. Actually tweeting the comment is optional.

Self-Paced Mode: Instructors comment on the Updates and "Tweets" of each student.

Instructor-Paced Mode: Students comment on each other's Updates and "Tweets.

Skill Focus: Sentence Variety 2 - Different Kinds of Sentences. Students use an excerpt from the text in the "Public and Personal Writing" (Update 6) to identify declarative, interrogative, exclamatory, and interrogative sentences, and rhetorical questions. This enables them to focus on their writing as well as introducing them to the next topic.

Use the Grading Rubric in Update 6.

8. Internet Searches and Citing Sources

For the Student

Learning Focus: To understand how to assess the credibility and reliability of weblinks, search for information, avoid plagiarism, and cite references correctly.

Update 8 Time Estimate
Read 1 hour
Test Yourself: MLA format or APA Format 1 hour
Comment 0.5 hours

Tips for Checking Accuracy, Reliability and Bias in Websites

In this course, you will be required to search for articles and opinion pieces, and research information. As you take links to outside sources in this course, its important to assess their accuracy and any bias. One way that you can check for accuracy and bias is to:

  • Use a range of sources so you can cross-reference information.
  • Check the date the website was created or last updated so that it is still current.
  • Check the authors and their credentials to write about a topic.

Tips for Researching Information

  • Decide on your search engine. Some popular search engines are Bing, Blekko, Dogpile, DuckDuckGo, Google, and Yahoo.
  • Use unique terms that are specific to the topic you are searching. If you are researching Abraham Lincoln's famous speeches and you type in 'Abraham Lincoln', you will get many pages. 'Lincoln speeches' would be more specific, and would narrow the search. 'Gettysburg Address' would be even more specific.
  • Leave out words such as 'the' and 'a'. Also leave out commas and periods.
  • Use quotation marks around exact words if you are looking for a particular text.
  • Use the Advanced Search button to refine your search by date, country, amount, language, or other criteria.
  • Bookmark any sites that you might need later.
  • Search through the list of web pages to open the most relevant ones. If you can't find what you need, try another search engine.

Tips for Avoiding Plagiarism

  • For assignments 3 and 4, use the Structure tool in Creator to plan and organize the sections of your work. Then put your notes in each section. Learn more about the Structure Tool and saving versions of your work.
  • If it’s your idea, type it in with no change to the text.
  • If it’s an idea of someone else, but you have used your own words (indirect quote), write down the name of the reference, or the link to the website beside the idea, and add the full reference to your references section.
  • If you copy/paste a direct quote (the exact words) and it’s one sentence or less, put it in quotation marks. Don’t forget to keep the reference and page number or web link, and be sure you list the reference in your references section.
  • If you copy/paste a direct quote and it’s more than one sentence long, make it a block quote. Again, don’t forget to keep the reference and page number, or web link.
  • When you have finished taking notes, create a new version of your work, ready for writing the first draft of your writing.

Tips for Citing References

Skill Focus: Citing references according to the MLA Formatting and Style Guide and APA Style (Purdue Online Writing Lab). Most companies have a house style guide, usually used by documentation departments,but applicable to the "voice" of the entire organization. Also, there are third-party style guides, like the Chicago Manual of Style, the American Psychology Association Style Guide, and the Microsoft Manual of Style that can provide guidelines where a house style guide doesn't exist. You can also watch short videos about Citing Research According to MLA Guidelines: Citing Research (5.53) and Basic Citation Format (5.26). Then, test yourself on the 15 question MLA Style Quiz. Alternatively, you can watch Using APA Style for References and Citations (10.20). Then test yourself on the 15 question APA Style Quiz.

Comment: How did you go in your survey? What is something important that you learned about citing references?

Instructor-Paced Mode: Read and comment on other students' comments, building on their ideas to extend the discussion about issues related to citing sources, and checking their reliability, accuracy, and bias.

Fig.5: Internet Searches

For the Instructor

In this update students learn about internet search skills, plagiarism, and citing sources. This information is provided here to support students in the activities that follow, where they will be expected to read, respond to, and analyze a variety of online sources of information.

Skills Focus: Citing Sources. A range of resources is provided, including videos and quizzes. Students may choose to focus on either MLA style or APA style. The quizzes are external to Scholar. They provide immediate feedback on individual questions.

Grading Rubric
Task Pass Try Again
Comment
  • Identifies at least one important piece of information about citing references, such as including publication details, following a standard format, and ensuring references are current and relevant to the topic.
  • Writes in full sentences with evidence of proofreading.
  • Includes no comment, or the comment is not relevant to citing references.
  • Requires proofreading.

9. Public and Personal Writing

For the Student

Learning Focus: To identify the context, audience, and purpose of blogs and online opinion pieces.

Update 9 Time Estimate
Read: "Blurring of Public and Personal Writing" and "Definitions" 0.5 hours
Test Yourself: Context, Purpose, Audience, and Evidence 1 hour
Comment 1 hour

Blurring of Public and Personal Writing

How can you have a voice on local, national, and international issues and events? In the past, editorials and letters to the editor in newspapers, and radio and television news were the main way that people could have a public voice. Today, however, everyone can be a "journalist", and present and publish opinions on any issue on the Internet. Why write personal diaries when you can now write blogs? Of course blogs can be made public, and the blogger may become very famous, depending on what they divulge! In any case, the demarcation between personal and public writing is becoming blurred. In some cases, the writing has become less formal; in others cases, audiences expect aspects of rhetorical/persuasive style such as providing relevant and persuasive evidence to support arguments.

Blogs, rather than just being mundane personal reflections, have become more like newspaper opinion pieces. As well as communicating points of view, they often report breaking news, particularly in the tech world. Newspaper publishers such as The New York Times (Bits Blog and Opinion Pages) and The Chicago Tribune (Change of Subject blog and Opinion) dedicate enormous resources to opinion sections and blogs, and publish them alongside regular news stories. As a result, many bloggers have joined with online publishers to reach larger audiences.

In the Updates that follow, you will be focusing on critically analyzing blogs and opinion pieces. A first step in this critical analysis is to identify the context, audience, and purpose of the blog or opinion piece. Read through the definitions, and then find your own blog or opinion piece related to technological change. As you search for the blog or opinion piece, refer to Tips for Checking Accuracy, Reliability and Bias in Websites that you read about in Update 8. The survey in the Skill Focus below will also enable you to practice identifying context, audience, and purpose in two pieces.

Definitions

Context The time and place (geographical location as well as journal or online newspaper) in which the writing and reading occur. Context also takes account of any related current events, situations, or developments.
Purpose The intent or aim of the author in writing the piece. The main purpose may be to persuade, inform, and/or entertain. There can be many other Purposes (Purdue Online Writing Lab).
Audience Who the author is directing the writing to. The Author and Audience (Purdue Online Writing Lab) are also important.

Skill Focus: Context, Purpose, Audience, and Evidence. Test your understanding of the readings by taking the survey. This survey is based on As Robotics Advances, Worries of Killer Robots Rise (The New York Times: The Upshot, June 16, 2014) and The Wire Next Time (The New York Times: The Opinion Pages, April 27, 2014).

Comment: Post a link to the blog or opinion piece you found about technological change. Identify its context, purpose, and audience.

Instructor-Paced Mode: Read and comment on other students' links and comments, building on their ideas, or asking questions about their link to extend the discussion.

Fig. 6: Net Neutrality is the focus of The Wire Next Time

For the Instructor

Update 9 introduces students to concepts that will be important for Assignment 2.

In this Update, students are given information about context, audience, and purpose. The survey reinforces definitions; this also provides an opportunity to deepen understanding of terminology, using two texts - a blog and an opinion piece.

Students may use the blog or online piece that they select and post in their Comments, in the next Update (Update 10) as well as becoming the focus of Assignment 2. Alternatively, students may select another text for the assignment.

Instructor-Paced Mode: Post this Update first. Then start the survey on "Context, Audience, Purpose, and Evidence." Once students have completed the survey, they can return to this Update to complete the Comment.

Skill Focus: Context, Audience, Purpose, and Evidence: This skill focus will ensure students look closely at the two texts, and deepen their understanding of context, audience, purpose, and evidence. It will also support them to write their comments.

Grading Rubric
Task Pass Try Again
Comment
  • Includes a link to a recent blog or opinion piece about technological change.
  • Describes the context, purpose, and audience.
  • Writes in full sentences with evidence of proofreading.
  • Includes no link and/or the blog or opinion piece is not relevant or current.
  • Does not describe context, audience, and purpose, or only describes one or two of these elements.
  • Requires proofreading.

10. Analyzing Blogs and Opinion Pieces

For the Student

Learning Focus: To practice your analysis skills.

Update 10 Time Estimate
Read: Tips for Summarizing What the Author is Saying and Identifying What the Writer is Doing 1 hour
Test Yourself: Active and Passive Voice 1 hour
Comment 2 hours

Tips for Summarizing What the Author is Saying and Identifying What the Author is Doing (Read the middle column first)

What is the Author Saying? The Text What is the Author Doing?
Step 2: Chunk the text by drawing a horizontal line between each paragraph, or group 2 or 3 short paragraphs into one chunk. Then, in the left margin, identify the key idea/s for each chunk and summarize it in 10 words or less. Step 1: In the center of the page is the text. Scan or look over the text first, looking for information that you can deduce from the title, headings, introduction, topic sentences, and conclusion. Then underline or circle key words and claims. Step 3: In the right margin, list "reporting" words or "power verbs". These are words that describe what the author is doing: Arguing, Analyzing, Assessing, Classifying, Comparing, Concluding, Contrasting, Criticizing, Describing, Detailing, Elaborating, Estimating, Explaining, Identifying, Illustrating, Inferring, Introducing, Predicting, Providing Evidence, Questioning, Summarizing, and Synthesizing.

You can view an example of how to follow Steps 1-3 on As Robotic Advances, Worries of Killer Robots Rise (The New York Times: The Upshot, June 16, 2014) in Attachment 1. It chunks the text and summarizes the key ideas in each chunk. When you chunk the text, look for common ideas in paragraphs. For example, in Attachment 1, you will see chunks of 1, 2, 3, and 8 paragraphs. The chunk of 8 paragraphs focuses on examples of accidents involving robots, while the chunk of 3 paragraphs is about safety concerns.

Based on chunking, summarizing, and identifying power verbs, the following summary statement was created about As Robotic Advances, Worries of Killer Robots Rise. The power verbs are italicized.

Summary Statement: In this blog about how robots are changing peoples’ lives, the authors analyze the safety concerns of using robots, particularly in the workplace. They provide evidence of accidents when robots get out of control, and contrast the issues of using contained robots in the past with the ‘free roaming’ robots of the future that have sensors and artificial intelligence. They conclude that as well as extra protective safety measures, the robots of the future will need empathy.

Attachment 1: Summarizing What the Author is Saying and Identifying What the Author is Doing

Referring to the same blog or opinion piece related to technological change that you used in Update 9, follow the Steps 1-3 (above) to summarize what the author is saying, and identify what the author is doing. Use Attachment 2 to chunk, summarize, and identify the power verbs in the piece that you have selected to analyze.

Attachment 2: Template for Summarizing What the Author is Saying and What the Author is Doing

Skill Focus: Active and Passive Voice: The power verbs are used in active voice. Active and Passive Voice indicate whether a subject performs the action in the verb (The robot pinned the worker against the wall), or whether the object of the verb is acted upon (The worker was pinned against the wall by the robot). The use of active or passive voice enables you to place emphasis in your writing. Active voice emphasizes the performer of the action while passive voice emphasizes the recipient of the action. In the examples, the robot or the worker may be emphasized. Test yourself by completing the survey.

Comment: Add a comment in which you write a summary statement about the blog or opinion piece that you selected.

Instructor-Paced Mode: Read and comment on other students' summary statements, commenting on their use of power verbs, building on their ideas, or asking questions in order to extend the discussion.

Fig 7: Robotics palletizing bread in Germany

For the Instructor

In this Update, students build on the work they have done on context, audience, and purpose in previous updates. It provides a model of an analysis of a text, focusing on summarizing key ideas in chunks of text (what the author is saying), and identifying power verbs (what the author is doing). The process of analyzing the text in this way supports students to write a summary statement which is required in the Comment.

The blog or online piece that students selected for their Comments in Update 9, can be used in this Update, or students may select an entirely different text. This will give them access to a wider variety of texts and topics related to change in technology.

Skill Focus: Active and Passive Voice. This is focused on here in the context of "power verbs" which are used to describe an author's purpose. It enables students to choose active or passive voice in order to place emphasis in a sentence.

Grading Rubric
Task Pass Try Again
Comment
  • Summarizes what the author is saying concisely in 2-4 sentences, identifying the main ideas in the text.
  • Uses power verbs to describe what the author is doing.
  • Writes in full sentences with evidence of proofreading.
  • Provides no comment, or summarizes what the author is saying, or what the author is doing, but not both.
  • Requires proofreading.

11. Persuasive Techniques

For the Student

Learning Focus: To understand the effects of persuasive techniques in an online opinion piece.

Update 11 Time Estimate
Read: Why Tesla Gave up on Patents 1 hour
Task: Assignment 2 - Ongoing 1.5 hours
Test Yourself: Persuasive Techniques in Why Tesla Gave Up on Patents 1 hour
Comment 0.5 hours

Read Why Tesla Gave Up on Patents by Tanya Basu (The Atlantic, June 13, 2014). Note how the author persuades her audience through reasoning, evidence to support her claims, and through her language choices. Then, complete the survey. This survey is optional, bit it will help you to learn more about persuasive techniques. It will also help you to complete the comment.

Skill Focus: Persuasive Techniques in Why Tesla Gave Up on Patents: While it is necessary to identify persuasive techniques, it is most important to explain the effects of these techniques such as creating tone. Tone is the author's attitude to the topic. Many persuasive techniques create the tone; for example, providing credible evidence creates an objective tone, while making fun of something with humor can create a humorous or even a mocking tone. Using academic and technical vocabulary can create a more erudite (learned, polished, scholarly) tone. See "Words for Tone" in Attachment 3. Test yourself by taking the survey.

Attachment 3: Words for Tone

Comment: From the text that you are using for Assignment 2, describe one or two persuasive techniques that you think the author has used effectively. Explain the effect of using this technique/s on the reader.

Instructor-Paced Mode: Comment on the examples provided by other students, identifying other effects if possible, and asking questions to extend the discussion.

Fig. 8: Tone Words

For the Instructor

In this Update, students build on their knowledge of persuasive techniques through a survey on Why Tesla Gave Up on Patents.

Skill Focus: Persuasive Techniques in Why Tesla Gave Up on Patents: The emphasis on the effects of persuasive techniques is to increase students' understanding of how authors use such techniques, but also to enable them to make deliberate choices to use them in texts that they create in Assignments 2, 3, and 4. In this way, these initial activities are scaffolding for three of the assignments in this course.

Grading Rubric
Task Pass Try Again
Comment
  • Describes 1 or 2 persuasive techniques and their effects.
  • Writes in full sentences with evidence of proofreading.
  • Describes 1 or 2 persuasive techniques, but does not include their effects.
  • Requires proofreading.

12. Assignment 2: Response to Blog/Opinion Piece

For the Student

Learning Focus: To understand the structure of a response to a blog/opinion piece and to start Assignment 2.

Update 12 Time Estimate
Assignment 2: Create an Update. Note: This assignment requires you to create an Update in Community; it will not go through the Scholar review process in Creator. 3 hours
Read: Writing Tips 1 hour
Test Yourself: Transition Words 1 hour
Comment 0.5 hours

Assignment 2: Response to a Blog/Opinion Piece

Find a blog/opinion piece on change/s in technology. Then, create an Update in Scholar where you write your response to it. Write approximately 250-350 words. Your response is due in seven days from when this Update is posted.

Writing Tips

  • Introduce the blog/opinion piece and include its title (hyperlinked), context, purpose, and audience.
  • Summarize what the author is "saying" and what the author is "doing" in the piece.
  • Evaluate whether the text is effective - does the author achieve his/her purpose? Is it engaging? Why/why not?

For more information on how to write your response, go to:

Skill Focus: Transition Words: For information on writing cohesively, see Writing Transitions (Purdue Online Writing Lab) and Linking Words. These will help you to connect ideas between sentences and paragraphs, and help the reader to understand what you are writing about. Test yourself by taking the survey.

Comment: Write at least one suggestion about where to find blog/opinion pieces about changes in technology?

Instructor-Paced Mode: Comment on the comments of other students by adding to their suggestions or asking questions.

Fig.9: Technology and Change

For the Instructor

This Update introduces students to Assignment 2. It provides writing tips on the structure of a response to a blog/opinion piece and links to model texts.

Students may select a new blog/opinion piece for the assignment or continue to use the piece that they used in Update 9.

Skill Focus: Transition Words: This skill builds on writing sentences by focusing on creating links between sentences in a paragraph, and between paragraphs in a whole text. It will support students as they complete Assignment 2.

See the Grading Rubric in Update 13.

13. Assignment 2: Submission

For the Student

Learning Focus: To post Assignment 2 and reflect on what makes an effective response to a blog/opinion piece.

Update 13 Time Estimate
Assignment 2: Post Update 1 hour
Comment 0.5 hours

Self-Paced Mode: Post your Update to your activity stream in your Profile.

Instructor-Paced Mode: Post your Update to your Community.

Comment: After you have created your Update and posted it, comment on one important piece of advice that you would give to other students about how to write an effective response to a blog/opinion piece.

Instructor-Paced Mode: Comment on the advice of other students, noting anything that you find interesting, similar or different from your advice.

For the Instructor

In this Update, students submit Assignment 2 by creating an Update. They also comment by offering advice on what makes an effective response to a blog/opinion piece. This is designed to strengthen their metacognition of writing such a response.

Self-Paced Mode: Instructors comment on the Updates of each student.

Instructor-Paced Mode: Students comment on each other's Updates.

Grading Rubric
Task Pass Try Again
Response to a blog/opinion piece
  • Includes an introduction with a link to the blog/opinion piece, its title, author, date, context, audience, and purpose.
  • Summarizes what the author is saying and doing, including "power" verbs.
  • Evaluates the effectiveness of the text (e.g. whether the author has achieved his/her purpose, whether the text is engaging, and an explanation of why/why not.
  • Includes paragraphs, transition words, accurate spelling, punctuation, and evidence of proofreading.
  • Includes one or two of the writing tips, but not all of them.
  • Requires proofreading.

14. Multimodal Opinion Texts: TED Talks

For the Student

Learning Focus: To understand how multimodal features can complement a presentation.

Update 14 Time Estimate
View: Keren Elazari: Hackers: The Internet's Immune System (TED, March, 2014) 0.5 hours
Read Transcript 1 hour
Test Yourself: Purpose, Context, Audience, and Claims in Hackers: The Internet's Immune System 1 hour
Comment 1 hour

Assignment 3 will focus on creating a presentation with a transcript and visuals. The activities in Updates 14-17 will support you to complete the assignment.

View the TED Talk: Keren Elazari: Hackers: The Internet's Immune System (TED, March, 2014). Note the visuals in the PowerPoint that accompanies Keren Elazari's presentation. Listen to how she uses her voice (audio), her facial expressions and hand gestures (gestural), and how she moves around the stage (spatial). You will investigate these in more depth in the Updates that follow. Then look at the Transcript of the Ted Talk to focus on the written/verbal mode. Technology is enabling bloggers and writers of opinion pieces to include multimedia in their pieces. Such pieces are multimodal in that the visual (diagram, picture, moving image), gestural, sound/audio, and spatial complement the written/spoken text. A popular form of a multimodal opinion pieces is TED Talks.

Skill Focus: Purpose, Context, Audience, and Claims in Hackers: The Internet's Immune System. This survey enables you to transfer some of your learning about context, audience, purpose, and claims to a new text. By identifying these, you will be supported to complete the Updates that follow. Test yourself by taking the survey.

Comment: Was Keren Elazari's TED Talk interesting? Comment on both the content (what she is saying) as well as her presentation style (how she presents). You might also be interested in looking at other views of hackers in a blog - Android Phones Hit by 'Ransomware' (Nicole Perlroth, The New York Times Bits, August 22, 2014). Then, find your own TED Talk related to technology. Post a link and comment on what makes this TED Talk interesting and engaging (or not).

Instructor-Paced Mode: View one or two of the TED Talks posted by other students and comment on whether you thought they were interesting or not and why.

Fig. 10: Keren Elazari TED Talk

For the Instructor

New content supporting Assignment 3 is introduced here. Students respond to a TED Talk as well as contribute knowledge in the form of other TED Talks to the Community discussion. Where a student is only interacting with an instructor, the instructor could post one or two examples of TED Talks and comment on their effectiveness. Possible posts could be selected from Tim O'Reilly: 9 Talks that Stretched My Mind (9 talks, particularly, Jennifer Pahlka: Coding a Better Government , March, 2012) and Tech Breakthrough (11 talks, particularly Sebastian Thrun: Google's Driverless Car, March, 2011)

These talks will stimulate thinking about possible topics and presentation ideas for Assignment 3.

Skill Focus: Purpose, Context, Audience, and Claims in Hackers: The Internet's Immune System. This survey embeds learning from prior Updates, and supports students to closely examine a text that will be the focus of the next three Updates.

Grading Rubric
Task Pass Try Again
Comment
  • Writes 2-3 sentences about the content and presentation style of Keren Elazari's TED Talk.
  • Posts a link to another TED Talk related to technology.
  • Writes 1-2 sentences on what makes this TED Talk interesting and engaging (or not), e.g. content, language, word choice, visuals, gestures, audio, use of space, and overall presentation style.
  • Writes in full sentences that show evidence of proofreading.
  • Writes only 1 or 2 sentences overall about the content and presentation style.
  • Does not link to another TED Talk.
  • Does not reflect on what makes the talk interesting (or not).
  • Requires proofreading.

15. Analyzing Language: What Makes an Effective Multimedia Presentation?

For the Student

Learning Focus: To identify the written/verbal elements of a presentation and understand how they affect an audience.

Update 15 Time Estimate
Survey: Language Effects in Keren Elazari: Hackers: The Internet's Immune System (TED, March, 2014) 1 hour
Comment 1 hour

Skill Focus: Language Effects: Look at the Transcript of the Ted Talk by Keren Elazari to focus on the language or written/verbal mode. Test yourself by taking the survey.

Comment: Describe what you think is the most effective language element in Keren Elazari's talk. Then, refer to the TED Talk that you posted a link for in Update 14. Describe 3-5 written/verbal elements and their effects.

Instructor-Paced Mode: Comment on the comments of others by building on their comments, asking questions, and referring to examples of written/verbal elements in Elazari's talk.

Fig. 11: Multimodal Meaning Making

For the Instructor

In this Update students analyze the written/verbal elements of a TED Talk.

Skill Focus: Language Effects: In this survey, there is information about written/verbal elements. The focus is on analyzing the effects of each element so that students understand the choices they can make when they include multimodal elements in their own multimedia presentations in Assignment 3.

Grading Rubric
Task Pass Try Again
Comment
  • Selects and describes the most effective language element in Keren Eloazari's TED Talk.
  • Describes 3-5 written elements in the TED Talk selected by the student.
  • Describes the effects of the written elements.
  • Writes in full sentences with evidence of proofreading.
  • Does not identify the most effective language element.
  • Describes 1-2 written elements.
  • Does not describe the effects of the written elements.
  • Requires proofreading.

16. Analyzing Visuals: What Makes an Effective Multimedia Presentation?

For the Student

Learning Focus: To identify the visual elements of a presentation and their effects, and understand how they contribute meaning to the text.

Update 16 Time Estimate
Task: Visual Elements 2 hours
Test Yourself: Visual Effects 1 hour
Comment 0.5 hours

View the TED Talk: Keren Elazari: Hackers: The Internet's Immune System

(TED, March, 2014) again, taking note of the visual presentation. There are 42 slides that Elazari uses to complement her verbal presentation.

Download Attachment 4. As you view the talk, focus on the visuals and complete the chart. Visual elements are defined in the links in the first column.

In 1: An example of a visual element and its effect is provided.

In 2: Your task is to add a second example from the talk for each visual element, and describe its effect.

Attachment 4: Visual Analysis Chart
Visual Element Example Effects
Symbolism 1. Robin Hood with "anonymous" mask 1. Connects Hacktivism to a hero, suggesting the Hacktivism movement is about the greater good
2. (Add your example to Attachment 4: Visual Analysis Chart) 2. (Describe the effects of your example in Attachment 4: Visual Analysis Chart)
Images 1. Image of virus infected cells 1. Reinforces the metaphor of the title of the presentation, referring to an immune system, and appeals to science and scientific thinking to endorse hacking
2. 2.
Short text/ statement on a plain background 1. Fight Hackers = Stifle Innovation 1. Emphasis of a key point the presenter is making verbally
2. 2.
Graphs 1. Dow Jones Index 1. Statistical evidence makes the claims of the presenter stronger
2. 2.
Quotations 1. "Sometimes you have to demo a threat to spark a solution." (Barnaby Jack, 1977-2013) 1. Evidence by other credible sources makes the claims of the presenter stronger
2. 2.
Juxtaposition 1. School class photo of the "nerd" wearing head phones is followed immediately by the image of Angelina Jolie in the role of a hacker 1. By placing two unconnected images together, the viewer can see the extreme difference between who the presenter was, and who she aspired to be; it also creates humor
2. 2.
Color 1. Explosion of color and flashes from the computer 1. Shows excitement and emphasizes the "rush of power" the presenter felt when she hacked some code
2. 2.
Shot Angle: Low Angle 1. Barnaby Jack, in suit, next to ATM, looking down and smiling 1. Makes Barnaby Jack appear to be looking down at the viewer - makes him look powerful and in control
Camera Angles (low, high, and eye level) 2. 2.
Shot Type: Close up 1. Image of hands bound by an internet cord Focus on the hands to emphasize the theme of freedom, and the contradiction of hackers both protecting and attacking the Internet
Framing Basic Shot Types (close up, long shot, mid shot) 2. 2.
Other

Submitting your Chart

Self-Paced Mode: Submit your completed chart to Shares: Profile in Community=>Shares=>Share Files & Links=>Add a Share=>Upload a File=>Add Share.

Instructor-Paced Mode: Submit your completed chart to Submissions: Profile in Community=>Submissions=>Submit a File=>Select a Community=>Upload a File=>Submit.

Skill Focus: Visual Effects: As you identify visual elements and their effects, this survey will enable you to reinforce those skills and stimulate your thinking about the effects that you would like to achieve in your own multimedia presentation. You can read more about Color Theory Presentation (Purdue Online Writing Lab), and watch a video about The Power of Images and Symbols (2.27). There is also information on selecting images and citing references in the Visual Literacy Tutorial (5.01: James Madison University). Test yourself by taking the survey.

Comment: Describe what you think is the most effective visual element in Keren Elazari's talk and how it adds more meaning to the text. Identify 2-3 visual elements in the TED Talk that you posted a link to in Update 14.

Instructor-Paced Mode: Comment on the comments of other students by building on their comments, asking questions, and referring to examples of visual elements in Elazari's talk.

Fig. 12: Visual Symbols

For the Instructor

In this Update students analyze the visual elements of a TED Talk. The focus is on analyzing the effects of each visual element so that students understand the choices they can make when they use visuals in their own multimedia presentations in Assignment 3.

Self-Paced Mode: Students submit completed charts to Shares in their profiles.

Instructor-Paced Mode: Students submit completed charts to Submissions in their profiles, and then select the relevant Community.

Skill Focus: Visual Effects: This survey is set in the context of creating visuals and specific effects in students' own multimedia presentations. The questions focus on symbols, layout, color, shot angles, and shot types.

Grading Rubric
Task Pass Try Again
Chart
  • Submits the chart.
  • Adds 11+ examples of visuals from the Keren Elazari TED Talk to the chart.
  • Describes the effects of 11+ visual features.
  • Does not submit the chart.
  • Submits the chart, but does not add an example for each visual feature in the chart.
  • Does not describe the effect of each visual feature.
Comment
  • Describes a visual element in Keren Elazari's talk and how it adds more meaning to the text.
  • Describes 2-3 visual elements (e.g. symbols, images, graphs, color, shot angle, shot type, juxtaposition) in the TED Talk posted by the student in Update 14.
  • Writes in full sentences with evidence of proofreading.
  • Describes a visual element, but not how it adds meaning to the text.
  • Describes one or no visual elements in the TED Talk selected.
  • Requires proofreading.

17. Analyzing Audio, Spatial, and Gestural Features: What Makes an Effective Multimedia Presentation?

For the Student

Learning Focus: To identify the audio, spatial, and gestural elements of a presentation, and their effects, and understand how they complement the visual and the written/verbal text.

Update 17 Time Estimate
Read the information on delivering a presentation and the overview of audio, spatial, and gestural elements 1 hour
Survey: Audio, Spatial, and Gestural Multimodal Elements in Keren Elazari: Hackers: The Internet's Immune System (TED, March, 2014) 1 hour
Comment 1 hour

Read some information about Delivering the Speech (Writing Commons) and The Five Secrets of Speaking with Confidence (6.21).

Then, look at the following overview of audio, spatial, and gestural, multimodal elements. By understanding the effects of using these multimodal elements, you can make deliberate choices to achieve certain effects in your own multimedia presentation.

Element Definition Effect/s
Audio Elements
Volume Loudness or softness of sound
  • Emphasis
  • Tone: compare a monotone to varied intonation to add interest and hold audience's attention
Pitch Highness or lowness of sound
  • Emphasis
  • Add interest
  • Call attention
  • Variety to hold audience's attention
Tempo The rate or speed of the speaker or music
  • Emphasis
  • Mood: a rapid rate can suggest enthusiasm, urgency, or humor; a slow rate can suggest respect, seriousness, and reasoning
Pause Use of breaks
  • Emphasis
  • Provide time for audience to understand what has been said
  • Adds variety to hold audience's attention
Spatial Elements
Position Stance - seated, standing; center, right, or left on stage
  • Power (high position), powerlessness (low position), or equality (same level)
  • Formality (straight back) and informality/casual/layback (leaning)
Movement/Use of Space Standing still or moving around stage
  • Connect to different segments of audience
  • Focus
Props A prop (property, commonly shortened to prop) is an object used on stage by an actor or presenter)
  • Reveal character or further the action
  • Symbols
Gestural Elements
Gestures A movement or position of the hand, arm, body, or head
  • Emphasis
  • Show emotion (enthusiasm,
  • Uncertainty (shrug) or agreement (nodding)
  • Personal Connection
  • Show direction/size
Gaze/Eye Contact The directed look between a speaker and audience
  • Capture and maintain interest/attention
  • Add credibility
Facial Expressions Gestures or feelings on a person's face
  • Show emotion, attitude, or feelings (sadness, happiness, anger, excitement, surprise, disgust, fear, confusion etc)
  • Emphasis/Enhance meaning/Create confusion, e.g. when words do not match expression

Skill Focus: Audio, Spatial, and Gestural Multimodal Elements. Test yourself by taking the survey. Refer to the TED Talk: Keren Elazari: Hackers: The Internet's Immune System (TED 2014, March, 2014) as you complete the survey.

Comment: What are the advantages and disadvantages of presenting a multimodal presentation rather than a single mode presentation? Support your responses with evidence from the TED Talks you found as well as referring to Keren Elazari's TED Talk.

Instructor-Paced Mode: Comment on the comments of other students, responding thoughtfully to other perspectives, and summarizing points of agreement and disagreement, again relating your comments to evidence in the TED Talks and any other multimodal texts you have explored.

Fig. 13: Gestures

For the Instructor

In this Update students analyze the audio, spatial, and gestural elements of the Keren Elazari TED Talk in a survey. The focus is on analyzing the effects of each element so that students understand the choices they can make when they use multimodal elements in their own multimedia presentations in Assignment 3. In the survey, students are provided with information about audio, spatial, and gestural elements, and then respond to the questions.

Skill Focus: Audio, Spatial, and Gestural Effects: This survey analyzes audio elements such as volume, pitch, tempo, and pause; spatial elements including position, movement/use of space, and props; and gestural elements such as gestures, gaze/eye contact, and facial expressions.

Grading Rubric
Task Pass Try Again
Comment
  • Identifies at least one advantage and one disadvantage of presenting a multimodal presentation, rather than a single mode presentation.
  • Provides evidence from other TED Talks.
  • Writes in full sentences with evidence of proofreading.
  • Identifies an advantage/ disadvantage, but not both.
  • Does not provide evidence from other TED Talks.
  • Requires proofreading.

18. Assignment 3: Multimedia Presentation

For the Student

Learning Focus: To start Assignment 3: Multimedia Presentation.

Update 18 Time Estimate
Assignment 3: Scholar Writing Project - Multimedia Presentation 3 hours
Test Yourself: The Creator Space in Scholar 1 hour
Comment 0.5 hours

Assignment 3: What are your ideas about a topic or issue related to technology? Present your ideas in a multimedia presentation such as a TED Talk. Include a visual presentation such as Prezi, PowerPoint, or Keynote, and an accompanying transcript. You may also record your presentation as a video and/or audio file (optional). Your talk should be approximately 3-5 minutes.

Possible Topics (you may also come up with your own topic)

  • Digital copyright and digital piracy
  • Privacy and security
  • Cloud computing and security
  • Virtualization
  • Big data versus traditional relational databases
  • Exploiting user data
  • Open source versus proprietary software
  • Information management
  • Business use of social networking
  • Censorship and governance
  • Mobility in the workplace
  • BYOD (Bring Your Own Device) policies in education
  • Schools’ internet policies – policing or integrating technology
  • Is the school computer lab obsolete?
  • Governments expecting ISPs to implement policy
  • Robotics
  • Modularity for solving wicked complex problems
  • Ethical hacking
  • Anonymity and identity theft
  • Moderating children’s sites for safety
  • Electronic health records – should they be opt in or opt out?

Explanation for Students in the Self-Paced mode

Skill Focus: The Creator Space in Scholar. If you are a first time user of Scholar, you might find it useful to watch the following videos. Then, test yourself by taking the survey.

3.1 Introduction to Creator (1.13)

3.2 Starting a Work (1.19)

3.3 The Creator Workspace (1.52)

3.4 Saving/Versions (0.57)

3.5 The Structure Tool (1.24)

3.6 Checker (0.43)

3.7 Submitting Your Work (PDF)

Comment: Do you have any questions about how the writing process in Scholar works? Ask a question or make a comment in this Update.

Instructor-Paced Mode: If you think you have an answer to another student's question, please answer it - be sure to name the person you are replying to in your comment by starting with @Name.

Fig.14: One Issue in Technology is Tech Recycling

For the Instructor

This Update introduces students to Assignment 3.

Instructor-Paced Mode: Post this Update first and then start the project for Assignment 3. This will take the instructor into Publisher in Scholar where you can set up durations (number of days) and determine the number of reviewers. The project is set up in "Automatic" mode, with reviewers being randomly assigned.

Skill Focus: The Creator Space of Scholar: The videos and survey are introduced here to support first time users of Scholar; they represent "just in time" learning to support students as they begin Assignment 3.

As students begin to write in Creator, the rubric will guide them by setting out clear expectations for the assignment.

Rubric 1: Assignment 3
Grading Rubric
Task Pass Try Again
Multimedia Presentation Scores an average of 2-3 in the review completed by the instructor. Scores less than 2 on the review completed by the instructor.

19. Assignment 3: Submission and Feedback

For the Student

Learning Focus: To review other students’ works and provide feedback.

Update 19 Time Estimate
Assignment 3: Scholar Writing Project: Peer Review 1 hour
Test Yourself: Peer Reviews and Self Reviews in Scholar 1 hour
Comment 0.5 hours

Self-Paced Mode: Your instructor will provide feedback on your draft. It will be useful to watch the videos and take the survey to learn how to write self-reviews

Instructor-Paced Mode: Check your Notifications for Review Requests: You have received a Review Request. Click on this link to take you to the work you have been assigned to review. Go to Feedback => Reviews => Review Work. Rate the work on each criterion and explain why you gave the work that rating. Submit your feedback once it is finished at About This Work => Project => Status. You will not be able to submit your review until all requirements set by you teacher have been met. These may include a review, annotations, and/or a publication recommendation.

Skill Focus: Writing Reviews in Scholar. If you are a first time user of Scholar, you might find it useful to look at the following resources and take the survey.

3.8 Reviewing a Work (PDF)

3.9 Submitting a Review and Annotations (PDF)

3.11 The Dialogue Tab (0.38)

Comment: Do you have any more questions about Scholar at this stage? Make a comment in this update.

Instructor-Paced Mode: If you think you have an answer to another student's question, please answer it - be sure to name the students you are replying to in your comment by starting with @Name.

Fig. 15: Feedback

For the Instructor

This Update focuses on the feedback phase of the writing process in Scholar

Self-Paced-Mode: The instructor writes a review of the student's work.

Instructor-Paced Mode: students write reviews of each other's work.

The videos and the survey are included to support students in this phase of the writing process in Scholar.

See the Grading Rubric in Update 18.

20. Assignment 3: Revise, Publish and Reflect

For the Student

Learning Focus: To revise, write a self review, publish, and reflect.

Update 20 Time Estimate
Assignment 3: Scholar Writing Project: Revision 1 hour
Survey: Revision Phase in Scholar 1 hour
Comment 0.5 hours

Self-Paced and Instructor-Paced Modes: The next stage of the writing process is to revise your own work before submitting it for publication.

Check your Notifications for a Revision Request: You have received a Revision Request. Click on this link to take you to the most recent version of your work. Then go to Feedback => Reviews => Results to see the reviews. Make sure you incorporate all of the feedback (reviews/annotations) from your peers before you click “Submit Revision” below the work.

You can also write a self-review, explaining how you have taken on board the feedback you received.

For more information, see The Revision Phase.

Once the publication date has elapsed, check Notifications to see if your work has been published. In the Instructor-Paced Mode, check whether works that you provided feedback on have been selected for publication.

If your work has not been published, your instructor will return it to you to revise again. After revising, you may wish to complete another self-review. You may complete this cycle as often as is necessary in order for you to achieve the expected standard outlined in the rubric.

Skill Focus: Revision Phase in Scholar. Take the survey.

Comment: Do you have any more questions about Scholar at this stage? Make a comment in this update.

Instructor-Paced Mode: If you think you have an answer to another student's question, please answer it - be sure to name the student you are replying to in your comment by starting with @Name.

Fig.16: Reflect

For the Instructor

Notifications of publication are provided to the creator and all reviewers (in Instructor-Paced mode).

The rubric supports metacognition about what makes quality writing. This is complemented by the reflection in the Comment in this Community Update.

Refer to the Dashboard to monitor how students are progressing with writing and reviews.

See the Grading Rubric in Update 18.

21. Assignment 4: White Paper

For the Student

Learning Focus: To start Assignment 4: White Paper.

Update 21 Time Estimate
Assignment 4: Scholar Writing Project: White Paper 1 hour
Test Yourself: Paragraphs 1 hour
Comment 0.5 hours

In this Update, Assignment 4: White Paper is assigned to you. This assignment will go through the phases of drafting, giving feedback, revising, and submitting your final draft in Scholar. The Updates that follow, 22-24, will support you to complete this assignment. Work through the Updates at the same time as you are working on the assignment. They include how to:

  • explore ideas for the topic of your white paper
  • structure your white paper using a problem-solution structure
  • evaluate a solution
  • develop logical reasoning
  • explore multiple perspectives
  • create an infographic

Assignment 4: White Paper

Write a white paper in which you explore a technological solution to a problem. Describe the problem, how the solution works and addresses the needs of stakeholders, the benefits and the disadvantages of adopting the solution, and in your conclusion, make a recommendation to accept or reject the solution. Include visuals such as an infographic or a flow diagram, summarizing key information and/or illustrating how the solution works.

Cite all sources, following a standard citation format such as MLA or APA. Approximate length: 800 – 1000 words.

Skill Focus: Paragraphs: As you write your white paper, it will be important to write cohesive paragraphs that elaborate on the topic through facts and details, and provide evidence (examples, statistics, quotes, weblinks, images, charts, tables, and multimedia. Learn more about how to write an effective paragraph at On Paragraphs (Purdue Online Writing Lab), and watch the videos on How to Write a Paragraph (1.07) (Writing Commons) and English 101: The Paragraph (7.24). Then test yourself by taking the survey.

Comment: What are some technological problems and solutions that you know about? How was technology important in providing the solution?

Instructor-Paced Mode: Comment on the posts of other students by starting with @Name, noting similarities and differences from the technology solutions that you have explored.

Fig. 17: Problem-Solution

For the Instructor

This Update introduces students to Assignment 4. Updates 25-26 support students to complete Assignment 4, so should be completed as students continue to work on the assignment.

Instructor-Paced Mode: Post this Update first and then start the project for Assignment 4. This will take the instructor into Publisher in Scholar where you can set up durations (number of days) and determine the number of reviewers. The project is set up in "Automatic" mode, with reviewers being randomly assigned.

Refer to the videos and survey in Update 18 to revise what is expected in this phase of the writing process in Scholar.

As students begin to write in Creator, they will be guided by the rubric which sets out clear expectations for the assignment.

Rubric 2: Assignment 4

Skill Focus: Paragraphs. The skill focus in this Update will support students as they write paragraphs in their white paper, encouraging them to find facts, details, and evidence to include in each paragraph.

Grading Rubric
Task Pass Try Again
White Paper Scores an average of 2-3 in the review completed by the instructor. Scores less than 2 on the review completed by the instructor.

22. Structure of a White Paper

For the Student

Learning Focus: To identify a problem and solution, and how to structure your white paper.

Update 22 Time Estimate
Reading 1 hour
Task: Assignment 4 - Ongoing 3 Hours
Test Yourself: Structure of Problem-Solution Texts 1 hour
Comment 0.5 hours

A white paper is very similar to an information report. As you gather information for your white paper from a range of online and possibly offline sources about technological solutions to problems, you will be collecting ideas and evidence to include in your report. To prompt your thinking about possible problems and their technological solutions, look at New Technologies Are Solving Old Problems in Even Older Industries: Banking, Healthcare & Education (the Solution Revolution Blog, Deloitte, 2013) and Why Household Gadgets are using Less Power by Mike Orcutt (MIT Technology Review, July 28, 2014). These are just to get you started; you can use a range of search engines (see Update 20) to find many others.

Once you decide on the problem and solution that you will focus on, you can research further, identify benefits and disadvantages, find evidence, link the evidence to the benefits and disadvantages, and then make a recommendation about whether the solution should be adopted or not.

Use the Structure Tool to outline your topic; then you can add notes to each section as you research your topic. You can add these notes in bullet points to the first version of your work. In version 2 of your white paper, elaborate on these bullet points, turning them into complete sentences. This will also help you to avoid plagiarism. See Update 8: Tips for Avoiding Plagiarism for more information on using the Structure Tool.

Here is a suggested structure for your white paper:

  1. Introduction: Define the problem, explaining why this is a problem, and who should be concerned about it.
  2. Solution: Offer a technological solution to the problem, and explain how it works.
  3. Benefits: Provide reasons and evidence (facts, details, examples, statistics, direct and indirect quotes, weblinks, images, charts, tables, and multimedia). Consider the perspectives of different stakeholders. (Note: This may be more than one paragraph.)
  4. Disadvantages: Provide reasons and evidence (facts, details, examples, statistics, direct and indirect quotes, weblinks, images, charts, tables, and multimedia). Consider the perspectives of different stakeholders. (Note: This may be more than one paragraph.)
  5. Conclusion: Re-emphasize the importance of the problem and the value of the solution, with a recommendation to accept or reject the technological solution.

Skill Focus: Structure of Problem-Solution Texts: See How to Write a Problem Solution Essay: Step by Step Instructions and sample essays at Problem/Solution Essay. Test yourself on the survey: Forecasting the Weather with Big Data and the Fourth Dimension.

Comment: Describe the problem and solution you are researching for your white paper. What are two or three references that you have found that you think might be useful?

Instructor-Paced Mode: If possible, suggest other references/sources that might be relevant for other students in the course.

Fig.18

For the Instructor

This Update provides readings to stimulate thinking about possible technological solutions to explore for Assignment 4. It scaffolds how to structure a white paper which is essentially a research report. It also makes the expectations of this assignment very clear by emphasizing to students that they need to research, provide reasons, evidence, and varied perspectives on the solution.

Taking notes and using the Structure Tool in Creator in Scholar is also reinforced in Update 8.

Skill Focus: Structure of Problem-Solution Texts. This includes pointers and examples of how to write a problem solution essay. There is a survey on Forecasting the Weather with Big Data and the Fourth Dimension.

Grading Rubric
Task Pass Try Again
Comment
  • Describes the problem and solution in 1-2 sentences.
  • Includes 2-3 references as weblinks or as titles.
  • Writes in full sentences with evidence of proofreading.
  • Does not describe the problem and solution.
  • Describes the problem and solution, but no references are included.
  • Requires proofreading.

23. Reasoning, Evidence and Multiple Perspectives

For the Student

Learning Focus: To understand how you can evaluate a solution and develop logical reasoning by exploring multiple perspectives.

Update 23 Time Estimate
Read 1 hour
Task: PCQ on a Technological Solution 1 hour
Test Yourself: Persuasive Techniques (Ethos, Logos and Pathos) 1 hour
Comment 0.5 hours

Exploring different perspectives on a technological solution enables you to evaluate the solution through logical reasoning. For example, students' low performance in math tests could be addressed by using a simple app to be used on a mobile device. Apps such as Math Vs Zombies and Math Ref might be considered and evaluated from different perspectives using a PCQ Chart. Complete a PCQ Chart (see Attachment 5 below) on your technological solution. You do not have to submit this chart. However, use it to evaluate your proposed technological solution for the white paper. Refer to it as you complete Assignment 4.

Perspective Pros Cons Questions
Student Fun to use Provides practice but does not develop conceptual understanding or address specific problems Does making math a game help me to improve?
Teacher Can engage students and give them feedback; Frees teacher to work with individual students Just another form of worksheets that do not target instruction enough How can I ensure that the app personalizes the learning for each student?
Parent My child is enjoying math more The cost of the mobile device and internet access is costly How can I be sure my child is working hard on their math, rather than playing games?
Principal This is a great step to embed technology in teaching math and engage students in math Providing mobile devices to students whose families can't afford them has to be budgeted by the school What resources to I need to allocate to training teachers, technical support, and purchasing equipment to ensure this really improves math learning?
District Education Administrator More student engagement will lead to improvement in learning More technical support in schools which will cause cuts to other programs Will this initiative lead to improved learning outcomes in math, and how long will it take to make a difference to our district's results?

The next step would be to find evidence to support or refute the reasoning in the Pros, Cons and Questions. Examples of evidence:

  • Examples (including images) of what students can learn when they play these games
  • Statistics about improvement in learning from similar games or by the developers
  • Statistics from standardized tests about improvement in districts where technology is used regularly
  • Statistics about costs of introducing technology in a class/school/district
  • Quotes by parents, teachers, students, principals, and administrators supporting or expressing their concerns
  • An infographic that summarizes information about the pros or cons of using technology in education
Attachment 5: PCQ Chart

Skill Focus: Persuasive Techniques (Ethos, Logos and Pathos): In Using Rhetorical Strategies for Persuasion (The Purdue Online Writing Lab), you can learn more about the rhetorical appeals/persuasive techniques of Logos (logic, reason, and proof), Ethos (credibility and trust), and Pathos (emotions). Test yourself by taking the survey.

Comment: For your white paper, what are some of the perspectives that you will explore to evaluate the technological solution?

Instructor-Paced Mode: Read and comment on other students' comments, building on their ideas and/or suggesting other perspectives that might be worth exploring.

Fig. 19: Evidence

For the Instructor

In writing research reports, some students might access a number of sources and merely summarize the ideas presented in them. The PCQ is designed to prompt thinking and develop logical argument by considering a range of perspectives, and asking questions that take their thinking further. A PCQ can also be the starting point for finding evidence to support claims in a research report.

Students are not required to submit the completed PCQ chart. It serves as a useful tool to evaluate their technological solutions and to refer to as they write their white paper.

Skill Focus: Persuasive Techniques (logos, pathos, and ethos): As students write their white papers, this skill focus will enable them to consider different arguments from a variety of perspectives.

Grading Rubric
Task Pass Try Again
Comment
  • At least two or three perspectives are described.
  • Writes in full sentences with evidence of proofreading.
  • Describes one or no perspectives.
  • Requires proofreading.

24. Infographics

For the Student

Learning Focus: To analyze how information is communicated through an infographic.

Update 24 Time Estimate
Read 1 hour
Task: Creating an Infographic for your White Paper 3 hours
Test Yourself: Multimodal Strategies in Infographics 1 hour
Comment 1 hour

Read Inventing Infographics: Visual Literacy Meets Written Content by Brett Vogelsinger. This provides some background information about infographics and how they use "visual design features to organize ideas, provide background, and emphasize key facts in ways that make it easier for readers to engage a topic thoughtfully."

Then search for infographics on the Internet. A good starting place is Daily Infographic or search for "infographic" in Google images. For technology based infographics see Visual.ly or Anson Alex's blog where you will see an interesting and very big infographic, 9 Tips for Keeping Your Internet Usage Private.

Websites such as piktochart, easel.ly, and canva will be useful to create an infographic for your white paper. They are free and contain templates, design tools, and background designs, pictures, clip art, and text boxes. You can also turn your infographic into a PNG file and add it to your white paper in Creator. Other tools are suggested at 10 free tools for creating infographics.

Once you have created your infographic, add it to your assignment in Scholar. Go to the "Insert Image" icon in the toolbar above the writing space in Creator.

Skill Focus: Multimodal Strategies in Infographics: This will support you to include specific visual elements in your own infographics in Assignment 4. Test yourself on an infographic: How we get our Weather Information: Sensor to Forecast by taking the survey.

Fig. 20: Raytheon Weather Infographic

Comment: Find and post a link to an Infographic that you find interesting and/or effective. Explain why you think it is interesting and/or effective. What sort of evidence does it provide to support its arguments?

Instructor-Paced Mode: Comment on the posts of other students, building on their comments, and where possible, extending the discussion.

For the Instructor

This Update focuses on infographics that are examples of multimodal texts. Students read background information, explore examples of infographics, and then analyze an infographic in a survey.

A time estimate of three hours is included for students to create their own infographic for their white papers.

Skill Focus: Multimodal Strategies in Infographics: This survey is contextualized by Assignment 4.

Grading Rubric
Task Pass Try Again
Comment
  • Includes a link to an Infographic.
  • Explains why the infographic is interesting and/or effective.
  • Identifies evidence that is provided to support arguments.
  • Writes in full sentences with evidence of proofreading.
  • Includes one or two of the three parts that are required.
  • Requires proofreading.

25. Assignment 4: Submission and Feedback

For the Student

Learning Focus: To review other students’ works and provide feedback.

Update 25 Time Estimate
Assignment 4: Scholar Writing Project: Peer Review 1 hour
Comment 0.5 hours

Self-Paced Mode: Your instructor will provide feedback on your draft. 

Instructor-Paced Mode: Check your Notifications for Review Requests: You have received a Review Request. Click on this link to take you to the work you have been assigned to review. Go to Feedback => Reviews => Review Work. Rate the work on each criterion and explain why you gave the work that rating. Submit your feedback once it is finished at About This Work => Project => Status. You will not be able to submit your review until all requirements set by you teacher have been met. These may include a review, annotations, and/or a publication recommendation.

Comment: Do you have any more questions about Scholar at this stage? Make a comment in this update.

Instructor-Paced Mode: If you think you have an answer to another student's question, please answer it - be sure to name the student you are replying to in your comment by starting with @Name.

Fig. 21: Feedback

For the Instructor

This Update focuses on the feedback phase of the writing process in Scholar

Self-Paced-Mode: The instructor writes a review of the student's work.

Instructor-Paced Mode: Students write reviews of each other's work.

Refer to the videos and survey in Update19 to revise what is expected in this phase of the writing process in Scholar.

See the Grading Rubric in Update 21.

26. Assignment 4: Revise, Publish and Reflect

For the Student

Learning Focus: To revise, write a self review, publish and reflect.

Update 26 Time Estimate
Assignment 4: Scholar Writing Project: Revision 1 hour
Comment 0.5 hours

Self-Paced and Instructor-Paced Modes: The next stage of the writing process is to revise your own work before submitting it for publication.

Check your Notifications for a Revision Request: You have received a Revision Request. Click on this link to take you to the most recent version of your work. Then go to Feedback => Reviews => Results to see the reviews. Make sure you incorporate all of the feedback (reviews/annotations) from your peers before you click “Submit Revision” below the work.

You can also write a self-review, explaining how you have taken on board the feedback you received.

Once the publication date has elapsed, check Notifications to see if your work has been published. In the Instructor-Paced Mode, check whether works that you provided feedback on have been selected for publication.

If your work has not been published, your instructor will return it to you to revise again. After revising, you may wish to complete another self-review. You may complete this cycle as often as is necessary in order for you to achieve the expected standard outlined in the rubric.

Comment: Do you have any more questions about Scholar at this stage? Ask a question in this update.

Instructor-Paced Mode: If you think you have an answer to another student's question, please answer it - be sure to name the student you are replying to in your comment by starting with @Name.

Fig. 22: Reflect on White Paper

For the Instructor

Notifications of publication are provided to the creator and all reviewers (in Instructor-Paced mode).

The rubric supports metacognition about what makes quality writing. This is complemented by the reflection in the Comment in this Community Update.

Refer to the Dashboard to monitor how students are progressing with writing and reviews.Notifications of publication are provided to the creator and all reviewers (in Instructor-Paced mode).

See the Grading Rubric in Update 21.

27. Course Reflections and Post-Course Survey

For the Student

Learning Focus: To reflect on your learning.

Update 27 Time Estimate
Survey: Post-Course Survey 1 hour
Comment 0.5 hours

Complete the post-course survey.

Comment: Do you have any other feedback you would like to provide to your instructor and/or your peers in this course?

Instructor-Paced Mode: Comment on the comments of your peers.

Fig. 23: Thank you!

For the Instructor

This survey completes the English for IT Professionals course.

Grading Rubric
Task Pass Try Again
Post-Course Survey Supplies a response to each question. One or more responses are not completed.

28. Acknowledgements

Title: Wearable Technology by keoni Cabral  Creative Commons (Source); Fig 1: O'Reilly Logo (Source); Fig. 2: Success (Source); Fig.3: (Source); Fig 4: (Source); Fig 5: The Internet (Source); Fig. 6: Net Neutrality (Source);  Fig. 7: Robots (Source); Fig. 8: Tone Wordle by Rita van Haren; Fig. 9: Photograph by Phillip Kalantzis-Cope; Fig. 10: Keren Elazari (Source); Fig. 11: Photograph by Phillip Kalantzis-Cope; Fig.12: Photograph by Phillip Kalantzis-Cope; Fig.13: Gestures (Source); Fig. 14: Photograph by Phillip Kalantzis-Cope; Fig 15: Exchange of Ideas (Source); Fig. 16: Photograph by Phillip Kalantzis-Cope; Fig.17: Problem-Solution (Source); Fig.18: Photograph by Phillip Kalantzis-Cope; Fig.19: Evidence (Source); Fig 20: Infographic (Source); Fig 21: Exchange of Ideas (Source); Fig. 22: Solution - No Problem (Source); Fig 23: Thank You (Source).