NCCIA

Making Performance-Based Testing Work For Your Students

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On 3/7/19 at 9:00am, I attended the North Carolina Computer Instructors Association Conference Session Making Performance-Based Testing Work For Your Students at the SCITECH Building at East Carolina University in Greenville, NC presented by Amy Savino, product manager: IT/Networking/Cybersecurity at Cengage.

 

Making Performance-Based Testing Work For Your Students

Cengage is on a recent path to a deep dive to a more authentic, personal, intentional, inclusive content. They want to make students more employable, building the lifelong performance-based work.

This workshop was intended to be used for a roundtable conversion. This was primarily about certifications and whether students take them, why or why not, and what are the concerns of the students for sitting in the exams, particularly CompTIA exams.

This was quickly apparent that it was not about building these items into our classes with examples. This was not about how to create these kinds of questions, or how to expand existing content to fit into a mold where these would be helpful. Instead, this was an infomercial in which Cengage wanted to talk about their existing service. No one in the class used the service, or gave certifications with Microsoft or CompTIA. So, that was a bit of a bust. Many people were too polite to leave.

I took this time to bring up my concerns over examinations in general, especially Adobe ACA exams. I related my concerns in ways that hopefully they would consider.

The experience of taking a certification exam can be daunting for students, so having a campus center which is convenient is helpful. Students could conceivably study together, work together, and then travel over in a group to the location in relative safety and mental security. A large part of this is also the social aspect- having a social safety net if you fail, or a group with which to celebrate if they achieved a passing grade. Going alone to a testing center where they are not familiar, paying additional proctoring fees on top of testing fees can be awkward and slightly scary. Being alone in that area is also a bit of a downer. Working together before, celebrating or licking wounds together can be helpful. I talked how many more adopters they might have if the testing centers could be more easily located on campuses.

When asked whether we were using Cengage Unlimited products, no one had used this or heard about it. When they asked whether we used any of the practice exam materials provided by Cengage, most of us admitted to having used them in the past. None of us used them any longer.

When asked why, a general consensus noted that practice exams didn’t quite focus on the topics which the final exam covers. Faculty who had used it found large sections went uncovered, and some sections covered did not show up on exams. Still others found that testing in sections had questions which did not relate to materials covered. It can be difficult to find the best product to help students feel that they are prepared while they are approachable and cover an accurate range of questions and materials.

PBT (performance based testing) are seemingly better for critical thinking. They showed several slides with numbers and statistics showing that students using performance-based questions were more knowledgeable on PBT Tests.

Cengage wants people to grow the confidence in the critical thinking skills, and expose them to questions with a PBT feel that they’d experience on the exam.

By 9:15am Cengage dropped a few people, myself included.

At this point they talked about MINDTAP products, specifically about A+ products. I am unfamiliar with this material, and was not the only one. They decided to do a deeper dive. This isn’t really helpful, because it moved into an explanation of the materials and how they worked. Because only 1 person in the group used this, several people immediately disengaged. It was partly explanation, but mostly a sales pitch.

The problem with this should have been clear: If no one is using this software, telling us more about it and requesting feedback is difficult. Hearing about it, and (knowing, using it, answering questions from students about it, etc.) are clearly different things.

They discussed the need for covering Bloom’s Taxonomy in classroom materials with the classes, and most of us were well-versed. Each class included a pre-assessment and post-assessment to show how students have adjusted over time.

Behind the scenes they explained how their materials worked: Mainly each built from scenario-based questions, including quality distractors (items such as: has a USB Mouse), include JIT (Just in Time) Feedback, and remediation maps to chapter Learning Objectives and exam objectives. On top of these questions, they are hoping to add simulations to give the look and feel to the practice exams.

Next, they want to know: Would it be better to have active simulations in the class, VM (virtual machines), or items which will be closest to the exams? Will adding critical thinking and learning skills be helpful so that it is closer to the real world or will it be better to be closer to the exam?

Should Cengage materials be based more on virtual scenarios, or something which is testing based?

Tyler Dockery’s opinion on this matter:

What is the goal you’re hoping to achieve? Make your work based for that. If the goal of the material is to be ready for the real world, have more simulations as assignments. If the point is that full completion of the certification exam is the end goal, the certification exam should have a closer connection to the testing and quiz components. Different teachers will have different goals, so opening options on that will be helpful. Giving faculty the option to have access to real-life materials OR test prep OR both would be your best answer.

Also, some areas of this state have different levels of monetary values, and this adjusts the goal of the class materials.. In some parts of the state, students may not have the money to include the testing as part of their experience.  For low-income areas, teachers may focus more on real-world skills as opposed to testing and the costs involved with that. This offers some the path to certification and others the path to job skills, still others might enjoy both.

 

Witold Sieradzan’s opinion on the matter

Almost every 2-year degree is outshined by a BA degree. If you have connections with companies, find out how many of them are actually looking for this certification. Can you contact recent recipients of the testing and connect them with companies who value this certification? We are maintaining mostly Community College students, and if the bonus of the certification could be made more clear would be helpful.

 

9:45 Cengage Unlimited start.

At this point, the Cengage representative began talking about the new Cengage Unlimited product and wanted some feedback. Not much talk about that, since no one used it or heard about it. We looked up CompTIA certification and saw that in NC there are 179 jobs using those as preferred specifications for jobs and requirements.

The Cengage representative decided to talk about a new product they would be creating called Cengage Cloud+. Witold Sieradzan also asked if we had some material for one of our newest classes: CTI-141 Cloud and storage concept. I was unfamiliar with class, so we looked it up online. We introduced the material to the Cengage representative, and she wrote it down. Cloud+ Cengage-They agreed that the material could be a good connection.

All-in-all, I don’t think they got all the information they wanted, but perhaps it was a good test case. Computer Instructor’s Association might be a nice connection for CompTIA, but all the MS Office products were a pretty big stretch. I wish these were more clearly marked as sponsor sessions.

Taking Your Seated Classes Online: An easier transition than you think

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On 3/6/19 at 9:00am, and then again at 10:30am on 3/8/19 I presented at the North Carolina Computer Instructor Association Conference Session Taking Your Seated Classes Online at East Carolina University’s SCITech Building in Greenville, NC. This was co-presented by Tyler Dockery and Carla Osborne of Wake Technical Community College.

Taking Your Seated Classes Online:

An easier transition than you think

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Q&A

How can you handle Attendance in the online environment?

Since students in an online environment might login and logout without contributing and demand that they are counted as attending, we suggest working differently. Base your attendance on turning in all work for the week. Since students have 7 days to complete assignments and materials, failing to present all or part of the course materials is a conscious choice on the part of the student.

If a student turns in all assignments and participated in discussions (regardless of grade), mark them as attending. Failing to complete one or more item in the week deserves a tardy.

What if you do not have ZOOM

Zoom is a free technology, and it allows you to record up to 40 minutes in the free version. Some people use Microsoft Teams, which also has video content. I have access to MS Teams, but honestly I don’t have as much experience with teams to know how it works.

What if you have good content, but its not Closed Captioned?

Some people find they can reach out directly to the video owner and ask for them. On youtube, you can ask the owner to open Community Contributions, and allow you to add in the captions that you’d like, but you can also use https://amara.org to create a closed caption overlay of the original video without breaking copyright. You will have to caption it yourself, but its a small price to pay for good content.

How do you determine the first dates in your classes?

At Wake Technical Community College, we have a course entry quiz which must be taken. The quiz is set for adaptive release, and once the quiz is taken, the plagiarism agreement is shown. Once the plagiarism agreement is submitted, then students can enter the class. This is not used everywhere though.

Some school use the first  assignment submitted as the entry date, but this causes a great deal of work on the part of the teacher, hunting down student by student in several areas just to get an answer. One instructor noted that she got tired of hunting and created her own entry material. Several other teachers followed her path once she displayed how easily it could be used.

 

 

Getting Up To Speed With GULP.js

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At 10:30am on 3/6/2019, I attended Getting Up To Speed With GULP.js presented by Michael Schore, at the 2019 North Carolina Computer Instruction Association Conference in the SciTech Building At East Carolina University in Greenville, NC.

Getting Up To Speed With GULP.js

What its used for

Installation process and requirements

Basic usage

What its used for

GULP is a task runner, and its used to automate the processes you have. There are all kinds of helpers out there that help us streamline. Mainly NODE and NODE JS and NPM, Node Package Manager.

Bootstrap connection

Bootstrap is the material components that begin when a computer opens. Babel, browserfly, grunt, bauer, yeoman, all helpful. Most of these sprouted up as open source products, and still are. Starting in the web, everything was proprietary, but now many things are open.

PURPOSE OF GULP

It is often used to do front end tasks such as spinning up a web server, reloading the browser automatically whenever a file is saved. Using preprocessors like SASS or LESS (style systems to overcome CSS problems or inabilities), but also allow you to use global variables. Also it allows for optimizing assets like CSS, JS, and Images.

Installation process and requirements

Node.js requires node, npx, npm. Sass requires Ruby.

GIT from git-scm.com. Get Node.js from nodejs.org. Ruby from Rubyinstaller.org

Installation

Installers are pretty straightforward. With NPM installed, we can simply execute a global installation command. Command line can be overwhelming and difficult to understand for GUI-minded individuals. Powershell and CMD or BASH are great to work with.

Installing and verifying GULP

Install GULP into your dev dependencies. Check the versions of the install, and now we’re ready to start GULPing!

Basic usage

To create our first file, it should be in the root directory of your project.

Which yields…

Basic Useful Plugins

Found on the github website: http://github.com.gulpjs

Gulp-util https://github.com/gulpjs/gulptili

Running out of the box

Bash will note that an error occurs out of the box. We didn’t give it anything to do, and we didn’t make it local

Be cautious of the node_modules directory. This will grow as time goes on.

WALKTHROUGH

Lets add the gulp-less module. This adds the ability to conver LESS to CSS. Less is a backwards-compatible language extension for CSS. This is the official documentation file for LESS. This will be another hands-on bit, so I may only show slides here…

BASICS

Used to actually automate your tasks. Simple ones like the example just run a goup of tasks when called

Var gulp = require(‘gulp’)

Var uglify = require(‘gulp-uglify’)

 

Gulp.task(‘uglify’,   … Hands-on…

Going to devhint.io you can get to a treasure trove of examples using GULP. Items like EMCAscript6 (newest version of javascript at this time) can be found, used and massaged, it can be found. IF your legal department requires you to update the header for the document automatically every time you work with the file, GULP and set that up.

The biggest thing GULP is used for is to watch yourself and run functions when changes are made. It automatically generates javascript or copyscript or typescript files when files are adjusted if needed. It can compile different script files into backward compatible javascript files. Think of the time this would save!

When we as humans find a mind-numbing, repetitive task to do, we find a machine to do it. If there isn’t one, we (historically at least) find a peon, subject, or slave to do the task.

Gulp.js files are used to cover several items- Pipe is a movement command, and its heavily used in an example we cover during class time. This is a different way of setting up tasks and subroutines (or functions) to cover different tasks.

When running the script on your computer, the WATCH function comes into play. When anything happens which affects the files/functions being WATCHED, it updates the materials in the folder. Because items are updated and fixed when changes are made to WATCHED files, this is a major upgrade to workflow on items.

 

What are some good files to WATCH?

Well, if you’re working with HTML, CSS files, HTML files, IMG files, JS files, etc. As new files are added to a folder, they can be added to the server, PHP plugins are also good. At the corporate level, teams get together  to talk about code and workflow to find out how much they can write, use, and test. This is especially good for items with our students, and to add productivity for workers making high 5 or 6 figure salaries.

Is everything safe?

Dig into it. On the surface it may sound good, but read what people are saying, and you might find that its not what its cracked up to be. It depends on the workflow, variables, and items you’re using. Be vigilant and don’t just take part because everyone else is.

How is SAS acting with all the opensource products?

Who owns github? Microsoft. Corporations use enterprise solutions with them, having their entire software library in their storage. The entire .NET framework is now available as open source code. They are hoping to gain a better product and enhanced usability with the open products. SAS is in a weird position as they are very proprietary in nature. IBM in true IBM fashion, will give things, but try to take things with their other hand.

There is more movement to OS involvement. You cannot add so many proprietary things. Its good to have other eyes looking at your work with and eye to improvement. Our students need to know what is happening in the working world, but they must also take that on themselves.

If we push students all the time, they don’t learn to push themselves. Michael teaches them that this is not the end of the line, this is the beginning of the line. We are giving our students tools that they can use. This is not the end all be all. The tools may be inadequate later, but the skills will take you far. We focus on solving problems, not following steps 1,2,3.

 

Who Put The “Copy” In Copyright?

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At 3:00pm on 3/22/2018, I presented Who Put The “Copy” In Copyright?, and Co-Presented with Carla Osborne, at the 2018 North Carolina Computer Instruction Association Conference in At Asheville-Buncomb Technical Community College in Asheville, NC.

Who Put The “Copy” In Copyright?

In our presentation, we discussed the history of copyright as well as current methods, issues, and solutions for teachers. Along the way we answered a fair amount of hefty questions, and afterward we had a nice question and answer session with recipients.

A Quick History of Copyright

  • Gutenburg Press and Angry Monks
  • 1710 Copyright Act: The Statute of Anne
  • 1790 First Copyright Law: Article 1 of the US Constitution
  • 1976 The Copyright Act: What we know today
  • DMCA: Digital Millennium Copyright Act

There are three types of formalities when it comes to Federal Copyright law: notice, deposit, and registration. Deposit and registration are the things that give copyright owners the ability to enforce a copyright in court. Notice is important because people erroneously think the absence of a copyright mark is the absence of ownership, therefore copyright protections would not apply.

If a work was published before 1978 (when the 1976 Copyright Act took effect) the work was subject to common law and federal copyright protection. This meant that if the work was required to have a copyright notice affixed if they were published. Unpublished work was protected by common law and if the work was published without “proper” copyright protection, that meant the work entered public domain. In short, there were a lot of formalities that could be misunderstood or misused.

Why Is Copyright Important?

More importantly:
Why do we have to learn about this stuff?

But your honor, if you take away our right to steal ideas, where are they gonna come from?

Foster Ideas While Protecting Your Rights

  • Knowing about copyright helps you know your rights,
  • What material is available to you,
  • How to credit writers, photographers and other artists,
  • How to be ethically responsible,
  • How not to infringe on existing copyright. Not knowing copyright laws and restrictions doesn’t absolve you from breaking the law.

How Copyright Might Affect You

Things that determine whether or not you can copyright a work

1.Eligibility (Is your work eligible for copyright in the first place?)

2.Fixation (Not in a perverted sense — Is the work tangible?)

3.Human Authorship (Really, it has to be created by a human. No joke)

4.Copyrightable Subject Matter (Copyrightable material has to fall into one of several categories)

5.The Originality Requirement (Originality is “the bedrock principle of copyright”)

6.Independent Creation (No copy cats!)

7.Creativity (Which should go without saying)

What Is Taken Into Account

  • They do not consider the potential for income, whether the work is a novelty, aesthetic or artistic values, symbolism, or the look and feel of a work.
  • “Authorship” is the term used to describe material considered for copyright, even if the work isn’t written. Authorship is established by considering if a work is original and if it’s tangible.
  • It’s easy to determine if something is fixed or tangible. It’s harder to determine if something is original.
  • If you have a cool idea, but you don’t create something tangible, you can’t copyright that idea.
  • Conversely If you do create something tangible that conveys your idea and someone says, “Hey! I had that idea!” they’re cannot claim copyright.
  • Fixation determines if and when copyright is established. Is it possible for two or more very similar ideas to be created by different designers? Of course, but first it must be established whether or not these ideas are truly original.
  • If they are, then the moment they were created is when they become copyright protected

12 Things You Cannot Copyright

1.Works that have not been fixed: a work communicated solely through conversation that has not been filmed, recorded, written, or transcribed.

2.Works that lack human authorship (We weren’t kidding about this.): paintings done by cute kittens for an SPCA fundraiser. Another example is reducing or enlarging the size of an existing piece of art using a machine or mechanical means (because the robots aren’t human and haven’t taken over. Yet.)

3.Ideas, procedures, processes, systems, methods of operation, concepts, principles, or discoveries: This is a biggie. Just because you have a great idea doesn’t mean that idea is protected while it’s still rolling around in your noggin. Make it tangible if you want it copyright protected as intellectual property.

4.Facts: Since they aren’t generated by human authorship. The jury is still out on facts by animals. However, if you (not your dog) write a book using facts or about facts, that work is copyrightable.

5.Wait for it…. Typeface and Mere Variations of Typographic Ornamentation: Yes, the use of “mere” is slightly insulting, since designers appreciate well-designed type, but copyright doesn’t cover typefaces or calligraphy. But, if you create a pictorial work or graphic work using calligraphy that is sufficiently original, it may be eligible for copyright protection.

a)Format and Layout: Verbatim, from the Compendium of the U.S. Copyright Office Practices, Third Edition 3 (E):

  1. As a general rule, the U.S. Copyright Office does not accept vague claims of “format” and/or “layout.” The general layout or format of a book, a page, a slide presentation, a website, a webpage, a poster, a form, or the like, is not copyrightable because it is a template of expression. These terms should be avoided and, if used, will be questioned by the registration specialist.

    But, wait. Sometimes there are exceptions:

b)Copyright protection may be available for the selection, coordination, and/or arrangement of specific content, such as a compilation of artwork or a compilation of text, provided that the content is arranged in a sufficiently creative manner. However, the claim would be limited to the selection, coordination, and/or arrangement of that specific content, and it would not apply to the format and layout itself.

6.Mere Copies: There’s that word again. But in this case it applies. If it’s a copy, it’s not original, which defeats the point of copyright protection. Examples include photocopies and scans of photographs or exact copies of artwork.

7.De Minimis Authorship: This just seemed like a fun term, so we threw it in there. The term roughly translates to “the law does not take notice of very small or trifling matters.” The short version is, “This is not original enough to be worth the trouble.”  Examples include touching up an old photograph in Photoshop without adding noticeable artistic touches, or using a public domain photograph to make one of those inspirational posters that were big in Stephen Covey’s heyday. Ironically a parody of such a poster would be protected under copyright.

8.Words and short phrases: You can’t copyright a name of a person or business, slogan, title, domain name, or the name of a product of service, not matter how cool or outlandish it is.

9.Familiar Symbols and Designs: Among other things, “Well-known and commonly used symbols that contain a de minimis amount of expression or that are in the public domain, such as the peace symbol, gender symbols (♀ ♂), the symbols for “play, pause, stop, forward, back,” simple emoticons such as the typical smiley face (☺), or the like. This is something to keep in mind when you’re creating social media campaigns.

10.Mere Variations of Coloring: There’s that word again! Making something a different color isn’t going to make it original enough to qualify for copyright protection.

11.Government Works: There are some exceptions, but if a work is created for the U.S. Government, it cannot be copyrighted. However, this doesn’t mean that if you use a government work you shouldn’t cite the source. Copyright and credit are two different things.

12.Works in the Public Domain: Works can be in the Public Domain for a variety of reasons (lack of registration, expired registration) but they may not be copyrighted. However, a derivative work containing public domain material may be registered if it contains a sufficient amount of original authorship. What qualifies as “derivative work”? We’re glad you asked. That will be covered shortly.

Your Intellectual Property

Your work is considered, by law, copyright protected from the instant it is fixed, or tangible, if it’s eligible for copyright. While that sounds easy enough, proving that in court is an entirely different matter. There are some things you can do to protect yourself and your work:

1.Always include copyright information on your work, including sketches, with the following:

Copyright/Copr./© + first date of publication + name of the copyright owner
For example, © 2017 Your Name

2.Keep good records, both in digital and paper form.

3.Register your copyright with the Copyright Office either online or by filing a paper application. This is the method that puts the burden of proof on the infringer, should a copyright be legally contested.

Your work is considered, by law, copyright protected from the instant it is fixed, or tangible, if it’s eligible for copyright. While that sounds easy enough, proving that in court is an entirely different matter. There are some things you can do to protect yourself and your work:

Develop workflow habits, such as using the metadata options in Adobe Photoshop and Bridge, to add copyright information. Integrate copyright into project management.

OPP — Other People’s (Intellectual) Property

If you do not see a copyright listed with a photo or illustration, that doesn’t mean it is free to use.

It’s your responsibility to make sure you are not using copyrighted works without the permission of the copyright holder.

Fair Use And How To Play Nice

The concept of Fair Use is not to circumvent copyright requirements, but to allow use of copyrighted works for educational and informational purposes. Be warned that Fair Use isn’t carte blanc. You have to consider four components when deciding whether an image or graphic falls under the copyright exception of Fair Use:

 

1.the Purpose and Character of the use; including whether such use is of a commercial nature of is for nonprofit educational purposes;

2.the Nature of the copyrighted work;

3.the Amount and Substantiality of the portion used in relation to the copyrighted work as a whole; and

4.the Effect of the use upon the potential market for or value of the copyrighted work.

 

The questions are posed in sequential order. All four factors must be weighed in your decision of whether or not to consider use of copyrighted material.

Leibovitz v. Paramount Pictures Corp.

Vanity Fair cover using Leibovitz’s photograph of Moore is on the left. On the right, Nielsen’s head is superimposed over the body of a model hired by Paramount. Leibovitz sued because she felt it diminshed her work and her hirability because people might think she supported the movie and worked on its active marketing. Judges ruled that no one would seriously think that this was male actor Leslie Nielsen, and the case was thrown out.

The Barack Obama “Hope” poster is an image of Barack Obama designed by artist Shepard Fairey. On February 29, 2012, Fairey pleaded guilty in a New York federal court to destroying and fabricating documents during his legal battle with the Associated Press.

Sources You Can Use

If you post it, they will come (and download it).

How can you find images that don’t infringe on copyright?

  • A good place to start is Creative Commons, which was created in the spirit of creative collaboration.
  • You may also go straight to the source and ask the copyright holder for permission to use, which may include a request for payment to do so.
  • Public domain sources offer a surprising number of high quality images and graphics.

If you choose to purchase images through a stock website, read the fine print. Royalty free doesn’t mean no strings attached, more likely you’re purchasing a limited license to use that image. Some stock photography sites limit the use to certain mediums, while others will not allow more than a specified number of copies to be made.

A Word About Type

AIGA Professional Practices in Design gives the following advice:

  • Make sure you have the license to use fonts.
  • If you want to use a font that isn’t installed on your computer, you must ensure that you have a license to install the font, or else acquire a license to do so.
  • Contact the type foundry or supplier of the font if you have questions.
  • Don’t lend or give a font to others to use.

Giving Credit Where Credit Is Due

Unless it is expressly stated that no attribution is needed, you should always credit the creator of any work you use. The credit should be given in such a way that it’s reasonably easy to read. If you’re not sure about how the credit should read, double check with the copyright holder.

Creative Commons has a tiered licensing system and detailed instructions on how to credit work.

Licenses From Least Restricitve to Most Restrictive

  Attribution CC BY

This license lets others distribute, remix, tweak, and build upon your work, even commercially, as long as they credit you for the original creation.

  Attribution-ShareAlike  CC BY-SA

This license lets others remix, tweak, and build upon your work even for commercial purposes, as long as they credit you and license their new creations under the identical terms.

  Attribution-NoDerivs CC BY-ND

This license allows for redistribution, commercial and non-commercial, as long as it is passed along unchanged and in whole, with credit to you.

  Attribution-NonCommercial  CC BY-NC

This license lets others remix, tweak, and build upon your work non-commercially, and although their new works must also acknowledge you and be non-commercial, they don’t have to license their derivative works on the same terms.

  Attribution-NonCommercial-ShareAlike CC BY-NC-SA

This license lets others remix, tweak, and build upon your work non-commercially, as long as they credit you and license their new creations under the identical terms.

  Attribution-NonCommercial-NoDerivs  CC BY-NC-ND

This license is the most restrictive of the six main licenses, only allowing others to download your works and share them with others as long as they credit you, but they can’t change them in any way or use them commercially.

 

Infringement Happens. What’s A Teacher To Do?

Often infringement is born out of ignorance, not malice. That doesn’t excuse misuse, unauthorized use, or misappropriation. Regardless of intent, infringement constitutes plagiarism

Infringement Happens. What’s A Student To Do?

If you are suffering from copyright infringement, what’s the best course of action? There’s no quick and easy answer to that question.

It’s dependent on how well you’ve documented your work and whether or not you have registered, or are in the process of registering, your work with the Copyright Office. But make no mistake, if your work is in tangible form, your work is considered copyrighted.

Ask Permission, Not Forgiveness

It’s pretty much that simple.

If you seek permission and adhere to copyright guidelines, you’ll be in compliance. It’s much better to ask permission than forgiveness.

Sources To Explore

Copyright Law in a Nutshell, Mary LaFrance

Copyright.gov: Compendium: Chapter 300.

https://en.wikipedia.org/wiki/Digital_Millennium_Copyright_Act

2016 USCA National Distance Learning Week Virtual Conference, Tucker Taylor, Head of Circulation at Thomas Cooper Library, University of South Carolina, Aiken.

The Graphic Artists Guild Handbook: Pricing and Ethical Guidelines, 14th edition

The Copyright Book: A Practical Guide, Sixth Edition, William Strong

AIGA Professional Practices in Graphic Design

https://creativecommons.org/licenses/

https://en.wikipedia.org/wiki/Statute_of_Anne#cite_note-citation-1

The act is numbered as 8 Ann. c. 21 in The Statutes of the Realm (published 1810–25), based on the original Parliament Rolls; but as 8 Ann. c. 19 in Ruffhead‘s Statutes at Large (published 1763–65; and later editions), based on the copies of acts enrolled in Chancery. Both forms of citation are acceptable, and both are found in reputable secondary sources.

SafeAssign and other tools

What do you use to monitor copyright compliance? SafeAssign is a fine way of ensuring that materials are original- at least as much as can be. In some cases, a single student may copy their material from an internet source without quoting, and then we may find that numerous others would then copy off their paper, there are ways in which several students can cheat without all of them being caught.

Another University Issue

NC State was once found to be among the largest institutions with Video downloads from the internet. As a result of being outed, the school came up with a larger, more clear copyright statement on the footer on their web pages. While we’d all rather see this say “CAN I use copyrighted material” rather than “HOW CAN I use copyrighted material”, they’ve done a great job here.

Questions?

Microsoft Technology Associate (MTA) status in Introduction to Programming Using HTML and CSS Achieved!

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At 10:45am On 3/22/18 I attended the Certiport certification lab presented by Certiport at the 2018 NCCIA Conference located at Asheville-Buncomb Technical Community College in Asheville, NC.

MTA-Introduction-to-Programming-using-HTML-and-CSS-2018Tyler Dockery Achieves MTA status in Introduction to Programming Using HTML and CSS

MTA status in Introduction to Programming Using HTML and CSS Achieved!

I chose to attempt this exam because I felt I could validate the skills and knowledge to recognize and write syntactically correct HTML and CSS, structure data using HTML elements, and create and apply styles using CSS. Since I was trained on HTML in 1996 and certified with CSS in 2001, and had been working with HTML and CSS with clients for 18 years at this point, I’m familiar with their features and capabilities, and understand how to write, debug, and maintain well-formed HTML and CSS code.

The Official Breakdown of Subject Matter

Microsoft’s official exam page for this test: MTA EXAM 98-338 outlines the following fundamentals will possibly be covered:

 

Understand HTML Fundamentals (10-15%)
  • Construct markup that uses metadata elements
    • Script; noscript; style; link; meta tags, including encoding, keywords, viewport, and translate
  • Construct well-formed markup that conforms to industry best practices
    • DOCTYPE declaration; HTML; head; body; proper syntax, including closing tags and commonly used symbols; comments
Understand CSS Fundamentals (15-20%)
  • Analyze the impact of using inline styles, internal style sheets, and external style sheets
    • When to use inline styles; when to use internal style sheets; when to use external style sheets; precedence when using a combination of inline styles and style sheets
  • Construct and analyze rule sets
    • Valid syntax for the CSS rule set; selectors, including class, id, elements and pseudo-class
  • Construct well-formed style sheets that conform to industry best practices
    • Reusing rules and rule sets; commenting; testing on multiple browsers; web safe fonts
Structure Documents Using HTML (30-35%)
  • Construct and analyze markup to structure content and organize data
    • Table tags; h1-h6; p; br; hr; div; span; ul; ol; li
  • Construct and analyze markup that uses HTML5 semantic elements
    • Semantic tags; header; nav; section; article; aside; footer; details; summary; figure; caption
  • Construct and analyze markup that implements navigation
    • Image links; a; target; bookmark; relative versus absolute links; navigating simple folder hierarchies
  • Construct and analyze markup that uses form elements
    • Form attributes; action; method; submission methods; accessibility; input types and restrictions; select; textarea; button; output; option; datalist; fieldset
 Present Multimedia Using HTML (10-15%)
  • Construct and analyze markup that displays images
    • img and picture elements and their attributes
  • Describe the appropriate use of the img, svg, and canvas elements
  • Construct and analyze markup that plays video and audio
    • Video; audio; track; source; simple iframe implementations
Style Web Pages Using CSS (20-25%)
  • Construct and analyze styles that position content
    • Positioning, including float, relative, absolute, max-width, overflow, height, width, and align; inline versus block; visibility; box model, including margins and padding
  • Construct and analyze styles that format text
    • Font-family; color; font-style; font-size; font-weight; link colors; text formatting, including text alignment, text decoration, and indentation
  • Construct and analyze styles that format backgrounds and borders
    • Border-color; border-style; border-width; backgrounds; divs; colors
  • Analyze styles that implement a simple responsive layout
    • Units of measure; responsive effects with CSS, including viewport and media query; percentages versus pixels; frameworks and templates; max width

Conclusion

All in all, this test was well worth the time and effort. The materials covered had a good amount of in-depth knowledge requirement, and I was able to break through with a score in the mid 900s. It was a good challenge, and I felt it will be helpful to me to show students that the MTA exams are a fine choice to showcase their abilities.