At 4:00pm On 3/21/18 I attended the Certiport certification lab presented by Certiport at the 2018 NCCIA Conference located at Asheville-Buncomb Technical Community College in Asheville, NC.
ESB Mastery status in Entrepreneurship and Small Business Certification (ESB) Achieved!
I chose to attempt this exam because the ESB certification is built to test and validate knowledge in entrepreneurship and small business management, and as a senior partner within a design firm, as a design firm owner, and as an individual who works relentlessly with small business clients, I felt I would have a good handle on these objectives. Tested core concepts included entrepreneurship; recognizing and evaluating opportunities; planning for, starting, and operating a business; marketing and sales; and financial management.
The Official Breakdown of Subject Matter
Certiport’s official exam page for this test: ESB Certification outlines the following fundamentals will possibly be covered:
- Identify the characteristics of entrepreneurs
- Given a scenario including a self assessment outcome, identify the strengths, weaknesses, and risk tolerance the selfassessment identifies and how to compensate with services
- Given a scenario, recognize a business opportunity
- Identify the risks, benefits, opportunities, and drawbacks of being an entrepreneur
- Identify the benefits and drawbacks of different types of opportunities (e.g., start a new business, buy an existing business, and buy a franchise)
- Given a scenario, analyze the demand for the goods or service and opportunities in an environment
- Given a scenario, identify the customers or potential customers for a business
- Given a scenario, recognize a value proposition
- Identify the purposes and value of a business plan
- Identify the appropriate legal structure, benefits and drawbacks for different legal structures for a business
- Given a scenario, identify different types of licenses and regulations that are required
- Identify the benefits and drawbacks of various sources of start-up funding: Equity (friends/family, angels, venture), Debt (bank, credit cards, personal loans), and Grants (government, foundation, corporate)
- Given a scenario, identify support that is available for the business on a local, state, and federal level
- Identify the ethical practices and social responsibilities of a business
- Identify potential exit strategies for a business
- Given a scenario, identify key positions and human capital needs(including compensation and benefits)
- Given a scenario, determine whether work can be completed by the owner or whether employees or service providers are needed
- Given a scenario, identify the taxes that are required
- Given a scenario, identify intellectual property issues of trademarks, copyrights, and patents
- Given a scenario, identify standard operating procedures (e.g., setup, conduct, internal controls, separation of duties)
- Given a scenario, identify the factors that lead to sustainability
- Given a scenario, identify milestones as part of a growth strategy
- Given a scenario, develop a sales strategy and identify characteristics of a successful sale
- Given a scenario, identify and analyze the costs/benefits of finding customers/li>
- Given a scenario, identify how to retain customers and develop a relationship with repeat customers/li>
- Given a scenario, determine value and methods of communication including: web sites, brochures, social media, and advertising
- Given a scenario, interpret basic financial statements such as income statements and balance sheets
- Given a scenario, identify the factors that influence credit ratings and the importance of a positive credit rating
- Given a list of expenses, identify which are fixed versus variable
- Given a scenario, identify the factors that impact the price to the customer
- Given a scenario, identify and analyze cash flow including: accounts receivable, accounts payable, inventory, and debt
- Given a scenario, create a cash flow budget
- Given a scenario, identify the break-even point for the business
All in all, this test was well worth the time and effort. ESB is the first certification product in the new Certiport Business Fundamentals Certification Program, and the ESB exam is intended for use primarily in academic settings including secondary schools, vocational schools, community colleges, and technical colleges. I was to have key conceptual knowledge of entrepreneurial and small business principles, as well as real-world experience as a small business manager in order to take and pass the exam. I feel validated that the skills and knowledge I have gained working in a service and trade profession as my own boss as well as working with small businesses is recognized by a premiere training institution.
On 11/9/17 at 11:00am, I presented at the Wake Technical Community College Fall Professional Development Conference at the Session Gamification In The Classroom in the Engineering Technology Building in Raleigh, NC. This was co-presented by Tyler Dockery and Nicolas D’Agata of Wake Technical Community College
Gamification In The Classroom
In this presentation, we will cover 4 basic topics:
This presentation is part of a grant we ran in 2014, discussing the reason behind what we did, the lessons we learned, and how you might be able to integrate these ideas in your classroom. This grant was proposed and monies set aside to train and develop gamified systems in low-performing courses in the WEB curriculum model. In this first part, we will discuss some of these results.
When Things Go Poorly
LATE NIGHT ACCESS TO THE INSTRUCTOR
Story Form Engagement
By taking the students through the materials one item at a time, student were exposed to a story in serialized form. Each decision allowed student to take quizzes and open things like a choose-your-own-adventure book. A strict list of deliverables were noting requirements each week, and each was made available one item at a time with encouraging messages and explanations. Great artwork moved them through the story with chunked information.
Chocolate Covered Broccoli
Students mentioned in exit interviews that the course was exciting for the first 8 weeks or less only. After 8 weeks, the gamification storyline began to become less exciting and more filler content which stopped them from getting to the real meat of the course. Students who missed assignments or failed to turn them in missed content, stating that they could not follow the story any more. Students who did not read the course material failed to understand that there were minimum quiz grades and found they were flunking early in the semester, and many chose to drop.
After the midterm, many students said that they were facing fatigue. Too many classes, too many projects, and they admitted that by week 9 they were simply skipping over the content to get to the work. One student mentioned very specifically: “I didn’t read the story after the midterm. I just wanted to get my work done and find out what the next item on the list was and get my grade.”
Seems like building out all the dependencies and choose-your-own-adventure story lines were really some wasted time and effort. Scores did increase, but the story was not engaging. After
Second Time Is The Charm
In WEB141 Mobile Interface Design, students found that they were highly disengaged with the class, noting that book materials were very paint-by-number, and had little to do with real life problems. Students found it difficult to tell where they in the class, with scores for midterms, finals, and assignments clearly defined, but still hard to calculate where students should put their efforts. Student who fell behind in online courses felt that they could not gain any headway, and messing up on a project or two when coupled with the midterm left them flat with no way to raise their grade.
To combat the issue, Nic D’Agata looked at the data and changed his tactics to better meet student needs.
GAMIFICATION AT THEIR WILL
Since students in the first class found that the gamification content was a distraction, Nic built his material as an overlay. Content for the course changed little, with the gamification built over the top. Students had the option to ignore the gamification elements without detriment to the course content.
QUICK GAUGE OF PROGRESS
Many students found they could not tell which items were best for their grades, and the best uses of their time. Nic installed a system of “Money” earned through the course of the semester. Each week offered one or more project. Each project was a contract with a client, offering money for project which met the minimum requirements, and greater funds for projects which excel. Students were given the goal to reach $1 million by the end of the semester.
Nic also included a leaderboard where students could see their progress compared to other students. No names were given, so no privileged information is released, but it could encourage students to work harder if they’re in the wrong spot.
INCREASE RANK AT THE STUDENTS’ CHOICE
Students often found that getting behind was like getting in a hole too deep to get out of. At strategic points in the semester, students were treated to “Freelance” options, where they could troubleshoot existing code and earn money to increase their monetary income. This was essentially enrichment activities where students could increase their understanding or take on additional work to increase their grades.
RECOGNITION FOR A JOB WELL DONE
Using blackboard achievements and badges, students would be automatically notified of “industry recognition”. Students could see the badges and gain an instant warm fuzzy for having some minor graphics provided to them.
On the right track
Overall, students reported that they felt more engaged in a course with open-ended projects and gamified elements.
Best of both worlds
Students enjoyed some open-ended projects and did not miss the “paint-by-numbers” approach. Some people really liked the 8-bit gaming platform of the course, and most people enjoyed the scoreboard/leaderboard process. This, along with the monetary system, was super-effective at motivating students
Nothing is ever perfect
The assistant is a moving digital display which lays out the information needed in each lesson. In some lessons this outlines projects, in others, it outlines specifics about the learning methods. While only a small number found it detrimental, it was almost a 50/50 split on Liking/Not Caring for the assistant.
The leaderboard answered questions that many students had about their grades, their places in the class, and provided some good motivation. The material was helpful to most students, with many students noting it as a prime motivator. Some students (about 1-2 per semester) found the leaderboard to be a source of anxiety causing them to worry about their location in the class.
The Leaderboard was a simple tool plugin, and could quite easily be coded into your classes.
Hands-On Leaderboard Addition Demonstration
At this point in the presentation, Nicolas answered questions about adding in the leaderboard. Using HTML code directly in his blackboard course, Nic added the leaderboard in to an older course as a demonstration. It was complicated, but well-received.
SHOW AND TELL IS OVER
At this point, we’ve talked about our personal experiences, so lets begin some insight into how you can add this to your classes.
Blackboard Badging and Certificates
The blackboard badging and certificate systems are available to all current blackboard shells. They can both be accessed through the TOOLS menu options on the lefthand side. You can work with existing items, create your own, make your own certifications, etc. They are easily created, and can easily integrate with your course shells at any time.
At this time, we created a shown, in-person demonstration on the overhead.
The services we showed at the end of the material allowed us to include Quizlet materials for easy self-study materials, online games like Play Brighter or Virtonomics, advanced tools like Duolingo, or creating your own badges and materials with OpenBadges. The material was well received, and we did a few extra demonstrations on how to include teaching materials from duplingo, integrating quizlet, and Q&A was fairly sedate.
At 12:30am on 4/13/2017, I attended the GRD/WEB, presented by Alison Consol, at the 2017 Spring Faculty Professional Development conference in Raleigh, NC.
GRD & WEB Department Meeting
Attended by Gregg Wallace, Michael Schore, George Tsai, Alison Consol, Carla Osborne, Julie Evans, Marsha Mills, and Tyler Dockery.
skillscommons.org ( http://www.skillscommons.org will open in a new window )
THere may be some great material in here or older projects to zoom through. Some of these may be canvas packs, but there could also be BB materials.
Course >> Tools >> NCLOR object
These are some great resources, but they may be old.
Some of these sources can help us so that we don’t have to reinvent the wheel.
Google academy, hubspot, codeschool, are great places we can also grab materials from. If this introduces something we don’t have time to working with, or something which may inspire a different kind of learner. If you see anything out there which has some relevance, grab it and see what you can bring to the table.
If you find little snippets created that cannot be covered in the class, but the materials already exist, run those as small, one-shot deals
Brackets in the lab
Brackets will be put in the lab. Brackets runs for free. Sublime is roughly $50 per license. We cannot use a cost program when we could also have a free resource. Our hope is to have a cradle-to-grave system of consistent program usage in WEB technologies.
GRD142 seems to miss its pace and GRD241 finds many students falling flat.
GRD110 seems to have lots of issues with retention.
WEB140 seem to run into the perrenial problem with retention. Design students seem to split- both top and bottom tier students are graphic design students
Summer faculty will need to have a single day of the week. Any issues needed by Alison can be fixed by Cindy if needed
Julie’s secret sauce may stop working. Datatel may be able to be updated in a few extra months. Datatel does not like edge
“As a contributing member of the Adobe Education Exchange, Tyler Dockery has received visible recognition for his level of commitment and participation. Adobe is proud to feature a leaderboard function and badge recognition to members who’s mission is to serve the community of educators by maintaining a high level of activity.”
After being asked to resubmit based on materials included in edex.adobe.com and material lectures given in video and online formats, I was renewed as an Adobe Campus Leader for Wake Technical Community College. I was given the following letter here, and I hope the transcription is working out for you all!
Hello, Adobe Campus Leaders, and greetings from San Francisco!
As the new Adobe Certified Associate (ACA) Project Manager, I wanted to introduce myself and invite you all to help shape the future of the program.
One way to help is to take a survey about one of our new ACA exams—Premiere Pro, InDesign, and After Effects—by November 24. Certiport, the official provider of the ACA, is working on the next generation of exams, and we need input from visual design or digital video experts to define the most important skills that candidates should know. Instructions are below, and each survey should take 15-30 minutes to complete.
Another way to help is to simply keep in touch! If you have ideas, questions, or concerns related to certification, I would love to hear from you. Feedback from educators is essential for keeping our programs and resources relevant, so if you feel passionately about certification in the classroom, please reach out. There may also be opportunities in the future to help develop new exam content.
Thank you very much for your support, and for joining the ACL community! I look forward to working with and learning from you all.
Rosy Capron (firstname.lastname@example.org)
Subject Matter Experts at Certiport have written testing objectives for the knowledge and skills considered critical for the target ACA candidate. Your role as an educator is to assess the relevance of each of these objectives, as well as the frequency of candidates’ use of each skill. The ACA candidate description is in the right-hand column, so please visualize this person as you complete the survey.
Adobe After Effects: https://blueprint.itemexperts.com/login?sid=3B9D4F06-E280-4B14-B1A2-C1CCBF2C3EAF
Surveys will close on November 24.
Part 1 – Background Questions: Your demographic and contact information will not be used for any purpose other than survey analysis.
Part 2 – Objectives Ratings: You will be asked to rate 20 Objectives that have been divided into 5 Domains. You will rate them on scales of Relevance and Frequency. You may also make comments on each objective, but it is not required.
Relevance: Rate how relevant you believe this objective is to determining whether or not an examinee should be certified. The lowest number represents little or no relevance, while the highest number represents the highest possible relevance.
Frequency: Rate how often this task or objective would need to be performed by an Adobe Certified Associate. The lowest number indicates the lowest frequency and the highest number represents the highest frequency.
Part 3 – Section Distribution: This part of the survey asks you to specify how much of the exam should be focused on each of the 5 domains. The 5 domains show up on the left, and you type the percent of the exam you feel should be devoted to that section in the box on the right. The percentages need to add up to 100 percent. The survey totals the percentages you have entered at the bottom of the screen next to Total Weight.
When you are finished, press the Complete Survey button. You may come back if you cannot complete the survey in one session; enter your email address and continue from where you ended the previous session.
The 2016 Learning Summit is being held at the Omni Montelucia in Paradise Valley, Arizona, June 12-15 and is hosted by the Maricopa County Community College District. I arrived this morning with my fellow Wake Technical Community College faculty members, Carla Osborne, Instructor of Advertising and Graphic Design, and Angela Becquette, Dean of Computer Technologies.
The Learning Summit is a working retreat for college teams to connect with colleagues and to share experiences, discuss issues, and explore strategies for overcoming obstacles and meeting challenges related to learning. The 2016 Learning Summit theme is Student Success and Completion.
I hope to examine effective practices in the five topic areas that are the focus of the program, Specifically:
- Student Learning Outcomes
- Student Engagement
- Faculty and Staff Engagement
- Organizational Culture
- Quality, Inquiry, and Accountability
By the way, if you’re interested, download a copy of the Learning Summit draft program.
After an opening plenary session on the first evening, the summit will devote a half-day to each topic over the course of the conference. An interactive Symposium will kick off each half-day session, and be followed by a set of concurrent Forums and Roundtables led by community college educators and scholars. Summit participants such as myself will be engaged as full partners in the Summit since plenary and concurrent sessions are designed to be interactive. That will be fairly exciting.
Each half-day session should end with Conversations about Learning, time designated for college teams to meet and discuss what they have learned and how it may apply to their institutions. Since I’m here with a small team, this will really be a fantastic opportunity to look at how we’re running with models of student success and engagement, but to take a good, long, look at what we can do to improve.
This is going to be fun.
Graphic Design & Illustration using Adobe Illustrator CC (2015) ACA Certification Achieved!
Adobe and Certiport would again like to congratulate you on becoming an Adobe Certified Associate (ACA)! You are a part of an elite community of individuals with proven expertise in digital communications. Adobe certification is an industry standard of excellence, and it’s the absolute best way to communicate your proficiency in leading products from Adobe.
Adobe Illustrator software is the industry’s premier vector-drawing environment for creating scalable graphics. Digital media gurus bring their unique vision to life with shapes, color, effects, and typography by using a host of powerful functions to make fast work of their most complex designs.
Adobe conducted research to identify the foundational skills students need to effectively communicate using digital media tools. Based on feedback from educators, design professionals, businesses, and educational institutions around the world, the objectives cover entry-level skill expectations for graphic design and illustration.
Individuals who have earned an Adobe Certified Associate certification in Graphic Design & Illustration using Adobe Illustrator have demonstrated mastery of the following skills:
Domain 1.0 Setting Project Requirements
|1.1||Identify the purpose, audience, and audience needs for preparing graphics and illustrations.|
|1.2||Summarize how designers make decisions about the type of content to include in a project, including considerations such as copyright, project fit, permissions, and licensing.|
|1.3||Demonstrate knowledge of project management tasks and responsibilities.|
|1.4||Communicate with others (such as peers and clients) about design plans.|
Domain 2.0 Understanding Digital Graphics and Illustrations
|2.1||Understand key terminology related to digital graphics and illustrations.|
|2.2||Demonstrate knowledge of basic design principles and best practices employed in the digital graphics and illustration industry.|
|2.3||Demonstrate knowledge of typography and its use in digital graphics and illustrations.|
|2.4||Demonstrate knowledge of color and its use in digital graphics and illustration.|
|2.5||Demonstrate knowledge of image resolution, image size, and image file format for web, video, and print.|
Domain 3.0 Understanding Adobe Illustrator
|3.1||Identify elements of the Illustrator user interface and demonstrate knowledge of their functions.|
|3.2||Define the functions of commonly used tools, including selection tools, the Pen tool, and other drawing tools, shape tools, and transformation tools.|
|3.3||Navigate, organize, and customize the workspace.|
|3.4||Use non-printing design tools in the interface, such as rulers, guides, bleeds, and artboards.|
|3.5||Demonstrate knowledge of layers and masks.|
|3.6||Manage colors, swatches, and gradients.|
|3.7||Manage brushes, symbols, graphic styles, and patterns.|
|3.8||Demonstrate knowledge of how and why illustrators employ different views and modes throughout the course of a project, including vector/outline vs. display/appearance, isolation mode, and various Draw modes.|
|3.9||Demonstrate an understanding of vector drawing tools.|
Domain 4.0 Creating Digital Graphics and Illustrations Using Adobe Illustrator
|4.1||Create a new project.|
|4.2||Use vector drawing and shape tools.|
|4.3||Transform graphics and illustrations.|
|4.4||Create and manage layers.|
|4.5||Import assets into a project.|
|4.6||Add and manipulate type using Type tools.|
|4.7||Create digital graphics and illustrations using 3D and perspective tools in Illustrator.|
Domain 5.0 Archive, Export, and Publish Graphics Using Adobe Illustrator
|5.1||Prepare images for web, print, and video.|
|5.1||Export digital graphics and illustration to various file formats.|
Past versions of the Adobe Certified Associate in Graphic Design & Illustration using Adobe Illustrator are now outdated. However, certifications on older versions of our software are still valid.