tyler

ESB Mastery status in Entrepreneurship and Small Business Certification (ESB) Achieved!

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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.

Tyler Dockery Achieves ESB Mastery status in Entrepreneurship and Small Business Certification

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:

 

Conclusion

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.

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Gamification In The Classroom

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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:

Some Background

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

So, here we see a picture of one of my classes which was gamified, my 2014 class, WEB140 Web Development Tools. This graphic was used to help put students in the mood. It was nice, and captured the imagination of students right off the bat.
At the time, WEB140 Web Development Tools suffered from a series of problems: As an entry-level course for graphic design, web design and web development degree programs, this course had a very high enrollment rate. This was offset by a very low passing rate among students, and low student engagement of students in these courses. With our completions in this course at a very poor showing, I endeavoured to increase retention through greater students engagement by creating a gamified environment in which the students could learn and thrive.

Solution-specific ideas

The premise of the gamification came across naturally. I contacted students from the last year in WEB140 across several different sections, and asked some open-ended questions about the material. What made the courses work for them? Where did they stumble or fall, and how could we fix it?
Students admitted that the reason they did not enjoy the web coursework was because they were not engaged, and could not “get into it”. Based on numbers, quizzes and tests scored low because students did not retain the information or glossed over the work. Because they learned the material once, created it once, and then moved on— many students felt that they could ignore the material. Later, as each assignment built upon the last, students found that they had not repeated the material enough to absorb it, and had “forgotten what to do” or “how to do those kinds of things.” Further, they noted that it was difficult to contact instructors about problems, because many students waited until the due date to upload or even begin their projects.
In an effort to combat this, I made a herculean effort to pull this down into a workable format of solutions I could actually achieve:

ENGAGE

I would work to engage the students with great artwork and a storyline which would allow them to become immersed. They would take on the mantle of an Intergalactic Spy, using artwork (through written permission on the part of the copyright holder) and a small adjustment to the storyline. Assembling code, building specific content, troubleshooting errors and problems, and generally assuring that materials could be made in an HTML environment, students would work their way through a 16 week story, one episode at a time, protecting a priceless treasure and solving a murder mystery.

ALLOW REPETITION

A key point for students was that they were allowed to skip materials with low grades. This compounded their problems with quizzes, midterms, and final examinations. The solution: Allow repetition of course materials until a satisfactory solution was found. Quizzes offered every two weeks would require a minimum score to pass. If a student did not receive the minimum score, or desired to re-take the material, they were allowed 3 scores, and only the largest score counted. In this way, students who scored poorly on basic tags would be allowed to retake the quiz multiple times. Until they scored the minimum amount, they had to take the test again, and if all attempts were completed, the student would then be allowed to proceed and had to keep a low score (but the highest score would count).

LATE NIGHT ACCESS TO THE INSTRUCTOR

In an effort to make students feel as if they could reach out to me (the instructor), I offered to be available from 11p-1a 4 days a week: Evenings on the first day of the week, and within the last 3 days of the week.

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.

 

Did it work? Not really. In general numbers, the course was a success, with students having much improved quiz scores and test grades. It seems this was probably an extension of the multiple quiz attempts and a larger pool of exam questions from which to draw. A numeric success, students noted they were actually less engaged in the class than they were in other courses.

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

Some people found that the assistant screen was difficult to watch and they got tired of waiting. Some students felt the monetary system was hard to understand, and they were looking for answers in grade format. It could very well be that they had skipped over some of the early material, but there is no way to tell.

The Assistant

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.

Leaderboards

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.

Conclusion

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.

Adobe Education Exchange: Adobe Campus Leader Renewed!

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Tyler Dockery has completed Adobe Campus Leader for Wake Technical Community College recognition with adobeAdobe Education Exchange: Adobe Campus Leader Renewed!

“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 ProInDesign, 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.

Best,

Rosy Capron (capron@adobe.com)

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 Premiere Pro: https://blueprint.itemexperts.com/survey?sid=81A981BF-21BD-4CC1-8E8C-4FBC8BD72475

Adobe InDesign: https://blueprint.itemexperts.com/survey?sid=A8817CC7-6DDF-4822-AC26-4C7462B86AAF

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.

Thank you!

NDLW Closing Keynote: Planning Course Modules: Integrating Backwards Design

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At 12:00pm On 11/11/16 I attended the NDLW Closing Keynote: Planning Course Modules: Integrating Backwards Design presented by Dr. Ryan Rucker at the 2016 USCA NDLW Virtual Conference.

NDLW Closing Keynote: Planning Course Modules: Integrating Backwards Design

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In the closing keynote to this successful online conference, Dr. Ryan Rucker returned with another fine presentation. In his discussion he outlined a path to planning your course modules using a reversed series of approaches in order to ensure that all materials and methods would meet the needs of your school as well as those of your team. The slides here were a little hard to follow, but the presentation itself was very good.

closing-keynote2

Devising a plan to build a quality driven course can be a daunting task. Should you as a teacher begin with learning objectives, lectures, readings, assignments, assessments, etc.? Its a difficult question, and everyone has their own preferred methods. Dr. Rucker went on to explain that one of the best resources to help aid in this process is the use of an instructional designer. Some issues arise when the instructional designer tries to re-integrate the curriculum without being an expert. This causes friction, and it is not normally expressed until the pressure cooker is ready to explode or already has.

closing-keynote

Many instructional designers choose to implement a model called backwards design. This model was explained and iterated upon in the Keynote. For some teachers, I could see how this could help them to properly plan each course module/week in your online course. As our courses are already built and updated regularly, this material is somewhat old hat.

Marsha Mills and Tyler Dockery already covered this extensively when building out the new portfolio class. Beginning with the end goal in mind, we simply worked backwards. I thought this was a good resource for some teachers, but I think in terms of necessities, I guess we’re already ahead of the curve on this.

Graphic Design & Illustration using Adobe Illustrator CC (2015) ACA Certification Achieved!

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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.

Print and Digital Publication using Adobe InDesign CC (2015) ACA Certification Achieved!

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Print and Digital Publication using Adobe InDesign 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 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 print and digital media publishing.

Individuals who have earned an Adobe Certified Associate certification in Print & Digital Media Publication Using Adobe InDesign have demonstrated mastery of the following skills:

Domain 1.0 Setting Project Requirements

1.1 Identify the purpose, audience, and audience needs for preparing print and digital media publications.
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 Print and Digital Media Publications

2.1 Understand key terminology related to print and digital media publications.
2.2 Demonstrate knowledge of basic design principles and best practices employed in the print and digital media publication industry.
2.3 Demonstrate knowledge of typography and its use in the print and digital publication industry.
2.4 Demonstrate knowledge of color and its use in print and digital publications.
2.5 Demonstrate knowledge of the appropriate properties of print, web, and digital publication designs.

Domain 3.0 Understanding Adobe InDesign CC

3.1 Identify elements of the InDesign CC interface and demonstrate knowledge of their functions.
3.2 Define the functions of commonly used tools including selection tools, Frame tools, type tools, drawing tools, Line tool etc.
3.3 Navigate, organize, and customize the workspace.
3.4 Use non-printing design tools in the interface, such as rulers, guides, grids, bleeds, and slugs.
3.5 Demonstrate knowledge of layers.
3.6 Manage colors, swatches, and gradients.
3.7 Create, use, and manage object styles.
3.8 Create, use, and manage character and paragraph styles.

Domain 4.0 Creating Print and Digital Media Publications Using Adobe InDesign

4.1 Create a new project.
4.2 Create, manage, and use frames in a publication design.
4.3 Add text to a page layout.
4.4 Add graphic, image, and video content to a page layout.
4.5 Create special page elements using InDesign tools, such as a table of contents, an index, Library files, and previously placed content.
4.6 Add interactive elements such as hyperlinks, interactive media objects, HTML5, and video; and assign triggers for different actions.

Domain 5.0 Publish, Export, and Archive Page Layouts Using Adobe InDesign

5.1 Prepare publications for print.
5.2 Prepare page layouts for export to digital media publications such as multiscreen devices and FOLIO files for Digital Publishing Suite.

Past versions of the Adobe Certified Associate in Print & Digital Media Publication using Adobe InDesign are now outdated. However, certifications on older versions of our software are still valid.

How To Teach Graphic Design Online

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On March 9th 2016, I Presented to the NCCIA at 10:30am with Carla Osborne, MA and Julie Evans, Instructors of Advertising & Graphic Design at Wake Technical Community College, in RM235 in the 600 building at Rowan Cabarrus Community College in Salisbury, NC.

Tyler Dockery, MAEd, Assistant Professor of Advertising & Graphic Design, Julie Evans, and Carla Osborne, MA present at the 2016 NCCIA Conference in Salisbury, NC
Tyler Dockery, MAEd, Assistant Professor of Advertising & Graphic Design, Julie Evans, and Carla Osborne, MA present at the 2016 NCCIA Conference in Salisbury, NC

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This session was set to be a slight scary one, but the attendees were nice, ready to ask and answer questions, and open to taking notes. Tee experience was very, very positive one. I believe we’ll be doing this again, and I find that these situations seem stressful on the outside, but once you begin… its just as easy as it could be.

This conference opened the door for me.I look forward to presenting more in the future.