MCT Task 3

Scenario:

You are working with one of the organizations below to create an instructional guide. You will be conducting research and promoting the instructional guide to the organization’s board. Your instructional guide should explain the real-world use of an Internet product or products to your audience in a way that is sensitive to your audience’s needs, expectations, and level of expertise. The Internet sites you use for this task must be sites that are available to the general public (such as software support sites, social networking sites, search engines, video-sharing websites, etc.). Websites where users create accounts that are free of charge are preferred.
 
•   Organization 1: A local parents group. Members of this group are evenly split in technological ability; half are very comfortable with technology, while the other half struggle with it. They need a guide that is geared to parents who want to learn about social networking sites that their children (of all ages) are using, as well as smaller, emerging sites. Parents are looking for explanations of how the sites work, accounts and account settings, “friending” and posting pictures and links, and hands-on instructions for monitoring their children’s accounts and postings.

•   Organization 2: Librarians at a genealogical institute. These librarians use technology on a daily basis and are extremely comfortable with the technology they use. However, they need guidance for using online book sites to acquire new genealogy-related books and sell rare books they currently own. They want to use sites like BookFinder.com, eBay, Amazon, and Barnes & Noble, and any others that are available, and need guidance for account and credit card safety issues, searching, previewing, pricing, getting and leaving feedback, using the terminology for describing book quality, setting up agents, and other aspects of online book selling.

•   Organization 3: A charity organization. This organization includes mostly older adult members. Although most members of the organization can perform simple computer tasks such as sending an e-mail, they are, overall, unfamiliar with most technology and it takes them a long time to learn new applications. Members want to be able to raise money by selling homemade crafts and other goods online to support local artisans while also raising money for charity. They want to use various selling sites such as eBay and Etsy, and need to know how to list items to sell and how to safeguard site accounts and PayPal accounts.

Your document should inform your audience about what they need and want to know, and provide instructions as well as advisory information and strategic direction. Your research should extend beyond your own personal user experiences to address your audience’s anticipated needs. The resources you will use for this task could potentially include online help and instructions available from the websites you are recommending, user boards, information you request via e-mail, YouTube instructional videos, or any other reliable source that provides information that helps you achieve your objective. You are to translate your research findings into one useful end product for your audience.

Task:
 
A.  Develop an outline of the instructional guide that includes the following:
•  Overview of relevant websites
•  Guidelines for evaluating websites
•  User security
 
B.  Create sample sections of the instructional guide (suggested length of 5–7 pages).
 
C.  Create a multimedia presentation (e.g., PowerPoint, Keynote) (suggested length of 6–12 slides) that is directed to the board members of the chosen organization, in which you do the following:

Note: The slides in your presentation should include only the main points you wish to make, with more extensive information included in the presenter notes section of the presentation.
 
1.  Justify your design and writing decisions based on how the instructional guide effectively fulfills the audience’s needs and expectations.
2.  Justify the logic you applied when compiling sources into an instructional guide.
3.  Explain how ethics played a role in your choices for including or excluding information in the instructional guide.

D.  When you use sources, include all in-text citations and references in APA format.

Note: When bulleted points are present in the task prompt, the level of detail or support called for in the rubric refers to those bulleted points.

Note: No more than a combined total of 30% of a submission can be directly quoted or closely paraphrased from sources, even if cited correctly. For tips on using APA style, please refer to the APA Handout web link included in the General Instructions section.

Evaluation method /RUBRIC

Select the performance descriptors that you want to include in your printout.
You may wish to change your printer settings to “landscape” mode if you have a rubric with many performance columns. 
	UNSATISFACTORY	DOES NOT MEET STANDARD	MINIMALLY COMPETENT	COMPETENT	HIGHLY COMPETENT	
ARTICULATION OF RESPONSE (CLARITY, ORGANIZATION, MECHANICS)	The candidate provides unsatisfactory articulation of response.	The candidate provides weak articulation of response.	The candidate provides limited articulation of response.	The candidate provides adequate articulation of response.	The candidate provides substantial articulation of response.	
A. OUTLINE	The candidate does not provide an outline of the instructional guide that includes the given points.	The candidate provides an outline, with no detail, of the instructional guide that includes the given points.	The candidate provides an outline, with limited detail, of the instructional guide that includes the given points.	The candidate provides an outline, with adequate detail, of the instructional guide that includes the given points.	The candidate provides an outline, with substantial detail, of the instructional guide that includes the given points.	
B. SAMPLE SECTIONS	The candidate does not provide appropriate sample sections of the instructional guide.	The candidate provides appropriate sample sections, with no detail, of the instructional guide.	The candidate provides appropriate sample sections, with limited detail, of the instructional guide.	The candidate provides appropriate sample sections, with adequate detail, of the instructional guide.	The candidate provides appropriate sample sections, with substantial detail, of the instructional guide.	
C1. DESIGN AND WRITING DECISIONS	The candidate does not provide a logical justification of design and writing decisions based on how the instructional guide effectively fulfills the audience’s needs and expectations.	The candidate provides a logical justification, with no support, of design and writing decisions based on how the instructional guide effectively fulfills the audience’s needs and expectations.	The candidate provides a logical justification, with limited support, of design and writing decisions based on how the instructional guide effectively fulfills the audience’s needs and expectations.	The candidate provides a logical justification, with adequate support, of design and writing decisions based on how the instructional guide effectively fulfills the audience’s needs and expectations.	The candidate provides a logical justification, with substantial support, of design and writing decisions based on how the instructional guide effectively fulfills the audience’s needs and expectations.	
C2. LOGIC	The candidate does not provide an appropriate justification of the logic applied when compiling sources into an instructional guide.	The candidate provides an appropriate justification, with no detail, of the logic applied when compiling sources into an instructional guide.	The candidate provides an appropriate justification, with limited detail, of the logic applied when compiling sources into an instructional guide.	The candidate provides an appropriate justification, with adequate detail, of the logic applied when compiling sources into an instructional guide.	The candidate provides an appropriate justification, with substantial detail, of the logic applied when compiling sources into an instructional guide.	
C3. ETHICS	The candidate does not provide a logical explanation of how ethics played a role in the candidate’s choices for including or excluding information in the instructional guide.	The candidate provides a logical explanation, with no detail, of how ethics played a role in the candidate’s choices for including or excluding information in the instructional guide.	The candidate provides a logical explanation, with limited detail, of how ethics played a role in the candidate’s choices for including or excluding information in the instructional guide.	The candidate provides a logical explanation, with adequate detail, of how ethics played a role in the candidate’s choices for including or excluding information in the instructional guide.	The candidate provides a logical explanation, with substantial detail, of how ethics played a role in the candidate’s choices for including or excluding information in the instructional guide.	
D. SOURCES	When the candidate uses sources, the candidate does not provide in-text citations and references.	When the candidate uses sources, the candidate provides only some in-text citations and references.	When the candidate uses sources, the candidate provides appropriate in-text citations and references with major deviations from APA style.	When the candidate uses sources, the candidate provides appropriate in-text citations and references with minor deviations from APA style.	When the candidate uses sources, the candidate provides appropriate in-text citations and references with no readily detectable deviations from APA style, OR the candidate does not use sources.