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 C ARTICULATION OF
RESPONSE (CLARITY,
ORGANIZATION,
MECHANICS) The candidate provides unsatisfactory articulation of response. The candidate provides weak articulation of response. The candidate provide
articulation of respons 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 provide
with limited detail, of t
instructional guide tha
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 provide
sample sections, with
of the instructional gu 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 provide
justification, with limit
design and writing de
on how the instruction
effectively fulfills the a
needs and expectatio 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 provide
appropriate justificatio
detail, of the logic app
compiling sources into
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 provide
explanation, with limit
how ethics played a r
candidate’s choices fo
excluding information
instructional guide. D. SOURCES When the candidate uses sources, the candidate does not provide in­text citations and references. When the candidate uses sources, the candidate provides only some in­text citations and references. When the candidate u
the candidate provide
in­text citations and re
major deviations from

• 1499147642-Task 3 question.rtf

SuperTutor

(15)

Status NEW Posted 04 Jul 2017 05:07 AM My Price 20.00

-----------

Attachments

file 1499147644-Solutions file.docx preview (51 words )

S-----------olu-----------tio-----------ns -----------fil-----------e -----------Hel-----------lo -----------Sir-----------/Ma-----------dam----------- T-----------han-----------k y-----------ou -----------for----------- yo-----------ur -----------int-----------ere-----------st -----------and----------- bu-----------yin-----------g m-----------y p-----------ost-----------ed -----------sol-----------uti-----------on.----------- Pl-----------eas-----------e p-----------ing----------- me----------- on----------- ch-----------at -----------I a-----------m o-----------nli-----------ne -----------or -----------inb-----------ox -----------me -----------a m-----------ess-----------age----------- I -----------wil-----------l b-----------e q-----------uic-----------kly----------- on-----------lin-----------e a-----------nd -----------giv-----------e y-----------ou -----------exa-----------ct -----------fil-----------e a-----------nd -----------the----------- sa-----------me -----------fil-----------e i-----------s a-----------lso----------- se-----------nt -----------to -----------you-----------r e-----------mai-----------l t-----------hat----------- is----------- re-----------gis-----------ter-----------ed -----------on�-----------�th-----------is -----------web-----------sit-----------e -----------Tha-----------nk -----------you----------- -----------

Not Rated(0)

• Buy Answer