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Designing Learning Activities for Online Learning

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Task: Designing online learning activities Main Topic –TLE IV Unit IV: Entrepreneurship (Philippines/DepED Basic Education Curriculum)

Topics I. Home and Family Economics A. Home Nursing B. Food Service Management C. Clothing Construction D. Cosmetology Facts

Content Type

Instructional Strategy Mnemonics Practice strategy Integration Organization Elaboration Integration Elaboration Developing verbal/imaginal model of the interaction Mental rehearsal of the interaction Overt practice (role play) Developing verbal/imaginal model Mental rehearsal of behavior Overt practice of behavior Mnemonics Practice strategy Integration Organization Elaboration Integration Elaboration

Concepts

Principles Procedures Interpersonal Skills

Attitudes

II. Agricultural Arts and Technology A. Crop Production B. Aquaculture C. Livestock

Facts

Concepts

Principles Procedures

Interpersonal Skills

Developing verbal/imaginal model of the interaction Mental rehearsal of the interaction Overt practice (role play) Developing verbal/imaginal model Mental rehearsal of behavior Overt practice of behavior

Attitudes

III. Industrial Arts and Technology A. Automotive B. Refrigeration and Air Conditioning C. Civil Technology: Basic Carpentry D. Introduction to Electronics

Facts

Mnemonics Practice strategy Integration Organization Elaboration Integration Elaboration Developing verbal/imaginal model of the interaction Mental rehearsal of the interaction Overt practice (role play) Developing verbal/imaginal model

Concepts

Principles Procedures Interpersonal Skills

Attitudes

Mental rehearsal of behavior Overt practice of behavior

IV. Entrepreneurship A. Business Management B. Office Management C. Guide to Web Designing D. Introduction to the Call Center Operation

Facts

Mnemonics Practice strategy Integration Organization Elaboration Integration Elaboration Developing verbal/imaginal model of the interaction Mental rehearsal of the interaction Overt practice (role play) Developing verbal/imaginal model Mental rehearsal of behavior Overt practice of behavior

Concepts

Principles Procedures Interpersonal Skills

Attitudes

Topics IV. Entrepreneurship

Content Type Facts

Instructional Strategy Mnemonics Practice strategy Integration Organization Elaboration Integration Elaboration Developing verbal/imaginal model of the interaction Mental rehearsal of the interaction Overt practice (role play)

Learning Activity Learner-content -reflection -quiz

Concepts

Principles Procedures Interpersonal Skills

Learner-learner -brainstorming -collaborative writing -case study -discussion -WebQuest

Attitudes

IV. Entrepreneurship A. Business Management (Accounting Cycle/Bookkeeping)

Facts

Developing verbal/imaginal model Mental rehearsal of behavior Overt practice of behavior Mnemonics Practice strategy Integration Organization Elaboration Integration Elaboration Developing verbal/imaginal model of the interaction Mental rehearsal of the interaction Overt practice (role play) Developing verbal/imaginal model

Learner-teacher -group project/portfolio -test/exam -essay Learner-content -reflection -online quiz -drill and practice

Concepts

Principles Procedures Interpersonal Skills

Learner-learner -discussion

Attitudes

Learner-teacher -test/exam

Mental rehearsal of behavior Overt practice of behavior

-essay

IV. Entrepreneurship B. Office Management (Word Processing)

Facts

Mnemonics Practice strategy Integration Organization Elaboration Integration Elaboration Developing verbal/imaginal model of the interaction Mental rehearsal of the interaction Overt practice (role play) Developing verbal/imaginal model Mental rehearsal of behavior Overt practice of behavior Mnemonics Practice strategy Integration Organization Elaboration Integration Elaboration Developing

Learner-content -reflection -quiz

Concepts

Principles Procedures Interpersonal Skills

Learner-learner -brainstorming -collaborative writing -Webquest -discussion Learner-teacher -test/exam -essay

Attitudes

IV. Entrepreneurship C. Guide to Web Designing

Facts

Learner-content -reflection -quiz

Concepts

Principles Procedures Interpersonal Skills

Learner-learner

verbal/imaginal model of the interaction Mental rehearsal of the interaction Overt practice (role play)

-brainstorming -collaborative work -case study -discussion

Attitudes

IV. Entrepreneurship D. Introduction to the Call Center Operation

Facts

Developing verbal/imaginal model Mental rehearsal of behavior Overt practice of behavior Mnemonics Practice strategy Integration Organization Elaboration Integration Elaboration Developing verbal/imaginal model of the interaction Mental rehearsal of the interaction Overt practice (role play)

Learner-teacher -group project -test/exam -essay

Learner-content -reflection -quiz

Concepts

Principles Procedures Interpersonal Skills

Learner-learner -brainstorming -group work -discussion -online chat

Attitudes

Developing verbal/imaginal model Mental rehearsal of behavior Overt practice of behavior

Learner-teacher -group project -test/exam -essay

(Format adapted from EDDE210 Annex 5-1 and revised to conform to the lesson) Unit IV Title: Entrepreneurship Lesson 2: Planning a Business Objective: At the end of the lesson, the student should be able to 1. Cognitive - enumerate the steps in creating a business plan 2. Affective - relate the relevance of entrepreneurial characteristics to family self-sufficiency, productivity and community development (social enterprise) 3. Psychomotor - demonstrate the knowledge and skill in planning a business by presenting a business plan proposal Rationale Now that you’ve learned about the qualities that set entrepreneurs apart from the rest of the population, the problems that they encounter to make their business work, and the different business ventures that you can go into, it is time for you to get to know how to prepare a business plan proposal. Task and Expected Output As a group, gather resources on how to set up a business. Choose one livelihood topic from your previous TLE courses for your business plan proposal and then present them to the class. Each group will submit a written report of the business plan proposal at the end of this unit. In addition, each of you will write a reflection on what you have learned from planning a business. Procedure/Steps 1. Create an account in Google Docs or Wikispaces (if you don’t have one yet). 2. Students will be in groups of four and have assigned numbers 1-4. 3. For the proposal project, the students who will be responsible for the following portions of the proposal: Cover Page and Table of Contents- All Students Executive Summary- All Students (to be completed at the end of the project) Company Overview- Students 1 and 2 Marketing Analysis- Students 3 and 4 Marketing and Sales Strategies- Students 3 and 4 Operations Plan- Students 1 and 2 Management Plan- Students 1 and 2 Financial Data- All Students 4. Please watch the videos, How to Write a Business Plan and Business Proposals in WebQuest. Take down notes and keep these questions in mind: The three parts of the writing process are: The three parts of planning are: What is the difference between a report and a proposal? How can your writing be concise? What is it important to take a break from your writing before editing? What are the four important parts of editing? 5. Please also read the report in SIFE Pilipinas about social enterprise. You can also read the other sections of To Green or Not to Green in WebQuest to obtain more ideas for your business plan.

6. Answer these following questions about your project: Who are your readers? How much do your readers know about your subject? What do I want this document to accomplish? What do I want from my reader? Who, what, when, where, how, why? 7. Before writing the actual proposal, groups must create an OUTLINE via Google Docs or a wiki (so all group members have access to editing). The following elements should be included in the proposal. Company Overview Market Analysis Marketing and Sales Strategies Operations Plan Management Plans 8. Once you are finished with your business plan/proposal, your group must present the plan/proposal to the class. Your classmates will provide ideas, concerns, questions, clarifications, feedback, and constructive criticism. Please use your classmates’ feedback as an editing tool before you present your final copy to the teacher. Please watch the video, Steps to an Effective Business Presentation, to help you with your presentation. 9. Write the lessons learned in your blog. 10. Invite your classmates to comment on your work. 11. Fill out the self-assessment and peer assessment forms. 12. Fill out the survey form. 13. Be prepared for a short quiz and final exam. Resources Google Docs https://docs.google.com Wikispaces http://www.wikispaces.com/ or Google Sites http://sites.google.com/site/projectwikitemplate_en/home (or your existing wiki site) Blog http://www.blogger.com/ or http://www.wordpress.com/ (or your existing blog site) McGrath et al., To Green or Not to Green (Business Plan Proposal) http://questgarden.com/107/34/2/100723174514/index.htm Examples Videos McGrath et al., To Green or Not to Green – How to Write A Business Plan, Business Proposals, Steps To an Effective Business Presentation http://questgarden.com/107/34/2/100723174514/t-process.htm

Report SIFE Pilipinas – Social Enterprise http://www.pilipinassife.org/materials/projects/Social-Enterprise.pdf Business Plan Proposal http://sampleproposal.net/ Wiki http://umstrategicplan.wikispaces.com/Meetings http://greetingsfromtheworld.wikispaces.com/ Blog http://saoyuth.wordpress.com/2010/11/10/everybodys-talking-about-business-plan/ http://emilysblog3s.edublogs.org/ Assessment criteria This is how your work will be evaluated
Beginning (0-2 pts) Set-up, but not used or used only a couple of times. Developing (3-4 pts) Set-up and used occasionally, but less than 3-x weekly. Collaborated regularly. Qualified (5-6 pts) Set-up and used frequently, more than 4-x weekly. Collaborated frequently. Exemplary (7-8 pts) Used by all as an integrated tool to frequently share ideas. Collaborated frequently and effectively. Choice of the product for the business plan shows a great of imagination and understanding of the target market. Accurate information was gathered from several sources in a systematic manner. Student’s Teacher’s Rating Rating

Wiki Set-up

Collaborated, but Collaboration did so rarely and/or ineffectively. Choice of the product for the business plan does not show any imagination and understanding of the target market. Information was gathered from only one source and/or information not accurate.

Product/ Service

Choice of the product for the business plan shows some imagination and understanding of the target market. Accurate information was gathered from a couple of sources but not systematically. 4-6 grammatical spelling or punctuation errors. Paragraphs included related information but

Choice of the product for the business plan shows imagination and understanding of the target market. Accurate information was gathered from a couple of sources in a systematic manner. 1-3 grammatical, spelling or punctuation errors. Most paragraphs include introductory

Data Gathering

Spelling/ Mechanics/ Grammar Paragraph Construction

7 or more grammatical, spelling, or punctuation errors. Paragraphing structure was not clear and sentences

No grammatical, spelling or punctuation errors. All paragraphs include introductory

were not typically related within the paragraphs.

were typically not constructed well.

sentence, explanations or details, and concluding sentence. All sources (information and graphics) are documented, but have 1-2 errors. Information is organized with well-constructed paragraphs.

sentence, explanations or details, and concluding sentence. All sources (information and graphics) are accurately documented. Information is very organized with well-constructed paragraphs and subheadings.

One or more sources are not accurately documented. Sources The information is disorganized. Organization

All sources (information and graphics) are documented. Information is organized, but paragraphs are not well constructed.

Total

Unit IV Title: Entrepreneurship Chapter II: Office Management Lesson 3: Word Processing - Business Letter Objective: At the end of the lesson, the student should be able to 1. Cognitive - enumerate the steps in writing a business letter 2. Affective - relate the relevance of a word processed business letter to family self-sufficiency, productivity and community development (social enterprise) 3. Psychomotor - demonstrate the knowledge and skill in the fundamental methods and techniques in word processing by writing a business letter Rationale As an entrepreneur, you will at some point have to write a request letter. The need for information, services or products arises daily in almost every type of business. While certain requests, such as ordering merchandise, are routine matters, the general guidelines for business letter writing are especially important when writing any request. (Campbell) Task and Expected Output Tact and courtesy are very important when you want your reader to act. And if you want them to act promptly, your letter must encourage them to do so. All requests should: 1. be specific and brief; 2. be reasonable; 3. provide complete, accurate information. Many of you probably have not written any type of letter since elementary school (or maybe middleschool). This task was designed to assist you with increasing your level of understanding and comfort with writing letters. At the end of this task, you should be able to write and type a formal business request letter, using the block-style format that is accepted by most businesses. Be able to write a reflection on what you have learned from this word processing activity. Procedures/Steps 1. Type the following letter using Microsoft Word, and the block-style format. As assistant buyer for Wilcon’s Plumbing Supply Store, 2 Anywhere Avenue, Libis, Quezon City 1110, write a letter to the Marco Plumbing Company, Inc., 34 Sauyo Road, Novaliches, Quezon City 1116, to order two dozen 12" Copper Pipes (at P250 each), one dozen 12" Galvanized Steel Pipes (at P350 each), and two dozen of white PVC Pipes (at P150 each). You would like to have these items in stock in time for the April 15th plumbers’ convention. You want to purchase these supplies on account and have them shipped air express. If Marco has available any special spring displays for their merchandise, you would like to receive these, too. 2. Be sure that your letter includes COMPLETE, ACCURATE INFORMATION because incomplete orders result in delayed deliveries, and inaccurate facts can result in receiving the wrong merchandise.

Every request order should include: a. the name of the item being ordered; b. quantity desired; c. description; d. unit price; e. method of payment; f. desired delivery date; h. method of shipment; i. delivery address; j. authorized signature. 3. Completion of this task/assignment from start to finish should take about four to five school days. The research aspect, letter creation portion and finding the example is probably going to be the most time consuming. But this will give you an opportunity to brush up on your researching and letter writing skills. 4. Post the letter in your blog. 5. Invite your classmates to comment on your work. 6. Write the lessons learned in your blog. 7. Fill out the survey form. 8. Be prepared for a short quiz and final exam. Resources MS Word (or Open Office, Pages etc.) Blog site http://www.blogger.com/ or http://www.wordpress.com/ (or your existing blog) Barron, Tutorials for Open Office-Microsoft Office and Open Office http://www.tutorialsforopenoffice.org/tutorial/Microsoft_Office_And_OpenOffice.html ubuntuhal, Open Office Word Processor (video) http://youtu.be/v_csQkz-rIE Campbell, Business Request Correspondence http://questgarden.com/118/63/8/110207182223/index.htm Examples Letters CSU Writers Style Guide - Business Letter, Block Format http://ccs.colostate.edu/_support/docs/sg_letter.pdf The Writing Center, University of North Carolina at Chapel Hill – Business Letters http://www.unc.edu/depts/wcweb/handouts/business.html Stewart, Write101 http://www.write101.com/businessletter.htm

Cheng, Writing Business Letters http://www.writing-business-letters.com/business-letter-format.html Blog http://kjenkins.edublogs.org/rachel/

Assessment criteria This is how your work will be evaluated
Beginning (0-2 pts) The writer demonstrates a lack of understanding of the correct form of a business letter. The letter lacks two or more essential parts. Developing (3-4 pts) The writer shows a vague understanding of the correct form of a business letter. Qualified (5-6 pts) The writer uses the correct form of a business letter and omits only minor elements A business letter contains the six essential parts; heading, inside, address, salutation, body, closing and signature. One part of the letter may be incomplete or incorrect. The writer states the purpose of the letter. The body contains courteous, formal language and all of the necessary details. Exemplary (7-8 pts) The writer uses the correct and complete form for a business letter. It contains the six essential parts; heading, inside address, salutation, body, closing and signature. Student’s Rating Teacher’s Rating

Organization and Form

Elements of Practical Business Writing

Most parts of the letter are incomplete or incorrect. The writer does not state the purpose for writing. The writer does not use formal language, or uses it inconsistently.

More than one part of the letter may be incomplete or incorrect. The writer states the purpose of the writing, but not necessarily at the beginning. The level of language is inappropriate; it may sound stifled and overly formal; or it may contain slang or other informal examples. One or more important details may be missing. There are several errors in mechanics,

Each part is complete and correct. The writer briefly, but clearly states the purpose of the letter. The body contains courteous, formal language and all the details that the reader will need. There are no extraneous details.

Grammar, Usage, Mechanics, and Spelling

The letter is difficult to understand

There are minor errors in mechanics,

There are few or no errors in mechanics,

because of errors in mechanics, usage, grammar, or spelling. Total

usage, grammar, or spelling. Some hinder comprehension.

usage, grammar, or spelling.

usage, grammar, or spelling.

Unit IV Title: Entrepreneurship Chapter I: Business Management Lesson 2: Bookkeeping - Terms and Forms Objective: At the end of the lesson, the student should be able to 1. Cognitive – define basic bookkeeping and accounting terms and forms 2. Affective - relate the relevance of bookkeeping and accounting to family self-sufficiency, productivity and community development (social enterprise) 3. Psychomotor - demonstrate the knowledge and skill in bookkeeping by performing simple tasks such as posting journal entries (day book) Rationale As an entrepreneur, you also need to know if your business is earning or not. To be able to know this, you should have knowledge in accounting and bookkeeping. The basics of journalizing, posting, and preparing trial balance and financial statements should be understood. As a bookkeeper, you must be familiar with the different terms in accounting. (Asuncion et al, 2004) Task and Expected Output At the end of this task, you should be able to define basic bookkeeping terms and forms. Together with your group mates or on your own, try to answer the online quiz and exercises. Afterwards, write a reflection on what you have learned about bookkeeping and accounting. Procedures/Steps 1. Go over the different resources in bookkeeping provided for you. 2. Try to answer the online quiz provided (crossword puzzle), http://www.accountingcrosswords.com/interactive/bookkeeping-1.html 3. On a wiki page, discuss what you have learned so far about bookkeeping. You can also include your realizations on the importance of bookkeeping and responsibilities of a bookkeeper and accountant. 4. Try to answer the exercises in Using Formulas in Excel, http://technology-education-livelihood.webs.com/tle4/using_formulas_in_excel.html. You can collaborate with your classmates or existing group mates. Use the wiki for your discussion and collaborative activity. 5. Write the lessons learned in your blog. 6. Invite your classmates to comment on your work. 7. Fill out the survey form. 8. Be prepared for the final exam. Resources Wikispaces http://www.wikispaces.com/ or Google Sites http://sites.google.com/site/projectwikitemplate_en/home (or your existing wiki site) Blog http://www.blogger.com/ or http://www.wordpress.com/ (or your existing blog site)

Bean Counter’s Free Accounting and Bookkeeping Tutorial Site http://www.dwmbeancounter.com/moodle/mod/resource/view.php?id=10 WikiBooks http://en.wikibooks.org/wiki/Accountancy/Introduction_to_Accountancy Accounting Coach LLC http://www.accountingcoach.com/bookkeeping-course/ http://www.accountingcrosswords.com/bookkeeping.php http://www.accountingcrosswords.com/interactive/bookkeeping-1.html Learning Link Finders Inc http://accountingaide.com/examples/journal.htm Bookkeeping Financial Accounting Resources http://www.bookkeeping-financial-accounting-resources.com/sample-general-ledger-journal-entry.html TLE IV Using Formulas in Excel http://technology-education-livelihood.webs.com/tle4 /using_formulas_in_excel.html Stadnik, Why do we need a Bookkeeper? http://questgarden.com/85/76/8/090731172450/evaluation.htm Examples Videos QuickBooksMac , Bookkeeping 101 http://youtu.be/fHS0xv0U_dA doofus865, acctgbookkeeping http://youtu.be/nVeJwbIRkYk World News, Trial Balance http://wn.com/trial_balance Blog http://dmarron.com/2010/02/22/the-spectre-of-creative-bookkeeping/ Assessment criteria The Rubric below lists the criteria you will be graded on
Beginning (0-2 pts) Set-up, but not used or used only a couple of times. Developing (3-4 pts) Set-up and used occasionally, but less than 3-x weekly. Qualified (5-6 pts) Set-up and used frequently, more than 4-x weekly. Exemplary (7-8 pts) Used by all as an integrated tool to frequently share ideas. Student’s Rating Teacher’s Rating

Wiki Set-up

Collaboration

Collaborated, but did so rarely and/or ineffectively. At least eight listed.

Collaborated regularly.

Collaborated frequently.

Collaborated frequently and effectively. Thoroughly described, compared, and discussed with good reasons presented for each. Thoroughly described, compared, and discussed with good reasons presented for each. There are few or no errors in mechanics, usage, grammar, or spelling.

Importance of Bookkeeping

Listed and basic descriptions given.

Thoroughly described.

Characteristics/ Responsibilities of a Bookkeeper and Accountant

At least eight listed.

Listed and basic descriptions given.

Thoroughly described.

Grammar, Usage, Mechanics, and Spelling

The letter is difficult to understand because of errors in mechanics, usage, grammar, or spelling.

There are several errors in mechanics, usage, grammar, or spelling. Some hinder comprehension.

There are minor errors in mechanics, usage, grammar, or spelling.

Total

Initial online learning materials for this subtopic were developed during EDDE 201/221/202 using exeLearning. (TLE IV http://technology-education-livelihood.webs.com/tle4 or http://edde210activities.tripod.com) Unit IV Title: Entrepreneurship Chapter III: Guide to Web Designing Lesson 1: Web Designing Objective: At the end of the lesson, the student should be able to 1. Cognitive – identify the important characteristics of a Web site - list down the important considerations in designing a Web site - generate appropriate domain names for businesses and organizations - use appropriate graphics for the Web 2. Affective - relate the relevance of Web designing to family self-sufficiency, productivity and community development (social enterprise) 3. Psychomotor - demonstrate the knowledge and skill in the fundamental methods and techniques of Web designing by creating a Web site Rationale Web design is a process of conceptualization, planning, modeling, and execution of electronic media content delivery via Internet in the form of Markup language suitable for interpretation by the Web browser and displayed as Graphical User Interface (GUI). The intent of Web design is to create a Web site – a collection of electronic files that reside on the Web server/servers and present content and interactive features/interfaces to the end user in the form of Web pages once requested. A Web site is also one way through which you can promote your business or products to a wider audience. (Leuterio, 2009) Task and Expected Output Work as a group to develop Web site. At the end of this task, you should be able to create a Web site that you can use to promote your business or product. Afterwards, write a reflection on what you have learned from creating a Web site. Procedures/Steps 1. Create an account in Wikispaces (if you don’t have one yet). 2. Students will be in groups of four. 3. Collaborate with your group mates in answering the activities in TLE IV Principles of Web Design. http://technology-education-livelihood.webs.com/tle4/principles_of_web_design.html 4. Use a wiki page for your discussion. 5. After you have created a Web site, post the URL in your wiki page. 6. Write the lessons learned in your blog. 7. Invite your classmates to comment on your work. 8. Fill out the self-assessment and peer assessment forms. 9. Fill out the survey form. 10. Be prepared for a short quiz and final exam.

Resources Wikispaces http://www.wikispaces.com/ or Google Sites http://sites.google.com/site/projectwikitemplate_en/home (or your existing wiki site) Blog http://www.blogger.com/ or http://www.wordpress.com/ (or your existing blog site) David and UNESCO, Web Page Concept and Design: Getting a Web Site Up and Running http://www.unesco.org/webworld/publications/ictlip6/ TLE IV Principles of Web Design http://technology-education-livelihood.webs.com/tle4/principles_of_web_design.html TechnoKids Inc., TechnoWeb Rubric http://www.technokids.com/documents/intermediate/web-rubric.pdf Examples Video eHow, Internet Guide: How to Build a Website for Free http://youtu.be/UeLmgsuKdvA (with interactive transcript) Templates http://www.entheosweb.com http://www.webs.com http://www.weeblytutorial.com/ http://www.tripod.lycos.com/#1 http://www.google.com/sites/overview.html Blog http://kelvenmay.edublogs.org/2010/11/01/good-web-design/ Assessment criteria This is how your work will be evaluated
Beginning (0-2 pts) Set-up, but not used or used only a couple of times. Developing (3-4 pts) Set-up and used occasionally, but less than 3-x weekly. Qualified (5-6 pts) Set-up and used frequently, more than 4-x weekly. Exemplary (7-8 pts) Used by all as an integrated tool to frequently share ideas. Student’s Teacher’s Rating Rating

Wiki Set-up

Collaboration

Collaborated, but did so rarely and/or ineffectively. Incomplete, website does not contain three or more parts such as a Word Art title, a clip art animation, pictures, facts, or hyperlinks.

Collaborated regularly.

Collaborated frequently.

Collaborated frequently and effectively. Complete, website contains a Word Art title, a clip art animation, at least 3 pictures, at least 5 facts, and at least 3 hyperlinks, student added additional information, pictures, or hyperlinks. Pictures are related to text, information and graphics are arranged well on all pages

Website

Somewhat complete, website is missing one or two parts such as a Word Art title, a clip art animation, a picture, a fact, or a hyperlink.

Complete, website contains a Word Art title, a clip art animation, at least 3 pictures, at least 5 facts, and at least 3 hyperlinks.

Layout of Graphics and Text

Very few pictures, information and graphics are arranged poorly on all pages.

Some pictures are related to text, information and graphics are arranged fairly well on most pages. Some of the selections suit the topic, however the choices make the information difficult to view.

Pictures are related to text, information and graphics are arranged well on most pages. All the selections suit the topic and make the information easy to view.

Appearance Word Art title, font, and background

Selections do not suit the topic and make the information difficult to view.

All the selections suit the topic and make the information easy to view; as well, the overall appearance is eye- catching. All hyperlinks

Navigation

Hyperlinks do not work. Information is inaccurate and lacks interest.

Some hyperlinks do not work. Information is inaccurate or lacks interest.

One hyperlink does not work. Facts are accurate and information is interesting.

Quality of Information

Facts are accurate and information is interesting, as well the writing offers a great deal of insight into the topic. All of the information is written in student's own words.

Use of Own Words

Information is copied from another source e.g., Internet, resource book.

Some of the information is in the student's own words and some has been copied from another source. There are several

Most of the information is written in student's own words.

Grammar,

The letter is

There are minor

There are few or no

Usage, Mechanics, and Spelling

difficult to understand because of errors in mechanics, usage, grammar, or spelling. Work handed in more than one week late.

errors in mechanics, usage, grammar, or spelling. Some hinder comprehension. Up to one week late.

errors in mechanics, usage, grammar, or spelling.

errors in mechanics, usage, grammar, or spelling.

One day late.

Timeliness

Work handed in on time.

Total

Unit IV Title: Entrepreneurship Chapter IV: Introduction to the Call Center Operation Lesson 1: Call Center Defined Objective: At the end of the lesson, the student should be able to 1. Cognitive – define the basic concepts in a call center industry 2. Affective - relate the relevance of the call center to family self-sufficiency, productivity and community development (social enterprise) 3. Psychomotor - demonstrate the knowledge and skill in basic call center operation through a role-play Rationale A call center is a centralized office used for the purpose of receiving and transmitting a large volume of requests by telephone. It is operated by a company to administer incoming product support or information inquiries from consumers. Outgoing calls for telemarketing, clientele, and debt collection are also made. In addition to a call center, collective handling of letters, faxes, and e-mail at one location is known as a contact center. Basic knowledge on how a call center operates can also help you in your business by communicating with your customers. (Leuterio, 2009) Task and Expected Output Read the resources and view the examples on basic call center operation. You are also allowed to seek other resources as long as you can comply with the deadline. Collaborate with your group mates and create a scenario about a basic call center operation that you will also execute through a role-play. Write a reflection on what you have learned from this role-play. Procedures/Steps 1. Create an account in Yahoo! Messenger (or your preferred messenger). All students must use the same messenger. 2. Students will be in groups of four. 3. Create an account in Wikispaces (if you don’t have one yet). You can use the wiki page for your discussion. 4. Collaborate with your group mates in creating a call center scenario. 5. Post a copy of your script in your wiki page. 6. Execute the call center scenario through a role-play (at most 10 minutes). 7. Write the lessons learned in your blog.

8. Invite your classmates to comment on your work. 9. Fill out the self-assessment and peer assessment forms. 10. Fill out the survey form. 11. Be prepared for a short quiz and final exam. Resources Yahoo! Messenger (or your preferred messenger, with or without web cam) http://webmessenger.yahoo.com/ or http://messenger.yahoo.com/ Wikispaces http://www.wikispaces.com/ or Google Sites http://sites.google.com/site/projectwikitemplate_en/home (or your existing wiki site) Blog http://www.blogger.com/ or http://www.wordpress.com/ (or your existing blog site) Reports http://www.insidecrm.com/features/good-call-center-employee-attributes-052908/ http://www.ebusinessbpo.com/philippinecallcenter.aspx http://www.squidoo.com/nightshifts http://www.squidoo.com/BPO-training--physically-challenged Assessment Employment Technologies Corporation (2008) http://www.etc-easy.com/services/jobmatch/ccseskills.htm http://etc-easy.com/ci/eskills/index.htm http://www.rubrics4teachers.com/roleplay.php Examples Videos salesforce, ICMI: Call Center Operations 101 http://youtu.be/R2rT3IzHlQA live2sellgroup, Philippines Call Center – Virtual Assistant, Inbound Customer Service, Outbound Telemarketing! http://youtu.be/2SaePTrpLiA ServiceSkillsDOTcom, Call Center Agent Training http://youtu.be/dOSceytSiOQ Blog http://www.callcenterphilippinesblog.com/living-on-a-call-center-agents-wage/ http://pinoyworkingstudent.multiply.com/journal

Assessment criteria This is how your work will be evaluated
Beginning (0-2 pts) Set-up, but not used or used only a couple of times. Developing (3-4 pts) Set-up and used occasionally, but less than 3-x weekly. Qualified (5-6 pts) Set-up and used frequently, more than 4-x weekly. Collaborated frequently. Thoroughly Prepared Presentation. Good Delivery. Good Use of Visual Aids. Good assignment, however minor flaws present Mostly clear and logical. Grabs audiences’ attention. Exemplary (7-8 pts) Used by all as an integrated tool to frequently share ideas. Collaborated frequently and effectively. Excellent & Creative presentation. Excellent Delivery. Excellent Use of Visual Aids. Very logical structure. Captures and maintains audiences’ interest. Student’s Teacher’s Rating Rating

Wiki Set-up

Collaboration

Collaborated, but Collaborated did so rarely and/or regularly. ineffectively. Poor Presentation. Very Poor Delivery. Very Poor Visual Aids. Presentation lacked any planning. Lacks any creativity. Fails to grab audiences’ attention. Fails to highlight any of product’s/service’s. Poorly structured, Very difficult to follow. Unable to express information clearly, with rambling, unpleasant speaking tone, very low volume, poor voice inflection and enthusiasm, more than several errors in vocabulary, grammar, and sentence structure. A Competent Presentation. Sufficient enough to warrant a pass. Adequate Delivery. Poor Use of Visual Aids. A canned presentation. Presentation lacked adequate planning. Not well structured.

Role-play

Communication

Expressing information in a clear and concise manner with slight rambling; speaking in a pleasant tone and volume most of the time; with two or more errors in voice inflection and enthusiasm; with more than two errors in vocabulary, grammar, and sentence structure

Expressing information in a clear and concise manner with slight rambling; speaking in a pleasant tone and volume, although not consistent throughout; with slight errors in voice inflection and enthusiasm; with one or two errors in vocabulary, grammar, and sentence structure.

Expressing information in a clear and concise manner without rambling; speaking in a pleasant tone and volume; using effective voice inflection and enthusiasm; using correct vocabulary, grammar, and sentence structure.

Unable to comply.

Technology

Compliance with the minimum requirement but needs more practice with the technology (navigation, buttons, etc.). There are several errors in mechanics, usage, grammar, or spelling. Some hinder comprehension. Up to one week late.

Compliance with the minimum requirement and with ease of use.

Latest software or tools beyond the minimum requirement and with ease of use (web cam, webinar, video conferencing). There are few or no errors in mechanics, usage, grammar, or spelling.

Grammar, Usage, Mechanics, and Spelling

The script is difficult to understand because of errors in mechanics, usage, grammar, or spelling. More than one week late.

There are minor errors in mechanics, usage, grammar, or spelling.

One day late.

Timeliness

Requirements submitted on time.

Total

Permissions We all benefit by being generous with our work. Permission is granted for others to use and modify this WebQuest for educational, non-commercial purposes as long as the original authorship is credited. The modified WebQuest may be shared only under the same conditions. See the Creative Commons Attribution • Non-Commercial• Share-Alike license for details. WebQuests in this assignment were created in QuestGarden. UNESCO grants permission to link as long as it is used for educational and non-commercial purposes. Any image obtained from UNESCO should also be linked back to their site. Permission to link granted by RICHARD S.T. UY <[email protected]>, National Programme Manager of SIFE-Country Office Philippines www.pilipinassife.org while the main SIFE page (headquarters) is at www.sife.org. Bean Counter’s Free Accounting and Bookkeeping Tutorial Site (for non-commercial and educational use) Dax Cheng ‘s Business Letter Format – with invitation to share the page; HTML link code was even provided. Dax also owns or is a partner in or consults with other online and offline businesses. Apart from being an entrepreneur, he is also the author of The Essential Guide to Writing Business Letters, Writing Business Letters Lessons - A 7 Lesson E-Mail Mini-Course and Getting Clear About What You Want. Before he went full time to run his business, he was a global IT service manager for one of the largest multinational in the world and a consultant with Deloitte Consulting. Entheos - Permission to link website www.entheosweb.com granted by Rachna Kingston [email protected] YouTube videos – once posted for public view, they can be shared or embedded in other sites. The contributor or author has the option to make the video available to invited viewers only (through email) and sometimes with a password to grant access. The opposite of public view is private where the video is only available for the author’s view. Google Docs – same with YouTube, the author has options to share the document with the world (public view), limited viewership (by invitation/password), or private view only.

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