Miyazaki International College
Course Syllabus
2021 Spring
Course Title ( Credits )GSC101: Introduction to Information and Communication Technology (4 credits)

Course Designation for TC Required by Article 66.6
Content Teacher
Instructor

Anderson Passos, Ph.D. (実務経験のある教員)

E-mail addressapassos@sky.miyazaki-mic.ac.jp

Office/Ext

MIC 1-315/Ext. 3725

Office hours

Monday to Friday from 13:00 to 14:30

Teaching AssistantInstructor

Yu Hirai, B.A.

E-mail address

yhirai@sky.miyazaki-mic.ac.jp

Office/Ext

N/A

Office hours

N/A

About this instructor:
Anderson has graduated from Computer Science and worked in the IT industry for over 14 years,
including 4 years of experience as System Engineer in Tokyo, Japan.
パッソス先生はコンピュータサイエンスを卒業し、14 年以上にわたり IT 業界で働きました。これには、日本の東京でシステムエンジニアとして 4 年間の経験があります。

Course Description:
Considers the expanding role of information systems in modern society and the computer as aproblem solving and information management tool. Introduces computer applications in thehumanities and the social sciences and the skills necessary to access global information networks.
近代社会で情報システムが果たしている役割の拡大、また問題解決および情報処理の道具としてのコンピューターを考察する。人文・社会科学分野でのコンピューターの利用とインターネットへのアクセスに必要な技術を紹介する。

This course is taught by an instructor with practical experience.
この授業の先生は実務経験のある教員

1

Course Goals/Objectives:
General Learning Objectives
We live in an age of information and computer processing of information. Educated people today need
to use computers. We also need to understand what computers are and how they affect our lives. In thiscourse, you will learn how you can use information technology effectively and responsibly. Specifically,
you will:

become more aware of current issues related to the environment

acquire new skills for finding, organizing and presenting information using various computer
applications

improve your skills in English listening, speaking, reading, and writingbasic moral values when using ICT in everyday life

Computer Skills Objectives
The course seeks to develop basic to intermediate skills in the following areas:File management

Using and managing e-mail

Finding information on the InternetWord-processingCharting and data analysisPresentation skills

English Skills Objectives
As you work on computer skills and understanding the information environment, you will be improving
your English skills in the following areas:Reading skills of skimming (reading quickly for the main ideas) and scanning (reading forspecific information), and careful understanding of short texts

Speaking with short oral presentations and daily classroom activities



Listening to presentations made by classmates and teachersConversation in daily classroom activities



Writing a well-developed short research project

Building general academic and information technology related vocabular

Data Science Objectives
This course introduces many concepts of data science that aim at preparing students for the future:•

Learning that mathematics, data science, and AI education are deeply contributing to
the current information society and are closely linked to daily life.

•

数理・データサイエンス・AI 教育が、現在の情報社会に深く寄与しており、生活と密接に結びついていることを学ぶ•

Understanding that data used in society can be a useful tool for solving daily life andsocial issues.
2•

社会で活用されているデータは、日常生活や社会の課題を解決する有用なツールになることを理解する•

Learning how to utilize data about distribution, manufacturing, finance, services, etc.
データ利活用事例を、流通、製造、金融、サービス等から学ぶ•

Understanding about protection of personal information, information ethics, etc.
数理・データサイエンス・AI についての留意事項（個人情報保護、情報倫理等）について理解をする•

Learning basic methods for utilizing of "reading, explaining, and handling data" using
actual examples in society•

社会での実例を題材として、「データを読む、説明する、扱う」の基本活用法を学ぶ

SDGs Objectives
This course explicitly connects its content to the Sustainable Development Goals. Students will develop
a final project with a topic of their choice and will connect it to at least one of the SDGs.

3

Tentative Course Schedule
Day

Topic

1

2

Introduction

3

4

5

ICT Basics

6

7
e-Mail8

Content/Activities


Syllabus review

Material: ICT handout

e-Portfolio Manual

Questions about syllabus (kahoot)

e-Portfolio explanation



Enroll in Moodle course

Update Moodle infoVocabulary activity

Review e-PortfoliosMake secret URLs and submitKeyboard



Mouse



Vocabulary



Review homework

Keyboard shortcuts

File types (docx, xlsx, zip,…)

Organizing your files



Review vocab (kahoot)

new vocabularyemail (PPT)

Reply, Reply to all, ForwardAttachments



Task based activitywrite different emails for different situations(handout)

4

9



Introduction to typing

Typing Practice

Typing10

11

13

Check homework

Vocabulary

MS Word screen (on the projector)

Keyboard Layout (handout)

Shortcuts in word practice (handout)

Document Formatting

18

class formatpractice fixing text (Moodle)

Working with images in MS WordAdditional Vocabulary



Activity: Word HuntMS Word advanced features:

15

Spreadsheets- Handout: "harry Potter …"





17



Explain the Typing Practice Results (handout)

14

16- Handout: "Emergency …"



12Text Editors

HeadersToC

image and table captions

MS Word advanced features:

Styles

Breaks

Introduction to spreadsheet applications

Vocabulary

Data Entry (fill handle and data types)

Types of graphs



Activity: Car color countingFormulas

Cell referencesMath operations



percentages



Filter and ordering

5

19

20

21

22

23
Surveys and Questionnaires
24

Cell propertiesMerge cell, wrap textNumber formats

Printing

Change cell sizesFormulas, equations and functionsCharts and charting concepts

Vocabulary to describe charts

Practice the examples in the handout



Review mistakes to avoid in a questionnaireDistribute Research Papers (extra handout).



Main research paper in MoodleQualitative and Quantitative

Question types

Moral issues attached to questions



Qualities of good questions (handout and PPT)Make your own questionsInterview colleagues to retrieve dataFinding information in your data

25

26

27

28

Presentations



Data Retrieval



Data Entry

Data Analysis

Final Project explanation

Basic concepts of presentation softwareSlide creation techniques

Slide types and when to use themVocabularyBasic Presentation with PPTWord Hunt PPTAnimations and transitions

Multimedia presentations.



Using data and graphs

Adding multimedia to presentations (audio andvideo)



6

Automatic slide shows

Analyzing presentations:

Voice volume, eye contact and otherpresentation basics

29



Gestures and visuals

Voice volume, eye contact and otherpresentation basics



Evaluation forms.



Present your typing score presentation to your
group



30

Review

Final Project Review:

Check word file (format)

check graphs

Final Project rehearsals:

distribute presentation feedback forms

peer feedbackrelaxing on stage



speaking more fluently

Final Examination

Required Materials:
Course Materials
There is no course textbook. Instead, readings and activity sheets will be given in class.



You will need a binder or folder to store class handouts.



Other resources will be available on the Moodle class website.

Students are required to have earphones for listening to audio files both inside and outside class.

This course will be using the e-Portfolio system extensively. Please make sure you have a tablet
or a personal computer to complete homework assignments.

7

Course Policies (Attendance, etc.)
Student Responsibilities
As a class member, you are responsible for attending all classes and arriving on time, for participating
as a member of a group, and for completing and handing in all assigned work.
クラスの一員として、すべてのクラスに出席し、予定通りに到着すること、グループの一員として参加すること、および割り当てられたすべての作業を完了して処理することに対して責任があります。

Attendance and LatenessYou can be absent a maximum of 5 times.
５回まで欠席が出来ます。



If you are more than 20 minutes late, you will be given an absence
20 分以上遅れた場合は、欠席となります。

Two lateness are equal to one absence.
2 回の遅刻は 1 回の欠席に等しいです。

If you sum up more than 5 absences (e.g. 4 absences and 3 lateness), you will have to withdraw fromthe course. Failing to do so will result in an automatic “F” grade.
5 回以上の欠席の場合（例：４回欠席と 3 回遅刻）
、撤退をしないといけないです。撤退しないと、自動的に「F」グレードになります。

Homework
The homework should be handed in at the beginning of every class. All homework submitted after thatwill not be considered.
宿題はクラスの始めに渡されるべきです。それ以降には考慮されません。

Excused Absences
Whenever possible, plan in advance and ask the instructors for the material of the class you are going
to be absent. Homework and project deadlines will not be changed nor postponed, so plan ahead oftime if you have to be absent for a class. Exceptional cases exist, so be sure to talk to the instructor if
you have any questions/doubts.
可能であれば、事前に計画を立て、欠席するクラスの教材を講師に尋ねてください。 宿題やプロジェ
クトの締め切りは変更も延期もされないので、授業に欠席する必要がある場合は事前に計画してください。例外的なケースがありますので、質問や疑問がある場合は必ず講師に相談してください。

8

Late Assignments
It is your responsibility to look for the instructors and check what assignments are due.
Also, if you miss a class, it is your responsibility to contact the instructors to get handouts andexplanations (missing a class is no excuse for not handing in homework).
講師を探し、どの課題が予定されているかを確認するのはあなたの責任です。
また、授業を欠席した場合は、講師に連絡して欠席した授業の資料や説明を受けてください。

Plagiarism and Intellectual Honesty
Plagiarism is representing someone else's intellectual property, words, ideas, or images, as your own.
It is a very serious academic offense and plagiarized work is not accepted in this course. Ask one of the
instructors if you have any questions about this. You are responsible for understanding what plagiarism
is and knowing how to avoid it in your work.

盗作とは、他人の知的財産、言葉、アイデア、または画像を自分のものとして表すことです。これは非常に深刻な学術的な違反であり、このコースでは盗用された作品は受け入れられません。あなたがこれについて何か質問があるかどうか講師の一人に尋ねてください。あなたは盗作とは何かを理解し、あなたの仕事の中でそれを回避する方法を知っている責任があります。

Class Preparation and Review
Students are expected to spend at least one hour preparing for every hour of lesson, and one hour
reviewing and doing homework. Make sure you review your notes after each class and make sure you
understand the topics covered. Instructors are available outside the classroom in case students needadditional assistance (Please check office hours on the first page of this syllabus).
授業の 1 時間ごとに最低 1 時間の準備をし、1 時間を検討して宿題をすることが求められます。 クラスの後にノートを見直して、カバーされたトピックを理解していることを確認してください。学生が追加の援助を必要とする場合、講師は授業時間外で利用できます（このシラバスの最初のページに勤
務時間を確認してください）。
You will have many homework assignments. Make sure you review those before coming to the nextclass. Also, check the class Content/Activities so you can be prepared for the class.
宿題はたくさんあります。 次のクラスに進む前に、必ずそれらを見直してください。 また、クラスのコンテンツ/アクティビティを確認して、クラスに備えることができるようにします。

9

Grades and Grading Standards
You will be graded on quizzes, assignments and projects, class attendance and participation, andindividual effort. The weights given to them will be as follows:• Homework & e-Portfolio

20%• Tests (content & language)

50%• Final Project30%

You will receive a mid-semester evaluation to let you know how you have been doing up to that point.

その時点までにどのようにしてきたかを知らせるために学期半ばの評価を受けるでしょう。
Methods of Student Feedback:
Homework assignments will be graded and returned within a week of submission. Additional comments
and feedback will be given verbally in class, but students are encouraged to come to instructor’s officeduring office hours in case extra explanations are needed.
宿題は提出後 1 週間以内に採点され、返却されます。追加のコメントやフィードバックは口頭でクラスで行われますが、追加の説明が必要な場合には、学生は勤務時間内に講師のオフィスに来ることをお勧めします。
Tests are usually graded using a rubric which will be made available and explained during the test period.
Students are encouraged to ask additional clarification before the test starts.
全てのテストはるルーブリックがあります。テスト期間中に説明されます。テストを開始する前に、生徒は追加の説明を求めることをお勧めします。
Participation is required not only answering questions, but also asking questions.
参加は、質問を答えるだけではなく、質問をすることも必要です。

Diploma Policy Objectives:
Work completed in this course helps students achieve the following Diploma Policy objective(s):① Advanced thinking skills③ The ability to identify and solve problems④ Advanced communicative proficiency in both Japanese and English⑤ Proficiency in the use of information technology

10SILA Course Skills
This course aims at developing the following skills:[ ]Present confidently in Japanese[ ]Express ideas persuasively using spoken Japanese[ ]Make concise & complete answers in Japanese[ ]Write ideas in Japanese[ ]Express ideas about the text or discussion in Japanese[ ]Read critically in Japanese[ ]Find important points in texts for discussion in Japanese[ ]Make interesting opinions about the texts and support opinions with good reasons inJapanese[ ]Speak clearly with a natural rhythm in English[✕]

Speak accurately with appropriate vocab. for the situation in English[ ]Initiate and maintain conversations in English[ ]Write ideas with developed arguments in English[✕]

Use multiple grammar structures accurately in English[ ]Structure text logically & coherently in English[ ]Read quickly & understand in English[ ]Check understanding by summarizing texts in English[✕]

Use word processing software effectively[✕]

Use spreadsheet software[✕]

Make good quality presentation materials[✕]

Interchange data among word processing, spreadsheet and presentation software[✕]

Save data, and manage files and folders[✕]

Type quickly & use keyboard shortcuts[✕]

Write business & personal emails[✕]

Find useful information on the Internet[✕]

Gather knowledge & form opinions about current events[ ]Understand and share feelings of inequality[ ]Understand and share feelings of cultural differences[ ]Describe how views on cultural differences & social inequalities have changed as a result of
increased knowledge of the world[ ]Demonstrate knowledge, abilities & attitudes from study abroad program through the study
abroad portfolio[ ]Summarize concepts of social science, general science and the humanities[ ]Combine concepts of social science, physical science and humanities into a bigger picture[ ]Give a brief statement of the concepts of social science, general science and the humanities

11

[✕]

Evaluate data or evidence and make a logical conclusion[✕]

Think about conclusions that are based upon data or evidence, and decide if those conclusions
are good or not[ ]Judge if I have all the information that is needed to make a good conclusion, and what otherinformation might be required[ ]Avoid making mistakes in arguments, and identify mistakes that other people make[ ]Decide how accurate a conclusion is, using the evidence provided[✕]

Use information from a variety of sources to decide what might be accurate[✕]

Understand when and how things are related, and when they are not[✕]

Decide if information or sources of information can be trusted or not

Notes
To make sure students remember class contents, we will use classroom response systems
sometimes. Usually, review will be conducted at the beginning of a class and hopefully we can havesome discussion during it. No special hardware is required because we will be using the computersavailable in the computer lab. In case you want to use your own computer, tablet or smartphone,there is no problem.
学生がクラスの内容を覚えていることを確認するために、スチューデントレスポンスシステム(SRS)を使用することがあります。通常、レビューは授業の最初に行われて、授業中に議論ができることを願います。コンピュータ教室のパソコンを使用するので、特別なハードウェアの必要がありません。しかし、自分の端末（パソコンやスマホ）を使用することも出来ます。

12

Information and Communication Technology
Rubrics & Badges
Contents

Rubrics ..............................................................................................................................................................................15
Writing Rubrics ............................................................................................................................................................15
Spreadsheet Rubrics ....................................................................................................................................................17
Presentation Rubric .....................................................................................................................................................18
Class Behavior ..............................................................................................................................................................21
Badges ...............................................................................................................................................................................22
Category: Language .....................................................................................................................................................22
Category: Extra Skills ..................................................................................................................................................23
Category: Main IT skills ..............................................................................................................................................24
Category: Secondary IT skills......................................................................................................................................25

Created on 2015-06-12 by Anderson Passos

Rubrics
Writing Rubrics
ELEMENT

Exemplary(3 points)

Proficient(2 points)

Partially Proficient(1 point)

Student clearly havewritten several drafts
before engaging in writing
the final assignment.

Student wrote at leasta draft before
submitting the final
work.

Student did at least
one of the following:- draft- mind mapping- brainstorm

No drafts, no mind___/3
mapping and nobrainstorming before
start writing the final
work.

Pre
Production / Effectively used mind
mapping and/or
Draftsbrainstorming.

Research
QuestionsContent

LayoutMindmapping/brainstorming may be not present
but review of draft
might make up for it.

Unsatisfactory(0 points)

POINTS

Wrote thoughtful,creative, well-worded
specific questions thatwere relevant to theassigned topic.

Wrote well-worded,
specific questions thatwere relevant to theassigned topic.

Wrote questions
which lacked focus,
were poorly stated,
and were not entirely
relevant to theassigned topic.

Wrote questions
which lacked a
specific focus, werepoorly stated, andnot relevant to theassigned topic.

___/3

The content is written
clearly and concisely witha logical progression ofideas and supporting
information.

The content is writtenwith a logicalprogression of ideas
and supporting
information.

The content is vague The content lacks ain conveying a point of clear point of view
view and does notand logical sequencecreate a strong sense of information.
of purpose.
Missing support
details
Includes somepersuasive
information with few Information isincomplete, out offacts.
date and/or
incorrect.
Some of theinformation may not
Sequencing of ideas
seem to fit.
is unclear.
Sources used appear
Missing a
unreliable.
summarizing
conclusion___/3

Student used someclass standards.

___/3

The project includes
Includes persuasivestrong, rich supporting
information fromdetails and examples that reliable sources.
prove thesis.
Clear conclusion as
Meaningful conclusion
showing why thethat explains not only the research is relevant.
importance of theresearch as well as how it
can be used.

The layout follows all class The layout uses moststandards.
of class standards.

15

The layout does notfollow any classstandard or too little

Sources of information
are properly cited
Source credibility andauthority is assured.

Most sources of
information use
proper citation
format, and sources
are documented to
All sources of information make it possible toare clearly identified and check on the accuracy
Selection ofof information.
credited using
Sources /appropriate citation
Citationsformat.
Identified mostly
appropriate sources ina variety of formats
Identified highly(books, journals,
appropriate sources in avariety of formats (books, electronic sources).
journals, electronicsources).
The graphics and images
have proper size andresolution, and all images
enhance the content.

Graphics,
Sound
and/orAnimation

There is a consistentvisual theme.

Sometimes copyrightguidelines arefollowed and some
information, photos
and graphics do notinclude proper
citation format.

Writing
Mechanics

The graphics andimages help thereader to understandthe flow of
information orcontent.

Some of the graphics
and images seem
unrelated to the
topic/theme and do
not enhance theoverall concepts.

Images are propersize, resolution.

Most images are ofpoor quality (clip arts
or recycled from theinternet).

The text is clearlySpelling, punctuation,
written with little or
and grammar errors
no editing required for distract or impair
grammar,readability.
punctuation, andspelling.
(3 or more errors)

TOTAL POINTS

16

___/3

Identified a few
appropriate sources
but made little
attempt to balance
format types.

Images are toolarge/small in size.
Images are poorly
cropped or thecolor/resolution isfuzzy.
The text is written with noerrors in grammar,
capitalization,
punctuation, and spelling.

No way to checkvalidity of
information.
Identified noappropriate sourcesin any format.

The graphics and___/3
images are unrelated
to the content.
Graphics do notenhanceunderstanding of thecontent, or are
distracting
decorations thatcreate a busy feelingand detract from thecontent.

Errors in spelling,___/3
capitalization,
punctuation, usage
and grammar
repeatedly distract
the reader and major
editing and revision isrequired.
(more than 5 errors)___ /21

Spreadsheet Rubrics
ELEMENT

Exemplary(3 points)

Proficient(2 points)

Title:
Merged andCentered

Title is merged andcentered at the top of
the spreadsheet. Fontsize, style ,and colors
are used to enhanceappearance.

Title is merged andcentered and is at
the top of the page.
Title has some minimal formatting withsize, style, or colors.

Data entry:
Labels, values
and formulas

All labels (text) fit
Most labels fit
within a single column. within a single
Values (numbers) are column. Most
appropriate andnumbers areformatted correctly. All appropriate andFormulas workformatted correctly.
Some formulaswork.

Few of the labels fit
within a single
column. Few
numbers areappropriate to the
topic. (too high, low)Some formulas don’twork.

No labels fit within asingle column. All ormost numbers arenonsensical orinappropriate for thechart topic

The chart isadequate, has someformatting. but issomewhat difficult
to interpret.

The chart is difficult
to interpret. Labels
and important
descriptions may be
missing or confusing.

The chart is missing or
does not relate to thedata clearly. Chart is
confusing making
interpretation
impossible.

___/3

Chart

The chart fits the datawell and is easy tointerpret. Uses colors,
data labels, legends,
and other chartformatting well.

The project has a
The project needs
nice design andimprovement inlayout. It is neat and design, layout oreasy to read. Fits on neatness. May not fit
a single page foron a single page forprinting.
printing.

The project needs
significant
improvement indesign, layout andneatness. Does not fit
on a single page forprinting.

___/3

Organization

The spreadsheet andchart have an excellent
design and layout. It
is neat and easy tounderstand the content. Fits on a single
page for printing.
The text is written withno errors in grammar,
capitalization,
punctuation, andspelling.

The text is clearly
written with little orno editing requiredfor grammar,punctuation, andspelling.

Errors in spelling,___/3
capitalization,
punctuation, usage
and grammar
repeatedly distract thereader and major
editing and revision isrequired.

Writing
Mechanics:
Spelling,
Grammar,Punctuation
andCapitalization

Partially Proficient(1 point)

Unsatisfactory(0 points)

POINTS

Title is at the top of
Title is not merged and ___/3
the page, but is notcentered, not at themerged and /or
top of the spreadcentered. Title
sheet , not formatted,
formatting is minimal. or not relevant to the
topic.

Spelling, punctuation,and grammar errors
distract or impair
readability.
(3 or more errors)___/3

No formulas work.

(more than 5 errors)
TOTAL POINTS
Adapted from: http://oakdome.com/k5/file-downloads/rubric-for-spreadsheet-with-chart.php

17___ /15

Presentation Rubric
ELEMENT

Exemplary(3 points)

Proficient(2 points)

Partially Proficient(1 point)

Researched a variety of Recorded relevant
Misinterpreted
information sources,
information fromstatements, graphics
recorded and interpreted multiple sources of and questions andsignificant facts,
information,
failed to identify
Research and meaningful graphics,
evaluated andrelevant arguments.
Note taking accurate sounds andsynthesized relevant
evaluated alternative
information.
points of view.

Pre
Production
Planning Storyboard

Content

Text

The storyboard
illustrates the slidepresentation structurewith thumbnail sketchesof each slide including:title of slide, text,
background color,
placement & size ofgraphic, fonts - color,size, type for text andheadings, hyperlinks (list
URLs of any site linked
from the slide), narration
text, and audio files (ifany). All slides arenumbered, and there is alogical sequence to thepresentation.

The thumbnail
The thumbnail
sketches on thesketches on thestoryboard include storyboard are not in atitles and text forlogical sequence andeach slide and are in have incompletesequential order.
information.

The content is written
The content isclearly and concisely
written with awith a logical progression logical progressionof ideas and supporting of ideas andinformation.
supporting
information.
The project includes
Includes persuasive
motivating questions and information fromadvanced organizers. The reliable sources.
project gives theaudience a clear sense of
the main idea.

Unsatisfactory(0 points)

POINTS

Recorded information __/3
from four or lessresources, did not
find graphics orsounds, and ignored
alternative points ofview.

There a very few___/3
thumbnail sketcheson the storyboard
and do not provide an
overview of thepresentation.

The content is vague inconveying a point ofview and does notcreate a strong senseof purpose.

The content lacks aclear point of viewand logical sequenceof information.

Information is accurate,current and comesmainly from * primarysources.

Includes little
persuasive
Includes somepersuasive information information and only
one or two facts
with few facts.
about the topic.
Some of theInformation is
information may notincomplete, out ofseem to fit.
date and/or incorrect.
Sources used appear
Sequencing of ideas isunreliable.
unclear.

The fonts are easy-toSometimes theread and point size varies fonts are easy-to-Overall readability isdifficult with lengthy

The text is extremely
difficult to read with

___/3

___/3

appropriately forheadings and text.
Use of italics, bold, andindentations enhancesreadability.
Text is appropriate inlength for the target
audience and to thepoint.

read, but in a few
places the use of
fonts, italics, bold,long paragraphs,
color or busy
backgrounddetracts and does
not enhancereadability.

paragraphs, too manydifferent fonts, dark or
busy background,
overuse of bold or lackof appropriate
indentations of text.

long blocks of text
and small point size offonts, inappropriate
contrasting colors,poor use of headings,
subheadings,
indentations, or boldformatting.

The background andcolors enhance thereadability of text.
The introduction
The introduction ispresents the overall topic clear and coherent
and draws the audience and relates to theinto the presentation
topic.
with compelling
Introduction
questions or by relating
to the audience's
interests or goals.

LayoutGraphics,
Sound
and/orAnimation

Citations

The introduction shows The introduction does ___/3
some structure but
not orient thedoes not create a
audience to what willstrong sense of what is follow.
to follow. May beoverly detailed or
The sequencing is
incomplete and isunclear and does not
somewhat appealing to appear interesting or
relevant to thethe audience.
audience.

The layout is visuallypleasing and contributes
to the overall message
with appropriate use ofheadings, subheadings
and white space.

The layout uses
horizontal andvertical white spaceappropriately.

The layout shows somestructure, but appears
cluttered and busy or
distracting with large
gaps of white space oruses a distracting
background.

The layout is___/3
cluttered, confusing,and does not use
spacing, headings andsubheadings toenhance thereadability.

The graphics, soundand/or animation assist
in presenting an overall
theme and enhance
understanding ofconcept, ideas andrelationships.
Original images are
created using proper size
and resolution, and all
images enhance thecontent.

The graphics,
sound/and oranimation visually
depict material andassist the audiencein understanding
the flow of
information orcontent.

Some of the graphics,
sounds, and/or
animations seem
unrelated to the
topic/theme and do
not enhance theoverall concepts.
Most images are clip
art or recycled fromthe internet.

The graphics, sounds, ___/3
and/or animations
are unrelated to thecontent.

There is a consistentvisual theme.

Images are propersize, resolution.

Sources of information
are properly cited andthe audience canMost sources of
information use
proper citation

Original images areused.

Images are toolarge/small in size.
Images are poorly
cropped or thecolor/resolution isfuzzy.

Graphics do notenhanceunderstanding of thecontent, or are
distracting
decorations thatcreate a busy feelingand detract from thecontent.

Sometimes copyrightNo way to checkguidelines are followed validity ofand some information, information.

___/3

determine the credibility format, and sources photos and graphics do
and authority of theare documented to not include proper
information presented.
make it possible to citation format.
check on theaccuracy of
All sources of
information.
information are clearly
identified and creditedusing appropriate
citation format.

Writing
Mechanics

The text is written withno errors in grammar,
capitalization,
punctuation, andspelling.

The text is clearly
written with little orno editing requiredfor grammar,punctuation, andspelling.

Spelling, punctuation,and grammar errors
distract or impair
readability.
(3 or more errors)

Errors in spelling,___/3
capitalization,
punctuation, usage
and grammar
repeatedly distract
the reader and major
editing and revision isrequired.
(more than 5 errors)

TOTAL POINTS
Adapted and used with permission from Joan M. Vandervelde
Original online at: https://www2.uwstout.edu/content/profdev/rubrics/pptrubric.html___ /27

Class Behavior
ELEMENTClassroom
language

Exemplary(3 points)

Proficient(2 points)

Partially Proficient(1 point)

Unsatisfactory(0 points)

Use English during thewhole class.

Makes efforts tocommunicate in English
and make use of
gestures/drawings to beunderstoodMakes some effort tocommunicate inEnglish but relies on
Japanese as soon as
possible.

Makes no effort tocommunicate inEnglish inside theclassroom.

___/3

Works well with others.
Takes part in mostdecisions andcontributes fair share togroup.

Works with others,
Cannot work with
but has difficulty
others in mostsharing decisions and situations.
responsibilities.
Cannot sharedecisions or
responsibilities.

___/3

Makes extra effort to
explain things using
different explanations /vocabulary

Works well with others.
Assumes a clear roleand related
Cooperative
responsibilities.
Group Work
Motivates others to dotheir best.

Participation

PostureOften asks questions
and shows interest to
deepen knowledge

Ask questions eventually. Do not ask questionsin front of peers.
Is often ready to answer
question when asked
When asked adirectly.
question, often can
not answer.

Do not ask
questions and/or
participate only
when asked
directly.

___/3

Always willing to help
peers.

Tries hard to complete
class assignments.

Usually sleepy.

___/3

Often helps peers after Sometimes able to help
finishing a classpeers.
assignment.
Very often, can figureout solutions forproblems without
instructor’s help.
Homework thoroughly
completed.

Preparation

POINTS

Read all materials andready for classdiscussion.

Do some effort tocomplete classassignments

Do not make effort
to complete classassignments

Usually asks for help
as soon as somethingdifficulty shows up.
Waits for
instructors to comeand check the work
done.

Homework completedwith minor mistakes orneed more review

Homework
incomplete or major
mistakes.

Read the materials but
still lack fullunderstanding

Missing non-essential
Unprepared tomaterial for classparticipate in classdiscussion

TOTAL POINTSNo homework.

___/3

Forgot to bringmaterial to class.

___ /15

BadgesCategory: Language
Image

How to earn this badge?

What does it mean?

Students who achieve a minimum of 80%
in the vocabulary tests.

Students have a goodunderstanding of the
vocabulary used in class.

Students who are able to articulatequestions and make comments in class.

Students participate actively
in class, are able to follow
explanations without muchdifficulty and help the overall
class flow.

Students who are able to answer classwide questions

Students are able to answer
questions that are not directly
asked to them. Even when notknowing the answer,

Students who help their peers in classStudents are actively helping
their peers, not performing thetasks for them, but helping
them to understand andproviding explanation thatbuild up on instructor’s.

Category: Extra Skills
Image

How to earn this badge?

What does it mean?

Students who do not miss any class.

Students are assiduous
learners and take attendanceseriously.

Students who are always on time forclass.

Students are able to manage
their time and as a result haveno time schedule conflicts andare always on time for classStudents whose portfolio shows clear
self-assessment and visualization oflearning outcomes.

Students have a concrete tool
to showcase their work with
documents that prove formal
and informal learning. Thesestudents are able tounderstand that the learning
process is as important as the
final artifact submitted forevaluation.

Students who think critically in order tosolve a task or problem.

Students are able to use
previous knowledge to solveclass tasks and problems.
Their resolutions arecomprehensive and wellreasoned.

Category: Main IT skills
Image

How to earn this badge?

What does it mean?

Students who achieve more than 80% in
the text editor software rubric.

Students are able to change
basic properties of their
documents like margins andstyles as well as dealing with
document sections.

Students who achieve more than 80% in
the spreadsheet software rubric.

Students are proficient withdata retrieval, data entry anddata analysis.

Students who achieve more than 80% in
the presentation software rubric.

Students are able to create
concise presentations that are
informative and keep theaudience engaged.

Category: Secondary IT skills
Image

How to earn this badge?

This badge is awarded to all students
who have good knowledge of keyboard
shortcuts and actively use them.

To earn this badge, students must
communicate properly by email. This canbe demonstrated by communicatingproblems in advance or simply by asking
help/advice by e-mail.

What does it mean?
Students who make use of
shortcuts can enhance theirproductivity and completetasks faster
This badge shows thatstudents are proficient using email for communicating withcolleagues, professors andpeople they do not know.
Being able to communicate
effectively using e-mail is very
helpful for students inside andoutside MIC.

In order to earn this badge students
must keep good organization of their files
in the portfolio as well as paper
handouts.

File organization is not as easy
as it looks like and havingsuch skill will help students
keeping track of tasks,
studying, recognizing
information relevance andmanage priorities.

Students who have an average typing
speed equal or higher than 30 WPM

Students are able to type
without making observers
nervous.

Students who have an average typing
speed equal or higher than 45 WPM

Students are quite proficienttyping and are able to finish
writing assignments faster.

Students who achieve more than 80% in
the presentation skills rubric.

Students are able to present
their ideas clearly during
presentations. Answer toquestions are clear and to thepoint.