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ePortfolio
Adjunct Certification Program

Richard DeBernardo
Fall 2015

Facilitator: Caroline Chamness

BCIS 1305 – Top 10 List

Please read the syllabus in its entirety, see #3

1. Course is entirely on line using Desire 2 Learn (D2L) and Skills Assessment Manager (SAM)
2. You will need access to a computer (preferably a Windows computer)
3. Complete Syllabus is contained in the Getting Started Module in D2L and shows the required

materials for the course. There is a software bundle available from the publisher for $85.
Nothing will be shipped to you. You will be given activation codes for each of the systems.
Textbooks are also on-line. Cost of bundle in Bookstore is $125.
4. Microsoft Office software is included in bundle from the publisher. Office 2013 is the current
edition. The bundle gives you access to Office 2013 and Office 365. Please download the 2013
version to the computer you will be using for your work in this class.
5. You will learn how to use Microsoft Word, Microsoft Excel, Microsoft PowerPoint, and Microsoft
Access. Even if you are familiar with these packages, you can learn some different ways to do
things and some new capabilities you might not have known were available.
6. On-line courses are unforgiving in terms of when items are due. Print out the Course Timeline so
you can see all of the work due each week.
7. Tutoring is available on each Lone Star campus. If you are having trouble getting started with
something, going to a tutoring session is a great way to get help. The college Service Desk is also
a good resource. Contact them at 832-813-6600
8. I am available by email to answer questions in case there is something you do not understand. I
want you to succeed in this class and get a good grade. I need you to look carefully at all of the
items in the Getting Started Folder, including the syllabus. There is a place in D2L where you can
ask questions of all your classmates. Often, one of your fellow students will know the answer to
your question. Please collaborate with each other and share your knowledge. I will be happy to
address questions you have if you have looked in all the material and you still have your
question. It may take me 24 to 48 hours to respond to you so don’t wait until the assignments
are due to get answers to your questions.
9. I sent an email to all students in this class with some of my personal information. One of the first
assignments you have is to introduce yourself to the class. Details are in D2L.
10. WORK HARD and Enjoy the class. If you have extenuating circumstances, please let me know
immediately. Looking forward to a GREAT semester! My email is
[email protected]

Student Preparation Strategy

The learning outcome of interest: “Describe the fundamentals of Information Technology (IT)
infrastructure components: hardware, software, and data communications systems.
Instructions to get students to read: Read chapter 2 in the on-line text and pay close attention to what
components (things) make up what we call “Information Technology Infrastructure.”

1. What is the distinction between hardware and software?
2. List 5 examples of each (hardware, software).
3. Also list 5 examples of items which are part of the “data communications systems.”
Be prepared for a quiz on this information at the beginning of the class.

BOPPPS LESSON PLAN

COURSE: BCIS 1305 – Business Computer Information Systems
Lesson Title: Hardware, Software, and Data Communication Components

Bridge: How will you gain learner interest and set the stage for the lesson?
At the end of the last class meeting students were shown the Snipping Tool (Start-type “snipping” in search area) and made use of the Snipping Tool to
capture pictures of computer equipment and software packages. All snipped pictures were saved in a network folder to which everyone had read and write
access. Plickers (www.plickers.com) with answers using A-Hardware, B-Software, and C-Data Comm, and D-Other. will be used. (Need account at Plickers.com
and to install app on phone, and to print answer cards on card stock paper, set up each class on the website which includes entering student names so that
they are assigned an answer card number.). Using the pictures captured with the Snipping Tool at the last class, students will be shown 7 to 10 of the pictures
they “snipped” previously, and asked to hold up their answer.
Estimated time: 15 mins.
Course Student Learning Outcome:

1. Upon successful completion of this course, student will “Describe the fundamentals of Information Technology (IT) infrastructure components:
hardware, software, and data communications systems.”

Learning Objectives: By the end of this lesson, students will be able to:
1. Given pictures or a list of computer hardware components, computer software programs or packages, and hardware that is part of the data
communications system, the student will be able to categorize each of the 15 – 20 items in the correct type of component (computer hardware,
software, data communication system component). Students will have about 30 seconds per item. (Blooms’s Level: Knowledge)
2. Given a block diagram of a computer showing the different components of disk storage, memory, keyboard, printer, central processor, graphics
processor, etc., the student will be able to give a short description of the purpose for each item and they will also show the size, number, or amount
of each item in their computer, laptop, or phone. Short answers only are expected. (Bloom’s Kevel: Comprehension)

Pre-Assessment: How will you assess learner prior knowledge of the topic? This could possibly tie to the student preparation strategy you developed.
The bridge in exercise will also serve as a pre-assessment since Plickers will keep the data for each of the questions by student.
Estimated time: Already included in bridge in
Participatory Learning:
HIGHLIGHT AND LABEL THE FOLLOWING:

 4 questions with Bloom’s level identified
1. Which of the following items would be classified as computer software? (knowledge)

a. Microsoft Trackball
b. HP Printer
c. Microsoft Word
d. USB Flash Drive

2. What components of a computer have as their main purpose the sending and receiving of data? (knowledge)
a. System Units
b. Output Devices
c. Communications Devices
d. Storage Devices

3. What are the differences between internal and external storage devices? Give an example of each and describe when it would be used.
(Comprehension)

4. Discuss whether or not a “smart phone” is a computer. Include the five (5) components of a computer and tell if they exist as part of your phone.
Make sure you include an explanation of how you arrived at your conclusion and explain the type of phone you are using for this question.
(Analysis)

 New instructional technology you are trying
This is a course about computer technology and I am having the students use the “snipping tool”, saving their pictures on a network file share, and
using the Plickers for Bridge In and Pre-assessment. We will be using active learning and will also be disconnecting the computer components (hooking
them back up and verifying they are operational before class dismissa)l.

 At least one classroom assessment technique (CAT)
The Classroom Assessment Technique being used is the Background Knowledge Probe CAT which is being used as a Pre-assessment of their
knowledge. I was originally going to read a list of items and have the students mark each one as hardware, software, or network components but
having the students collect pictures of computer components actively involves the students and shows them how to use the Snipping Tool.

Time Instructor Activities Learner Activities Lesson Materials

6 mins Computers are everywhere Raise hands to explain what you see in one of the pictures Computers Are Everywhere
6 mins on slide 1 and what it represents—11 images slide---
Explain computer in terms of Input/Process/Output, What is depicted in slide 3? What does it show? What are Slides 2 and 3----New for me:
6 mins Also explain instructions in memory control the the inputs? The Outputs? Is the processing step where the Additional learner
10 min processing where the instructions are “software” and most activity takes place? participation
15 mins operating system instructions. Further breakdown on
slide 3 for Input, Process, Output Ask students to identify these components on their Slide 4-Components of a
Components of a Computer—Input, Output, System computer. How about on their phones? Anyone have an Computer-1
Unit, Storage Devices-Internal & external, iPad, a tablet? Where are the communication devices?
communication devices Students can volunteer or be selected by instructor Slide 5-Components of a
Ask students to explain the different items pictured in Computer
Slide 5. What type of computer component is each Students will work in groups of 2 will disconnect the
item? As time permits discuss what the processing components written on the white board. Groups will Classroom Desktop
unit contains, and answer questions switch computers with another group after disconnections Computers
Demonstrate disconnecting computer components. are made. Check to see if all disconnections were made.
Make a list on whiteboard of different components to Reconnect the computer components and power on
be disconnected: Display-power and cable, machine. Troubleshoot any problems
Keyboard, Mouse, LAN/Ethernet cable, power cord.
Talk about home printer connection-USB vs. network.

Post-assessment: How will you assess if objectives have been met?
Student replies to questions during the “lecture” will give some indication of understanding. Also, the activity of disconnecting the computer components and
then hooking them back up in groups of 2 will also be monitored. Computers must be functioning before students leave for the day. Students are expected to
inform instructor or have another student help them get the computer back in operation. The number of non-operational computers will be indicative of
students who had trouble with the lesson. Formal assessment will be later in term after additional materials have been covered.

Estimated time: 5 minutes but mostly already built into the lesson
Summary: How will you close the lesson?
Review what was covered in the class today and the differences between hardware, software, and data communications items. Also ask if there are any
outstanding questions on what was covered.
Estimated time: 5 - 10 min
ATTACH ANY LESSON MATERIALS (SLIDES, HANDOUTS, ETC.)

See attached PowerPoint slides, Plicker answer cards, Plicker Class Setup



A World of Computers

• Computers are everywhere

Pages 2 - 3 Discovering Computers Funda
Figure 1-1

amentals, 2012 Edition Chapter 1 1

What Is a Computer?

• A computer is an electronic device, ope
stored in its own memory

Collects Proce
data
(input)

Pages 3 - 4 Information Pr

Discovering Computers Funda

erating under the control of instructions

essing Produces
information

(output)

rocessing Cycle 2

amentals, 2012 Edition Chapter 1

What Is a Computer?

Page 4 Discovering Computers Funda
Figure 1-2

amentals, 2012 Edition Chapter 1 3

The Components of a C

• A computer contains many electric, ele
known as hardware

Input Device • Allows you to enter da

Output Device • Hardware component

System Unit • Case that contains the
are used to process da

Storage Device • Holds data, instruction

Communications • Enables a computer to
Device information to and fro

Pages 4 - 7 Discovering Computers Funda

Computer

ectronic, and mechanical components

ata and instructions into a computer 4

t that conveys information to one or more people

e electronic components of the computer that
ata

ns, and information for future use

o send and receive data, instructions, and
om one or more computers or mobile devices

amentals, 2012 Edition Chapter 1

The Components of a C

Page 5 Discovering Computers Funda
Figure 1-3

Computer

amentals, 2012 Edition Chapter 1 5

Plickers Page 1 of 1

R. DeBernardo - BCIS 1305 Last name
1
Card # First name 2
3
1 Student 4
2 Student 5
3 Student 6
4 Student 7
5 Student 8
6 Student 9
7 Student 10
8 Student 11
9 Student 13
10 Student 12
11 Student 14
12 Student 15
13 Student 16
14 Student 17
15 Student 18
16 Student 19
17 Student 20
18 Student
19 Student
20 Student

Help

https://www.plickers.com/classes/5642a6fe13a7890300fcaaae/print-friendly?sortVar=card 11/10/2015

Example Plickers Answer Cards – need one per student

D2

Lesson Objectives:

1. Given a list or pictures of computer hardware components, computer software programs or
packages, and hardware that is part of the data communications system, the student will be
able to categorize each of the 15 – 20 items in the correct type of component (computer
hardware, software, data communication system component) with at least 80% correct.
Students will have about 30 to 60 seconds per item.

2. Given a block diagram of a computer showing the different components of disk storage,
memory, keyboard, printer, central processor, graphics processor, etc., the student will be able
to write a short description of the purpose for each item and they will also show the size,
number, or amount of each item in their computer, laptop, or phone. Short answers will be best
and 80% correct answers are expected. Time for this will be 20 minutes.

Questions:

1. Pick 5 or 6 items from those shown that are classified as computer hardware.
(Knowledge/Recall)

2. Would these 5 or 6 items be enough hardware to build an operational computer? If not, what
other items would be necessary? (Analysis)

3. How can the speed/throughput/power of a computer be improved? What types and quantities
of components would need to be added? Can we just keep adding additional components?
(Synthesis)

4. How might we be able to compare different software programs that are intended to do similar
tasks? How might we consider different characteristics of programs being used to map the
human genome? (Evaluating)

Rubric: Operate Computer and Connect Hardware

Students will explain the names and purpose of different computer hardware components and
properly connect them, resulting in an operational computer

Computer Hardware Connection

Poor 2 pts Fair 3 pts Good 5 pts
Was able to identify all
Identification of Begin but did not Was able to identify of the different
Different Hardware parts/hardware
identify the different some/few of the correctly
Connect each device in
slot or port parts/hardware different Four or more
components connected
Computer Worked correctly parts/hardware correctly
Correctly Turn on computer with
correctly all components
connected and working
Zero or one component Connected two or properly

connected properly three components

correctly

Turn on computer but Turn on computer and

system was not usable one component did not

work

Adapted from www.iRubric.com, Rubric Code: MX43766



ACP Showca

Richard De
Business Computer I

November

ase Portfolio

eBernardo
Information Systems
r 11, 2015

Table of Contents

• Student Preparation Strategy
• Bridge-In Activity
• Lesson Objectives
• Pre-Assessment
• Participatory Lesson
• Post Assessment
• Summary
• Personal Reflection on My ACP Exp

perience

Student Preparation Str

• Preparation initiated at end of last

• Introduced “Snipping Tool”
• Students “snipped” pictures of com
• Snipped pictures saved in Folder on
• Assigned reading -- section on IT In

rategy

class meeting

mputer components from web
n network
nfrastructure Components

BOPPPS – BRIDGE-IN

• Distribute Plickers answer cards
• Make sure each student has their o
• Using “snipped” pictures from last
• Have students hold up answers:

• A-Hardware B-Software C-D

• Use Plickers app on phone to recor
• Seven to ten pictures
• Also serves as Pre-assessment

own number
class on network folder

Data Communications D-Other

rd answers

BOPPPS – OBJECTIVES

• Given pictures or list of computer h
communication components:

• Students will be able to categorize ea
• Allow 30 seconds per item (or less)

• Given computer block diagram sho

• Disk storage, memory (RAM), keyboa
(CPU), Graphical Processing Unit (GP
power cords, display data connection

• Students provide short description o
• Size, number, or amount of each item

hardware, software and data

ach component correctly

owing:

ard, printer, Central Processing Unit
PU), USB Drive, Wireless Router, Modem,
n cords, etc.
of item purpose and
m in their computer, laptop, or phone

BOPPPS- PRE-ASSESSME

• Pre-assessment uses the Plickers
• Combined with bridge-in activity

ENT

BOPPPS- PARTICIPATOR

• 5 PowerPoint Slides with questions
slide

• Input, Process, Output
• Communication devices,
• Storage devices (internal, external)

• Disconnecting components of class
reconnecting

• Background Knowledge Probe CAT

RY LESSON

s identified for students for each

sroom desktop computer and
being used as pre-assessment

BOPPPS- PARTICIPATOR

• Higher Level Questions:

• What are the differences and similar
storage devices? Give examples of ea
(Comprehension)

• Discuss whether or not a “Smart Pho
components of a computer and tell i
sure you include an explanation of ho
explain the type of phone (Analysis)

RY LESSON - 2

rities between internal and external
ach and explain when it would be used.

one” is a computer. Include the five (5)
if they exist as part of your phone. Make
ow you arrived at your conclusion and

BOPPPS- PARTICIPATOR

• This is a Course focused on Compu

• Learning to use the “Snipping Tool”
• Saving pictures in a network file shar
• Using Plickers for Bridge-In and Pre-a

RY LESSON - 3

uter Technology:

re
assessment

BOPPPS- POST-ASSESSM

• Student replies to questions in lect
understanding

• Making sure all computers in class
objectives being met

• Formal assessment later in term af

MENT

ture will provide an indication of
are operational is also evidence of
fter additional material is covered

BOPPPS- SUMMARY

• Review differences between hardw
communications equipment

• Make sure all computers in classro
• Allow time for questions from stud

ware, software, and data

oom are operational
dents

Personal Reflection on M

• Importance of Active Learning -- Ther
involved during class session

• Bridge-In activities are excellent, very
• So many classroom assessment techn
• Enjoyed meeting and sharing with oth
• Was concerned about learning and re

wasn’t really too hard
• Took more time than I had expected,
• Actual links as opposed to D2L links w

referenced sites
• Very Worthwhile and I plan to use to

My ACP Experience

re are many ways to keep students

y worthwhile
niques (CATs)
her students in class
emembering all your names but that

lots to read
would allow continued use of

improve my teaching

ACP Reflective Essay – Rich DeBernardo

Compose a 2-3 page essay responding to ALL of the following questions:

1) What value / knowledge / insights have you gained from the Adjunct Certification Program?
2) How have you incorporated the knowledge gained into your classroom?
3) How has this program made you a more effective instructor?
4) What suggestions do you have for further professional development opportunities?

Through my participation in the Lone Star Adjunct Certification Program (ACP) I have learned
many new teaching strategies and techniques. Probably the most significant item is the
importance that “active learning” makes on student involvement as well as actually being able
to learn and remember the information. Planning a “bridge-in” activity provides for a smoother
transition into learning and makes the subject more interesting, for the instructor, as well as
the students. The “teacher immediacy” discussion was also very helpful. The items “to do” as
well as “not do” are useful as a periodic check-up on how you may be perceived. Including a
rubric along with the assignment removes ambiguity from assignments and sets the
expectations for performance. It also helps assure that grading will be equitable, especially for
some assignments that students may have considered to be somewhat vague. Other interactive
response techniques such as Plickers and Poll Everywhere also keep student attention and
allow assessment without requiring verbal responses making it an excellent way to engage
students who are somewhat shy and may be reluctant to participate in a more traditional
classroom setting. The video and discussion postings about millennials was also very
interesting. My daughter was born in 1991 and so I was very experienced and familiar with the
topic. I think they do want thinks sooner, rather than later, and their lives have been arranged
around continual task switching. I have read several articles on the inefficiencies of task
switching and the amount of time it takes people to get back to the prior task that was
interrupted. Unlike computers that can easily reload all the registers and RAM and continue in
microseconds if not nanoseconds. I believe Millennials are probably better at task switching
than people who are older than they are, but it still isn’t the most efficient way to get things
done.

To incorporate the knowledge I have learned in the ACP course into my class, I have changed
the assessments to allow for multiple submittals rather than just a single submittal. By allowing
multiple submittals, we are helping students learn how they can assess their own learning. This
is relatively painless if the learning management system is capable of auto-grading assignments.
I am also attempting to provide a quicker turn-around time for all student correspondence. As I
teach an on-line class, email is the main avenue of communicating with my students. I used to
reply to student questions in the evenings but I have started to reply as soon as I see the email
which I am now getting on my phone. I just let the student know that I will have to check
tonight and get back to them but at least they know I have received their email and this shows
teacher immediacy.

Using higher level (Bloom’s Taxonomy) questions engages students in the learning process and
helps them remember the “knowledge” information almost as a by-product. I was skeptical of
the higher level questions at first, because as I read most of the “official” course objectives,
they were really at the knowledge and comprehension level with very little higher level
requirements. This is probably fitting for Business Computer Information Systems (BCIS) 1305
as most of what needs to be learned to use software like Microsoft Word, Excel, PowerPoint
and Access is at the knowledge level. Asking higher level questions does engage the students to
a greater level and they learn the knowledge information without having to directly focus on
memorizing it.

As a result of the ACP I have been sensitized to “where the students are coming from” and
learned ways to make “teaching” much less of a one-way communication and more of a
participatory activity. Hearing about and discussing several “difficult student” scenarios also
provided me with new methods for creatively handling these situations when they arise. Being
able to improve student “grittiness” seems to be the ultimate goal to which all teachers should
strive. Influencing a person’s grittiness is not easily measurable but is definitely something
toward which we should endeavor. Sometimes just a little extra time, attention, and
encouragement to an individual student can help them on their way to making more of
themselves.

Because I have a full-time position not related to teaching, my availability for professional
development is somewhat limited. I was able to attend the Saturday session held around the
beginning of classes this Fall. I found all of the sessions I attended very enlightening. I would be
willing to spend some other Saturday during the semester for another session if it was
scheduled far enough in advance so I could assure my availability. Another possibility for
providing professional development would be recording sessions held on campus and allowing
them to be viewed as webinars. I usually watch 1 or 2 one-hour webinars each week just to
keep up with the continual developments in Information Security!

There always seems to be more to learn about D2L and I could not find an instructor’s FAQ
reference for D2L. I would hope the VTAC personnel would be in a position to develop such an
on-line searchable document. Or maybe there is one available from Bright Space. I would
expect that having such a document would also help reduce the number of calls VTAC receives
when they are available to help. VTAC may even have a script for solving common problems as
nost Help Desks do. I know the VTAC hours were recently extended but I think they should be
available one or two nights a week until 9:00 pm (from 6:30).

Based on all of the resources referenced in the course material, I would also like to see a list of
links for each of the sites referenced in the ACP course. I know links are subject to change but
once they were all extracted to a document of links, their availability would be a much better
reference than having to search through the D2L course.

Overall it was a great class and I certainly learned many useful and important things. The course
took significantly more time than I had anticipated. Had I known the time commitment

required, I may have deferred taking it until another time. However, I am very glad I took it this
semester and look forward to putting all the new ideas to good use. Thank you!