OT101 Document Processing I SYLLABUS Course Title: Document Processing I Course Number: OT101 Revision Date: 8/22/2017 Online available for approved campuses Quarter Credit : 4.00 Course Length: 6 weeks Breakdown of Course : 20 Lab 30 Lecture 70 Outside Activity Instructor: To Be Determined When Registered Meeting Days/s: To Be Determined When Registered Term(s): To Be Determined When Registered Course Start: To Be Determined When Registered Course End: To Be Determined When Registered Course Catalog Description: An introduction to the keyboard and proper touch typing techniques for business, personal use, or computer input. Students learn the alphanumeric keyboard, proper keying techniques, formatting of basic business and personal documents, and proofreading skills. Students work to achieve 25 to 35 net words per minute in a three minute timed writing with three or less errors. Prerequisite(s): None Corequisite(s): None Required Text: Gregg College Keyboarding & Document Proccessing (GDP; Lessons 1 60, Edition: 11th, Scot Ober; Jack Johnson; Arlene Zimmerly, McGraw Hill, 2013, ISBN: 9780077824631 OT101
OT101 Document Processing I SYLLABUS Other Classroom Resources: Students are expected to supply notebooks, pens, pencils, highlighters, folders, ring binders, calculators, USB storage devices and other general supplies as needed to aid in the collection and storage of information in their courses. Any special equipment or supplies will be communicated via the instructor by the first class meeting. In addition to textbooks, workbooks, lab manuals or other required materials, courses may utilize sources from the library, Internet sites, periodicals, newspapers, professional (or business) publications, state specific laws or codes, magazines, personal interview, guest speakers, publisher provided information (via CD, DVD, or website), instructor work experience, video, audio or other visual files/documents to convey and aid in obtaining course objectives. Your instructor will provide specific information on resources that will be utilized/required to support content and aid in research. Courses utilizing an original researched component will have students submit their documents to TurnItIn through Moodle for originality checking, in compliance with the campus' code of conduct. Your instructor will provide detailed information on how and where to submit your documents. Online Access Requirement: Students are expected to have computer access with an internet connection. Public access or workplace access may be limited due to firewalls. Students must have word processing software such as Microsoft Word or Office365 in order to submit papers in APA format. Students must have a PDF converter in order to save work in PDF format to submit to their instructor. ** This is not intended to be a comprehensive list and additional items/supplies/equipment may be provided to the student as part of their program fees, or information provided on how to obtain the required items. Teaching Strategies: Instructors utilize a variety of teaching strategies and methods in the instruction process. These may include but are not limited to lecture, demonstration, group projects, guest speakers, audiovisual presentations, internet activities, and simulated work experiences. Outside Activity : Lecture, Lab, or Externship/Practicum hours as indicated on the syllabus represent hours utilized in determination of total credits awarded in the course for credit bearing courses. spent in preparation of new material will require a minimum of two hours for each 1 hour identified as lecture. This preparation time may include the reading of textbook material, homework assignments, preparation for lab assignments, workbook activities, awareness/review of any safety precautions, or research of relevant supplemental information. Additionally, students are expected to record notes to be reviewed as background for subsequent lessons, homework, or in preparation for exams. Review of and reflection on classroom discussions, demonstrations, or presentation is included in the recognition of the additional course hours. For clock hour courses the breakdown of Lecture, Lab, and Clinic represent the clock hours required in the course and the structure of the delivery/acquisition of course material. Clock hour courses do not include outside activities in the calculation of hours. A. For Ground Portions of the Course: Students will be assigned specific activities to incorporate out of class hours in achievement of course objectives. Out of class assignments are those activities identified to be completed outside of structured/scheduled class meeting time for non clock hour program. These assignments will be graded as part of the overall course grade. For specific assignments and required/estimated time on task, see attached course outline. For Campus Based Students these are identified on the Syllabus header as Outside Activity and on the course outline as Out Of Class. B. For Online Portions of the Course: Courses are delivered via http://learn.deltaed.com/ in an asynchronous format. Students enrolled in online courses/programs are expected to spend an equivalent amount of time on task, as campus based students, in meeting course objectives. Grading and Evaluation: Course requirements include evaluation in the areas of class participation (including attendance), homework/assignments, quizzes/examinations, and project/portfolio items as follows: Final Grades will be determined by: Attendance and Class Participation 20 % Homework/Assignments 60 % Assessments (Quizzes/Examinations) 20 % Total 100% *Review the Course Objectives/Lessons Page(s) for Grade Criteria requirements in the final section of this syllabus. Letter Grading Scale: 90 100% A 80 89% B 70 79% C 60 69% D 0 59% F Definitions of Graded Activities used to verify objectives of course have been met: Attendance and Class Participation: This portion of the grade depends on the delivery method of the course. For ground delivery (and ground portions of hybrid delivery), the grade includes evaluation of self directed work habits such as attendance, class preparedness, and communication. Class participation may include group activities, peer review, role playing, lab work, or demonstration. Instructor facilitated discussion may be used in verification of course objectives. For hybrid and/or online delivery, the online discussion grade is comprised of two parts: Attendance and Participation. Online students mark attendance by accessing the online classroom and initiating any number of online activities such as forums (discussion), assignments, or assessments. Failure to login or engage in activities which indicate presence in the course may affect a student's financial aid. Participating in the weekly discussions is paramount to the learning experience and allows students and instructors to share understandings, expertise, and study the content from new perspectives. Participation is earned by being an active member of the Lesson's discussion board. Answering the main discussion post is required in order to earn full participation points for the week. Please see the Discussion Rubric for specific details on quantity and length of posts required for assignment of grade. Class preparation will require additional time outside of scheduled hours. Students are expected to have read the assigned materials and be prepared to discuss the content with the instructor and peers. Homework/Assignments: Homework will be identified on the course outline or communicated by the instructor. Assignment due dates will be established by the instructor as well as the mode and form of submission. Assignments turned in after the scheduled due date for any reason may be assessed as late credit by the instructor. Homework assignments will require outside preparation to execute activities in attainment of course objectives. Assessments (Quizzes/Examinations): Courses are designed with both formative and summative assessments and may be referred to as quizzes or examinations. Announced and unannounced assessments may be used as a means to verify attainment of course objectives. Students will be expected to spend time outside of class studying materials in preparation for any assessment as well as time spent reviewing results in
preparation for homework, class discussion, quizzes, or project assignments. Attendance Policy: The campus is committed to the principle that class attendance is an essential part of its educational programs and its goal to prepare all students for the responsibilities of their chosen career fields. Regular class attendance is mandatory in all classes and attendance is recorded for every regularly scheduled class. All absences, late arrivals, and early departures are recorded, are counted as class time missed, and become a part of the student s permanent record. No distinction is made between excused and unexcused absences. Failure to comply with the attendance policy can result in failure to meet course competencies, suspension, or dismissal. Externship and clinic courses have their own specific attendance criteria that are announced at the beginning of the class and may require makeup of all hours missed. The student is responsible for all material covered daily in each class for which the student is registered. In no instance does absence from class relieve the student from the responsibility for the performance of any part of the class work. The student is responsible for initiating any request to make up work missed because of class absence (see Make Up Policy). Makeup of missed classes does not remove an absence from a student s record. If a student is absent from all classes for 11 or more calendar days, the student may be withdrawn. Make up Policy: The campus recognizes that there are circumstances and events which require students to miss classes, resulting in the need for makeup work. Because Delta believes the purpose of completing work is to help the student learn and be successful, instructors are expected to work with students on the submission of makeup work. Students must initiate contact with the instructor to discuss the makeup work in question. The student will work with the instructor on new deadlines and any deductions that may result based on the late work, not to exceed 20% per assignment. Examinations may be made up only with documented extenuating circumstances. The deadline must be prior to the end of the term, or else the student must apply for an Incomplete (see the Incomplete policy). Online modality assessments are considered normal makeup work, not examinations for purposes of this policy. The procedure for requesting the opportunity to makeup required work can be obtained from the instructor. *Students will not be charged for completing makeup work. Special Needs: Students in need of special accommodation should notify the instructor in writing by the second class session. All accommodations will be sent to the Director of Education for approval prior to being implemented in the classroom. Course Outline: Courses are scheduled on campus to accommodate classroom availability and time required to deliver course content. Online meeting requirements will be posted in the online classroom. The syllabus reflects total hours required to meet course objectives. The number of sessions and length of sessions may vary and should not be taken as a direct representation of days/weeks in the classroom. on task is identified for the various options utilized to deliver and assess student achievement of course objectives. The sessions represent the systematic delivery of course content with direction for faculty and students in the logical delivery of the materials to be covered.
OT101 Document Processing I Course Objectives Upon successful completion of this course, the student will be able to: 1. Maintain accurate touch control of the keyboard and proper keying techniques; 2. Build basic speed and accuracy skills; 3. Apply basic skills to format business and academic reports, letters, envelopes, memos, and E-mails; 4. Achieve a minimum keying speed of 25 net words per minute with a three (3) error or less tolerance. Lesson 1 Objectives: 1, 2 7 Course Introductions Instructor Announcements/Overview Key concepts from GDP Lessons 1-10 (textbook and GDP website): Alphabet Before attempting to start this course, please read the important document titled, GDP Instructions, found just above Lesson 1 on your Moodle Course Home page Read Lesson 1 Presentation on your Moodle Course Home page and contents of Lessons 1-10 in your textbook and GDP11 website materials 3 Class Discussion(s): Discussion 1: Key Elements What do you believe are the top three things (key elements) that a beginning typist must do consistently to become a good typist? Discussion 2: Breaking the Habit How do you break the habit of looking at the keys when typing? 10 Assignment(s): GDP Lessons 1-10 The goal for this part is to memorize reaches for the alphabet keys so that you can keep your eyes on your textbook or monitor while you key. Complete all exercises in Lessons 1-10 including the Enrichment Exercises, pp. 3-36 in your Gregg College Keyboarding & Document Processing textbook by using the GDP11 website (Follow the "GDP Getting Started Instructions" given in the introductory section.) If you need extra practice, complete the exercises as many times as you feel you need to gain proficiency, or redo specific exercises or lessons to reinforce weak areas. 4 Assessment: Online course assessment that covers content in Lessons 1-10.
Lesson 2 Objectives: 1, 2 7 Key concepts from - GDP Lessons 11-20 (textbook and GDP website): Numbers and Symbols Read Lesson 2 Presentation on your Moodle Course Home page and contents of Lessons 11-20 in your textbook and GDP11 website materials. 3 Class Discussion(s): Discussion 1: Touch Typing This course stresses the development of the "touch typing" method. How will proper fingering techniques improve your keyboarding skill? When do you use proper technique and when do you find that you don t use proper technique? What can you do to increase the use of proper technique? Include in your discussion ways to improve the techniques that you identified as "needing improvement" from the Technique Evaluation Form. Discussion 2: RSI - Repetitive Stress Injury Explain what Repetitive Stress Injury is, what the symptoms are, and at least three things that may cause it. Also give two tips for preventing this injury. This is a research topic and must include your reference information. 10 Assignment(s): GDP Lessons 11-20 The goal for this assignment is to memorize the reaches for the number and symbol keys found on the keyboard so that you can keep your eyes on your textbook or monitor while you key. Complete all exercises in Lessons 11-20 including the Enrichment Exercises, pp. 38-69 in your Gregg College Keyboarding & Document Processing textbook by using the GDP11 website. If you need extra practice, complete the exercises as many times as you feel you need to gain proficiency, or redo specific exercises or lessons to reinforce weak areas. 4 Assessment: Test 1, Objective Test 1 This assessment is to be completed at the GDP website. It is called Test 1, Objective Test 1. You can find it after the number pad section after GDP Lesson 20. The test has 4 pages of questions. Be sure to complete the entire test. Lesson 3 Objectives: 1, 2, 3 5 Key concepts from GDP Lessons 21-25 (textbook and GDP website): Word Processor Read Lesson 3 Presentation on your Moodle Course Home page and contents of Lessons 21-25 in your textbook and GDP11 website materials
3 Class Discussion(s): Discussion 1: Speed vs. Accuracy When learning how to type, should speed or accuracy be emphasized first? Why? In the workplace, which should be stressed more--speed or accuracy? Why? What are some effective techniques or practices for improving accuracy? What are some effective techniques or practices for improving speed? Discussion 2: E-Mail Etiquette Email etiquette is often a commonly overlooked part of the business and professional world despite being an important part of conveying a professional image. Emails written to friends and family will be less formal and will not need to follow any particular guidelines or rules, but when writing to someone at a professional level the following guidelines and rules should be taken into account. What do you think are the three most important rules to follow when sending e-mails in a professional setting? Why? 12 Assignment(s): GDP Lessons 21-25 The goal for this part is to become familiar with opening and saving a document in Word 2013. Complete all exercises in Lessons 21-25, pp. 75-86 in your Gregg College Keyboarding & Document Processing textbook by using the GDP11 website. When the textbook says "Go to Word Manual," use the Microsoft Office Word 2013 Manual (smaller spiral-bound book). Complete the exercises in the manual for Lessons 21-24. The first documents you will produce are two e-mail messages in Lesson 25. Do not send these documents. However, use the edit process and correct any errors. If you need extra practice, complete the exercises as many time as you feel you need to gain proficiency, or redo specific exercises or lessons to reinforce weak areas. 4 Assessment: Graded d Writing Refer to the Outcomes Assessment Test 2 at the end of Part 2 in GDP and on page 147 of your textbook. Complete the 3-Minute d Writing. The d Writing must have 3 errors or less. You may take this timing multiple times. When you are ready to begin, go to the GDP program. WPM Grade 28+ 100 27 95 26 90 25 85 24 80 23 75 22 70 21 65 20 60 19 55 18 50 17 45 16 40 15 35
14 30 13 25 12 20 11 15 10 10 9 5 Mid-term Evaluation Lesson 4 Objectives: All 6 Key concepts from - GDP Lessons 26-30 (textbook and GDP website): Correspondence Read Lesson 4 Presentation on your Moodle Course Home page and contents of Lessons 26-30 in your textbook and GDP11 website materials 3 Class Discussion(s): Discussion 1: Business Letter versus Memo What are the differences between a Business Letter and a Memo? When would you use each? What is meant by Block Style? Discussion 2: Teaching Handwriting Several assignments in the course require you to transpose handwritten documents. School districts are removing handwriting (cursive in particular) from the curriculum. Given most of our correspondence happens electronically (documents, e-mail, text messages) should schools teach typing exclusively? Why or why not? 11 Assignment(s): GDP Lessons 26-30 The goal for this part is to properly format business letters, envelopes, and labels. Complete all exercises in Lessons 26-30, pp. 88-108 in your Gregg College Keyboarding & Document Processing textbook by using the GDP11 website. When the textbook says "Go to Word Manual," use the Microsoft Office Word 2013 Manual (smaller spiral-bound book). All problems completed in the word processor (Word 2013) must be reduced to "0" errors to be considered "complete." 4 Assessment: Correspondence Refer to the Outcomes Assessment Test 2 at the end of Part 2 in GDP and on page 147 of your textbook. Complete Correspondence Test 2-21 in the GDP website. Prepare for this documents by reviewing Business Letter in Block Style in the Reference Manual in the front of your textbook. When you are ready to begin, go to the GDP program. Document Grading: You must complete this document processing job within the allotted Maximum of 21 minutes. Keystroke & Formatting Errors Grade 0 100
1-2 94 3 87 4 80 5+ 74 Lesson 5 Objectives: All 6 Key concepts from - GDP Lessons 31-35 (textbook and GDP website): Reports Read Lesson 5 Presentation on your Moodle Course Home page and contents of Lessons 31-35 in your textbook and GDP11 website materials 3 Class Discussion(s): Discussion 1: Other Word Processors In this part of the course you will continue working with the word processor, Word 2013. As you move through the lessons in this part, you will be introduced to ribbons and menus. These will give you some idea of the various features of Microsoft Word. However, Microsoft Word isn't the only word processor available. Use the Internet to search for other "word processor" programs. Discuss your findings. What programs are available? What features are the same or different from Microsoft Word? What criteria would you use to choose a program in your office? Be sure to include the websites you used for your research. Discussion 2: Business versus Academic Report What are the differences between a Business Report and an Academic Report? When would you use each? What are some guidelines to follow when writing for business as opposed to academic writing? 11 Assignment(s): GDP Lessons 31-35 The goal for this assignment is to properly format business and academic reports. Complete all exercises in Lessons 31-35, pp. 110-129 in your Gregg College Keyboarding & Document Processing textbook by using the GDP11 website. All problems completed in the word processor (Word 2013) must be reduced to "0" errors to be considered "complete." See further details on your Moodle Course page in the Lesson 5 Assignment area. 4 Assessment: Report Refer to the Outcomes Assessment Test 2 at the end of Part 2 in GDP and on page 148 of your textbook. Complete Report Test 2-12 in the GDP website. Prepare for this document by reviewing Business Academic Reports in the Reference Manual in the front of your textbook. When you are ready to begin, go to the GDP program. Document Grading: You must complete this document processing job within the allotted Maximum of 39 minutes for the report. Keystroke & Formatting Errors Grade 0 100 1-2 94
3 87 4 80 5+ 74