Proof-of-Concept

Portfolio Project

1. Abstract.

This is a multimedia project focused on providing training on the topic of people first language and the impact it has on self-esteem and self-determination of individuals with disabilities. The focus will be on support staff and service providers. The purpose is to provide information about disabilities, issues arising from the disabilities and how simple things like people first language can improve outlook within the community.

2. Learner characteristics.

Use the “Learner Characteristics” form below, or one of your own designs to describe the important characteristics of your target audience.

Item	Weaker learners	Average learners	Stronger learners

Age*	18-25	23-55	30-40
Educational level	HS diploma or GED	Some college	Minimum of Bachelors
Reading level	7-9^th grade	9^th -12^th grade	College level
Motivation	Better pay	Better pay, more respect	Desire to improve conditions of consumers
Prerequisite knowledge	What a disability is	An idea of what some of the disabilities entail	More in-depth understanding of disabilities and their affect on consumers' lives
Prerequisite skills	CPR/First AID and basic English proficiency	Same	Same with ability to use Bloom's taxonomy to construct discussions and responses
Facility with a computer	Able to navigate Word, keyboard and icons	Same	Same
Familiarity with the Web	Somewhat	Somewhat	More than general knowledge to be able to research more if so desired
Typing ability	Average	Average	Average
Access to computers	Home or work	Home or work	Home or work
Access to Web	Dial up minimum	Dial up minimum	Dial up minimum
Time availability	2 hrs weekly	2-5 hrs wkly	5 + hrs wkly

Other issues:

1. All software and hardware must be accessible with keyboard shortcuts, screen readers, switches and voice activation programs

2. Only one language should be necessary. Adaptations made available if necessary.

3. Constraints.

Use the “Constraints” document below or one of your own designs to describe the important constraints under which the final project will be developed.

Constraints: Hardware

Computers: PC	Details and comments
RAM: 256 mb	Minimum allowable
Monitor resolution: 1024 x 768 x 85 hertz	Regular monitor 17"
Sound Card: Realtek Audio '97 for VIA	Or Soundblaster
Network: Ethernet
Processor: AMD Athelon	Or Pentium III
Hard Drive capacity: 80 gig
CD-ROM: CD-ROM 48 x
Modem speed: V.92 Data fax
Computers: Macintosh
RAM:
Monitor resolution:
Sound Card:
Network:
Processor:
Hard Drive capacity:
CD-ROM:
Modem speed:
Computers: Other
RAM:
Monitor resolution:
Sound Card:
Network:
Processor:
Hard Drive capacity:
CD-ROM:
Modem speed:
Comments: Use this area to provide other information that will help define the hardware constraints, such as distribution of different types of computers, their accessibility, and so on.	Design is strictly accessible on PC only. Compatibility with other computers is not available at this time.

Constraints: Software

Computers: PC
Operating system, including release number:	XP 2003
Browser, including version number:	IE 6.0
Word processing:	Microsoft Word 2003
Spreadsheet:	Excel 2003
Network:
Authoring system required:
Testing system required:
Other:
Computers: MAC
Operating system, including release number:
Browser, including version number:
Word processing:
Spreadsheet:
Network:
Authoring system required:
Testing system required:
Other:
Computers: Other
Operating system, including release number:
Browser, including version number:
Word processing:
Spreadsheet:
Network:
Authoring system required:
Testing system required:
Other:
Comments: Use this area to provide other information that will help define the software constraints, such as use of integrated packages, such as Lotus Notes, firewall software, security restrictions, and so on.	Compatible only with PC at this time.

Constraints: Timelines.

Final deadline:	Dec. 24, 2004
Intermediate deadlines: (List all deadlines here, for both client and developer.)
Deadline 1:	Oct 10, 2004
Deadline 2:	Oct.17, 2004
Deadline 3:	Oct. 24, 2004
Deadline 4:	Oct 31, 2004
Deadline 5:	Nov. 7, 2004
Deadline 6:	Nov 14, 2004
Deadline 7:	Nov. 21, 2004
Deadline 8:	Nov. 28, 2004
Deadline 9:	Dec10, 2004
Deadline 10:	Dec. 17, 2004

Constraints: Client Responsibilities.

*Primary contact persons*
Contract negotiation and legal:	Tena Gottman
Project coordination:	Musette Rose
Subject matter: (Name SME contacts, availability, and any other constraints.)
Assets: (Such as video, audio, artwork).
Technical: (Hardware, networks, Web master).
Billing:	Tena Gottman
*Required actions*:
Providing materials: (Scripts, assets, etc. Include persons responsible for doing and for sign-off.)
Item 1:Scripts	Musette Rose
Item 2:
Item 3:
Item 4:
Required reviews and turn-around: (Include persons responsible for doing and for sign-off.)
Review 1: Story board	Musette Rose
Review 2: First run mockup	Musette Rose
Review 3:Alpha test	designer
Review 4:Beta test	designer
List required client actions with timelines: (For example, required reviews, turn-around times, sign-off requirements, and so on.)
Action 1:
Action 2:
Action 3:
Action 4:
Invoice payments:
Payment 1:First run mockup	Tena Gottman
Payment 2:Beta test	Tena Gottman

Constraints: Developer Responsibilities.

*Primary contact persons*
Project management:	Janet Bowen
Billing:	Janet Bowen
Design:	Janet Bowen
Content:	Janet Bowen
Graphics and other assets:
Implementation:
Technical:
*Required Documents*
Design:
Interface:
Script:
Database:
*Deliverables* (List all deliverables with dates.)
Deliverable 1:Story board	Nov. 25, 2004
Deliverable 2:Mock up	Nov 30, 2004
Deliverable 3:Alpha test	Dec 15, 2004
Deliverable 4: Beta test	Dec. 24, 2004
Deliverable 5:

4. Timesheet

The purpose of this timesheet is twofold. The first is to give you practice in keeping track of how much time you devote to a project, something that many people have not done. Second, it will give you firsthand knowledge of how much time it takes to design self-paced programs.

Each time you work on your final project, fill out the form. If you run out of space, just add some more rows.

Date	Hours	Comments on how you spent your time
10/10/04	2 hrs	Development of the problem summary and how to resolve it. A general outline of goals and outcomes.
10;/15/04	3 hrs	Developing Brainstorming and concept map
10/25/04	2 hrs	Researching experts in the field and cost for hiring them
10/16/04	1 hr	Modifying problem summary
11/9.04	2 hrs	Locating resources for inclusion into the learning module
11/12/04	2hrs	Work on executive summary
11/19/04	2 hrs	Exploring different fonts and their impact
11/26//04	2 hrs	Looking at the different editing programs
12/3/04	2 hrs	Work on final program
12/9/04	3 hrs	Complete final program, proof of concept and finalization of final project
12/13/04	2 hrs	Revising project and adding requested information

5. Costing Document.

Content acquisition
1.People First Language ___2_ hours at $___20__ per hour = $___40___	$40.00
2.Historical Background 3___ hours at $__20___ per hour = $__60____	$60.00
3.Current trends/issues 4____ hours at $___20__ per hour = $__80____	$80.00
Total hours for Content Acquisition:9 ________
Total cost for Content Acquisition:$180.00 $________	$180.00
*Development of standards*
1.Outcomes __3__ hours at $__20___ per hour = $__60____	$60.00
2.Aligning with standards __6__ hours at $__20___ per hour = $___120___	$120.00
3.Language usage ___4_ hours at $___20__ per hour = $__80____	$80.00
Total hours for Development of standards:13 ________
Total cost for Development of standards:$260.00 $________	$260.00
Scripting
1.Lessons _10___ hours at $__25___ per hour = $250______	$250.00
2.Responses/discussions _7___ hours at $___25__ per hour = $_175_____	$175.00
3.Assessments __5__ hours at $__25___ per hour = $_125_____	$125.00
Total hours for Scripting:22 ________
Total cost for Scripting:$550.00 $________	$550.00
Screens
1.Informational _10___ hours at $__30___ per hour = $_300_____	$300.00
2.Transitional __4__ hours at $___30__ per hour = $__120____	$120.00
3.Assessment/discussion __6__ hours at $_30____ per hour = $___180___	$180.00
Total hours for Screens:20 ________
Total cost for Screens:$600 $________	$600.00
Underlying models
1. ____ hours at $_____ per hour = $______	$
2. ____ hours at $_____ per hour = $______	$
3. ____ hours at $_____ per hour = $______	$
Total hours for developing underlying models. ________

Total cost for developing underlying models: $________	$
Graphics
1.Designing _7___ hours at $__40___ per hour = $__280____	$280.00
2.Integration __4__ hours at $_25____ per hour = $____100__	$100.00
3. ____ hours at $_____ per hour = $______	$
Total hours for graphics:11 ________
Total cost for graphics:$275	$380.00
Video
1. ____ hours at $_____ per hour = $______	$
2. ____ hours at $_____ per hour = $______	$
3. ____ hours at $_____ per hour = $______	$
Production costs $______	$
Talent costs $______	$
Total hours for video: ________
Total cost for video: $________	$
Audio
1.Scripting _5___ hours at $_20____ per hour = $___100___	$100.00
2.Preforming __3__ hours at $___20__ per hour = $__60____	$60.00
3.Mixing/Recording _6___ hours at $__25___ per hour = $__150____	$150.00
Production costs $_300.00_____	$300.00
Talent costs $__350.00____	$350.00
Total hours for audio:14 ________
Total cost for audio:	$960.00
Interactions
1. ____ hours at $_____ per hour = $______	$
2. ____ hours at $_____ per hour = $______	$
3. ____ hours at $_____ per hour = $______	$
Total hours for interactions: ________
Total cost for interactions:	$

(continued). Costing guide.

Data collection
1. ____ hours at $_____ per hour = $______	$
2. ____ hours at $_____ per hour = $______	$
3. ____ hours at $_____ per hour = $______	$
Total hours for data collection: ________
Total cost for data collection:	$
Bookmarking
1. ____ hours at $_____ per hour = $______	$
2. ____ hours at $_____ per hour = $______	$
3. ____ hours at $_____ per hour = $______	$
Total hours for bookmarking: ________
Total cost for bookmarking:	$
Record keeping
1.Bookkeeper _20___ hours at $_20____ per hour = $__400____	$400.00
2.Officemanager __25__ hours at $__15___ per hour = $__375____	$375
3. ____ hours at $_____ per hour = $______	$
Total hours for record keeping:45 ________
Total cost for record keeping:775	$775.00
Log on and registration
1.Log on _4___ hours at $_25____ per hour = $_100_____	$100.00
2.Registration __12__ hours at $__10___ per hour = $__120____	$120.00
3. ____ hours at $_____ per hour = $______	$
Total hours for log on and registration:16 ________
Total cost for log on and registration:220	$220.00

(continued). Costing guide.

*Software testing* (alpha and beta versions).
1.Beta testing _50___ hours at $_10____ per hour = $_500_____	$500.00
2.Alpha testing _50___ hours at $_10____ per hour = $__500____	$500.00
3. ____ hours at $_____ per hour = $______	$
Total hours for software testing: ________	100
Total cost for software testing:	$1000.00
Project management
1. ____ hours at $_____ per hour = $______	$
2. ____ hours at $_____ per hour = $______	$
3. ____ hours at $_____ per hour = $______	$
Total hours for project management: ________
Total cost for project management:	$
*Clerical*
1. ____ hours at $_____ per hour = $______	$
2. ____ hours at $_____ per hour = $______	$
3. ____ hours at $_____ per hour = $______	$
Total hours for clerical: ________
Total cost for clerical:	$
*Packaging* (Install programs – CD-ROM burning – duplication, etc.)
1. ____ hours at $_____ per hour = $______	$
2. Developing installation routines: $______	$
3. Mastering for duplication: $______	$
4. Duplication: $______	$
5. Packaging materials: $______	$
6. Distribution: $______	$
Total hours for packaging: ________
Total cost for packaging:	$

(continued). Costing guide.

Manuals and instructions
1. ____ hours at $_____ per hour = $______	$
2. ____ hours at $_____ per hour = $______	$
3. ____ hours at $_____ per hour = $______	$
4. Duplication: $______	$
5. Packaging materials: $______	$
Total hours for manuals and instructions: ________
Total cost for manuals and instructions: $________	$
Travel
1. Airfares: $______	$
2. Hotels: $______	$
3. Car rentals: $______	$
4, Per diem: $______	$
5. Mileage: $______	$
6. Taxi: $______	$
7. Parking: $______	$
Total cost for travel:	$
Other out-of-pocket expenses
1. $______	$
2. $______	$
3. $______	$
Total cost for out-of-pocket expenses:	$
Overhead
1. Total applicable costs from above x ____% _
Total cost for overhead: $________	$
Taxes
Total taxes:	$

(continued). Costing guide.

Project Summary
Total hours:
Total expenses (non-salary):	$
Total salaries:	$
Total overhead:	$

TOTAL COSTS	$4925.00

Costing for this project is purely conjecture as such; a project will be privately done with little or no support from the agencies at which it is geared. Compensation after the marketing will be how any profit is achieved. All work done on the project will be on the behalf of the designer/creator and will not be paid until after completion and the project marketed.

5. Style Manual.

Style Manual for People First Language Training

General Considerations: Individuals will have a variety of learning abilities. Access to the material will need to be universal in nature. Language usage will need to be at about a 4-8 grade level. Support alternative access methods like switches, screen readers and other such assistive technology devices that may be used

Text and Layout: Text written in Times New Roman Font with a font size of no smaller than 16 on any page. The text centered on the page with limited amounts present so that it is not overwhelming to the learner. There should be no more than five paragraphs of around 100 words per paragraph per page. The text color should be black or a dark contrasting color that contrasts clearly with the background. Main headings will be bold and two fonts sizes larger than the text. The main headings placed at the top center of the page immediately above the text. Subheadings will also be bold, italicized and at least one size bigger than the text. Subheadings placed flush left right above the text that pertains to it. Any important words or phrases will be bold and highlighted in order for it to stand out and easily found.

Background color: Background colors should be limited to white, light blue (robin egg blue) light mauve or pale yellow. Background colors will be solid in nature and consistent per page. Any graphics, text or pictures should contrast well with definition against the background so that it can be easily distinguished from the background.

Graphics: Graphics will be simple. The navigation buttons will be located in the upper right corner and will be the same through out the presentation. They will be a universally recognized graphic for navigation so that there is easier understanding of what is to be expected from the button. The graphics will be limited and relevant to the material. If the graphic or picture does not explain or support the text it will be eliminated. Graphics will contrast with background color so they are easily seen. Text, diagrams or other representations on the graphics will contrast cleanly with the background of the graphic for easy viewing. The graphics will have very descriptive explicit "A"-prompts for screen readers. Flash generated graphics are acceptable within limitations of not creating a distraction with excess movement. Interactive graphics will be used to show emotions.

Audio: Audio will be limited to only necessary description that does not collide with accessibility software's. No background music. All audio is backed up with text for those individuals that cannot access the audio portion. Audio will be formatted to be played back using Quick time and compressed for saving space.

Section 508 Accessibility: All mouse click areas will have alternative keyboard access ability. The hot areas will also be accessible with switches. All graphics will have "A"-prompts for screen readers. Tables present on the page will be formatted to encourage the screen readers to read them in the appropriate manner. All audio will have text script to describe or transcript of the information presented by the audio. Any other issues of accessibility will be addressed according to the Section 508 accessibility check list

Spelling and Grammar: Standard American English used in spelling. The grammar will be the accepted semi-formal American English. No slang used within the teaching with the exceptions of those slang words used to exemplify the discriminatory language used. Grammar will be in the active voice as much as possible with first person. The tense is present or future in nature except for historical background information. Language will be People First in nature, cross gender, and culturally sensitive to individuals with disabilities. Names and locations are allowable if prior written permission received.

6. Brainstorming.

Radial Diagram

I. Define the meaning of People First Language

A. People that advocate for

B. People that advocate against

C. examples of using

D. examples of not using

II. sensitivity training exercises

A. How do you feel about language

1. You are the receiver of language that you consider offensive

a. What do other people think about you

III. research a topic

A. research about a person with a specific disability

B. Research about legislation that effects the use of language

1. talk to legislatures about issues surrounding people first language write a reflection

C. Talk to the public and get thier input about people first language

D. interview different individuals with disabilities focusing on the use of people first language and how it affects them

IV. Observe a meeting of individuals with disabilities and how they use people first

V. write reflections about readings on people with disabilities and their struggles

VI. add links to information both good and bad on topic and have them decide the difference

Methodology

I. Interviews

II. audio of interviews

III. graphics of symbols associated with individuals with disabilities

IV. mixture of visual and audio input of information

V. discussion boards for sharing reflections

VI. Collaboration of a final paper/product

VII. research for more information on a topic from the web

VIII. links that have more information about the topic

IX. case studies of different individuals with disabilities and the effects language has

X. hands on sensitivity training, that forces interaction with the disabilities

XI. reflections on a weekly/lesson basis

XII. picture captures of language in everyday work

7. Concept Map

8. Alpha Test Plan Guidelines.

Evaluation form

Using the rating scale of 1-10, please rate the following. 1 is least satisfied 10 is very satisfied

Text is clear and easily seen. _______
Background color creates a contrast with text but is not harsh on the eyes _____
Language and grammar are acceptable and appropriate _____
Narration is synchronized and easily understood _____
Content is clear with objectives clearly stated ____
Content follows stated objectives ____
Objectives are appropriate for the content ____
Feedback is timely _____
Feedback is appropriate ____
Feedback is constructive _____
Activities are relevant to the learners environment _____
Activities are thought provoking and engage learner ______

Using the rating scale of 1-10, please rate the following. 1 is least concern 10 is very concerned

Flow of material is well established ____
Content fits together and makes sense ____
Content is up to date and valid _____
Information can be used in the workplace ____
Information improves some aspect of the working experience ____
Information will be valid in other situations outside the workplace ____
Information was easy to understand _____
Program was easy to use ____
Instructions were clear and understandable ____

Any comments or observations about the program, content or learning experience

______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

9. Test Case Scenarios.

With the Alpha test, any of the problems like navigation glitches will be examined and corrected. Also any problems with unclear expectations and unclear lesson instructions can be revised. Interaction media is a concerned that will be examined with this alpha test. The final item of concern is the follow up needed to see if far-transfer occurs.

10. Special Requirements.

This needs to be web compatible. Preferably, it will be compatible with a learning platform similar to Blackboard. There will be some possibility that the program will be condensed onto a CD-ROM environment with hot links to the web. At this point, it will most likely be web-based entirely rather than computer-based.

11. Assumptions and Constraints.

The test group will be individuals currently in the field with some expertise in the subject matter. They will be able to ascertain if the subject matter is acceptable. In addition, some of the test subjects will be members of the community of individuals with disabilities whether individuals with disabilities themselves, support staff, family members or service providers. This will give the ability to assess understanding of the material and whether the presentation is universal and meets learning styles of a variety of individuals.

12. Special Considerations.

Any material that is used, as reference will be properly cited and all credits provided to acknowledge use. Any material that is author created will carry copyright emblem and registered. Any sites that are referenced will be checked for accuracy and reliability as well as safety for all age learners to view.

13. Reporting.

Each person examining the product will fill out a questionnaire that is specific to the concerns stated earlier. Also those individuals taking the alpha test lesson will fill out a satisfaction questionnaire after completion of lesson. The results will be tabulated and areas scoring low in satisfaction reexamined. Also any areas of concern will be looked.

14. Review.

Project manager.

15. Executive summary.

This proposal is designed to provide portable training for staff, service providers and other interested parties on People First language and its affect on individuals with disabilities. The goal of the project includes the ability of the learner to take the information and apply it to their current employment situation. The learning outcomes are varied.

The learners exposed to information about a particular issue in the disability community will synthesize the information into a written discussion on how they can help promote or change the problem or issue. The learning module will include graphics, audio and written material giving the information about the issue. From this, they will explore a simulation of the issue. They will also do web searches to obtain more information from outside sources, encouraging an evaluation of what is presented.

The evaluation and synthesis of the information will work through all the levels of Bloom's taxonomy (University of Victoria, 2003). Using group dynamics and collaboration students will work through the levels building on each one to create the final project. Each of the groups will create a proposal that encourages the support staff to look at the consumers in a different manner, which is supportive and conducive to the creation of independence in the individual with disabilities.

Specific learning outcomes:

1. Knowledge

a. Define the meaning of People First Language

b. List five examples of people first language.

2. Comprehension

a. Describe a situation where people first language is used and what feelings/attitude it invoked.

b. Contrast a properly used people first language situation with one that did not include people first language situation

c. Discuss with dyads the feelings and experiences of being the individual with disabilities.

3. Application

a. Demonstrate how to encourage people to use people first language.

b. Illustrate why using people first language is important

4. Analysis

a. Analyze response to sensitivity exercise

b. Compare analysis with others in dyad.

5. Synthesis

a. Plan with dyads a presentation on people first language.

b. Formulate a proposal to encourage the use of people first language.

6. Evaluation

a. Explain why the use of people first language is important for improving self-esteem.

b. Convince a small group not in class to use people first language.

c. Support the reason for encouraging other to use people first language.

The final form that the module will take most likely will be web-based. This will allow for easier distribution of the information to large numbers of individuals. The cost will include the purchase of a web site and the maintained fee associated with the monthly and yearly rental of the name. There will be trainers available to facilitate at each site as well as the ability for interaction via the web. Possible platform to be used is Blackboard with the associated costs. Exact costs were unavailable without direct contact of Blackboard and requesting to subscribe to their services. At this time, this is beyond the resources of the author.