The document provides instructions for a module on using Microsoft PhotoStory 3 to create digital stories and slideshows, outlining three lessons that guide users through opening the software, importing and editing photos, adding narration and transitions, and publishing their completed stories. The module aims to help educators improve classroom instruction with digital storytelling tools.
This document provides instructions for a module on using Microsoft PhotoStory3 software. [1] It introduces PhotoStory3 and its features for creating digital stories using images and audio. [2] The module's objectives are for learners to understand how to open, import images, add text/narration, edit, add transitions/music and save a PhotoStory project. [3] Learners will complete a PhotoStory for classroom use by the end of the module.
1) The document provides instructions for a module on using Microsoft PhotoStory3 software. It includes 3 lessons that guide learners to create a digital story with photos, audio, and other multimedia elements.
2) The objectives are for learners to understand how to open PhotoStory3, import and arrange photos, add text, narration, transitions, and background music to create a completed digital story.
3) The module contents include lessons, activities with questions, and resources on using PhotoStory3's features to develop a story for classroom use by the end of the course.
This document discusses using television as a technology for instruction. It notes that television is an accessible technology for learners that does not require special training. The costs include producing content, equipment, and support staff. The unit cost per student is calculated. Television enables synchronous interaction and develops skills like critical thinking but barriers like power failures could impact learning. Organizational requirements include technical support and a production team.
Distance education is defined as a complex communication process that occurs between students, instructors, course content, and technology. It aims to make learning available to anyone, anywhere, without obstacles. Distance education involves administration, staff support, technical support, and design/evaluation experts. It differs from distance learning in being a more organized process. The history of distance education shows its evolution from correspondence courses to today's internet/web-based learning, facilitated by advances in technology like videoconferencing and mobile devices. Key features of distance education include the separation of teacher and learner, separation among learners, use of a single medium for instruction delivery, and a communication channel to support interaction.
Windows Live Movie Maker is a video editing software that allows users to create and edit video projects. It is intended to replace Windows Movie Maker and allows users to publish videos to Windows Live SkyDrive, Facebook, YouTube, and Flickr. The software has various tools and options to edit videos, including adding titles, captions, credits, and visual effects. It also allows users to customize aspects like themes, transitions, audio, and project settings.
Distance education is defined as a complex communication process that occurs between students, instructors, course content, and technology. It aims to make learning available to anyone, anywhere, without obstacles. Distance education involves administration, staff support, technical support, and design/evaluation experts. It differs from distance learning in being a more organized process. The history of distance education shows its evolution from correspondence courses to today's internet/web-based learning, facilitated by advances in technology like videoconferencing and mobile devices. Key features of distance education include the separation of teacher and learner, separation among learners, use of a single medium for instruction delivery, and a communication channel to support interaction.
This document discusses podcasting and its use in distance education. It begins by defining podcasting as the publishing of audio files, typically MP3s, on the internet for download to portable devices. It notes podcasting can supplement lecture materials and accommodate different learning styles. The document outlines features like automatic downloading and mobile access. It explores how podcasting supports learning by making education student-centered and drawing students to the technology. It also discusses concerns for students and teachers regarding access, learning objectives, and copyright issues. Examples of universities using podcasting are provided.
The document summarizes two studies on student learning. The first study found no significant differences in performance, expectations, perceptions of learning, or willingness to take another course between traditional and distance students. The second study found that mentor presence in online collaborative learning environments was related to increased interaction and cognitive engagement among participants, and that mentoring could take the form of communities rather than just dyads.
This document provides instructions for a module on using Microsoft PhotoStory3 software. [1] It introduces PhotoStory3 and its features for creating digital stories using images and audio. [2] The module's objectives are for learners to understand how to open, import images, add text/narration, edit, add transitions/music and save a PhotoStory project. [3] Learners will complete a PhotoStory for classroom use by the end of the module.
1) The document provides instructions for a module on using Microsoft PhotoStory3 software. It includes 3 lessons that guide learners to create a digital story with photos, audio, and other multimedia elements.
2) The objectives are for learners to understand how to open PhotoStory3, import and arrange photos, add text, narration, transitions, and background music to create a completed digital story.
3) The module contents include lessons, activities with questions, and resources on using PhotoStory3's features to develop a story for classroom use by the end of the course.
This document discusses using television as a technology for instruction. It notes that television is an accessible technology for learners that does not require special training. The costs include producing content, equipment, and support staff. The unit cost per student is calculated. Television enables synchronous interaction and develops skills like critical thinking but barriers like power failures could impact learning. Organizational requirements include technical support and a production team.
Distance education is defined as a complex communication process that occurs between students, instructors, course content, and technology. It aims to make learning available to anyone, anywhere, without obstacles. Distance education involves administration, staff support, technical support, and design/evaluation experts. It differs from distance learning in being a more organized process. The history of distance education shows its evolution from correspondence courses to today's internet/web-based learning, facilitated by advances in technology like videoconferencing and mobile devices. Key features of distance education include the separation of teacher and learner, separation among learners, use of a single medium for instruction delivery, and a communication channel to support interaction.
Windows Live Movie Maker is a video editing software that allows users to create and edit video projects. It is intended to replace Windows Movie Maker and allows users to publish videos to Windows Live SkyDrive, Facebook, YouTube, and Flickr. The software has various tools and options to edit videos, including adding titles, captions, credits, and visual effects. It also allows users to customize aspects like themes, transitions, audio, and project settings.
Distance education is defined as a complex communication process that occurs between students, instructors, course content, and technology. It aims to make learning available to anyone, anywhere, without obstacles. Distance education involves administration, staff support, technical support, and design/evaluation experts. It differs from distance learning in being a more organized process. The history of distance education shows its evolution from correspondence courses to today's internet/web-based learning, facilitated by advances in technology like videoconferencing and mobile devices. Key features of distance education include the separation of teacher and learner, separation among learners, use of a single medium for instruction delivery, and a communication channel to support interaction.
This document discusses podcasting and its use in distance education. It begins by defining podcasting as the publishing of audio files, typically MP3s, on the internet for download to portable devices. It notes podcasting can supplement lecture materials and accommodate different learning styles. The document outlines features like automatic downloading and mobile access. It explores how podcasting supports learning by making education student-centered and drawing students to the technology. It also discusses concerns for students and teachers regarding access, learning objectives, and copyright issues. Examples of universities using podcasting are provided.
The document summarizes two studies on student learning. The first study found no significant differences in performance, expectations, perceptions of learning, or willingness to take another course between traditional and distance students. The second study found that mentor presence in online collaborative learning environments was related to increased interaction and cognitive engagement among participants, and that mentoring could take the form of communities rather than just dyads.
Our students need to develop skills in analyzing and constructing sequential narratives in visual form. One way to do this is by having students construct their own visual narratives using images from films. Initially, this involved printing out images from films and arranging them with blu-tack. However, using Comic Life software allows students to digitally arrange and annotate images within templates. This helps students learn to deconstruct trailers and other visual texts by analyzing things like editing, camera work, and narrative structure.
The document outlines a lesson plan for teaching students about implementing science projects using different computer programs like PhotoShine, Movie Maker, and Google Docs. The plan involves dividing students into groups, having each group choose a program to make a project on the carbon cycle. They will create plans, work on their projects, and share their work by uploading movies, photos and texts to Google Docs.
This document provides guidance for teachers on implementing digital storytelling projects in the classroom. It outlines the key steps: 1) introducing the project to students and the digital storytelling process; 2) examining the six essential elements of an effective digital story; 3) assigning topics or subtopics for student groups to research; 4) having students gather relevant research; 5) writing scripts; 6) creating storyboards; and 7) recording narrations and gathering images to build their digital stories. The document emphasizes the importance of planning, peer review, and ensuring students understand the elements of an effective digital story before they begin production.
This document provides instructions for creating a visual story using Microsoft Photo Story. It outlines the step-by-step processes for opening Photo Story, importing and arranging pictures, adding titles and narration to each slide, adding background music, and saving the finished video. The objectives are for students to learn how to create a video using Photo Story's various tools to import, edit, narrate and add music to pictures, and save the final video file. An activity at the end tests the students' understanding by asking them to identify the button for starting a new story, settings for video size and quality, and the process of rendering the file to Windows Media format.
This document provides the schedule and assignments for an introductory digital media course over 15 weeks. It includes introductions to key software like Photoshop, Dreamweaver, Flash, GarageBand and iMovie. Weekly topics cover digital media concepts, image editing, web design, animation, video production and more. Students complete individual and group projects to design a basic website and create a short digital story/video related to their chosen topic. The final exam involves presenting the completed website and video to the class.
This document provides a 15-week schedule for an introductory digital media course covering topics like Photoshop, Dreamweaver, HTML, Flash, video editing with iMovie, and podcasting with GarageBand. Over the course of the semester students will build a basic website with images, banners, and links while learning digital skills. They will also create an original video story and incorporate it into their website. The final week involves checking links, debugging, finalizing projects, and student presentations of their completed websites and videos.
This document provides an overview of an introduction to 3D modeling course. It outlines how to install Maya, describes the course projects and evaluation methods, and breaks down the course into three sections - polygon modeling, organic modeling, and rendering. Project 1 involves modeling a still life object, Project 2 an organic character/creature, and Project 3 applying lighting, textures and rendering to Projects 1 or 2. Weekly tutorials will teach new skills to prepare students for the projects.
This document provides instructions for volunteers to help participants digitize photographs for a digital storytelling workshop. It outlines a 3-step process: 1) Scanning multiple photos and saving them, 2) Separating the scanned photos in Photoshop, and 3) Saving the individual images to a USB drive for uploading. The instructions include step-by-step details for each part of the process along with screenshots and notes to guide the volunteers.
Experience with Online Teaching with Open Source MOOC TechnologyGeoffrey Fox
This memo describes experiences with online teaching in Spring Semester 2014. We discuss the technologies used and the approach to teaching/learning.
This work is based on Google Course Builder for a Big Data overview course
This document provides instructions for a multimedia technology assignment with three parts. Students are asked to complete Photoshop tutorials on selections and layers, then create a composite image arranging vegetable elements over a desert landscape. They must submit prints of their written responses and image contact sheets, as well as digital Photoshop files organized in a specific folder structure and uploaded online. The assignment aims to develop skills in selections, layers, compositing, and telling a visual story through images.
This document provides instructions for a multimedia technology assignment with three parts. Students are to complete tutorials in Photoshop on working with selections and layers, then create a composite image combining elements from two source images. They must submit prints of their work and upload digital files to the specified folder. The assignment aims to develop skills in selecting parts of images, managing layers, and compositing images through arranging image elements and using layer styles. Students are evaluated based on completing the tutorials and activity, submitting required documentation and files by the due date.
Using innovative technology in the third grade sciencetrave1al
This document provides guidance for using PhotoStory and Animoto software to create multimedia projects in a third grade science classroom. It outlines lessons where students use the software to summarize a water erosion experiment using photos in PhotoStory, and demonstrate a rapid or slow earth process experiment in groups using videos in Animoto. Directions are given for setting up the lessons, including technology skills teaching, materials needed, and procedures for guiding students through the projects. Potential benefits and challenges of the lessons are discussed.
Microsoft Photo Story is a free application that allows users to create slideshow presentations from digital photos adding narration, effects, transitions and background music. It uses pan and zoom effects to create a video file that can be played on Windows Media Player or burned to DVD/CD. Version 3.0 removed video CD burning but added the ability to randomly generate background music and include basic photo editing. The software is intended to enhance learning by motivating students and allowing teachers and students to work at home. It is targeted towards secondary school students to help keep their attention.
Experience with Online Teaching with Open Source MOOC TechnologyGeoffrey Fox
This memo describes experiences with online teaching in Spring Semester 2014. We discuss the technologies used and the approach to teaching/learning.
This work is based on Google Course Builder for a Big Data overview course
Assignment Description Congratulations! If you are seeing this .docxlesleyryder69361
This document describes an assignment for a course that involves reflecting on what was learned through written and oral communication. For the written portion, students will write a paper with 3 sections reflecting on different parts of the course, including concepts learned and how they were applied. They will also do additional research on how concepts have addressed real-world problems. The oral presentation involves a short presentation focusing on one paper section, including an example from a lab and how the concept provided insights. Students will be evaluated based on these written and oral reflections.
The document provides instructions for volunteers to help digitize photos for a digital storytelling workshop. It outlines three steps: 1) scanning multiple photos and saving them, 2) separating the scanned photos using Photoshop, and 3) saving the individual images to a USB drive to be uploaded. The instructions include step-by-step details on using the scanner software and Photoshop, as well as tips on file naming and organization. The goal is to prepare participants' photos in a consistent format for the workshop's online platform.
The weekly planning document outlines activities for a computer care class on March 13th. Students will review a video on protecting computers, present their opinions on proper computer care, and design a drawing using a paint program to illustrate proper care. They will then explain their drawing. For homework, students will make a chart and speech on computer care, and can revise a blog for more information. Evaluations include a diagnostic brainstorm, formative blog revision, and summative drawing assessment.
The weekly plan is for March 13th. The topic is computer care and the objective is to teach students how to properly protect computers. Students will watch a video, present their opinions on proper computer care, design a drawing of proper computer care using a paint program, and explain their drawing. Homework includes making a chart and speech on computer care and the evaluation includes a diagnostic brainstorm, blog revision, and a summative drawing assessment.
Our students need to develop skills in analyzing and constructing sequential narratives in visual form. One way to do this is by having students construct their own visual narratives using images from films. Initially, this involved printing out images from films and arranging them with blu-tack. However, using Comic Life software allows students to digitally arrange and annotate images within templates. This helps students learn to deconstruct trailers and other visual texts by analyzing things like editing, camera work, and narrative structure.
The document outlines a lesson plan for teaching students about implementing science projects using different computer programs like PhotoShine, Movie Maker, and Google Docs. The plan involves dividing students into groups, having each group choose a program to make a project on the carbon cycle. They will create plans, work on their projects, and share their work by uploading movies, photos and texts to Google Docs.
This document provides guidance for teachers on implementing digital storytelling projects in the classroom. It outlines the key steps: 1) introducing the project to students and the digital storytelling process; 2) examining the six essential elements of an effective digital story; 3) assigning topics or subtopics for student groups to research; 4) having students gather relevant research; 5) writing scripts; 6) creating storyboards; and 7) recording narrations and gathering images to build their digital stories. The document emphasizes the importance of planning, peer review, and ensuring students understand the elements of an effective digital story before they begin production.
This document provides instructions for creating a visual story using Microsoft Photo Story. It outlines the step-by-step processes for opening Photo Story, importing and arranging pictures, adding titles and narration to each slide, adding background music, and saving the finished video. The objectives are for students to learn how to create a video using Photo Story's various tools to import, edit, narrate and add music to pictures, and save the final video file. An activity at the end tests the students' understanding by asking them to identify the button for starting a new story, settings for video size and quality, and the process of rendering the file to Windows Media format.
This document provides the schedule and assignments for an introductory digital media course over 15 weeks. It includes introductions to key software like Photoshop, Dreamweaver, Flash, GarageBand and iMovie. Weekly topics cover digital media concepts, image editing, web design, animation, video production and more. Students complete individual and group projects to design a basic website and create a short digital story/video related to their chosen topic. The final exam involves presenting the completed website and video to the class.
This document provides a 15-week schedule for an introductory digital media course covering topics like Photoshop, Dreamweaver, HTML, Flash, video editing with iMovie, and podcasting with GarageBand. Over the course of the semester students will build a basic website with images, banners, and links while learning digital skills. They will also create an original video story and incorporate it into their website. The final week involves checking links, debugging, finalizing projects, and student presentations of their completed websites and videos.
This document provides an overview of an introduction to 3D modeling course. It outlines how to install Maya, describes the course projects and evaluation methods, and breaks down the course into three sections - polygon modeling, organic modeling, and rendering. Project 1 involves modeling a still life object, Project 2 an organic character/creature, and Project 3 applying lighting, textures and rendering to Projects 1 or 2. Weekly tutorials will teach new skills to prepare students for the projects.
This document provides instructions for volunteers to help participants digitize photographs for a digital storytelling workshop. It outlines a 3-step process: 1) Scanning multiple photos and saving them, 2) Separating the scanned photos in Photoshop, and 3) Saving the individual images to a USB drive for uploading. The instructions include step-by-step details for each part of the process along with screenshots and notes to guide the volunteers.
Experience with Online Teaching with Open Source MOOC TechnologyGeoffrey Fox
This memo describes experiences with online teaching in Spring Semester 2014. We discuss the technologies used and the approach to teaching/learning.
This work is based on Google Course Builder for a Big Data overview course
This document provides instructions for a multimedia technology assignment with three parts. Students are asked to complete Photoshop tutorials on selections and layers, then create a composite image arranging vegetable elements over a desert landscape. They must submit prints of their written responses and image contact sheets, as well as digital Photoshop files organized in a specific folder structure and uploaded online. The assignment aims to develop skills in selections, layers, compositing, and telling a visual story through images.
This document provides instructions for a multimedia technology assignment with three parts. Students are to complete tutorials in Photoshop on working with selections and layers, then create a composite image combining elements from two source images. They must submit prints of their work and upload digital files to the specified folder. The assignment aims to develop skills in selecting parts of images, managing layers, and compositing images through arranging image elements and using layer styles. Students are evaluated based on completing the tutorials and activity, submitting required documentation and files by the due date.
Using innovative technology in the third grade sciencetrave1al
This document provides guidance for using PhotoStory and Animoto software to create multimedia projects in a third grade science classroom. It outlines lessons where students use the software to summarize a water erosion experiment using photos in PhotoStory, and demonstrate a rapid or slow earth process experiment in groups using videos in Animoto. Directions are given for setting up the lessons, including technology skills teaching, materials needed, and procedures for guiding students through the projects. Potential benefits and challenges of the lessons are discussed.
Microsoft Photo Story is a free application that allows users to create slideshow presentations from digital photos adding narration, effects, transitions and background music. It uses pan and zoom effects to create a video file that can be played on Windows Media Player or burned to DVD/CD. Version 3.0 removed video CD burning but added the ability to randomly generate background music and include basic photo editing. The software is intended to enhance learning by motivating students and allowing teachers and students to work at home. It is targeted towards secondary school students to help keep their attention.
Experience with Online Teaching with Open Source MOOC TechnologyGeoffrey Fox
This memo describes experiences with online teaching in Spring Semester 2014. We discuss the technologies used and the approach to teaching/learning.
This work is based on Google Course Builder for a Big Data overview course
Assignment Description Congratulations! If you are seeing this .docxlesleyryder69361
This document describes an assignment for a course that involves reflecting on what was learned through written and oral communication. For the written portion, students will write a paper with 3 sections reflecting on different parts of the course, including concepts learned and how they were applied. They will also do additional research on how concepts have addressed real-world problems. The oral presentation involves a short presentation focusing on one paper section, including an example from a lab and how the concept provided insights. Students will be evaluated based on these written and oral reflections.
The document provides instructions for volunteers to help digitize photos for a digital storytelling workshop. It outlines three steps: 1) scanning multiple photos and saving them, 2) separating the scanned photos using Photoshop, and 3) saving the individual images to a USB drive to be uploaded. The instructions include step-by-step details on using the scanner software and Photoshop, as well as tips on file naming and organization. The goal is to prepare participants' photos in a consistent format for the workshop's online platform.
The weekly planning document outlines activities for a computer care class on March 13th. Students will review a video on protecting computers, present their opinions on proper computer care, and design a drawing using a paint program to illustrate proper care. They will then explain their drawing. For homework, students will make a chart and speech on computer care, and can revise a blog for more information. Evaluations include a diagnostic brainstorm, formative blog revision, and summative drawing assessment.
The weekly plan is for March 13th. The topic is computer care and the objective is to teach students how to properly protect computers. Students will watch a video, present their opinions on proper computer care, design a drawing of proper computer care using a paint program, and explain their drawing. Homework includes making a chart and speech on computer care and the evaluation includes a diagnostic brainstorm, blog revision, and a summative drawing assessment.
1. Sultan Qaboos University
College of Education
Department of Instructional & Learning Technologies
Microsoft photostory3
Module
Done By :
Asma Baqi 90761
Iman Bait Said 89815
2. Introduction:
Photostory is free software from Microsoft. The collection of three lessons gives you the
opportunity to investigate, experiment with, and create a digital story that is illustrated with
still images and audio. Photo story involves useful elements of video production such as
writing, imaging and editing. They will help guide you and show you how you can create
your slideshows using digital photos. With a single click, you can touch-up, crop, or rotate
pictures. You can also add special effects, voice narration and personalize them with titles
and captions. Small file sizes make it easy to send your photo stories in an e-mail or watch
them on TV, a computer, or a Windows Mobile–based portable device. Lessons are
designed by Captivate program and other assistance programs. It demonstrates step by
step for the learner (using captions, notes & screen shoots). It contains three lessons: the
first lesson is about how to open the software, import new pictures, rearrange them, add
text and save your work in each step., The second one is about how to edit your pictures,
narrate them and customize the motion and the last one is about how to add transitions,
background music, and save your work.. Also it includes objectives & instructions for using
this instructional module.
Purpose desired outcomes:-
To improve classroom instruction through the implementation of technology.
Desired outcome(s):
By the end of this course, participants will have :
1. A better understanding of how to use and create a photostory.
2. A completed photostory for use in classroom for the upcoming school year.
Objectives:
By the end of this instructional module you will be able to:
Open Microsoft Photo Story 3
Import new pictures to your story
And rearrange them
Add text
Save your work in any step
Edit your pictures
Narrate your story
Customize the motions
Add transitions between pictures
3. Add background music
Save and publish your story
Learning outcomes Process
1. Outcome 1:- 1. Group think and discuss
The instructor will :-
By the end of this module, Present a question to the group.
learners will have a better Ask for everyone to think about his or her
response to the software.
understanding of how to use
Ask them to discuss the question in pairs.
and create a photostory. .
2. Preview display prior photostories
The instructor will
Share with his learners some of previous
photostories.
.
3.Brainstorming
Learners will have opportunity to choose topic of
photostory creation.
4. BREAK
5. Wrap-Up
Learners will share his/her photostory topic
2. Outcome 2:- 1. Create new Folder
2. Locate and save images (using powerpoint)
By the end of this module, 3. Open photostory (new project)
learners will have a completed 4.Create Photostory about the chosen topic
photostory for use in classroom
for the upcoming school year . a) Import images
b) Captions
c) Narration
d) Merging
e) Slides
f) Music
4. g) Other features
5.Save and Publish photostory
A.Convert photostory (if necessary)
6. Submit your photostory to the photostory Dropbox
( tech tool for uploading and sharing information)
Self Assessment Questions:
1- What type of MS photostory related to?
2- How could you use the keyboard and Mouse and use their
Function in MS Word?
3- When are you using MS Word, How could you get help from
The software without using Internet?
4- I your view, what fields that you can use MS Word in it?
Let us start
Content 1 :-
You can import pictures from your computer, a network folder, or an MSN Groups Web site.
For each story, you can import up to 300 pictures, which can be files with .bmp, .dib, .eps,
.gif, .jhif, .jpe, .jpeg, .jpg … etc
Your pictures appear in the film strip (timeline) at the bottom of the page. If you import more
pictures, Microsoft Photo Story 3 adds them at the end of the film strip.
Also it provides feature to remove unwanted borders from the pictures after you import
them it will be shown blew the import picture button
5. Please watch lesson 1 :- http://goo.gl/Y9YbX
Content 2 :-
Add Narration And Custom Motion You can record up to five minutes of narration for each
picture in your story (optional). You can narrate the pictures in any order you want and if
you do not like the narration for a picture, you can delete the narration and record it again.
(see Fig 3.) Deleting the narration does not delete any of the other enhancements made to
your story so far! (You can also type notes for each picture to aid your memory as you
narrate!)
By setting the motion manually, you can select the general areas of a picture that will
appear at the beginning and end of the picture's video clip. In the Customize Motion
window, you can also do one or more of the following: - Specify the number of seconds
that a picture without narration is displayed when your story is played. (The settings you
specify in this dialog box only apply to the selected picture.) - Specify whether a picture
starts playing with a transition, and select the transition. - Specify the number of seconds
that a transition is displayed when your story is played. (The settings you specify in this
dialog box only apply to the selected picture.)
Please watch lesson 2:- http://goo.gl/fNN65
Content :-
Adding Background Music To Your Story You can add background music that plays during
your story. A different piece of music can play for each picture or for a group of pictures.
You can add as many pieces of music to a story as there are pictures in the story. (Though
this will increase the overall time it takes to save the finished story and the actual size of
the file too.) There are two types of music you can add as a background to your story.
WMA, MP3 and WAV You can use music from your computer such as WMA, MP3 and
WAV files. Photo Story will then make your story as long as the music you are adding. So a
3:30 minute MP3 track will mean a 3:30 minute Photo Story... Please note though that if
you are trying to use a DRM (Digital Rights Management) protected track, this will NOT
work with Photo Story 3.
6. Please watch lesson :- http://goo.gl/xJPLr
Resources
o Http://goo.gl/jkgmo
o Http://www.jakesonline.org/photostory.htm
o Http://www.techlearning.com/how-to/0022/how-to-create-slideshows-with-the-free-
photostory-3/44023