Getting started with e-learning
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Try e-learning yourself before teaching others. Develop content while considering your objectives and the types of learning activities. Promote interaction through social media and diversify content to address different skills, keeping it simple to update quickly. Test all elements with a small pilot group to ensure everything works properly before full deployment. Have fun and be creative in your e-learning development.
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Tips for teachers
Teachers should incorporate familiar technology into the classroom, collaborate with other teachers on technology use, and work with students to model technology use. They should view technology as one tool among many, provide opportunities for students to explore technology playfully, and use it to document classroom activities and share work through pictures and slideshows rather than focusing only on drills.
Suzanne Mc Guirkslideshare
Suzanne McGuirk teaches radiologic technology courses at CW Post and uses various technologies like WebCT, PowerPoint, Excel, and a Smart Board in her classes. She has 3 children between ages 3 months and 9 years old and enjoys the music of Bruce Springsteen and Faith Hill. She joined the HHH Team to develop her basic computer skills and learn about new educational technologies to use in her teaching.
Web 2.0
This document discusses various digital tools that can be used by teachers and students, including:
1. Slideshare - A site for sharing presentations that allows uploading slides, sharing with others, and tracking views. It has limitations compared to PowerPoint but is more accessible.
2. Glogster - A tool for creating online posters with text, images, and video. Teachers can use it to creatively explain concepts in history, science, and math. Students can make self-introductions.
3. Delicious - A bookmarking site teachers can use to organize websites into categories by subject. It allows seeing what others have bookmarked and competing based on site traffic.
4. Google Docs
Integrating technology pp
Technology should be integrated into classrooms on a daily basis to promote student learning. Computers are ubiquitous in everyday life and using technology in the classroom would motivate students and allow them to gain more knowledge than from lectures alone. Some easy strategies include using Google for student research and teacher ideas, YouTube to show video clips and student work, and blogs to involve students in the curriculum. Wireless internet access through networked devices reduces wait times and engages students, allowing them to research online, work on individual or group projects, make websites, and chat with other students locally or globally to enhance lessons. Teachers can also use the internet as a resource for lesson plans, worksheets, and vocabulary. Technology needs to be used regularly, not just inf
Final Id Presentation
The document describes the development of a self-instructional module for teachers on integrating Web 2.0 tools into classroom instruction. It outlines the module contents which include defining blogs and wikis, identifying appropriate uses for each, and providing examples. Feedback was gathered from teachers during one-on-one sessions to improve the module by adding more examples and clarifying certain content.
Edu614 session 4 winter 14 smart & presentation tools
This document provides an agenda for an educational technology session that covers Smart Notebook, presentation tools like PowerPoint and Keynote, and podcasting. It includes tutorials and resources for Smart Notebook, directions for exporting lessons from Smart Notebook, recommendations for creating presentations in PowerPoint, Keynote, Google Presentation and Prezi, and suggestions for practicing these skills by creating and sharing presentations. It also lists math resources for the Smartboard and guides for legal and technical aspects of podcasting.
My Action Plan - Reading and Technology for QAK
This is my action plan concerning teaching the teachers at my school about the potential role of technology in reading.
Edu614 sf session 6 s 15
This document provides an agenda for an education technology session that includes tools and resources for teachers. It discusses iPads, project presentations, classroom tools like Socrative, Glogster, Symbaloo and Pinterest. It also mentions word clouds, speech to text tools like Voki, the SAMR model of technology integration, and teacher resource sites like Education Week, ISTE and Edutopia. Presenters will meet with attendees to discuss projects and there will be 15 minute project presentations with written plans on classroom use.
Recommended
Tips for teachers
Teachers should incorporate familiar technology into the classroom, collaborate with other teachers on technology use, and work with students to model technology use. They should view technology as one tool among many, provide opportunities for students to explore technology playfully, and use it to document classroom activities and share work through pictures and slideshows rather than focusing only on drills.
Suzanne Mc Guirkslideshare
Suzanne McGuirk teaches radiologic technology courses at CW Post and uses various technologies like WebCT, PowerPoint, Excel, and a Smart Board in her classes. She has 3 children between ages 3 months and 9 years old and enjoys the music of Bruce Springsteen and Faith Hill. She joined the HHH Team to develop her basic computer skills and learn about new educational technologies to use in her teaching.
Web 2.0
This document discusses various digital tools that can be used by teachers and students, including:
1. Slideshare - A site for sharing presentations that allows uploading slides, sharing with others, and tracking views. It has limitations compared to PowerPoint but is more accessible.
2. Glogster - A tool for creating online posters with text, images, and video. Teachers can use it to creatively explain concepts in history, science, and math. Students can make self-introductions.
3. Delicious - A bookmarking site teachers can use to organize websites into categories by subject. It allows seeing what others have bookmarked and competing based on site traffic.
4. Google Docs
Integrating technology pp
Technology should be integrated into classrooms on a daily basis to promote student learning. Computers are ubiquitous in everyday life and using technology in the classroom would motivate students and allow them to gain more knowledge than from lectures alone. Some easy strategies include using Google for student research and teacher ideas, YouTube to show video clips and student work, and blogs to involve students in the curriculum. Wireless internet access through networked devices reduces wait times and engages students, allowing them to research online, work on individual or group projects, make websites, and chat with other students locally or globally to enhance lessons. Teachers can also use the internet as a resource for lesson plans, worksheets, and vocabulary. Technology needs to be used regularly, not just inf
Final Id Presentation
The document describes the development of a self-instructional module for teachers on integrating Web 2.0 tools into classroom instruction. It outlines the module contents which include defining blogs and wikis, identifying appropriate uses for each, and providing examples. Feedback was gathered from teachers during one-on-one sessions to improve the module by adding more examples and clarifying certain content.
Edu614 session 4 winter 14 smart & presentation tools
This document provides an agenda for an educational technology session that covers Smart Notebook, presentation tools like PowerPoint and Keynote, and podcasting. It includes tutorials and resources for Smart Notebook, directions for exporting lessons from Smart Notebook, recommendations for creating presentations in PowerPoint, Keynote, Google Presentation and Prezi, and suggestions for practicing these skills by creating and sharing presentations. It also lists math resources for the Smartboard and guides for legal and technical aspects of podcasting.
My Action Plan - Reading and Technology for QAK
This is my action plan concerning teaching the teachers at my school about the potential role of technology in reading.
Edu614 sf session 6 s 15
This document provides an agenda for an education technology session that includes tools and resources for teachers. It discusses iPads, project presentations, classroom tools like Socrative, Glogster, Symbaloo and Pinterest. It also mentions word clouds, speech to text tools like Voki, the SAMR model of technology integration, and teacher resource sites like Education Week, ISTE and Edutopia. Presenters will meet with attendees to discuss projects and there will be 15 minute project presentations with written plans on classroom use.
Enhance Your Cuuriculum
The document discusses integrating technology into curriculum, including blogging and PowerPoint projects. It provides an agenda for a session that will explore using a blog about Canada, featuring the benefits of integrated units and blogging. Attendees are then instructed to create the first two slides of a PowerPoint project answering essential questions about exploration in Canada.
Breakouts
This document outlines the schedule and topics for three sessions of workshops on using technology tools in education. Session 1 includes introductions to wikis, bookmarking, blogging, sketchup, podcasting, and using digital resources. Session 2 focuses on developing wikis, introducing web tools, student voice, blogging, photography, and interactive learning. Session 3 covers advanced wikis, Apple applications, personal learning pathways, blogging, photography, interactive learning, and using the Sciencelearn.org website.
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This document reflects on the growth of the author's TPACK skills throughout an educational technology course. It begins by explaining the TPACK framework and the author's initial lack of confidence using technology. Modules on personal learning networks, interactive whiteboards, mobile learning, and learning management systems helped expand the author's skills. While technology will continue shaping education, balancing it with traditional instruction remains a challenge. Overall, the author's TPACK skills increased through learning and applying new educational technologies.
Didactic aplications of new technologies
A blog is an online journal that allows users to easily publish and share their own content like words, ideas, photos and videos. Readers can interact by commenting on posts. Blogs are useful educational tools for teachers and students. Teachers can use blogs to share resources, experiences and guides. Students can write practice and exchange ideas on their own blogs. Webquests are inquiry-based activities where learners obtain information from online resources provided by the teacher. They have clear structures including an introduction, task, process and rubric. Treasure hunts similarly encourage cooperative internet searching but focus on finding answers to questions across multiple websites to solve a final challenge question. Hot Potatoes software helps teachers easily create different online learning activities incorporating multimedia to
Technology enhanced learning with the iPad
The document outlines a three-year renewal project at Kanda Institute of Foreign Languages involving the integration of iPad tablets into the EFL curriculum for both teachers and students. Over 1800 students and teachers have participated in planning, creating materials for, and implementing the digitized curriculum since 2014. The core principles of the project focus on digital learning and teaching, rubrics, vocabulary development, and student-centered learning. Surveys of students and teachers found that the use of technology increased student motivation and engagement and enhanced collaboration, while popular apps included Quizlet, Haiku Deck, and Voice Recorder Pro.
Reflection
This reflection discusses what the student learned during the term, including how to make a blog, give a PowerPoint presentation, write effectively, and use tools to share information online. The student felt insecure with technology at first but became more comfortable through practice. The reflection also states that learning about technology is essential for teachers since students frequently use it, and teachers need those skills to create interactive lessons.
Assignment Instructions
This document provides instructions for an assignment to create an online unit for a workshop on online teaching. Participants are asked to develop an online version of one unit from one of their face-to-face courses. The online unit should include at least a unit overview, objectives, two resources, one activity, and one assessment. Participants are given one week to complete the unit in the provided Blackboard course shell. Assistance is available for any issues with using Blackboard.
Tpack edu 210
This document is a reflection from a student on their TPACK (Technological Pedagogical Content Knowledge) development throughout a course. In the beginning, the student felt most knowledgeable about technology but least knowledgeable about pedagogy. By the end of the course, the student's knowledge of how to incorporate technology into teaching had grown significantly through learning programs like Glogster and Blendspace. The student now feels confident in their ability to successfully use technology across various subjects and grade levels.
Introduction to Blogs
This document provides guidance for using blogs in ESL classrooms. It begins by discussing the original purpose of blogs and how they are now used. Types of blogs are identified as public, private, teacher, student, and class blogs. Live blogs are demonstrated and criteria for evaluating them are provided. Teachers are encouraged to use blogs to share resources, homework, projects, and information. Motivating ongoing blog use is discussed. Factors to consider when planning a blog are outlined. The document concludes by providing guidance on setting up blogs with Blogger and including useful websites for learning more features.
Edu614 session 4 summer 13 smart & presentation tools
This document provides an overview of presentation tools, podcasting, and teacher resources for smart classrooms. It discusses Smart Notebook for organizing lessons, sharing content, and engaging students. Tutorials are recommended for learning how to create and export lessons from Smart Notebook. Presentation tools like PowerPoint, Keynote, Prezi, and Google Presentation are also covered. The document then discusses podcasting and lists resources for math, technology integration, and professional development for teachers.
Self assessments heick
The document contains self-assessments from Natalia on four assignments involving using technology in English language teaching:
1) She refreshed her PowerPoint skills and learned about creating forms.
2) Creating a webquest was initially confusing but she discovered it is a useful tool for combining online activities with English teaching.
3) She had issues with her first webquest creator but was proud of what she could create using another tool.
4) Working on her blog and trying different Web 2.0 tools was most enjoyable. She looks forward to creating videos and quizzes for her students.
Week 23 presentation
Sandra Dyke reflects on online tools she experimented with in the Pedagogy First! Online course. She discusses setting up a blog in WordPress and learning to add tags and links. She explores using Prezi and Jing, finding Prezi has a learning curve but she wants to use it more. She creates Symbaloo bookmarks and Google Sites for course resources. Sandra applies what she learned to redesign two of her courses at Nelson Marlborough Institute of Technology, using tools like blogs, Diigo, Google Docs, and Prezi for assessments. She concludes the course was extremely worthwhile, mixed theory and practice well, and met its promise of teaching pedagogy and online tools.
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This document provides 10 tips for using technology in the science classroom: 1) Use streaming video and sites like YouTube to enhance lessons; 2) Play music to motivate students during tasks; 3) Use teleconferencing tools like Skype to connect with other students and professionals; 4) Learn the interactive features of interactive whiteboards to engage students; 5) Create podcasts to demonstrate labs or show demonstrations; 6) Start a blog or wiki for student work and questions; 7) Use social networks or email for a closed group; 8) Leverage internet tools for up-to-date research; 9) Incorporate students' gadgets into lessons for research and sharing; 10) References are provided.
Classroom ppt
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Ctl2010 Survey Data
A survey of 1126 students and 156 faculty at a university asked about their views on technology in the classroom. Students responded that they want professors to be more interactive with course material and make better use of technology like posting slides and grades online. They would like to be able to collaborate more using technologies like wikis and video. Faculty were encouraged to ensure technology supplements rather than replaces learning and to utilize online materials so class time can be spent engaging with concepts rather than just reading slides.
7 steps to Technology Integration
This document outlines 7 steps for teachers to integrate technology into their classrooms. The steps are: 1) relinquish perfectionism and control when using technology; 2) start by converting existing lessons rather than creating new ones; 3) plan lessons around standards and tools that help students demonstrate mastery; 4) have students create projects using various tools; 5) utilize collaboration tools like shared folders; 6) showcase student work online with permission; and 7) use digital portfolios to store and share student work. The goal is to keep learning and adapting technology as an ongoing process.
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The document provides 101 ways to use 6 iMacs in a classroom, organized into categories of starters, collaborative learning, and plenaries. Some examples include using a wiki blog for assessment for learning questions, Google Docs for real-time collaboration on projects, Wallwisher for online discussion boards, Wordle to create word clouds, and Jing for screen recording.
Action Plans in Design
The document discusses action plans for developing instructional materials using the ADDIE model. It provides an example action plan for creating an English reading exercise for beginner language learners. The plan outlines the learning objective, instructional strategies and resources needed, development tasks, responsibilities, timeline, and potential challenges. It stresses the importance of instructors gaining skills to develop their own media to avoid delays caused by depending on others.
10 Ways a Website can Transform Your Class
This document discusses 10 ways that weblogs (blogs) can transform a classroom. It provides examples of how blogs can be used to: 1) improve student writing skills by writing for an authentic audience; 2) showcase student work to a larger audience; 3) promote collaboration and community building; 4) encourage parent participation by providing a "window into the classroom"; and 5) connect the classroom to the global community. Specific strategies are presented, such as creating a class Twitter or Facebook page, Instagram account, YouTube channel, or sharing student blogs and Animoto videos. Blogs are suggested as a way to improve students' technology skills, receive instant feedback, and develop digital literacy.
Elements and challenge of e
The document discusses common elements and challenges of e-learning. It identifies four common elements - text, images, multimedia, and navigation. It notes that while text is important, courses should use it in moderation and combine it with other elements like images and video to engage learners. The document also outlines five major challenges for e-learning - lack of learner motivation, busy learner schedules, assumptions about learner tech skills, beliefs that e-learning lacks support, and inability to see real-world implications. It provides suggestions for addressing each challenge such as making courses interactive, modular, simple to use, and demonstrating practical applications.
My Blended Learning Portfolio
This document summarizes Sheila Majask's experience taking a Blended Learning in the Classroom (BLiC) course and implementing blended learning in her own classroom. The BLiC course introduced Majask to new information and models of blended learning. It challenged her to immediately apply what she learned. As a result, Majask classified her classroom as a lab rotation model and began using Blackboard as her learning management system. She also learned about the importance of managing time, accessibility, assessments, and establishing policies in a blended environment. Overall, implementing blended learning has caused Majask to reevaluate her teaching practices and engage students more with technology.
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Enhance Your Cuuriculum
The document discusses integrating technology into curriculum, including blogging and PowerPoint projects. It provides an agenda for a session that will explore using a blog about Canada, featuring the benefits of integrated units and blogging. Attendees are then instructed to create the first two slides of a PowerPoint project answering essential questions about exploration in Canada.
Breakouts
This document outlines the schedule and topics for three sessions of workshops on using technology tools in education. Session 1 includes introductions to wikis, bookmarking, blogging, sketchup, podcasting, and using digital resources. Session 2 focuses on developing wikis, introducing web tools, student voice, blogging, photography, and interactive learning. Session 3 covers advanced wikis, Apple applications, personal learning pathways, blogging, photography, interactive learning, and using the Sciencelearn.org website.
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I share 15 ways to level up from Canvas basics in this presentation. These strategies will save you time as well as increase student engagement and success.
EDU 210 Module 10
This document reflects on the growth of the author's TPACK skills throughout an educational technology course. It begins by explaining the TPACK framework and the author's initial lack of confidence using technology. Modules on personal learning networks, interactive whiteboards, mobile learning, and learning management systems helped expand the author's skills. While technology will continue shaping education, balancing it with traditional instruction remains a challenge. Overall, the author's TPACK skills increased through learning and applying new educational technologies.
Didactic aplications of new technologies
A blog is an online journal that allows users to easily publish and share their own content like words, ideas, photos and videos. Readers can interact by commenting on posts. Blogs are useful educational tools for teachers and students. Teachers can use blogs to share resources, experiences and guides. Students can write practice and exchange ideas on their own blogs. Webquests are inquiry-based activities where learners obtain information from online resources provided by the teacher. They have clear structures including an introduction, task, process and rubric. Treasure hunts similarly encourage cooperative internet searching but focus on finding answers to questions across multiple websites to solve a final challenge question. Hot Potatoes software helps teachers easily create different online learning activities incorporating multimedia to
Technology enhanced learning with the iPad
The document outlines a three-year renewal project at Kanda Institute of Foreign Languages involving the integration of iPad tablets into the EFL curriculum for both teachers and students. Over 1800 students and teachers have participated in planning, creating materials for, and implementing the digitized curriculum since 2014. The core principles of the project focus on digital learning and teaching, rubrics, vocabulary development, and student-centered learning. Surveys of students and teachers found that the use of technology increased student motivation and engagement and enhanced collaboration, while popular apps included Quizlet, Haiku Deck, and Voice Recorder Pro.
Reflection
This reflection discusses what the student learned during the term, including how to make a blog, give a PowerPoint presentation, write effectively, and use tools to share information online. The student felt insecure with technology at first but became more comfortable through practice. The reflection also states that learning about technology is essential for teachers since students frequently use it, and teachers need those skills to create interactive lessons.
Assignment Instructions
This document provides instructions for an assignment to create an online unit for a workshop on online teaching. Participants are asked to develop an online version of one unit from one of their face-to-face courses. The online unit should include at least a unit overview, objectives, two resources, one activity, and one assessment. Participants are given one week to complete the unit in the provided Blackboard course shell. Assistance is available for any issues with using Blackboard.
Tpack edu 210
This document is a reflection from a student on their TPACK (Technological Pedagogical Content Knowledge) development throughout a course. In the beginning, the student felt most knowledgeable about technology but least knowledgeable about pedagogy. By the end of the course, the student's knowledge of how to incorporate technology into teaching had grown significantly through learning programs like Glogster and Blendspace. The student now feels confident in their ability to successfully use technology across various subjects and grade levels.
Introduction to Blogs
This document provides guidance for using blogs in ESL classrooms. It begins by discussing the original purpose of blogs and how they are now used. Types of blogs are identified as public, private, teacher, student, and class blogs. Live blogs are demonstrated and criteria for evaluating them are provided. Teachers are encouraged to use blogs to share resources, homework, projects, and information. Motivating ongoing blog use is discussed. Factors to consider when planning a blog are outlined. The document concludes by providing guidance on setting up blogs with Blogger and including useful websites for learning more features.
Edu614 session 4 summer 13 smart & presentation tools
This document provides an overview of presentation tools, podcasting, and teacher resources for smart classrooms. It discusses Smart Notebook for organizing lessons, sharing content, and engaging students. Tutorials are recommended for learning how to create and export lessons from Smart Notebook. Presentation tools like PowerPoint, Keynote, Prezi, and Google Presentation are also covered. The document then discusses podcasting and lists resources for math, technology integration, and professional development for teachers.
Self assessments heick
The document contains self-assessments from Natalia on four assignments involving using technology in English language teaching:
1) She refreshed her PowerPoint skills and learned about creating forms.
2) Creating a webquest was initially confusing but she discovered it is a useful tool for combining online activities with English teaching.
3) She had issues with her first webquest creator but was proud of what she could create using another tool.
4) Working on her blog and trying different Web 2.0 tools was most enjoyable. She looks forward to creating videos and quizzes for her students.
Week 23 presentation
Sandra Dyke reflects on online tools she experimented with in the Pedagogy First! Online course. She discusses setting up a blog in WordPress and learning to add tags and links. She explores using Prezi and Jing, finding Prezi has a learning curve but she wants to use it more. She creates Symbaloo bookmarks and Google Sites for course resources. Sandra applies what she learned to redesign two of her courses at Nelson Marlborough Institute of Technology, using tools like blogs, Diigo, Google Docs, and Prezi for assessments. She concludes the course was extremely worthwhile, mixed theory and practice well, and met its promise of teaching pedagogy and online tools.
Top ten tips for using technology
This document provides 10 tips for using technology in the science classroom: 1) Use streaming video and sites like YouTube to enhance lessons; 2) Play music to motivate students during tasks; 3) Use teleconferencing tools like Skype to connect with other students and professionals; 4) Learn the interactive features of interactive whiteboards to engage students; 5) Create podcasts to demonstrate labs or show demonstrations; 6) Start a blog or wiki for student work and questions; 7) Use social networks or email for a closed group; 8) Leverage internet tools for up-to-date research; 9) Incorporate students' gadgets into lessons for research and sharing; 10) References are provided.
Classroom ppt
Google Classroom is a free online tool that allows teachers to distribute assignments, provide feedback, and communicate with students paperlessly. Teachers can create classes, share assignments, and students can turn work in digitally. All activity, including assignments, feedback, and communication, is organized within the class. It integrates with Google Docs, Drive, and Gmail to create an easy paperless workflow for teachers and students.
Ctl2010 Survey Data
A survey of 1126 students and 156 faculty at a university asked about their views on technology in the classroom. Students responded that they want professors to be more interactive with course material and make better use of technology like posting slides and grades online. They would like to be able to collaborate more using technologies like wikis and video. Faculty were encouraged to ensure technology supplements rather than replaces learning and to utilize online materials so class time can be spent engaging with concepts rather than just reading slides.
7 steps to Technology Integration
This document outlines 7 steps for teachers to integrate technology into their classrooms. The steps are: 1) relinquish perfectionism and control when using technology; 2) start by converting existing lessons rather than creating new ones; 3) plan lessons around standards and tools that help students demonstrate mastery; 4) have students create projects using various tools; 5) utilize collaboration tools like shared folders; 6) showcase student work online with permission; and 7) use digital portfolios to store and share student work. The goal is to keep learning and adapting technology as an ongoing process.
101 ways to use 6 iMacs in your classroom
The document provides 101 ways to use 6 iMacs in a classroom, organized into categories of starters, collaborative learning, and plenaries. Some examples include using a wiki blog for assessment for learning questions, Google Docs for real-time collaboration on projects, Wallwisher for online discussion boards, Wordle to create word clouds, and Jing for screen recording.
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Edu614 session 4 summer 13 smart & presentation tools
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This document discusses 10 ways that weblogs (blogs) can transform a classroom. It provides examples of how blogs can be used to: 1) improve student writing skills by writing for an authentic audience; 2) showcase student work to a larger audience; 3) promote collaboration and community building; 4) encourage parent participation by providing a "window into the classroom"; and 5) connect the classroom to the global community. Specific strategies are presented, such as creating a class Twitter or Facebook page, Instagram account, YouTube channel, or sharing student blogs and Animoto videos. Blogs are suggested as a way to improve students' technology skills, receive instant feedback, and develop digital literacy.
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This document summarizes Sheila Majask's experience taking a Blended Learning in the Classroom (BLiC) course and implementing blended learning in her own classroom. The BLiC course introduced Majask to new information and models of blended learning. It challenged her to immediately apply what she learned. As a result, Majask classified her classroom as a lab rotation model and began using Blackboard as her learning management system. She also learned about the importance of managing time, accessibility, assessments, and establishing policies in a blended environment. Overall, implementing blended learning has caused Majask to reevaluate her teaching practices and engage students more with technology.
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Getting started with e-learning
- 1. GETTING STARTED WITH E-LEARNING Andre Netto teacherandre@gmail.com
- 2. There is no substitute for real life experience if it comes to eLearning. Try it and learn before you teach. Focus on your objectives, and decide which type of e-learning activities should be developed.
- 3. Develop your own content and promote interaction by using social media
- 4. Diversify the content in order to address all the learning skills. Keep it simple if you need to update it quickly.
- 5. Provide your learners with the content of your course and a list of the plug-in’s that they will need to use during the course. Keep in mind that not everybody has access to high speed broadband connectivity.
- 6. Test everything first! A pilot course with a small group will allow you to check if everything works and adjust the material, if necessary!
- 8. References This presentation was based on My Top Ten Tips for Getting Started With Elearning - @Ignatia Webs http://ignatiawebs.blogspot.com/2009/04/my-top-ten-tips-for-getting-started.html Slide 2 - http://farm3.static.flickr.com/2659/3894763651_44a406eaa4.jpg Slide 3 – CTJ EdTech Week - 2009 Slide 4 - http://farm5.static.flickr.com/4119/4886206818_8a2cf28676_z.jpg Slide 5 - http://farm3.static.flickr.com/2437/3625043250_296519a3d3.jpg Slide 6 - http://farm5.static.flickr.com/4115/4765401607_86e6d182b2.jpg Slide 7 - http://farm4.static.flickr.com/3105/2282265286_e7a23bbb5d.jpg Creative Commons Quality Photos for Free