The High Tech High Flex program provides a blended learning model that combines independent study, online learning, and face-to-face experiences. Students have personalized learning plans and receive significant individualized time with teachers each week. A typical day includes small group activities, one-on-one coaching, online classes, independent work, and connection encounters on weekends focused on college, career, and community.
SUNY Delhi - Virtual Reality Since Open SourceEileen O'Connor
Highlights the work of Dr. Eileen O'Connor in virtual reality, particularly since the movement to open source environments, which has lowered the cost of entry for students. These slides were presented in a conference at SUNY Delhi in January 2015.
SUNY Delhi - Virtual Reality Since Open SourceEileen O'Connor
Highlights the work of Dr. Eileen O'Connor in virtual reality, particularly since the movement to open source environments, which has lowered the cost of entry for students. These slides were presented in a conference at SUNY Delhi in January 2015.
This slide presentation explains the work created in virtual reality environments during a course conducted at Empire State College, SUNY. With the advent of open source islands, students were able to create virtual islands to meet their professional interests. The course design is highlighted and the students work itself is put forward in slides and in video links to the islands themselves.
Your Hybrid Classroom: Will You Change Your Paradigm? social media, 21st cent...Michelle Pacansky-Brock
Teaching a hybrid class has the potential to be a paradigm altering experience. The choice is yours. Will you take the leap and rethink your students' learning? Will hybrid teaching infuse your students' experiences with participatory, global, relevant learning?
Open cross institutional academic cpd: unlocking the potential Sue Beckingham
Chrissi Nerantzi and Sue Beckingham presenting at the 19th Annual SEDA Conference 13-14 November 2014, Nottingham
Redecker et al (2011, 9) note that “The overall vision is that personalisation, collaboration and informalisation (informal learning) will be at the core of learning in the future. “ Our world is changing rapidly. Educators need to quickly adapt and change and develop new learning and teaching strategies that are fit for our times. Informal networks and open development opportunities enabled and extended through digital technologies are valuable to connect with other practitioners, share practices, support each other and innovate in collaboration with others within and beyond their own institutions.
Seely Brown (2012, 14) talked about the “Big Shift” driven by “digital innovation” and characterised by “exponential change and emergence, socially and culturally”. Can we afford to stay where we are and do what we always did? Or is there a need for academic development to maximise on opportunities to remain current, innovate but also model flexible, forward facing and sustainable practices which connect, engage and have the potential to transform practices and enhance the student experience. The European Commission(2013) calls institutions to join-up and open-up. Could this be a sustainable solution for academic CPD?
Bring Your Own Devices for Learning (BYOD4L) is an open development opportunity for educators and students, developed by academic developers in two institutions. It builds on open learning ecologies (Jackson, 2013), the concept of lifewide learning (Jackson, 2014) and the ethos of sharing, collaboration and co-creation of pedagogical interventions and collective innovation within a supportive community enabled through social media. BYOD4L brought individuals together to learn how they can use their smart devices for learning through reflection and active experimentation. BYOD4L has been offered twice so far, initially with a group of distributed facilitators and then with five participating institutions. Expectations and value of BYOD4L from both iterations will be shared with delegates. The open CPD framework developed maximised on the expertise and the resources available by the community and participating individuals and institutions and created a rich and diverse and multimodal learning ecology. This is the approach adopted in BYOD4L. Does the open cross-institutional CPD framework developed present an attractive solution for institutions more widely that has the potential to normalise the use of technology for learning?
This slide presentation explains the work created in virtual reality environments during a course conducted at Empire State College, SUNY. With the advent of open source islands, students were able to create virtual islands to meet their professional interests. The course design is highlighted and the students work itself is put forward in slides and in video links to the islands themselves.
Your Hybrid Classroom: Will You Change Your Paradigm? social media, 21st cent...Michelle Pacansky-Brock
Teaching a hybrid class has the potential to be a paradigm altering experience. The choice is yours. Will you take the leap and rethink your students' learning? Will hybrid teaching infuse your students' experiences with participatory, global, relevant learning?
Open cross institutional academic cpd: unlocking the potential Sue Beckingham
Chrissi Nerantzi and Sue Beckingham presenting at the 19th Annual SEDA Conference 13-14 November 2014, Nottingham
Redecker et al (2011, 9) note that “The overall vision is that personalisation, collaboration and informalisation (informal learning) will be at the core of learning in the future. “ Our world is changing rapidly. Educators need to quickly adapt and change and develop new learning and teaching strategies that are fit for our times. Informal networks and open development opportunities enabled and extended through digital technologies are valuable to connect with other practitioners, share practices, support each other and innovate in collaboration with others within and beyond their own institutions.
Seely Brown (2012, 14) talked about the “Big Shift” driven by “digital innovation” and characterised by “exponential change and emergence, socially and culturally”. Can we afford to stay where we are and do what we always did? Or is there a need for academic development to maximise on opportunities to remain current, innovate but also model flexible, forward facing and sustainable practices which connect, engage and have the potential to transform practices and enhance the student experience. The European Commission(2013) calls institutions to join-up and open-up. Could this be a sustainable solution for academic CPD?
Bring Your Own Devices for Learning (BYOD4L) is an open development opportunity for educators and students, developed by academic developers in two institutions. It builds on open learning ecologies (Jackson, 2013), the concept of lifewide learning (Jackson, 2014) and the ethos of sharing, collaboration and co-creation of pedagogical interventions and collective innovation within a supportive community enabled through social media. BYOD4L brought individuals together to learn how they can use their smart devices for learning through reflection and active experimentation. BYOD4L has been offered twice so far, initially with a group of distributed facilitators and then with five participating institutions. Expectations and value of BYOD4L from both iterations will be shared with delegates. The open CPD framework developed maximised on the expertise and the resources available by the community and participating individuals and institutions and created a rich and diverse and multimodal learning ecology. This is the approach adopted in BYOD4L. Does the open cross-institutional CPD framework developed present an attractive solution for institutions more widely that has the potential to normalise the use of technology for learning?
10 Major And Emerging Technologies That Will Shape The Future Of EducationRita Lee
Innovative technologies change the way we used to learn and that happens incredibly quickly. What major technologies will define the future of modern education?
The presentation presents the following points :
What’s telecollaboration ?
What’s telecollaborative project work ?
What’s IEARN ?
Characteristics of IEARN projects
The Way We Play Project
Steps to start a project on IEARN
Tips for IEARN project management
Saturday , Feb 20th , 2010
El Amria High School .Beni Mellal .Morocco
Mbarek Akaddar http://allsharing.ning.com
Integrating deep learning skills into the curriculumLisa Harris
Slides for panel discussion at British Council / Microsoft Deep Learning Event, Kuala Lumpur, May 2015
http://www.britishcouncil.my/events/asean-deep-learning-policy-series
Meaningful learning through internet-based Project work - WorkshopAndres Atehortua
How can I motivate my students? What kind of activities or materials should I design to address a variety of learning styles, How can I encourage my students to participate and become active participants rather than being passive receivers of knowledge?
In this workshop the participants will receive general guidelines as to the implementation of work projects by using internet activities as a means to promote new ways of teaching and learning that not only improve the students’ skills and motivation, but also promote meaningful learning.
Global collaboration in the classroom: Meet Flat ConnectionsFlat Connections
An overview of global collaboration strategies for classroom learning. Flat Connections teacher development and global projects are reviewed.
These slides were used for an online webinar September 2014. The recording for this webinar is here: http://goo.gl/1kslWX
Co creating learning experiences with studentsSue Beckingham
In this talk I will share some examples of where I have worked in partnership with students on co-created initiatives that have enabled us to explore the use of social media for learning and teaching.
Invited talk for Pedagogy and Pancakes https://chrisheadleand.com/pedagogy-and-pancakes/
Project-based learning is a model for classroom activity that shifts away from the classroom practices of short, isolated, teacher-centered lessons and instead emphasizes learning activities that are long-term, interdisciplinary, student-centered, and integrated with real world issues and practices.
The Impact of Digital Learning Services.pptxedwarddavid26
digital learning services have revolutionized overall education by making it highly personalized, flexible, engaging, collaborative, and accessible. The significant impact of digital learning solutions on the education system helps address the challenges of traditional learning.
https://www.acadecraft.com/learning-solutions/
Are you just surviving or thriving? Are you getting things done? Living each day with purpose? This personal development journal (8 week edition) was created to help you focus each day on your values and vision. Not so much a calendar as a compass, directing your life in the right direction, helping you track daily goals and progress in life's most important areas: tasks, fitness, financial, nutrition, goals, intellectual, spiritual, overall This journal includes workflow features such as context-based @ lists, blank pages for capturing "open loops", and a guided space for conducting your weekly reviews.
Here is the link to purchase a paper edition from amazon: http://amzn.to/pd-j
This is a instructional slideshow I made for our High Tech High Ning showing teachers how to convert, cut, and upload videos from a JVC Everio to Ning,
Delivering Micro-Credentials in Technical and Vocational Education and TrainingAG2 Design
Explore how micro-credentials are transforming Technical and Vocational Education and Training (TVET) with this comprehensive slide deck. Discover what micro-credentials are, their importance in TVET, the advantages they offer, and the insights from industry experts. Additionally, learn about the top software applications available for creating and managing micro-credentials. This presentation also includes valuable resources and a discussion on the future of these specialised certifications.
For more detailed information on delivering micro-credentials in TVET, visit this https://tvettrainer.com/delivering-micro-credentials-in-tvet/
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
MATATAG CURRICULUM: ASSESSING THE READINESS OF ELEM. PUBLIC SCHOOL TEACHERS I...NelTorrente
In this research, it concludes that while the readiness of teachers in Caloocan City to implement the MATATAG Curriculum is generally positive, targeted efforts in professional development, resource distribution, support networks, and comprehensive preparation can address the existing gaps and ensure successful curriculum implementation.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
RPMS TEMPLATE FOR SCHOOL YEAR 2023-2024 FOR TEACHER 1 TO TEACHER 3
High Tech High Flex Intro
1. HTH Mission
High Tech High’s mission is to develop and support innovative public
schools where all students develop the academic, workplace, and
citizenship skills for post-secondary success.
Academic: 61% of universities offer online courses
Workplace: 48% of employers are offering telecommuting options
Citizenship: Online Social Technologies key to Obama victory.
3. Telecommuting
2009 Career Builder Survey:
48 percent of employers are offering telecommuting options
70 percent offering alternative schedules
4. Challenges of
Online Education
Negatives:
Built on an outdated “teacher-centered” model
Read the screen, take the quiz
No real-world connection
No flexibility
No social connection
Lack of current social technologies
5. Why Flex?
Why Flex?
1. serve more students
2. online opportunities for existing students
3. improve opportunities for online students
4. financial benefits of moving into 'non bricks and mortar' schooling
5. “sandbox” for the HTH organization
While maintaining/ improving:
1. personalization
2. real-world connection
3. preparing students for a changing world
6. Flex Design
Start small, then grow.
Stick to our design principles
Hybrid, not only online.
Take advantage of what works.
7. The Flex Team
Dr. Brian Dixon Dr. Anne Gloag Jaimee Rojas
Director Math/ Science Humanities
Phyllis Perlroth Jenny Pieratt Jason Askegreen
Inclusion Specialist Humanities Instructional Technology
8. Flex Overview
High Tech High Flex is an independent learning program based on
the design principles of personalization, adult world connection, and
a common intellectual mission. Flex blends home-based independent
study, online learning, and face-to-face experiences.
9. A Day in the Life
Unlike more traditional schools, HTHflex stretches the academic
experience beyond the walls of the conventional classroom. A typical
school day in the life of a Flex student consists of the following activities:
● Real-time small group project activities
● One-on-one coaching between teacher and student
● Live online class session
● Tutoring sessions with intelligent software
● Independent project work and research
● Self-paced posting/ commenting/ peer critique
● Peer coaching
10. Independent Activities
Flex students take advantage of self-
paced online intelligent tutoring
systems. Online research, traditional
reading, and independent writing are
core components of any successful
learning program. Finally, students in
Flex contribute to an interactive
online social network, posting their
work, responding to others, and
frequently providing collaborative
feedback.
11. Group Projects
Students will collaborate on group
projects in real time, both online
through Instant Messaging or video
conferencing, and face-to-face at a
students' home, local library, or
coffee-shop.
12. Teacher Led Sessions
Each day, students will participate in
real-time, online class meetings.
These daily check-ins will allow
students to discuss the class
content, practice core concepts, and
share their learning experiences.
13. In Person Activities
In addition to these distance learning
activities, students will attend weekly
face-to-face classroom experiences.
These will serve to help facilitate
hands on projects, community
building, and athletic activities.
14. Coaching Sessions
Each flex student will engage in
regular one-on-one coaching with
their teachers and peers. These
coaching sessions assess individual
progress, address concerns, and
challenge students to deepen their
knowledge and application of class
concepts. These conversations
occur online through video and voice
conferencing as well as face-to-face.
15. Connection Encounters
Education does not stop on the weekends, but extends into students
real world experience. Each week, students will engage in a
connection encounter focusing on the four C's: College, community,
career, and culture.
16. Connection Encounters
Service learning immersion
Each student will partner with a local
non-profit or community organization in a
monthly hands-on experience to make
an impact on the local community
through service learning.
17. Connection Encounters
Job shadowing
Every Flex student will intern in multiple
career fields over the course of their high
school experience. Internships allow
students to walk in the shoes of
practitioners in the field, trying out the
occupation for themselves, while
creating connections with local
businesses and corporations.
18. Connection Encounters
Arts/Cultural experience
Once a month, the entire flex community
will participate in or attend an arts or
cultural experience. These will include
gallery shows, arts and cultural festivals,
and live theatre performances.
19. Connection Encounters
College encounter
In addition to participating in college
preparatory courses, flex students will
visit university campuses, partner with
university professors in research, and
make connections with college
admission counselors.
20. A High Tech High Education
Flex students will engage in High Tech
High's unique learning experiences
including:
Project-Based Learning
Student Led Conferences
Presentations of Learning
Exhibitions
Community Meeting
21. A High Tech High Education
Project-Based Learning
Students will create personalized, authentic projects in collaborative
teams, making real-world connections and presenting their learning.
22. A High Tech High Education
Student Led Conferences
Instead of parent/teacher conferences,
High Tech High students take part in mid-
semester student-led conferences where
they discuss their learning progress and
define areas to improve as they finish the
semester.
23. A High Tech High Education
Presentations of Learning
At the end of each semester, instead of
final exams, students present their major
projects to a panel of community
members, parents, and fellow students.
24. A High Tech High Education
Exhibitions
Publicly displaying students projects is
an important component of the learning
process. Students display their projects
on their online digital portfolios, as well
as presenting them to the community
during exhibition.
25. A High Tech High Education
Community Meetings
Once or twice a month, the entire school
community meets together to present
projects, discuss important issues, and
build the school culture.
26. Personalization at Flex
Advisory Program
Each Flex student will have an advisory
who will serve as the first point of contact
with High Tech High Flex. This
connection starts with a personal home
visit over the summer, allows the student
and advisory to connect, set up the
home study space, and establish an
individualized support system.
Throughout the year, the advisor will
continue to monitor both academic and
personal progress with weekly check-ins
through instant messaging, video chats,
and face-to-face time.
27. Personalization at Flex
Personalized Learning Plans
As an independent study program, Flex
partners with parents to offer students an
individually tailored educational plan. The
advisor will serve as the “Teacher of
Record” to support students in their
language, art, and other exploratory
courses by establishing learning goals,
benchmarks, and authentic
assessments.
28. Personalization at Flex
Truly Personalized Education
The average classroom student in a
traditional school may receive up to 30
minutes of individualized time during the
school week.
At High Tech High Flex, our strategies
and tools for personalization result in
Flex students receiving individualized
teacher conference time between 75 and
150 minutes per week. These
interactions occur both face-to-face and
through video conferencing, instant
messaging, and personal phone calls.
29. Student Equipment
Each student will be provided a laptop,
loaded with open-source software
customized to allow students to engage
in all online activities. Student laptops
include a built-in video camera,
microphone, and wifi as well as graphic
applications, video editing software,
office applications, and video
conferencing tools.
30. Admissions Process
05/04: Email to interested families and the High Tech High community.
05/04: Website with Flex Overview and FAQ's
05/13 and 05/16: Information Sessions at HTHNC
05/22: Admissions application deadline
05/25: Lottery for Admission
06/01: Letter sent out and acceptance
06-07: Home visits by advisors
07/08: Flex bridge experience
08/31: First day of school
31. An example Flex project
This is North County:
A collaborative, ethnographic study of
North County San Diego
Essential Questions:
1. How can we utilize our surrounding
resources to understand the history of
our community?
2. What are the lasting influences of
interactions between individuals and their
environment?
3. How can our knowledge be shared in
ways that can improve the current
situation of our community?
32. An example Flex project
Project Description
The students of HTH flex will be performing an ethnographic study
of communities in the North County. Specifically, students will be
looking at issues and events related to the history of immigration
and settlement. Our study will consist of scientific and ethnographic
methods, including interviews, observations and a review of related
literature. In addition, we will consider environmental issues related
to resources affected by immigration and development of
communities.
33. An example Flex project
Project Presentation
The findings of our research will be compiled in a published field
guide to be used by individuals who are interested in understanding
the history of immigration and the effects of interactions between
individuals and their surroundings, both social and environmental.
Students will also design their own energy efficiency dwelling
(including floorplan and 3D representation). A collection of the
sketches of the period dwellings from North County and their design
representing the “Future Dwelling of North County” will be included in
the digital and paper-based field guide. The field guide will also
include drafts of their sketches. Video Presentations will be posted
showcasing their final interviews with local area professionals.
34. An example Flex project
Project Description
The students of HTH flex will be performing an ethnographic study of
communities in the North County. Specifically, students will be looking
at issues and events related to the history of immigration and
settlement. Our study will consist of scientific and ethnographic
methods, including interviews, observations and a review of related
literature. In addition, we will consider environmental issues related to
resources affected by immigration and development of communities.
35. An example Flex project
Interdisciplinary Components
Humanities: Anthropology, writing field notes, different types of
interviews, qualitative descriptions, culture studies, immigration,
literacy.
Math/Science: Naturalism, Quantitative Analysis, reporting findings,
similarity and proportion and perspective drawing, efficient energy,
passive heating techniques, energy flow
Multimedia: A look at visualizing anthropology
Spanish: communication skills, history/cultural studies, language
and culture in context
Photography: Perspective in art and architecture
Art: hand-sketched drawings of dwellings from different time periods
36. An example Flex project
Asynchronous Learning Activities:
Fieldwork, ethnographic interviews, ethics in ethnographic research,
qualitative descriptions, independent research
Synchronous Learning Activities:
Conducting focus groups, jigsaw of research strategies, peer
feedback groups, online critique sessions
37. An example Flex project
Service Learning Component:
Students will have an opportunity to both learn from and teach the
community about our research. This project aims to empower
students to disseminate their knowledge with the community. In the
process of this project, students will be interacting with the
community and participating in community service geared to
improve the conditions of the North County, including community
clean-ups. Students create a lesson that uses the field guide and
the 3D models and take the presentation on the road to local
elementary and middle schools.
Students create a display at a local Children’s Museum or historical
society using the 3D models they constructed.
38. An example Flex project
Job-Shadowing
Students shadow Architects and Building Engineers to learn more
about building design. Students may also network with local
anthropologists to observe field research and study professional field
notes.
College Encounter
Students visit the Architecture School at a local university and submit
their designs for critique by experts from the university. Students use
Internet and university library to find information about the types of
dwellings in North County past. Students will also visit the Department
of Anthropology at one of the local universities.
39. An example Flex project
Arts/Cultural Encounter
Students visit Old Town San Diego, local Missions, connect with local
Indian Tribes.
Digital Tools
Geometer’s SketchPad or Google SketchUp, Moodle, Voice Thread,
Adobe Photoshop, Adobe InDesign
40. An example Flex project
Project Week at a Glance
Times of activities not in bold will vary per student based on their
personal schedule. Each box represents up to an hour: