The way in which we learn is changing. An interesting report [Back in 2009] by Project Tomorrow and Blackboard K-12.identifies key findings from interviews with innovative educators who are leveraging mobile devices for learning. Their stories illustrate emerging trends, implementation considerations and strategies for implementing mobile learning initiatives.
Online Teaching during Crises and Its Possible Impacts on Higher EducationQingjiang (Q. J.) Yao
Online teaching has been an auxiliary method in higher education for years, and its quality in comparison with traditional face-to-face teaching has been a long-time topic of scholarly examination and debate. This study aims at accessing the extent research about the comparison in qualities of online and face-to-face teachings, their practices in the ongoing pandemic period, and the possible impacts of the large-scale practice of online teaching during this COVID pandemic on higher education in the long run.
Education is a basic need for every human being and
digital education is the current trend and necessity for every
students or learners to be more focused in their learning. In this
paper authors worked with these current phenomena. Digital
education helps students or learners to gather knowledge in
easier and different ways than before. It also reduces the learning
time. In traditional education system we were mostly dependent
on text book or in instructor’s speech. But nowadays it is easier to
find any text book or any other learning materials by using
digital educational tools. Another charismatic change that
transformed human life is social networking. In terms of digital
education social networks contribute a good portion of education.
Among social networking services, Facebook has become most
popular for communication with familiar and unfamiliar
persons. The impact of the use of Facebook on students is very
impactful. In this paper authors conducted a survey on various
students for understanding the digitalization effect on
educational purpose. Machine learning was applied for classified
the happy and unhappy student with digitalization where focused
time spent on educational purposes. Finally authors provided an
analytical summary of digitalization effect on education based on
their survey.
Online Teaching during Crises and Its Possible Impacts on Higher EducationQingjiang (Q. J.) Yao
Online teaching has been an auxiliary method in higher education for years, and its quality in comparison with traditional face-to-face teaching has been a long-time topic of scholarly examination and debate. This study aims at accessing the extent research about the comparison in qualities of online and face-to-face teachings, their practices in the ongoing pandemic period, and the possible impacts of the large-scale practice of online teaching during this COVID pandemic on higher education in the long run.
Education is a basic need for every human being and
digital education is the current trend and necessity for every
students or learners to be more focused in their learning. In this
paper authors worked with these current phenomena. Digital
education helps students or learners to gather knowledge in
easier and different ways than before. It also reduces the learning
time. In traditional education system we were mostly dependent
on text book or in instructor’s speech. But nowadays it is easier to
find any text book or any other learning materials by using
digital educational tools. Another charismatic change that
transformed human life is social networking. In terms of digital
education social networks contribute a good portion of education.
Among social networking services, Facebook has become most
popular for communication with familiar and unfamiliar
persons. The impact of the use of Facebook on students is very
impactful. In this paper authors conducted a survey on various
students for understanding the digitalization effect on
educational purpose. Machine learning was applied for classified
the happy and unhappy student with digitalization where focused
time spent on educational purposes. Finally authors provided an
analytical summary of digitalization effect on education based on
their survey.
Factors affecting the quality of e-learning during the COVID-19 pandemic from...eraser Juan José Calderón
"Factors affecting the quality of e-learning during the COVID-19 pandemic from the perspective of higher education students." de Elumalai, K. V., Sankar, J. P., R, K., John, J. A., Menon, N., Alqahtani, M. S. N., & Abumelha. M. A. (2020).
This paper will introduce
connected learning, a promising approach that
uses digital media to engage young people’s
interests and instill deeper learning skills.
AECT 2016 - Cases of Quality: Case Studies of the Approval and Evaluation of ...Michael Barbour
Barbour, M. K., & Clark, T. (2016, October). Cases of quality: Case studies of the approval constructs for K-12 online and blended courses and providers. A paper presentation at the annual convention of the Association for Educational Communications and Technology, Las Vegas, NV.
THE ROLES OF INFORMAL INTERNET TOOLS IN SUPPORTING FORMAL LEARNING IN SAUDI A...caijjournal
The study explores the applications of informal Internet tools on improving the learning outcomes, academic achievements and career advancement of the Saudi Arabian university students. A systematic review of studies conducted on various institutions of higher learning across Saudi Arabia enabled the researcher to evaluate the trends in the use of informal digital learning tools. The paper pools evidences from multiple studies of similar design to examine the strengths, weaknesses and gaps in the applications of digital technology in improving the learning outcomes, skills and knowledge acquisition among the university students.The internet tools present the best platform for reflective practice, exhaustive knowledge sharing, skills upgrade and accessing unlimited support services. The students capitalize on the autonomy resulting from the informal environment to source multiple data from as many stakeholders as possible thereby gaining holistic perspective of their areas of interest, career and other value adding co curricular activities.The informal internet technologies have not only grown to become essential tools for reinforcing the formal learning activities but also critical requirements for developing social competence, interpersonal skills, and creativity.
In this paper, the author provides insights and lessons that can be learned from colleagues at American universities about their online education experiences. The literature review and previous studies of online educations gains are explored and summarized in this research. Emerging trends in online education are discussed in detail, and strategies to implement these trends are explained. The author provides several tools and strategies that enable universities to ensure the quality of online education. At the end of this research paper, the researcher provides examples from Arab universities who have successfully implemented online education and expanded their impact on the society. This research provides a strategy and a model that can be used by universities in the Middle East as a roadmap to implement online education in their regions.
The main objective of the study was to investigate how schools in Sao Caetano do Sul (Brazil) and in Finland are using Facebook to communicate with their community.
EFL Students’ Perceptions and Attitudes towards Facebook as anEducational Lea...inventionjournals
The purpose of this study was to examine EFL students’ perceptions and attitudes towards Facebook as an educational learning tool.Participants were twenty eight undergraduate female students who experienced teaching and learning through Facebook and some classroom and face-to-face sessions. The researcher, to collect data, prepared and used two instruments; The first was face-to-face interview, while the second was Facebook Perception and Attitudes Questionnaire. Having conducted interviews, and administered the Facebook Perception and Attitudes Questionnaire, data were analyzed quantatively and qualitatively. The findings revealed that students had high and positiveperceptions of Facebook and its activities as a learning environment. Also, students had good and favourable attitudes towards using Facebook on teaching and learning.
Reducing Equity Gaps & Creating Reliency with OERUna Daly
Textbook affordability and flexibility is more important than ever in times of shrinking budgets, enrollment concerns, and remote learning. Students’ lives have been disrupted and helping them get back on track to complete their education is critical. Open educational resources significantly reduce student costs and have been shown to improve outcomes particularly for traditionally underserved populations. Open resources also provide flexibility for faculty as they continue to adapt their teaching for unfolding circumstances.
Join the Midwestern Higher Education Compact as they host the Community College Consortium for Open Educational Resources (CCCOER) to hear how higher education institutions can work together on open education policy, professionalism, stewardship, and sustainability across regional and state boundaries to find solutions to common challenges. CCCOER is leading conversations with regional leaders of open education (RLOE) to support statewide and national projects for expanding access while creating resilience and sparking innovation at institutions of higher education.
Presenters: Denise Cote, PhD, Librarian, College of DuPage; and Una Daly, MA, Director, CCCOER
“In what ways can a Web 2.0 themed VLE help enable students, from social and economically excluded backgrounds, to engage in collaborative learning experience? “
With the emphasis on promoting collaboration and knowledge sharing this study seeks to leverage effectively the Web 2.0 tools available to engage students within a social VLE
Factors affecting the quality of e-learning during the COVID-19 pandemic from...eraser Juan José Calderón
"Factors affecting the quality of e-learning during the COVID-19 pandemic from the perspective of higher education students." de Elumalai, K. V., Sankar, J. P., R, K., John, J. A., Menon, N., Alqahtani, M. S. N., & Abumelha. M. A. (2020).
This paper will introduce
connected learning, a promising approach that
uses digital media to engage young people’s
interests and instill deeper learning skills.
AECT 2016 - Cases of Quality: Case Studies of the Approval and Evaluation of ...Michael Barbour
Barbour, M. K., & Clark, T. (2016, October). Cases of quality: Case studies of the approval constructs for K-12 online and blended courses and providers. A paper presentation at the annual convention of the Association for Educational Communications and Technology, Las Vegas, NV.
THE ROLES OF INFORMAL INTERNET TOOLS IN SUPPORTING FORMAL LEARNING IN SAUDI A...caijjournal
The study explores the applications of informal Internet tools on improving the learning outcomes, academic achievements and career advancement of the Saudi Arabian university students. A systematic review of studies conducted on various institutions of higher learning across Saudi Arabia enabled the researcher to evaluate the trends in the use of informal digital learning tools. The paper pools evidences from multiple studies of similar design to examine the strengths, weaknesses and gaps in the applications of digital technology in improving the learning outcomes, skills and knowledge acquisition among the university students.The internet tools present the best platform for reflective practice, exhaustive knowledge sharing, skills upgrade and accessing unlimited support services. The students capitalize on the autonomy resulting from the informal environment to source multiple data from as many stakeholders as possible thereby gaining holistic perspective of their areas of interest, career and other value adding co curricular activities.The informal internet technologies have not only grown to become essential tools for reinforcing the formal learning activities but also critical requirements for developing social competence, interpersonal skills, and creativity.
In this paper, the author provides insights and lessons that can be learned from colleagues at American universities about their online education experiences. The literature review and previous studies of online educations gains are explored and summarized in this research. Emerging trends in online education are discussed in detail, and strategies to implement these trends are explained. The author provides several tools and strategies that enable universities to ensure the quality of online education. At the end of this research paper, the researcher provides examples from Arab universities who have successfully implemented online education and expanded their impact on the society. This research provides a strategy and a model that can be used by universities in the Middle East as a roadmap to implement online education in their regions.
The main objective of the study was to investigate how schools in Sao Caetano do Sul (Brazil) and in Finland are using Facebook to communicate with their community.
EFL Students’ Perceptions and Attitudes towards Facebook as anEducational Lea...inventionjournals
The purpose of this study was to examine EFL students’ perceptions and attitudes towards Facebook as an educational learning tool.Participants were twenty eight undergraduate female students who experienced teaching and learning through Facebook and some classroom and face-to-face sessions. The researcher, to collect data, prepared and used two instruments; The first was face-to-face interview, while the second was Facebook Perception and Attitudes Questionnaire. Having conducted interviews, and administered the Facebook Perception and Attitudes Questionnaire, data were analyzed quantatively and qualitatively. The findings revealed that students had high and positiveperceptions of Facebook and its activities as a learning environment. Also, students had good and favourable attitudes towards using Facebook on teaching and learning.
Reducing Equity Gaps & Creating Reliency with OERUna Daly
Textbook affordability and flexibility is more important than ever in times of shrinking budgets, enrollment concerns, and remote learning. Students’ lives have been disrupted and helping them get back on track to complete their education is critical. Open educational resources significantly reduce student costs and have been shown to improve outcomes particularly for traditionally underserved populations. Open resources also provide flexibility for faculty as they continue to adapt their teaching for unfolding circumstances.
Join the Midwestern Higher Education Compact as they host the Community College Consortium for Open Educational Resources (CCCOER) to hear how higher education institutions can work together on open education policy, professionalism, stewardship, and sustainability across regional and state boundaries to find solutions to common challenges. CCCOER is leading conversations with regional leaders of open education (RLOE) to support statewide and national projects for expanding access while creating resilience and sparking innovation at institutions of higher education.
Presenters: Denise Cote, PhD, Librarian, College of DuPage; and Una Daly, MA, Director, CCCOER
“In what ways can a Web 2.0 themed VLE help enable students, from social and economically excluded backgrounds, to engage in collaborative learning experience? “
With the emphasis on promoting collaboration and knowledge sharing this study seeks to leverage effectively the Web 2.0 tools available to engage students within a social VLE
Put Your Desktop in the Cloud In Support of the Open Government Directive and...guest1e3ee089
Proposal:
Session Objectives
Key Audiences
Session Format
Key Questions to be Addressed
Session Participants
AV and Other Requirements
Tutorial Materials:
Background
EPA Enterprise Architecture (Land and Water)
EPA Ontology Standard (Faceted Search and Desktop Versions)
MyAirQuality (iPhone App developed by NOAA)
Deze presentatie geeft een algemeen overzicht van de activiteiten van vision2music. Naast het betaalbare V2M instrumenten aanbod bevat deze presentatie ook uitgebreide informatie over het diverse workshop aanbod voor Scholen, BSO, bedrijven en ouderen organisaties. Wanneer u meer informatie wilt kunt u op http://www.vision2music.nl terecht.
The GEM 2010 Global Report was published on Thursday 20th January 2011Timothy Bosworth
With this report, the Global Entrepreneurship
Monitor (GEM) has completed 12 annual surveys of
the entrepreneurial attitudes, activities and aspirations
of individuals around the world. Starting with
just 10 developed countries in 1999, GEM has grown
to include over 80 economies during the course of
these 12 years. In 2010, over 175,000 people were
surveyed in 59 economies. These 59 economies represent
not only the largest sample yet, but also the
most geographically and economically diverse group
surveyed. Together, this group covers over 52% of the
world’s population and 84% of the world’s GDPi.
Interesting research about how the consumers with the most money and influence online are setting their agendas according to the specialty sites that focus on a single topic.
Reimagining the Role of Technology in Education: 2017 National Education Tech...eraser Juan José Calderón
Reimagining the Role of Technology in Education: 2017 National Education Technology Plan Update. Report.
he National Education Technology Plan is the flagship educational technology policy document for the United States. The Plan articulates a vision of equity, active use, and collaborative leadership to make everywhere, all-the-time learning possible. While acknowledging the continuing need to provide greater equity of access to technology itself, the plan goes further to call upon all involved in American education to ensure equity of access to transformational learning experiences enabled by technology. The principles and examples provided in this document align to the Activities to Support the Effective Use of Technology (Title IV A) of Every Student Succeeds Act as authorized by Congress in December 2015.
In order to keep pace with the changes we are seeing in schools, districts, and states on an almost daily basis, we are updating the NETP more often. Feedback from our stakeholders indicates that the previous five year update cycle was not frequent enough. In response, with this 2017 update, we commence a pattern of yearly, smaller scale updates to the NETP.
Technology in education opens doors to endless possibilities. Interactive gadgets, online resources, and digital platforms transform classrooms into dynamic learning hubs. Game2TechZone, a leading tech education hub, provides a gateway to explore these innovations. From tablets to interactive boards, it equips learners with cutting-edge tools. Elevate your education at https://game2techzone.com/, where knowledge meets technology.
2. About the Speak Up National Research Project and Speak Up 2010
Speak Up is a national initiative of Project Tomorrow, the nation’s leading education nonprofit
organization dedicated to the empowerment of student voices in education. The Speak Up National
Research Project annually polls K-12 students, parents and educators about the role of technology for
learning in and out of school and represents the largest collection of authentic, unfiltered stakeholder
voice on digital learning. Since fall 2003, over 2.2 million K-12 students, parents, teachers, librarians,
principals, school technology coordinators and district administrators have shared their views and
ideas through Speak Up. K-12 educators, higher education faculty, business and policy leaders report
they regularly use the Speak Up data to inform federal, state and local education programs.
Demographics of reporting sample
In fall 2010, Project Tomorrow surveyed 294,399 K-12 students, 42,267 parents, 35,525 teachers, 2,125
librarians, 3,578 school/district administrators and 1,391 technology leaders representing 6,541 public
and private schools from 1,340 districts. Schools from urban (34 percent), suburban (29 percent)
and rural (37 percent) communities are represented. Over one-half of the schools that participated
in Speak Up 2010 are Title I eligible (an indicator of student population poverty) and 34 percent have
more than 50 percent minority population attending. The Speak Up 2010 surveys were available
online for input between October 18, 2010 and January 21st, 2011.
The Speak Up surveys included foundation questions about the use of technology for learning, 21st
century skills and schools of the future, as well as emerging technologies (online learning, mobile
devices and digital content), science instruction and STEM career exploration. In addition, educators
shared the challenges they encounter integrating technology into their schools and districts.
The data results are a convenience sample; schools and districts self-select to participate and facili-
tate the survey-taking process for their students, educators and parents. Any school or school district
in the United States is eligible to participate in Speak Up. In preparation for data analysis, the survey
results are matched with school level demographic information, such as Title I, school locale (urban,
rural and suburban), and ethnicity selected from the Core of Common Data compiled by the National
Center for Education Statistics (http://nces.ed.gov/). The data is analyzed using standard cross-tab
analysis and key variables (such as internet and device access) are tested for statistical significance.
To minimize bias in the survey results, Project Tomorrow conducts significant outreach to ensure
adequate regional, socio-economic and racial/ethnic/cultural distribution. To participate in Speak Up,
organizations register to participate, promote the survey to their constituents and schedule time for
their stakeholders to take the 15 to 20 minute online survey. Starting in February 2011, all participating
organizations receive free, online access to their data with comparative national benchmarks. Staff
from Project Tomorrow summarize, analyze, and verify the national data through a series of focus
groups and interviews with representative groups of students, educators and parents.
2
3. Each year, Project Tomorrow ®, a national education non-
Online learning enables a
profit organization, facilitates the Speak Up National Research
Project and, as part of this initiative, tracks the growing student
greater personalization of the
imperative for online learning and how districts are meeting learning process for both students
that demand. As outlined in the Speak Up 2010 national and educators and facilitates
report on our K-12 student and parent findings, “The New 3
opportunities to collaborate with
E’s of Education: Enabled, Engaged and Empowered - How
Today’s Students are Leveraging Emerging Technologies for
peers and experts, thus empowering
Learning,” (Project Tomorrow, 2011) students envision the role a new sense of personal ownership
of emerging technologies in education very differently than of the learning process.
their parents or their school’s teachers or administrators. For
today’s students, emerging technologies such as mobile learn-
ing, online learning and digital content, hold great promise for
creating a new learning environment that not only engages
them in contextually-based content, but also enables greater
What is propelling this new level of interest and excite-
personalization of the learning process, and empowers them to ment around online learning? There are three factors at
explore knowledge with an unfettered type of curiosity that is work: increased personal familiarity with online learning
too often missing from traditional classroom settings. by teachers and administrators, intensified demand
for online learning opportunities by students and their
Since 2007, Project Tomorrow has collaborated with Blackboard parents, and the emergence of a new value proposition
Inc. on a series of annual reports that focus on how online learn- for administrators around online learning.
ing is changing the classroom paradigm within our nation’s
Can online learning really transform the learning
schools. In this latest update, we examine the Speak Up 2010
process? Yes, according to middle school students. They
survey data collected from 379,285 K-12 students, parents and believe that the benefits of online learning go way beyond
educators to highlight not only the continuing growth of online convenience in scheduling and can actually be the conduit
learning opportunities for both students and teachers, but to the more personalized learning environment they crave.
also the new challenges that must be addressed to realize the
What is standing in the way of greater adoption of online
students’ vision for enabled, engaged and empowered learning learning in our nation’s schools? Despite this heightened
through technology. interest level, administrators still report significant barriers
to adopting or expanding online learning in their schools
Online learning enables a greater personalization of the learning
and districts. Most notable are the ongoing challenges
process for both students and educators and facilitates oppor- associated with evaluating the quality of online courses
tunities to collaborate with peers and experts, thus empowering and the lack of teacher interest in teaching an online class.
a new sense of personal ownership of the learning process. Even within the more tech-savvy cadre of teachers with
less than 10 years of experience, only one-third indicate an
In this year’s Trends Update, we focus on five key questions and
interest in teaching online.
provide new national data findings to help inform local, state
and national discussions around online learning. This year’s five What are the most effective motivators to increase the
pool of teachers who want to teach online? Understand-
key trends are:
ing the significance of not having enough teachers
Who is learning online? In just three years, the number of interested in teaching online, Speak Up for the first time
high school students who have been involved with online polled teachers on a range of potential motivators to help
learning has tripled and twice as many middle school districts with their recruitment planning. Surprisingly,
students are now learning online as in 2008. Additionally, having a personal experience in an online professional
36 percent of classroom teachers say they have now taken development class does not directly translate into a
an online class for their own professional development. strong desire to teach online.
blackboardlearn.com
9. What are the most effective
motivators to increase the pool of
teachers who can teach online?
For the first time, Speak Up 2010 polled teachers on a
range of incentives to better understand what might
motivate them to consider teaching an online course.
To assist districts with their planning, we compared the
views of two potential recruitment audiences: teach-
ers who say they have not taught an online class but
are interested (26 percent of teachers) with teachers
who specifically state they are not interested in teach-
ing online (39 percent of teachers). We also divided
the motivators into five distinct categories – working
conditions, professional development, professional
satisfaction, curriculum, and job opportunities. As
noted in Table 5, we see a significant gap between the
views of the two distinct teacher groups. And while
their rank order on the motivators is similar, the level
of interest is dramatically different. So, for example,
teachers that express a desire to teach online would be
most motivated by flexibility in working conditions (78
percent), increased compensation (65 percent) and
being provided with the necessary technology tools
(60 percent). Teachers who say they are not interested
in teaching online identify increased compensation
Teachers that express
as their number one incentive (37 percent) followed
by flexibility in working conditions (32 percent) and
a desire to teach online
being provided with the technology (25 percent). would be most motivated
This pattern of difference between the two groups is by flexibility in working
consistent throughout the data findings with the most
conditions (78 percent),
dramatic gap evident in the incentive “working with
more motivated students.” While 53 percent of the
increased compensation
interested teachers label that as a strong motivator for (65 percent) and being
them, only 16 percent of the non-interested teachers provided with the
feel the same way. This cohort’s lukewarm reception
necessary technology
to all of the motivators most likely indicates that the
teachers that say “not interested” are firm in their con-
tools (60 percent).
victions and will be difficult to incentivize to teach an
online course.
blackboardlearn.com
11. development and explicitly express an interest in learning how to motivate more teachers to teach online. And while all
about online teaching. Since the size of that recruitment pool is of these new data findings will certainly fuel interesting discus-
probably still not large enough to meet the increasing demand, sions and inform local, state and federal policies and programs,
administrators are also going to need to think differently about there are still other provocative questions that are worthy of
the technology experiences and training of their new, incoming our consideration as well.
teachers. Administrators are on the right track when they indicate
What are the expectations and aspirations of elementary
that they would like pre-service teachers to have online learning
students and even younger learners for online learning?
experience (34 percent) and experience in an online learning Are we ready to meet those specific challenges?
community (42 percent) as pre-requisites for certification.
What new models of online learning delivery are
Future Questions required to address the needs of an increasingly mobile
learning community?
Project Tomorrow in collaboration with Blackboard provides
these annual Trends Updates to stimulate a lively and creative As online learning redefines the learning process for
discussion around how to more effectively enable, engage students, how will we correspondingly redefine the role
and empower new online learning environments. In this year’s of the teacher? What new professional development
approaches are required?
update, we shared the latest Speak Up data on who is cur-
rently experiencing online learning and why students, parents, With an increased focus on justifying technology invest-
teachers and administrators are increasingly intrigued by the ments, how can administrators tap into return on invest-
potential transformative nature of online learning. Additionally, ment and value of investment strategic thinking to assist
we looked at the concerns and challenges faced by our admin- in their planning for online learning?
istrators as they adopt and expand online learning in their Will online learning be the ultimate magic key that allows
districts. We took that conversation one step further and faced every student entry into a new kind of classroom where
one of the most formidable barriers head-on by examining learning is truly personalized, collaborative and engaging?
blackboardlearn.com
12. About Project Tomorrow
Project Tomorrow® is the nation’s leading education nonprofit organization dedicated to
the empowerment of students voices in education. With 15 years experience in the K-12
education sector, Project Tomorrow® regularly provides consulting and research support
about key trends in K-12 science, math and technology education to school districts,
government agencies, business and higher education.
The Speak Up National Research Project annually polls K-12 students, parents and edu-
cators about the role of technology for learning in and out of school and represents
the largest collection of authentic, unfiltered stakeholder voice on digital learning. Since
2003, over 2.2 million K-12 students, parents, teachers, librarians, principals, technology
leaders and district administrators have shared their views and ideas through Speak Up.
For additional information, visit us at www.tomorrow.org. We can also be found at: twitter.
com/SpeakUpEd or Facebook.com/speakuped
About Blackboard
Blackboard Inc. is a global leader in education technology that transforms the experience
of millions of students and teachers every day. Blackboard works with states, K-12 districts
and virtual schools to expand educational opportunities, create collaborative learning
communities and increase engagement for students, teachers, parents and administrators.
With Blackboard’s online and mobile solutions, educators are closing the gap between
the way students live and the way they learn through personalized, connected learning
experiences that meet the needs of the K-12 classroom and the 21st century. Blackboard
is headquartered in Washington, D.C., with offices in North America, Europe, Asia and
Australia. Learn more at blackboard.com/k12/learn.
15707 Rockfield Blvd
650 Massachusetts Avenue, NW 6th Floor Suite 250
Washington, DC 20001 Irvine, CA 92618
1-800-424-9299, ext. 2427 949 609-4660 ext 17