IPTL was a pilot project by the Makini School Computer Club where the learner, under the guidance of the teacher used computer games and other multimedia to have interest in the subject they least enjoy, master it and apply it in real life situations.Find other great lessons like this one on the Partners in Learning Network (Africa): http://africa.partnersinlearningnetwork.com
Integrating the Use of Maple with the Collaborative Use of Wireless Tablet PCs. Workshop on the Impact of Pen-Based Technology on Education (poster session), Purdue University, October 16, 2008.
Integrating the Use of Maple with the Collaborative Use of Wireless Tablet PCs. Workshop on the Impact of Pen-Based Technology on Education (poster session), Purdue University, October 16, 2008.
Get Students Involved Flip the Classroom to Teach Microsoft® Office - Course ...Cengage Learning
Get Students Involved Flip the Classroom to Teach Microsoft® Office - Course Technology Computing Conference
Presenter: Teri Donat, San Francisco University
Come learn how I flipped the classroom from lecture/demonstration to engaging students in the learning process by involving them in projects and activities. Learn how I use video, interactive learning software (SAM), web resources and the textbook for student learning outside of the classroom. See activities used in the classroom that have students demonstrating and sharing with fellow classmates what they have learned. This style of teaching has resolved issues of diversity in computer literacy, hardware (Mac vs. PC) and software version differences by encouraging students to explore and discover Microsoft Office features. In the workplace, employees encounter different versions and applications of Microsoft Office. By flipping the classroom, students learn a strategy that helps them to solve problems they encounter when using Microsoft Office.
Don't Believe the Hype: Applying Cognitive Science to Create Great Online and...Jason Neiffer
These are slides to support Peter Arashiro and Jason Neiffer's presentation, "Don't Believe the Hype: Applying Cognitive Science to Create Great Online and Blended Learning Experiences," from iNACOL 2014.
WebOrganic eLearning - SSPKW Primary School Project Sharing 20130628Jeff Ng
WebOrganic eLearning - SSPKW Primary School Project Sharing 20130628
For more information on e-Learning, please visit my blog http://jeffconsulting.blogspot.com/ .
Get Students Involved Flip the Classroom to Teach Microsoft® Office - Course ...Cengage Learning
Get Students Involved Flip the Classroom to Teach Microsoft® Office - Course Technology Computing Conference
Presenter: Teri Donat, San Francisco University
Come learn how I flipped the classroom from lecture/demonstration to engaging students in the learning process by involving them in projects and activities. Learn how I use video, interactive learning software (SAM), web resources and the textbook for student learning outside of the classroom. See activities used in the classroom that have students demonstrating and sharing with fellow classmates what they have learned. This style of teaching has resolved issues of diversity in computer literacy, hardware (Mac vs. PC) and software version differences by encouraging students to explore and discover Microsoft Office features. In the workplace, employees encounter different versions and applications of Microsoft Office. By flipping the classroom, students learn a strategy that helps them to solve problems they encounter when using Microsoft Office.
Don't Believe the Hype: Applying Cognitive Science to Create Great Online and...Jason Neiffer
These are slides to support Peter Arashiro and Jason Neiffer's presentation, "Don't Believe the Hype: Applying Cognitive Science to Create Great Online and Blended Learning Experiences," from iNACOL 2014.
WebOrganic eLearning - SSPKW Primary School Project Sharing 20130628Jeff Ng
WebOrganic eLearning - SSPKW Primary School Project Sharing 20130628
For more information on e-Learning, please visit my blog http://jeffconsulting.blogspot.com/ .
Blended Learning K-8 Math Instruction with Cathy FosnotDreamBox Learning
With students coming to the classroom with a variety of backgrounds and skill levels in math, it can prove difficult to meet each of their needs. By combining high quality curriculum, instruction and digital tools, blended learning has the potential to meet each student’s individual needs at their own pace.
Attend this webinar to hear how the United Nations International School (UNIS) in New York City has transitioned to a 21st century math program by combining Cathy Fosnot’s Contexts for Learning Mathematics with adaptive technology to give students more autonomy and inspire them to take ownership of their math learning.
Topics will include:
Why and how the pedagogy of adaptive math technology is just as important as the pedagogy of classroom instruction
Logistics surrounding blended learning and parent involvement
How to equip teachers with professional development to best leverage technology
K-12 technology projects. Teaching ideas with project-based activities for Microsoft Office, Google Apps, Office 365 Online, and Adobe. Teacher resources for primary, elementary, middle school, and high school students. Detailed lesson plans.
K-12 technology projects. Teaching ideas with project-based activities for Microsoft Office, Google Apps, Office 365 Online, and Adobe. Teacher resources for primary, elementary, middle school, and high school students. Detailed lesson plans.
A webinar presentation for Open Education Week with:
- Karen Fasimpaur, K12 Open Ed
- Jeff Mao, State of Maine Department of Education
- Ahrash Bissell, National Repository of Online Courses
- Delaina Tonks, Open High School of Utah
- Jason Neiffer, Montana Digital Academy
This animation can be used to demonstrate how this sensitive procedure is performed to medical students.
This resource can be used to illustrate the gastric lavage procedure. Gastric lavage is the standard method of obtaining specimens for Tuberculosis (TB) diagnosis in young children. It is generally carried out only in infants and children below the age of two years. In older children specimens for TB microscopy and culture are better obtained by sputum induction, or voluntary coughing.
There are two items included here:
Gastric lavage Presentation.PPT - presentation that illustrates and explains the procedure with text
Gastric lavage Animation sequence.PPT - Animation which demonstrates how this procedure can be performed
Art work in this animation should be attributed to Stacey Stent. Conceptualisation and the description of the content in the teaching materials should be attributed to Rupesh Daya and Professor Maurice Kibel.
This interactive template was created for HIBBs module developers or users of HIBBs in training activities as a tool to create a simple game for any content. Game adaptors can identify the content to be covered, create questions and answers for each gameboard block, and paste them into the game template. The game can be used in a classroom setting with teams of players competing against each other or it can be modified for use by an independent learner as an aid in reviewing material. Instructions for adapting the game: 1) Select the content to be learned from a Health Informatics textbook, class lecture, or other learning resource; 2) Create questions and answers for each block on the gameboard; 3) Have questions and answers reviewed by a content specialist; 4) Replace existing questions and answers by pasting your content into the game template. LINKS TO RELATED HIBBS MODULES: Managing Change in Healthcare IT Implementations: an Introduction; Ethics and Integrity in Data Use and Management; Data Quality: Missing Data. AUXILIARY MATERIALS: HIBBs Game Scoresheet in Microsoft Excel 97-2003
Fostering Cross-institutional Collaboration for Open Educational Resources Pr...PiLNAfrica
Although there are over a quarter of a million open courses published by an increasing number of universities, it remains unclear whether Open Education Resources (OER) is scalable and productively sustainable. The challenge is compounded when OER is examined in the light of its potential to allow both educators and learners in developing countries to contribute geographically bound learning resources in the context of varied infrastructural, technological and skill constraints. Between October and December 2009, 52 participants involved in various roles related to Health OER from five universities (one in the USA, two in Ghana and two in South Africa) were interviewed. The aim of the study was to investigate sustainability of OER based on possible cross-institutional collaboration as well as social and technical challenges in creating and sharing OER materials. The analytical framework was adopted from prior research in related areas: distributed scientific collaboration; cyber infrastructure; open source development; and Wikipedia. We adopted a qualitative approach for data collection, which included semi structured interviews and document analysis. The findings were analyzed and reported with many direct quotations included. The outcome of the data analysis is a model for productive, scalable, and sustainable OER based on cross-institutional collaboration. The report concludes with practical recommendations on how to the model can be operationalized.
This HIBBS presentation provides background on how to assess the value of a medical informatics solution, explains implementation issues with regard to rolling out any type of electronic medical record system, and mentions points that will help ensure the successful implementation of a medical informatics solution.
Learning Objectives:
Assess the value of a medical informatics solution
Be aware of issues associated with the rolling out of any type of electronic medical record system
Explain what is necessary for a successful implementation of a medical informatics solution
These resources were taken from the Research Ethics Program Website, University of California at San Diego (http://ethics.ucsd.edu/resources/resources-data.html). All web links have been verified and updated by the HIBBs project, as of 8/2101.
Childhood TB was written to enable healthcare workers to learn about the primary care of children with tuberculosis. It covers: introduction to TB infection, the clinical presentation, diagnosis, management and prevention of tuberculosis in children
Childhood TB: Management of childhood tuberculosisPiLNAfrica
Childhood TB was written to enable healthcare workers to learn about the primary care of children with tuberculosis. It covers: introduction to TB infection, the clinical presentation, diagnosis, management and prevention of tuberculosis in children
Childhood TB: Introduction to childhood tuberculosisPiLNAfrica
Childhood TB was written to enable healthcare workers to learn about the primary care of children with tuberculosis. It covers: introduction to TB infection, the clinical presentation, diagnosis, management and prevention of tuberculosis in children
Childhood TB was written to enable healthcare workers to learn about the primary care of children with tuberculosis. It covers: introduction to TB infection, the clinical presentation, diagnosis, management and prevention of tuberculosis in children
Childhood TB: Diagnosis of childhood tuberculosisPiLNAfrica
Childhood TB was written to enable healthcare workers to learn about the primary care of children with tuberculosis. It covers: introduction to TB infection, the clinical presentation, diagnosis, management and prevention of tuberculosis in children
Childhood TB: Clinical presentation of childhood tuberculosisPiLNAfrica
Childhood TB was written to enable healthcare workers to learn about the primary care of children with tuberculosis. It covers: introduction to TB infection, the clinical presentation, diagnosis, management and prevention of tuberculosis in children
"Child Healthcare addresses all the common and important clinical problems in children, including:immunisation history and examination growth and nutrition acute and chronic infections parasites skin conditions difficulties in the home and society."
Child Healthcare addresses all the common and important clinical problems in children, including:immunisation history and examination growth and nutrition acute and chronic infections parasites skin conditions difficulties in the home and society.
Child Healthcare: The history and examinationPiLNAfrica
Child Healthcare addresses all the common and important clinical problems in children, including:immunisation history and examination growth and nutrition acute and chronic infections parasites skin conditions difficulties in the home and society.
Child Healthcare addresses all the common and important clinical problems in children, including:immunisation history and examination growth and nutrition acute and chronic infections parasites skin conditions difficulties in the home and society.
Child Healthcare addresses all the common and important clinical problems in children, including:immunisation history and examination growth and nutrition acute and chronic infections parasites skin conditions difficulties in the home and society.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Embracing GenAI - A Strategic ImperativePeter 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.
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
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.
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!
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
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.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
1. INTER-PHASE TEACHING AND LEARNING (IPTL)
<This picture should
illustrate the subject of
your
Classroom Learning
Resource>
Project Overview
Documents
Authors Fredrick Ochieng and Diana Shikutwa with Assistance from other
classroom and subject teachers from Makini Junior School.
• To make the learner have interest in the subjects they least enjoy.
• To turn teacher-centered lessons into student-centered.
• To improve the learners grades without compromising his/her creativity.
• To make the learner apply what they have learned in any dynamic context
Objectives
Microsoft Encarta Kids, Computer Classroom (Maths, English and
Science) at Home series (by Nightingale Software) and online games.
Software
Description IPTL was a pilot project by the Makini School Computer Club where
the learner, under the guidance of the teacher used computer games
and other multimedia to have interest in the subject they least enjoy,
master it and apply it in real life situations.
Learning Areas Mathematics, English and Science
Levels Grades 1 and 2
Computer games, kids, online, Maths, English and ScienceKeywords
Inter-Phase Teaching/Learning is using what the learners enjoy most (like
computer games and multimedia) to teach them the subjects they least
enjoy.
Pupils using Microsoft Encarta Kids
to learn Mathematics and Science
About Innovative
Teachers
About Vitual
Classroom Tours
About the use of
sources , info
pictures and other
sources form
Project Summary
2. INTER-PHASE TEACHING AND LEARNING (IPTL)
<This picture should
illustrate the subject of
your
Classroom Learning
Resource>
Teacher Planning and Management
Documents
Click the documents below to help you understand the context of
this exemplary learning project:
Background & Planning: Gives a clear picture of the origin and
objectives of the learning project, including the manner in which
the project was planned and managed.
Classroom Images: Images of the classroom to give you a
better feeling for how the project was implemented.
Project Background
and Planning
Classroom Images
Group representatives
challenging each other
3. INTER-PHASE TEACHING AND LEARNING (IPTL)
<This picture should
illustrate the subject of
your
Classroom Learning
Resource>
Teaching Resources
Microsoft Office
Training Resources
Documents
• Microsoft Encarta Kids
• Maths, English and Science (at
home) series by Nightingle
Software.
• Bailey, Millie, Sammy and Trudy
by Edmark Corporation.
•http://www.sciencekids.co.nz/gamesactivities.html
• http://www.ixl.com/math/practice/grade-1-counting-
review-0-to-10
• www.epals.com
•http://kids.nationalgeographic.com/kids/
•http://www.globalclassroom.org
Having fun learning Science
with Microsoft Encarta Kids
4. INTER-PHASE TEACHING AND LEARNING (IPTL)
<This picture should
illustrate the subject of
your
Classroom Learning
Resource>
Assessment and Standards
Mapping the
Standards
Authentic
Assessment
Assessment Rubrics:
The project assessment was based on the
achievement of the objectives and goals set out for
the learner/teacher and how that affected the
teaching/leaning process.
Mapping the Standards:
The following questions were to be answered in
the affirmative to prove that the project was a
success.
Documents
• Did the learner have more interest in the subjects they least
enjoyed before?
• Were the lessons turned from teacher-centered into student-
centered?
•Did the learner’s grades improve without compromising his/her
creativity?
• Can the learner now apply what they have learned in any
dynamic context?
•YES – in this context the project was a great success.
PROJECT FINDINGS
AND CONCLUSION
Learning does not stop
outside the classroom
5. INTER-PHASE TEACHING AND LEARNING (IPTL)
<This picture should
illustrate the subject of
your
Classroom Learning
Resource>
Teacher and School Information
SCHOOL
INFORMATION
Makini Computer Club
members celebrate the
success of the project
6. INTER-PHASE TEACHING AND LEARNING (IPTL)
<This picture should
illustrate the subject of
your
Classroom Learning
Resource>
Teacher and School Information
SCHOOL
INFORMATION
Makini Computer Club
members celebrate the
success of the project
Editor's Notes
This Virtual Classroom Tour template has been provided so you can develop your own Virtual Classroom Tours. Use the template to record a special learning project that you have found particularly successful in your classroom. Then share the project with other teachers in your school, district or beyond.
Here’s how:
Follow the prompts on each slide and in the embedded Word documents, in this PowerPoint document, to insert your project information. When you have finished inputting all of the project information that is requested, delete the prompts. Select each one and press the Delete key.
Note: To enter the title of your Virtual Classroom Tour you must select View, Master, Slide Master, and enter it on the slide master. Then click Close Slide Master. This will cause the title to appear on each of the slides.
From the File menu choose Save As… and save the document as a PowerPoint Show. (Use the File type: drop-down list to choose PowerPoint Show). You can then distribute the Virtual Classroom Tour.
Open the Word documents at the bottom of each slide by double clicking the icons. Follow the prompts [in the yellow boxes] for inserting information about your learning project.
On this slide, embed the student handouts and the resources created for this project. Some examples are a student project overview, Internet and other resources, directions for art projects, or instructions to students for peer editing of projects. To embed the resources, follow these steps:
Have the resource document available.
From the Insert menu choose Object.
Select Create from File… and click Browse….
Find the file you want to include and click OK.
Select Display as icon and click Change Icon… and add a suitable caption.
Click OK to add the caption and click OK to embed the file.
Position the document icon at the bottom of the slide. You can go to View, Grid and Guides, and click Display Grid on Screen for a grid on which to line up your icons.
Add any assessment materials you developed for the project to this slide.
Have the resource document available.
From the Insert menu choose Object.
Select Create from File… and click Browse….
Find the file you want to include and click OK.
Select Display as icon and click Change Icon… and add a suitable caption.
Click OK to add the caption and click OK to embed the file.
Position the document icon at the bottom of the slide. You can go to View, Grid and Guides, and click Display Grid on Screen for a grid on which to line up your icons.
To include the Standards targeted through your learning project, open the Mapping the Standards document and then add your own standards at the bottom of the document. Links are included to help you search for local curriculum and technology standards.
Use these resources for assistance in working with and learning more about Microsoft Office applications.