The Value of Synchronous Communication in Online Learning EnvironmentsMichael Coghlan
Synchronous communication tools can provide important pedagogical and social benefits in online courses. A survey found that immediacy of feedback was a key pedagogical benefit, while community building and personal engagement were important social and affective benefits. However, synchronous activities can constrain students' independence and flexibility. To resolve this, instructors should not make synchronous sessions compulsory and should offer options for asynchronous participation as well. Synchronous tools work best for small group activities rather than whole class instruction.
Effective Facilitation in Synchronous Environments pt 1Michael Coghlan
This document provides guidance on effective facilitation in synchronous online environments. It discusses establishing ground rules for participant interaction, using webcams, managing multiple presentation venues. The impacts of text chat on participants and presenters are examined, including advantages like feedback and engagement, and disadvantages like distraction. Designing for interactivity through activities is covered. Finally, tensions between synchronous and asynchronous approaches are discussed, and ways to resolve them through optional sessions, archiving, and flipped classroom models.
The document discusses the value and uses of synchronous learning tools in online education. It defines synchronous communication as occurring in real-time, such as video chats, versus asynchronous which allows delays, like emails. It provides examples of how synchronous tools have been used for small group work, individual meetings, and whole class instruction. The document also addresses tensions between synchronous and asynchronous approaches and how to resolve them, like recording synchronous sessions for later viewing.
Exploring Online Resources for Professional Development for ABE PractitionersPatty Ball
This document provides an outline for a professional development workshop on online learning. The workshop covers assessing readiness for online learning, exploring various online learning resources and tools, creating a personal learning network, and developing an action plan. Participants will learn about different online learning opportunities, become more comfortable with online learning, and leave with a plan for using online resources in their own professional development.
Building Online Community, Interaction, Collaboration, and Engagement through...maritezita
This document discusses using instructional videos, Facebook, and VoiceThread to build online community and engagement. It provides examples of how each tool can be used, such as creating a Facebook group for announcements and discussions, producing different types of instructional videos (e.g. screencasts, PowerPoint narrations, webcams), and setting up VoiceThreads for activities like introductions and discussions. Tips are provided for setting up and using each tool effectively in educational settings. The document encourages participants to try out the activities on the instructor's website and Facebook group.
The Power of Engagement and Tools for ConnectingKelvin Thompson
This document summarizes a presentation by Dr. Kelvin Thompson on engagement and connection tools. It provides an annotated list of engagement strategies and technologies discussed, including clickers, polling apps, Google Docs, wikis, and social media. It also covers challenges of embracing openness online, managing information flows, practicing connected learning, and helping students become connected learners. Resources and guidance are offered in each of these areas.
Eggs, Ecosystems, and the Power of Connected LearningKelvin Thompson
AUDIO: access session audio to accompany these slides at http://bit.ly/audio_thompsonfldvipn2015 [copy/paste]
Keynote address at the 2015 Florida District Virtual Instruction Program Symposium (FLDVIPN2015)
This document outlines a presentation on flipped learning. It begins with defining flipped learning as moving direct instruction outside of class via online videos and using class time for active learning practices like discussion and problem solving. Case studies on flipped learning show failure rates dropping significantly at the high school level. The presentation discusses options for delivering content like videos, audio, documents and choosing appropriate tools. It also addresses how the classroom experience changes with flipped learning, focusing more on having students apply knowledge through tasks, group work, and other active learning methods. Different models for delivering flipped content are mentioned, as well as challenges and responses to concerns about the transition to a flipped model.
The Value of Synchronous Communication in Online Learning EnvironmentsMichael Coghlan
Synchronous communication tools can provide important pedagogical and social benefits in online courses. A survey found that immediacy of feedback was a key pedagogical benefit, while community building and personal engagement were important social and affective benefits. However, synchronous activities can constrain students' independence and flexibility. To resolve this, instructors should not make synchronous sessions compulsory and should offer options for asynchronous participation as well. Synchronous tools work best for small group activities rather than whole class instruction.
Effective Facilitation in Synchronous Environments pt 1Michael Coghlan
This document provides guidance on effective facilitation in synchronous online environments. It discusses establishing ground rules for participant interaction, using webcams, managing multiple presentation venues. The impacts of text chat on participants and presenters are examined, including advantages like feedback and engagement, and disadvantages like distraction. Designing for interactivity through activities is covered. Finally, tensions between synchronous and asynchronous approaches are discussed, and ways to resolve them through optional sessions, archiving, and flipped classroom models.
The document discusses the value and uses of synchronous learning tools in online education. It defines synchronous communication as occurring in real-time, such as video chats, versus asynchronous which allows delays, like emails. It provides examples of how synchronous tools have been used for small group work, individual meetings, and whole class instruction. The document also addresses tensions between synchronous and asynchronous approaches and how to resolve them, like recording synchronous sessions for later viewing.
Exploring Online Resources for Professional Development for ABE PractitionersPatty Ball
This document provides an outline for a professional development workshop on online learning. The workshop covers assessing readiness for online learning, exploring various online learning resources and tools, creating a personal learning network, and developing an action plan. Participants will learn about different online learning opportunities, become more comfortable with online learning, and leave with a plan for using online resources in their own professional development.
Building Online Community, Interaction, Collaboration, and Engagement through...maritezita
This document discusses using instructional videos, Facebook, and VoiceThread to build online community and engagement. It provides examples of how each tool can be used, such as creating a Facebook group for announcements and discussions, producing different types of instructional videos (e.g. screencasts, PowerPoint narrations, webcams), and setting up VoiceThreads for activities like introductions and discussions. Tips are provided for setting up and using each tool effectively in educational settings. The document encourages participants to try out the activities on the instructor's website and Facebook group.
The Power of Engagement and Tools for ConnectingKelvin Thompson
This document summarizes a presentation by Dr. Kelvin Thompson on engagement and connection tools. It provides an annotated list of engagement strategies and technologies discussed, including clickers, polling apps, Google Docs, wikis, and social media. It also covers challenges of embracing openness online, managing information flows, practicing connected learning, and helping students become connected learners. Resources and guidance are offered in each of these areas.
Eggs, Ecosystems, and the Power of Connected LearningKelvin Thompson
AUDIO: access session audio to accompany these slides at http://bit.ly/audio_thompsonfldvipn2015 [copy/paste]
Keynote address at the 2015 Florida District Virtual Instruction Program Symposium (FLDVIPN2015)
This document outlines a presentation on flipped learning. It begins with defining flipped learning as moving direct instruction outside of class via online videos and using class time for active learning practices like discussion and problem solving. Case studies on flipped learning show failure rates dropping significantly at the high school level. The presentation discusses options for delivering content like videos, audio, documents and choosing appropriate tools. It also addresses how the classroom experience changes with flipped learning, focusing more on having students apply knowledge through tasks, group work, and other active learning methods. Different models for delivering flipped content are mentioned, as well as challenges and responses to concerns about the transition to a flipped model.
Blended Learning: (Re)Thinking and (Re)DesigningKelvin Thompson
This document provides a summary of a presentation on blended learning. It discusses various blended learning models and frameworks, as well as results from research on student outcomes in blended courses at the University of Central Florida. It also addresses implementation issues like BYOD policies, accessibility, and balancing the online and face-to-face components of blended courses. The presentation aims to help educators design effective blended learning courses.
Workshop for Twin Coast Cluster Conference. Deals with the purpose of blogging in a classroom and gives examples from a junior class (5 to 7 year old children) . Examples include voice thread, photopeach, Kid Pix, animoto.
Blended Learning: Making Sense of All the OptionsKelvin Thompson
Session Audio: http://bit.ly/audio_thompsoncollaborate2016
Slides from keynote session at OLC Collaborate Orlando 2016 at the University of Central Florida, Orlando, FL
Een verhaal over hoe werk en leren steeds meer op elkaar beginnen te lijken in deze kennismaatschappij en wat betekent voor de rol van een elektronische leeromgeving.
The document discusses the use of various social media technologies in education such as Twitter, Facebook, blogs, and bookmarking tools and how they can be used to facilitate communication, sharing of resources, and building online communities while also addressing potential issues around privacy, expectations of responses, and the transitory nature of some platforms. It provides examples of how tools like Twitter can be used to engage students inside and outside the classroom and encourages educators to think about how to integrate social media into their teaching in a way that enhances learning.
Presentation on communication, collaboration, presentation, and interactive online tools that can be used in a virtual classroom to engage learners of all styles.
This document discusses using VoiceThread, a collaborative multimedia platform, for interactive educational projects. It provides an overview of VoiceThread, including how to create an account and upload various media types. It then discusses four main ways to use VoiceThread: for commenting, communication, creativity, and collaboration. Specific classroom examples are provided for each category. Tips are also provided around planning a VoiceThread project, preparing content, and facilitating comments.
IETC : Are your Students REALLY Collaborating?jorech
This document discusses collaboration in the classroom. It begins by questioning whether students are truly collaborating and lists some of the speaker's credentials and online presence. It then asks questions about transforming student learning through collaboration and making the classroom a collaborative space. The rest of the document provides suggestions for implementing collaboration through tools like blogs, discussion boards, and wikis. It emphasizes that collaboration is not the goal in itself, but a process, and collaborative work must have a purpose and be valuable to others. Research is cited showing asynchronous online collaboration can lead to richer discussions and higher quality writing compared to face-to-face work. Successful teaching today requires experimentation, co-creating content, relinquishing control, and tolerating failure.
Gutenburg to Zuckerberg: Social media in Medical EducationPlanBlearning
This document discusses the rapid changes in technology and its impact on education over the past few decades. It notes that every child now starts school in the 21st century and there has been more pedagogical change in the last 10 years than the previous 1000 years due to new technologies. It then lists the dates of creation of many popular web platforms and notes that they were all initially asynchronous. The document discusses concepts like blended learning and informal learning. It also notes that university programs are increasingly being offered fully online. Social media platforms like Facebook, Twitter, and YouTube are discussed as learning tools. The emphasis is on learning becoming more mobile, social and blended across formal and informal contexts.
Online interactive session using google docs® at post graduate tertiary educa...CITE
This document summarizes an online interactive session using Google Docs for a post-graduate education course at the University of Hong Kong. The session was conducted remotely due to the instructor being out of Hong Kong. Students participated by discussing topics on discussion boards created in Google Docs. While full participation was achieved, there were also technical issues with Google Docs that caused problems for some students. Overall, students found the experience valuable, but the document notes that the format may need improvements to address technical limitations for large group discussions.
1. VoiceThread is a collaborative multimedia platform that allows users to create and share slideshows containing images, videos and documents.
2. It supports communication, collaboration and creativity through features that allow multiple users to add voice comments and annotations to the slideshows.
3. The document provides examples of how VoiceThread has been used in educational settings and offers best practices for creating and moderating VoiceThreads.
The Future of Moodle and How Not to Stop ItHans de Zwart
There has been a lot of discussion lately about whether the VLE is dead and what should come in its place. This presentations tries to see how the main points in this debate reflect on Moodle.
Web 2.0: demystifying its purpose & uses for the 21st century digital learnin...libraryinfoservices
The document discusses Web 2.0 and its uses for digital learning. Web 2.0 allows for creation and sharing of content using various digital media like text, graphics, audio and video. It introduces common Web 2.0 tools like RSS feeds, blogs, wikis, podcasts and social bookmarks. These tools support skills like literacy, communication and thinking. Specific examples are provided for how educators and students can use each tool to support collaboration, sharing of information and self-paced learning. Equipment needs and resources for learning more about Web 2.0 applications in education are also outlined.
This document provides an overview of effective techniques for conducting live online teaching and training sessions. It discusses establishing personal connections with participants, using polls and activities to engage attendees from a variety of locations, and the differences between synchronous and asynchronous communication. Guidelines are presented for facilitating interaction using text chat, tracking multiple discussion threads, and balancing presentation time with questions. The skills of an effective online presenter are also reviewed, such as limiting consecutive talking points and interspersing content with participant involvement.
15 online tools for effective teaching and learningCITE
This document outlines 15 online tools for effective teaching and learning, grouping them into sharing resources, sharing through RSS, sharing collaboratively through Twitter and other tools, sharing files through services like Dropbox, and production tools including tools for slide presentations, multimedia, cooperation, word clouds, and data visualization.
This document discusses the concept of a Virtual Learning Commons (VLC), which aims to transform a traditional library website into an online participatory community. It provides examples of different components a VLC could include, such as an Information Center with useful tools and links, a Literacy Center for reading and writing resources, and a Knowledge Building Center for sharing project work and collaborating. The document emphasizes fostering stakeholder participation and collaboration to support learning both in and out of the classroom through a VLC. It also shares examples of existing VLC implementations and platforms that can be used to create a VLC.
The Relationship Between Content and InnovationMichael Coghlan
This document discusses issues related to content and innovation in education. It suggests that gathering content involves browsing resources, deciding what to use, creating and organizing materials. It also emphasizes that innovation requires challenge, new skills and adapting to change. Several methods are proposed for making courses and assessments more innovative, such as alternative quiz questions that require real-world tasks or research. Overall, the document advocates an approach where content is co-created with students throughout a course to increase innovation.
This document discusses embracing professional learning networks and preparing for 21st century learning. It encourages using e-learning and various Web 2.0 tools as part of personal learning networks. These networks are based on the idea that knowledge is distributed across connections and learning involves constructing and traversing those networks. The document provides examples of tools for blogging, microblogging, social bookmarking, RSS feeds, wikis, and more that can be used to support learning networks. It emphasizes that learning is becoming an open source project where knowledge is collaboratively built.
Blending Synchronous and Asynchronous Learning EnvironmentsMichael Coghlan
Presentation as part of Webheads EVOnline sessions, January 2014
Message re licensing of this content:
This content was uploaded to Slideshare before it was taken over by Scribd. My intention was always to offer my content for free via Creative Commons licensing. Scribd now has locked the content behind a paywall where you have to provide credit card details before you can download it. I totally disagree with this kind of exploitation of previously free content but it apparently is legal for Scribd to do this. However, you can still download this content without messing around with credit card nonsense if you go to the original Slideshare site of this presentation. Sorry for the hassle, but it is Scribd's doing - not mine.
- Michael Coghlan (michaelc)
This document discusses skills for online tutoring. It covers encouraging participation through selecting appropriate technologies, building motivation, and addressing multiple intelligences. It also addresses synchronous communication methods like chat, whiteboards, audio and video conferencing. Asynchronous methods like forums are also discussed. The document provides tips for dealing with low student participation such as making changes to course structure, contacting students individually, and setting clear expectations.
Blended Learning: (Re)Thinking and (Re)DesigningKelvin Thompson
This document provides a summary of a presentation on blended learning. It discusses various blended learning models and frameworks, as well as results from research on student outcomes in blended courses at the University of Central Florida. It also addresses implementation issues like BYOD policies, accessibility, and balancing the online and face-to-face components of blended courses. The presentation aims to help educators design effective blended learning courses.
Workshop for Twin Coast Cluster Conference. Deals with the purpose of blogging in a classroom and gives examples from a junior class (5 to 7 year old children) . Examples include voice thread, photopeach, Kid Pix, animoto.
Blended Learning: Making Sense of All the OptionsKelvin Thompson
Session Audio: http://bit.ly/audio_thompsoncollaborate2016
Slides from keynote session at OLC Collaborate Orlando 2016 at the University of Central Florida, Orlando, FL
Een verhaal over hoe werk en leren steeds meer op elkaar beginnen te lijken in deze kennismaatschappij en wat betekent voor de rol van een elektronische leeromgeving.
The document discusses the use of various social media technologies in education such as Twitter, Facebook, blogs, and bookmarking tools and how they can be used to facilitate communication, sharing of resources, and building online communities while also addressing potential issues around privacy, expectations of responses, and the transitory nature of some platforms. It provides examples of how tools like Twitter can be used to engage students inside and outside the classroom and encourages educators to think about how to integrate social media into their teaching in a way that enhances learning.
Presentation on communication, collaboration, presentation, and interactive online tools that can be used in a virtual classroom to engage learners of all styles.
This document discusses using VoiceThread, a collaborative multimedia platform, for interactive educational projects. It provides an overview of VoiceThread, including how to create an account and upload various media types. It then discusses four main ways to use VoiceThread: for commenting, communication, creativity, and collaboration. Specific classroom examples are provided for each category. Tips are also provided around planning a VoiceThread project, preparing content, and facilitating comments.
IETC : Are your Students REALLY Collaborating?jorech
This document discusses collaboration in the classroom. It begins by questioning whether students are truly collaborating and lists some of the speaker's credentials and online presence. It then asks questions about transforming student learning through collaboration and making the classroom a collaborative space. The rest of the document provides suggestions for implementing collaboration through tools like blogs, discussion boards, and wikis. It emphasizes that collaboration is not the goal in itself, but a process, and collaborative work must have a purpose and be valuable to others. Research is cited showing asynchronous online collaboration can lead to richer discussions and higher quality writing compared to face-to-face work. Successful teaching today requires experimentation, co-creating content, relinquishing control, and tolerating failure.
Gutenburg to Zuckerberg: Social media in Medical EducationPlanBlearning
This document discusses the rapid changes in technology and its impact on education over the past few decades. It notes that every child now starts school in the 21st century and there has been more pedagogical change in the last 10 years than the previous 1000 years due to new technologies. It then lists the dates of creation of many popular web platforms and notes that they were all initially asynchronous. The document discusses concepts like blended learning and informal learning. It also notes that university programs are increasingly being offered fully online. Social media platforms like Facebook, Twitter, and YouTube are discussed as learning tools. The emphasis is on learning becoming more mobile, social and blended across formal and informal contexts.
Online interactive session using google docs® at post graduate tertiary educa...CITE
This document summarizes an online interactive session using Google Docs for a post-graduate education course at the University of Hong Kong. The session was conducted remotely due to the instructor being out of Hong Kong. Students participated by discussing topics on discussion boards created in Google Docs. While full participation was achieved, there were also technical issues with Google Docs that caused problems for some students. Overall, students found the experience valuable, but the document notes that the format may need improvements to address technical limitations for large group discussions.
1. VoiceThread is a collaborative multimedia platform that allows users to create and share slideshows containing images, videos and documents.
2. It supports communication, collaboration and creativity through features that allow multiple users to add voice comments and annotations to the slideshows.
3. The document provides examples of how VoiceThread has been used in educational settings and offers best practices for creating and moderating VoiceThreads.
The Future of Moodle and How Not to Stop ItHans de Zwart
There has been a lot of discussion lately about whether the VLE is dead and what should come in its place. This presentations tries to see how the main points in this debate reflect on Moodle.
Web 2.0: demystifying its purpose & uses for the 21st century digital learnin...libraryinfoservices
The document discusses Web 2.0 and its uses for digital learning. Web 2.0 allows for creation and sharing of content using various digital media like text, graphics, audio and video. It introduces common Web 2.0 tools like RSS feeds, blogs, wikis, podcasts and social bookmarks. These tools support skills like literacy, communication and thinking. Specific examples are provided for how educators and students can use each tool to support collaboration, sharing of information and self-paced learning. Equipment needs and resources for learning more about Web 2.0 applications in education are also outlined.
This document provides an overview of effective techniques for conducting live online teaching and training sessions. It discusses establishing personal connections with participants, using polls and activities to engage attendees from a variety of locations, and the differences between synchronous and asynchronous communication. Guidelines are presented for facilitating interaction using text chat, tracking multiple discussion threads, and balancing presentation time with questions. The skills of an effective online presenter are also reviewed, such as limiting consecutive talking points and interspersing content with participant involvement.
15 online tools for effective teaching and learningCITE
This document outlines 15 online tools for effective teaching and learning, grouping them into sharing resources, sharing through RSS, sharing collaboratively through Twitter and other tools, sharing files through services like Dropbox, and production tools including tools for slide presentations, multimedia, cooperation, word clouds, and data visualization.
This document discusses the concept of a Virtual Learning Commons (VLC), which aims to transform a traditional library website into an online participatory community. It provides examples of different components a VLC could include, such as an Information Center with useful tools and links, a Literacy Center for reading and writing resources, and a Knowledge Building Center for sharing project work and collaborating. The document emphasizes fostering stakeholder participation and collaboration to support learning both in and out of the classroom through a VLC. It also shares examples of existing VLC implementations and platforms that can be used to create a VLC.
The Relationship Between Content and InnovationMichael Coghlan
This document discusses issues related to content and innovation in education. It suggests that gathering content involves browsing resources, deciding what to use, creating and organizing materials. It also emphasizes that innovation requires challenge, new skills and adapting to change. Several methods are proposed for making courses and assessments more innovative, such as alternative quiz questions that require real-world tasks or research. Overall, the document advocates an approach where content is co-created with students throughout a course to increase innovation.
This document discusses embracing professional learning networks and preparing for 21st century learning. It encourages using e-learning and various Web 2.0 tools as part of personal learning networks. These networks are based on the idea that knowledge is distributed across connections and learning involves constructing and traversing those networks. The document provides examples of tools for blogging, microblogging, social bookmarking, RSS feeds, wikis, and more that can be used to support learning networks. It emphasizes that learning is becoming an open source project where knowledge is collaboratively built.
Blending Synchronous and Asynchronous Learning EnvironmentsMichael Coghlan
Presentation as part of Webheads EVOnline sessions, January 2014
Message re licensing of this content:
This content was uploaded to Slideshare before it was taken over by Scribd. My intention was always to offer my content for free via Creative Commons licensing. Scribd now has locked the content behind a paywall where you have to provide credit card details before you can download it. I totally disagree with this kind of exploitation of previously free content but it apparently is legal for Scribd to do this. However, you can still download this content without messing around with credit card nonsense if you go to the original Slideshare site of this presentation. Sorry for the hassle, but it is Scribd's doing - not mine.
- Michael Coghlan (michaelc)
This document discusses skills for online tutoring. It covers encouraging participation through selecting appropriate technologies, building motivation, and addressing multiple intelligences. It also addresses synchronous communication methods like chat, whiteboards, audio and video conferencing. Asynchronous methods like forums are also discussed. The document provides tips for dealing with low student participation such as making changes to course structure, contacting students individually, and setting clear expectations.
Effective Facilitation in Synchronous Environments pt 2Michael Coghlan
This document provides guidance on facilitating effective synchronous online sessions. It discusses using webcams, establishing ground rules, and determining the purpose of the session. It also covers resolving tensions between synchronous and asynchronous approaches, designing for interactivity, and skills of the live online presenter. Interactive strategies suggested include using polls, sharing screens, and breaking into groups. The document emphasizes balancing presentation with interactivity.
Waves of Innovation: Using Google Wave in the ESL ClassroomDavid Bartsch
This document provides an overview of using Google Wave in ESL classrooms. It begins with some assumptions about the audience and their interest in and comfort with technology. It then describes what Wave is and its key features, such as collaborative editing, playback, and gadgets. Various uses of Wave for language learning are proposed, both in and out of the classroom. The theoretical justification for using Wave and CALL is discussed based on social constructivism. Both strengths and weaknesses of Wave are presented. Predictions are made about Wave's potential to transform language learning.
Reaching a Bigger Pond: Tools and Technology for Forming CommunityMichael Coghlan
1. The document discusses tools and technologies for forming online communities, including social networking sites, photo sharing sites, and video sharing sites that allow people to connect globally.
2. It describes the Webheads community, an online language learning community with over 300 members from 50 countries that has sustained itself for over 10 years through regular online meetings and communication.
3. Key factors that have sustained the Webheads community include a common interest in language teaching/learning, international friendship, the vision of key members, and technologies that enable regular communication and knowledge sharing across distances.
This document discusses using voice and online communication tools in language learning. It argues that the internet is not just a passive resource for information, but enables interaction and user-generated content through tools like voice boards, virtual classrooms, audio blogging and podcasting. These voice tools benefit English language learners by allowing richer participation and feedback. Both synchronous tools like chat rooms and asynchronous tools like voice boards can be used, depending on the purpose. The document provides examples of how teachers have used voice tools for conferences, group discussions, oral presentations and building a sense of community in language classes.
Interactivity in Virtual Classrooms (ivocalize)Michael Coghlan
The document discusses strategies for increasing interactivity in a virtual classroom. It notes that while interactivity is important for learning, it can be difficult to achieve in practice. It provides examples of how to engage students in a virtual classroom through two-way voice and text chats, using a whiteboard for activities, asking questions, and enabling different channels of communication. The document encourages breaking up long presentations, incorporating student participation and small group work to foster interaction among participants in a remote learning environment.
Expanding pre service teacher critical thinking through google waveDavid Bartsch
This document summarizes a presentation about using Google Wave to expand pre-service teachers' critical thinking. It provides an overview of Wave's history and features. It then discusses an example of how Wave was used in a pre-service teacher training program to facilitate collaboration and feedback. Finally, it outlines some theoretical justifications for using collaborative technologies like Wave in language education based on social constructivism. Both the strengths of facilitating discussion and feedback and the weaknesses of technical issues are acknowledged.
This document discusses blended learning and learner autonomy. It defines blended learning as using both traditional and online resources for learning. It provides examples of blended learning components and guidelines for teachers in designing blended learning, including providing opportunities for collaboration, learning content in multiple media, and learner support. Blended learning can increase flexibility and support constructive learning through active engagement. Effective blended activities give learners choice and autonomy over their learning.
Expanding pre-service teacher critical thinking through google waveOzgur Pala
This document summarizes a presentation about using Google Wave to expand pre-service teachers' critical thinking. It provides an overview of Wave's history and features. It then discusses an example of how Wave was used in a pre-service teacher training program to facilitate collaboration and knowledge sharing. Finally, it outlines some theoretical justifications for using collaborative technologies like Wave in language education based on social constructivism. Both the strengths of facilitating discussion and collaboration and the weaknesses of technical issues are acknowledged.
This document provides an overview of various web-based tools that can be used in K-12 language classrooms to engage students. It discusses tools for social networking, blogging, wikis, podcasting, bookmarking, photo/video sharing, RSS feeds, presentations, and more. For each tool, it outlines the educational benefits and limitations. It emphasizes the importance of selecting tools based on pedagogical goals and considering ease of use, technical requirements, and how students will interact and collaborate.
This document discusses various ways that instructional technology can be used to enhance teaching and learning. It is organized by functional categories of learning activities including presentation tools, active learning tools, collaborative learning tools, and more. Specific examples are provided for tools like video conferencing, simulations, discussion forums, blogs and wikis. Key principles of instructional design are also reviewed, such as backward design and establishing learning goals and objectives. Overall, the document serves as a guide for instructors to thoughtfully integrate different technologies into their teaching.
This document discusses the potential for technology to enhance language teaching at a distance. It outlines 6 models of technology-enhanced language learning (TELL): instructional CALL, exploratory/discovery CALL, computer-mediated communication, social networking, narrative/reflective, and collaborative learning. Each model is discussed in terms of the language learning theories and approaches it supports. The document also describes tools that can be used to support each model of TELL and shares the outcomes and insights from a longitudinal action research project that utilized various social networking tools over multiple semesters.
This document discusses the rise of MOOCs and changes in education due to new technologies. It begins by noting how technologies are changing the production and transmission of knowledge. It then discusses different types of MOOCs (cMOOCs and xMOOCs) and platforms like Coursera, Udacity, and EdX. The core of cMOOCs is social interaction and knowledge sharing through discussion forums and social media, while xMOOCs focus more on direct instruction from universities. The document advocates for high-quality open online learning and sees a need for connectivist MOOCs to attract global learners.
Using Social Media to Engage your StudentsBhupesh Shah
This document provides information on using social media to engage students. It begins with an agenda that lists discussing the purpose of social media, examples of popular platforms, and common concerns. It then discusses how social media can be used to connect with students inside and outside of class, address different learning styles, develop digital citizenship and student voice, and create a classroom community. Specific uses mentioned include uploading instructional videos, hosting discussions, and sharing daily content related to course topics. Potential concerns discussed include losing control of the course and not having time to learn the platforms. The document concludes with useful social media links and contact information for follow up questions.
The document discusses a study on technology overload in teacher education. It summarizes an online graduate course on computer-assisted language learning (CALL) taught in 2006. Five out of eight students wrote about feeling frustrated by too much information, not being able to find things, and not knowing where to put things. Interviews revealed frustration was due to time constraints, procedural errors, and group work, but was lessened by personal attention, connections with others, and relevance to work. A later survey found most respondents sometimes feel overwhelmed by technologies, though personal support, pacing, reflection, and hands-on experience can help mediate this. The conclusion is that while buzzwords seem magical, proper support allows teachers to learn quickly without feeling overwhelmed.
The document discusses various methods for communicating with students in online courses. It suggests using tools that students are familiar with and can integrate with each other to enable student engagement and contributions. Some synchronous communication methods mentioned include video conferencing platforms for guest speakers or live office hours. Asynchronous methods include course blogs for sharing content and course wikis for less structured discussions. Embedded chat within existing course sites is also suggested for real-time question and answer sessions.
This document describes an online seminar room called Big Blue Button. It has modules for users and listeners, a whiteboard, and chat functions. There was some lag discussed, and fewer interactive tools than other systems like Elluminate. Benefits and challenges of online communities of practice in higher education were discussed. Identity, literacy and community in partially synchronous distributed learning environments were explored as topics, and how the environment interacts with these topics. Evaluations provided both positive feedback on the productive discussion and useful learning environment, as well as technical difficulties experienced by some participants.
Similar to Synch AND Swim - Blending Synch and Asynch Learning Environments (20)
Emoderator competencies
Message re licensing of this content
This content was uploaded to Slideshare before it was taken over by Scribd. My intention was always to offer my content for free via Creative Commons licensing. Scribd now has locked the content behind a paywall where you have to provide credit card details before you can download it. I totally disagree with this kind of exploitation of previously free content but it apparently is legal for Scribd to do this. However, you can still download this content without messing around with credit card nonsense if you go to the original Slideshare site of this presentation. Sorry for the hassle, but it is Scribd's doing - not mine.
- MIchael Coghlan (michaelc)
Technology: what are we losing? Does it matter? Michael Coghlan
Such is the scale of change wrought by the current Digital Age that it is being compared with the profound changes that occurred as a result of the invention of printing in the 15th century, and the industrial revolution of the 18th century. Every new wave of technology produces changes. Some of these changes are immediately welcome, and their benefits obvious. Some changes are easy to see and predict. Other changes take time, are less immediately obvious, and are not always welcome. With each change, with each gain, there is some loss.
We are clearly in the middle of massive technology driven change. What then are we losing? Is this loss an inevitable consequence of change? Should we be trying to identify practices and values that ought not to change, or has that horse already bolted?
Message re licensing of this content
This content was uploaded to Slideshare before it was taken over by Scribd. My intention was always to offer my content for free via Creative Commons licensing. Scribd now has locked the content behind a paywall where you have to provide credit card details before you can download it. I totally disagree with this kind of exploitation of previously free content but it apparently is legal for Scribd to do this. However, you can still download this content without messing around with credit card nonsense if you go to the original Slideshare site of this presentation. Sorry for the hassle, but it is Scribd's doing - not mine.
- MIchael Coghlan (michaelc)
The document provides information on using online forums, including:
1) Forums originated as public meetings for open discussion but now refer to virtual spaces for online asynchronous communication. Forums are better suited for higher-level discussions due to their asynchronous nature.
2) Effective communication in forums involves using an appropriate tone, acknowledging others' contributions and viewpoints, and balancing personal and formal discussions while being aware of cultural issues.
3) Gilly Salmon's 5 stage model outlines the process for users to become acclimated with online forums, from initially connecting to knowledge construction and collaboration. Moderators should encourage participation from users at stage 3 or higher to facilitate meaningful discourse.
This document summarizes emerging trends in educational technology. It discusses frameworks for 21st century learning skills like collaboration, critical thinking, and communication. Emerging technologies discussed include learning analytics, adaptive learning, location-based services, makerspaces, wearable devices, and the internet of things. The document cautions that technology alone does not guarantee improved learning outcomes and that teachers must craft challenging tasks to transform learning with technology.
The document discusses conflict resolution and the Thomas-Kilmann Conflict Mode Instrument. It describes conflict as the result of differences in needs, values, and motivations. There are two views of conflict - the traditional view that sees it as something to avoid, and the alternative view that sees it as inevitable and sometimes necessary for change. The document outlines five conflict modes or behaviors assessed by the Thomas-Kilmann instrument: competing, collaborating, compromising, avoiding, and accommodating. Each mode has potential benefits and costs described in the document.
Digital delivery for low level literacy studentsMichael Coghlan
This document discusses digital delivery of literacy education for low-level literacy students. It provides background on adult literacy rates in Australia, with nearly half the adult population having problems with literacy. It then discusses various types of literacy like digital literacy and multiliteracy. It considers how to design literacy education for low-level students, emphasizing clear context and purpose, opportunity for creation and interpretation, and support. Possible activities discussed include using images from Flickr to teach tagging, digital storytelling, and apps to support learning.
This document discusses the impact of mobile technology on learning. It notes that mobile learning is defined by the mobility of learning rather than just technology. Key impacts discussed include the shift from a broadcast model of education to one where students create content; the nonlinear and rhizomic nature of knowledge; and the decline of centralized institutions and rise of individual learners. It suggests educators will need to adapt to new types of learners who are highly connected via networks and operate in a mobile, open world without strict hierarchies. Skills are needed for educators and students to operate effectively in this mobile environment.
This document discusses flipped learning and how to implement it in the classroom. It defines flipped learning as moving content delivery outside of class time through online videos and activities, and using class time for discussion and application of the material. Case studies show benefits like decreased failure rates. The document discusses delivering content through videos, audio, documents and considering tools like YouTube. It suggests activities for the classroom like discussion, group work and applying knowledge. It also addresses implementing flipped learning online through synchronous and asynchronous tools and strategies. Lastly, it discusses making classes more student-centered and conducting a SWOT analysis of flipped learning.
Innovation in the Australian VET sector - is it possible?Michael Coghlan
The document discusses innovation in the vocational education and training (VET) sector. It notes that while innovation was possible in the past, increasing assessment requirements and compliance culture have reduced the sector's ability to innovate. Suggestions to re-enable innovation include giving teachers more time to develop materials, allowing experimentation without pressure for immediate success, and creating an organizational culture that supports innovation. Emerging technologies like flipped learning, mobile learning and augmented reality could also promote innovation if regulatory barriers are addressed.
This document discusses emerging technologies and their impact on society. It examines different theories on how technology influences human behavior and social structures. Key topics covered include the evolution of the Internet, rise of social media, and emerging technologies like wearable devices, 3D printing, robots, and the "Internet of Things." The document raises important questions about privacy, surveillance, ownership of data and content, and the role of technologies in shaping human thought and culture.
This document discusses social media and its impact. It begins by defining social media as forms of internet-based interactions through virtual communities and networks, allowing users to create and share content. Examples provided include YouTube, Flickr, Facebook, and Ning. The document then discusses the "read/write web" and how knowledge resides in networks. It provides examples of the presenter's social media profiles and asks if the audience uses social media. Both benefits and drawbacks of social media are mentioned, as well as how it can impact deep thinking. It closes by noting data has become a valuable commodity and lists the presenter's email.
Michael Coghlan discusses how TAFE SA needs to change and adapt to global trends in education. Some key points are:
- TAFE SA needs to shift its primary focus from assessment back to learning.
- Courses and resources should be made more openly available on the internet to increase access and collaboration.
- Multiliteracy skills are important for students to acquire.
- TAFE SA could offer MOOCs and short informal courses to expand its reach.
- Social media should be used more actively to promote the work of individual lecturers and students.
This document discusses the impact of information and communication technologies (ICT) and digital media on education. It describes how the internet has led to more participatory and open forms of media where users have more control over content creation and sharing. This has implications for how learning is designed and delivered. Traditional education institutions will need to adapt to how the new generation of learners interacts and shares information online both inside and outside of formal education settings. The document also outlines different elearning models and tools that can be used to support blended and online learning.
The document discusses different models of elearning and provides guidance on choosing the right model. It outlines 8 common elearning models: etraining, distance education, blended learning types 1 and 2, virtual classrooms types 1 and 2, communities of practice, MOOCs, and flipped classroom. It also discusses the extremes of self-paced vs facilitated elearning and notes facilitated has benefits like regular teacher presence and a richer learning experience but requires more resources. Overall, the document provides tips for designing an effective online course, including breaking content into bite-sized chunks, using a variety of tasks and activities, and providing regular feedback.
Designing Learning in the Digital Age - A DiscussionMichael Coghlan
A small group discussion as part of the ongoing Webheads Learning2gether series.. Accompanying audio at http://learning2gether.posterous.com/learning2gether-with-michael-coghlan-designin
The document discusses peeragogy and networked learning. Peeragogy is a model of teaching and learning centered around abundance of online content and connections. It is based on the philosophy that students and teachers can both educate and learn from each other through subscribing to people and curating online information. The document outlines some benefits of networked learning such as fostering digital literacy skills, but also notes challenges like managing multiple online accounts and determining who to follow for information. Overall, it argues that networked learning could transform education if placed at the center of teaching models, though implementing it comes with difficulties to overcome.
Global trends in education include work becoming more global and collaborative, people learning anywhere and anytime using their own devices, the rise of mobile learning, open access to content and resources, and the growth of cloud-based technologies. Literacy is being redefined, informal learning is on the rise, and new business models are emerging in education. These trends are disrupting traditional notions of quality, success, and the ownership of educational content and resources.
Andreas Schleicher presents PISA 2022 Volume III - Creative Thinking - 18 Jun...EduSkills OECD
Andreas Schleicher, Director of Education and Skills at the OECD presents at the launch of PISA 2022 Volume III - Creative Minds, Creative Schools on 18 June 2024.
This presentation was provided by Rebecca Benner, Ph.D., of the American Society of Anesthesiologists, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
How Barcodes Can Be Leveraged Within Odoo 17Celine George
In this presentation, we will explore how barcodes can be leveraged within Odoo 17 to streamline our manufacturing processes. We will cover the configuration steps, how to utilize barcodes in different manufacturing scenarios, and the overall benefits of implementing this technology.
THE SACRIFICE HOW PRO-PALESTINE PROTESTS STUDENTS ARE SACRIFICING TO CHANGE T...indexPub
The recent surge in pro-Palestine student activism has prompted significant responses from universities, ranging from negotiations and divestment commitments to increased transparency about investments in companies supporting the war on Gaza. This activism has led to the cessation of student encampments but also highlighted the substantial sacrifices made by students, including academic disruptions and personal risks. The primary drivers of these protests are poor university administration, lack of transparency, and inadequate communication between officials and students. This study examines the profound emotional, psychological, and professional impacts on students engaged in pro-Palestine protests, focusing on Generation Z's (Gen-Z) activism dynamics. This paper explores the significant sacrifices made by these students and even the professors supporting the pro-Palestine movement, with a focus on recent global movements. Through an in-depth analysis of printed and electronic media, the study examines the impacts of these sacrifices on the academic and personal lives of those involved. The paper highlights examples from various universities, demonstrating student activism's long-term and short-term effects, including disciplinary actions, social backlash, and career implications. The researchers also explore the broader implications of student sacrifices. The findings reveal that these sacrifices are driven by a profound commitment to justice and human rights, and are influenced by the increasing availability of information, peer interactions, and personal convictions. The study also discusses the broader implications of this activism, comparing it to historical precedents and assessing its potential to influence policy and public opinion. The emotional and psychological toll on student activists is significant, but their sense of purpose and community support mitigates some of these challenges. However, the researchers call for acknowledging the broader Impact of these sacrifices on the future global movement of FreePalestine.
This presentation was provided by Racquel Jemison, Ph.D., Christina MacLaughlin, Ph.D., and Paulomi Majumder. Ph.D., all of the American Chemical Society, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
🔥🔥🔥🔥🔥🔥🔥🔥🔥
إضغ بين إيديكم من أقوى الملازم التي صممتها
ملزمة تشريح الجهاز الهيكلي (نظري 3)
💀💀💀💀💀💀💀💀💀💀
تتميز هذهِ الملزمة بعِدة مُميزات :
1- مُترجمة ترجمة تُناسب جميع المستويات
2- تحتوي على 78 رسم توضيحي لكل كلمة موجودة بالملزمة (لكل كلمة !!!!)
#فهم_ماكو_درخ
3- دقة الكتابة والصور عالية جداً جداً جداً
4- هُنالك بعض المعلومات تم توضيحها بشكل تفصيلي جداً (تُعتبر لدى الطالب أو الطالبة بإنها معلومات مُبهمة ومع ذلك تم توضيح هذهِ المعلومات المُبهمة بشكل تفصيلي جداً
5- الملزمة تشرح نفسها ب نفسها بس تكلك تعال اقراني
6- تحتوي الملزمة في اول سلايد على خارطة تتضمن جميع تفرُعات معلومات الجهاز الهيكلي المذكورة في هذهِ الملزمة
واخيراً هذهِ الملزمة حلالٌ عليكم وإتمنى منكم إن تدعولي بالخير والصحة والعافية فقط
كل التوفيق زملائي وزميلاتي ، زميلكم محمد الذهبي 💊💊
🔥🔥🔥🔥🔥🔥🔥🔥🔥
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
9. What is synchronous/asynchronous
communication?
SYNCHRONOUS (real time) eg f2f
conversation, telephone calls, chat
rooms
ASYNCHRONOUS – some delay
between initial communication and the
reply eg letters, email, forums, Facebook
10. COMMUNICATION AXIS
Reflective; Structured;
monologue expository
Asynch
Spontaneous; Minimalist; rapid
dialogue (evolving)
Synch
Oral Written
13. ASYNCHRONOUS TOOLS
SOCIAL MEDIA/NETWORKING
Facebook (tip: use the Groups feature)
Google+
Foursquare etc (Geolocation)
Flickr (images)
YouTube (videos)
Slideshare (slides)
14. ASYNCHRONOUS VOICE
VOICE BOARDS
1. Wimba: try the board at http://tinyurl.com/4lnh9fn
2. Nanogong (esp for Moodle users)
http://gong.ust.hk/nanogong/
Free
1. Voxopop: Aiden Yeh‟s Advanced Listening Group at
http://tinyurl.com/4hzw2of
2. Voicethread: examples at
http://voicethread4education.wikispaces.com/9-12
3. Podcasts (eg Podomatic; see http://michaelc.podomatic.com/)
4. See list at
http://baw2013.pbworks.com/w/page/59955947/Week2
21. Your Experience?
Have you experienced the use of
synchronous tools in online courses that
you have either taught or studied?
22. Question
Why do you think it is important to
include synchronous tools in online
courses?
23. Social/Affective Benefits
Social, community, and personal
engagement
personal engagement/motivation (55%)
community building (29%)
improving the social experience (27%)
(results at http:// michaelcoghlan.net/synch/surv_results.htm)
24. Tension: Synch v Asynch
Terry Anderson, Toward a Theory of Online
Learning:
“….the major motivation for enrollment in distance education is not
physical access, but rather, temporal freedom to move through
a course of studies at a pace of the student’s choice.”
Participation in (synchronous events) “almost inevitably places
constraints on this independence.”
“ The demands of a learning-centered context might at times force
us to modify prescriptive participation in (synchronous events),
even though we might have evidence that such participation will
further advance knowledge creation and attention.”
25. Resolving the tension between
asynchronous and synchronous
approaches
don‟t make synch sessions compulsory; use synch for
those who want it
use tools that can record or archive the sessions for
later retrieval
don‟t use synchronous for whole class instruction
use for meetings, one-on-one, or in small groups
offer informal (social) sessions in synch mode
allow student use of synchronous space
offer office hours sessions at set times
26. What kinds of tasks/activities work best with
ASYNCHRONOUS? SYNCHRONOUS?
27. Resolving the tension between
asynchronous and synchronous
approaches
It‟s not all or nothing – use both approaches:
Synch for social, spontaneous, decision making
Asynch for deliberation, reflection, considered opinion
28. Skills of the Live Online
Presenter
Golden Rule: 6-8 minutes talking at a stretch
maximum
Intersperse presentations with questions, polls, other
speakers (from the floor), whiteboard activity
Decide how to handle direct messaging – will you
monitor/respond? Or ignore it? Dip in and out of it?
Consider working with a producer/co-presenter
More at http:// michaelcoghlan.net/fll/blog.htm#skills
29. What kinds of synchronous activities
can you use in classrooms?
TEACHING OTHER
„straight lecture‟ Office hours
Guest lecturers Class to class
Oral presentations Social: student -
Group work student
One on one (eg
pronunciation)
30. PROFESSIONAL DEVELOPMENT
Conferences, seminars
Workshops and Training sessions
Meetings (much more cost effective than
teleconferencing)
Weekly Webhead sessions at Noon GMT
http://learning2gether.pbworks.com/w/page/32206114/volunteersneeded
33. Twitter as a real
time search tool?
http://www.flickr.com/photos/29281982@N00/101951607/
May 2008: “Twitter beats media in
reporting China earthquake."
• An almost real time search tool
– Now being used by some as an alternative
search tool to Google
34. TRACKING THE BACK
CHANNEL
http://www.slideshare.net/mchaelc/tracking-the-back-channel
35. BACKCHANNEL TOOLS
Direct or instant messaging in web
conferencing tools (eg Centra,
Blackboard Collaborate)
Micro Messaging Tools: Twitter, Yammer
Live blogging tools like Cover It Live
Live polling tools like Poll Everywhere
40. Can you use Twitter as
teaching tool?
http://www.flickr.com/photos/interplast/141013553/
Teaching with Twitter (Steve Wheeler)
„Twit Board‟ Notify students of changes to course content, schedules, venues or other important
information. (could be done with phone)
„Summing Up‟ Ask students to read an article or chapter and then post their brief summary or précis
of the key point(s). A limit of 140 characters demands a lot of academic discipline. √
„Twit Links‟ Share a hyperlink – a directed task for students – each is required to regularly share one
new hyperlink to a useful site they have
„Micro Write‟ Progressive collaborative writing on Twitter. Students agree to take it in turns to
contribute to an account or „story‟ over a period of time.
Use the backchannel to provide feedback on classes in real time √
41. 21 st Century Skills
http://atc21s.org/index.php/about/what-are-21st-century-skill
42. 21 st Century Skills
Decentralized decision-making, information sharing,
teamwork and innovation are key in today’s
enterprises
Whether a technician or a professional person,
success lies in being able to communicate, share, and
use information to solve complex problems, in being
able to adapt and innovate in response to new
demands and changing circumstances, in being able
to marshal and expand the power of technology to
create new knowledge and expand human capacity
and productivity.
45. THE RECIPE FOR SUCCESS
ASYNCH SYNCH
Email (one to one; one to many) Chat or Instant Messaging tool (in LMS)
Discussion tool (many to many; forum – in Virtual Classroom
LMS eg Moodle; Facebook, etc; Voice –
Voxopop, Voicethread ) NEAR SYNCH
Teacher or class blog Twitter, Yammer
Podcast site (eg Podomatic)
Flickr (or other photo site)
YouTube Channel
SMS – for messages, reminders
Optional Extra
Collaborative Workspace (wiki, Google
Docs)
46. A Webheads Theme Song
CHORUS
Webheads – all over the world
Webheads – we’re all over the world
See http://webheadstheme.wikispaces.com/
47. Contact Details
MICHAEL COGHLAN
http://michaelcoghlan.net
e: michaelc@chariot.net.au