TIME OUT FOR LUNCH
DISTANCE EDUCATION: THE
ABC’S OF DISTANCE COURSE
DEVELOPMENT
Naser Alsharif, Pharm.D., PhD
(nalshari@creighton.edu), x 1857
Eileen Burke-Sullivan, PhD,
(e_burkesullivan@creighton.edu), X3285
Brenda Coppard, PhD, OTR/L, FAOTA
(brendacoppard@creighton.edu), X 5958
NOTE PLEASE!!
• To help you experience a developed on-line course
(in Front Page) and some of the key points
discussed in this presentation please visit:
• (http://pharmacyonline.creighton.edu/pha447)
• User Name spahpweb2\guestpha447 Password
447Guest)
• If you have any problems accessing the website or
any if you have any questions or issues when you
access the website, please do not hesitate to
contact me. nalshari@creighton.edu; x 1857
Thanks. Naser
OBJECTIVES
• Identify primary issues involved in creating an
online course.
– Pre-course Offering
– During Course Offering
– Post Course Offering
• Demonstrate examples of best practices in on-line
course development
• Identify resources related to creating an online
course.
• Develop interest in Distance Education Workgroup
INTRODUCTION
• Build on the ABC’s of Distance Course Pedagogy and
how Chickering’s 7 Principles of Good Teaching Apply to
Online Course
• Course on-line reflects your personality in the classroom
• Get out of your comfort zone
• Respect the on-line learner
• Be simple but creative, innovative
• Use common sense
• Be adventurous and dive in
• Become competent in the culture of distance education
CAMPINHA-BACOTE CONCEPTUAL
FRAMEWORK (MODEL):
•
Cultural competence – 5 constructs:
– Cultural awareness
– Cultural knowledge
– Cultural skill
– Cultural encounters
– Cultural desire
Campinha-Bacote, 2001: “the process in which the healthcare
professional continually strives to achieve the ability and
availability to effectively work within the cultural context of a
client (family, individual, or community).”
ATTITUDE/SKILL-CENTERED APPROACH
• Cultural awareness is “the process of conducting a selfexamination of one’s own biases towards other cultures and
the in-depth exploration of one’s cultural and professional
background. Cultural awareness also involves being aware
of the existence of documented racism in healthcare
delivery.”
• Cultural knowledge is “the process in which the healthcare
professional seeks and obtains a sound information base
regarding the worldviews of different cultural and ethnic
groups as well as biological variations, diseases and health
conditions and variations in drug metabolism found among
ethnic groups (biocultural ecology).”
ATTITUDE/SKILL-CENTERED APPROACH
• Cultural skill is “the ability to conduct a cultural assessment to
collect relevant cultural data regarding the client’s
presenting problem as well as accurately conducting a culturallybased physical assessment.”
• Cultural encounter is “the process which encourages the
healthcare professional to directly engage in face-to-face cultural
interactions and other encounters with clients from culturally
diverse backgrounds in order to modify existing beliefs about a
cultural group and to prevent possible stereotyping.”
• Cultural desire is “the motivation of the healthcare professional
to ‘want to’ engage in the process of becoming culturally aware,
culturally knowledgeable, culturally skillful and seeking cultural
encounters; not the ‘have to.’”
IT IS ESSENTIAL TO DEVELOP AND
MAINTAIN THE CULTURAL DESIRE
FOR DISTANCE EDUCATION ON
YOUR JOURNEY TO BECOME A
CULTURALLY COMPETENT
DISTANCE- EDUCATION
FACILITATOR/EDUCATOR
Culturally Competent Distance Education
Facilitator/Educator
Distance
Education Cultural
Encounters
Distance
Education
Cultural Skills
Distance
Education Cultural
Knowledge
Distance Education
Cultural Awareness
Cultural
Desire for
Distance
Education
IDENTIFY PRIMARY ISSUES INVOLVED IN
CREATING AN ONLINE COURSE.
DEMONSTRATE EXAMPLES OF BEST
PRACTICES IN ON-LINE COURSE
DEVELOPMENT
PRECOURSE OFFERING
DECIDE ON COURSE TYPE
• Web-Presence: an instructor is likely to provide only the
basics such as announcements, course description, course
materials to support the classroom lectures, and the faculty
information.
• Web-Enhanced: 50/50 in-class instruction/on-line
instruction
• :Web-Centric: Shift of primary focus from classroom to
web, many activities on line, time on-line vary
• Online: web-based and include assignments, discussion
boards, extensive course materials, access to grades, and
course tools and help resources.
DO YOUR HOMEWORK
•
•
•
•
•
•
•
•
Allow for appropriate upfront time
Communicate with faculty colleagues who taught on line
Research and read distance education literature (slides at end)
Suggest topics/themes for faculty development programs, timeout for lunch, AEA workgroups.
Take an online course
Register for Webinars (OLAT, DOIT);
http://www.campustechnology.com/mcv/resources/webinars/
Take a certificate program for on-line instructor (slides at end)
Attend campus presentations and join Distance Education
workgroup
DO YOUR HOMEWORK
• Access DoIT and SPAHP on-line resources
• Attend technology conferences (Slides at end)
• Put a list of the names of key people (web developers,
instructional designers, copyright librarians, software vendors)
• Compile a list of key offices
• Check what free On-line school subscriptions you can access
• Identify resources needed and address with department chair,
director of the distance pathway or Dean
• Evaluate impact on your time and plan accordingly
• Identify target consumers
LEARNING MANAGEMENT
SYSTEM (LMS)
• At Creighton, Blue line.
• Take one of the training sessions conducted by
DOIT, online tutorials AEA, OLAT website
• Meet with a colleague who taught in Blueline
• Establish your own account and dive in
• Be innovative and creative
COURSE DESIGN
• Consistent course design, nice physical layout
• Course Website (FrontPage, Blackboard Vista, Blue Line): Welcome
page/e-mail, personal bio, student bio, detailed syllabus, tips for
success from instructor and previous students, expectations from
faculty, student expectations, guide to course and lesson
organization, course resources, custom interactive learning
materials, diverse course activities, sequencing of course activities,
course calendar with due dates, set ground rules (e-mail etiquette,
discussion guidelines, inquiries/e-mail turnaround time), means to
prioritize on-line content including supplementary content/links.
• Ask a colleague/students to critique your course design and website
• Three Models from the literature:(slides at end)
– 1) E-class ; 2) Quality Matters; 3) Project Approach
COURSE SYLLABUS TIPS
• Clear learning objectives
• Clearly explain student grading and performance management
• Clear expectations and instructions about activities, assignments,
deadlines and time on task.
• Clear discussion of course evaluations, examination procedures,
proctored vs. un-proctored, exam integrity, exam time window.
• Provide appropriate credit for the workload including for required
course Discussion. Establish clear grading rubrics.
• Adapt a Textbook with on-line resources
• Make it clear how the various components of the course fit together
• For a course in the same program taught campus and distance: need to
decide on what constitute parity (slides at end)
TECHNOLOGY TIPS
• Computer specification, software compatibility and requirement
of high speed internet connection for students.
• Administer a technology preparedness survey to understand
your students and recognize their comfort level with using
technology
• Dive in and master multimedia, video, audio, animation and
simulation software (help students who learn in different ways),
take training classes (DOIT); apply for e-fellows program,
attend OLAT/DOIT programs.
• Utilize available campus technical support to help you and to
help the students and be clear who to contact for technical
support
TECHNOLOGY TIPS
• Provide hardware and software plug-in requirements,
downloads, campus help-line information.
• Master course communication ( e-mail, Conferencing)
• Research technology impact on the learning/
instructional process
• Acquire high speed internet at home.
• Acquire instructions for accessing office desktop remotely
COURSE OFFERING
LEARNING THEORIES
• Constructivism: is a philosophy of learning founded on the premise that,
by reflecting on our experiences, we construct our own understanding of
the world we live in. Each of us generates our own "rules" and "mental
models," which we use to make sense of our experiences. Learning,
therefore, is simply the process of adjusting our mental models to
accommodate.
• Multiple Intelligence Theory: Gardner's claim that there are several
different kinds of intelligence gave us and others involved with teaching
and learning a way of beginning to understand those students. We would
look at what they could do well, instead of what they could not do.
• Brain-Based Research: if classrooms are to be places of learning, then
"the organ of learning," the brain, must be understood and
accommodated. Human Brain and Human Learning (1983), Leslie Hart
TEACHING MODEL
• Keep it simple and use common sense
• Content Sequencing: organize and design the content to
transition the students to higher level of thinking.
– Bloom’s Taxonomy (slides at end)
– Krathwohl’s Taxonomy (slides at end)
• Electronic integration of prerequisite content
• Consider Scholarship of teaching and learning
– Design a study
– Answer a key question based on offering your course online
ACTIVE LEARNING
• Student is active learner, instructor is facilitator
• Students are challenged to think critically, engage in
activities, explore their own attitudes and values
– Students lead assignments, case analysis, research projects, facilitate discussion,
concept mapping exercises, immersion experiences, games, reflection.
• Course activities that promote the four important interactions in
distance education
• Course activities that are relevant and meet educational outcomes
• Provide student feedback
• Appropriate time for activities
COMMUNICATION WITH STUDENTS
• Utilize e-mail effectively
– Use E-mail etiquette, create distribution lists
• School 800 number for students to call faculty
• Compile student phone numbers and call students if deemed necessary
• Course website announcements
• On-line conferences (CuLive)
– Provide clear guidelines
– Establish specific “conference rooms”
– Elicit individual AND group postings
– Encourage peer-to-peer communication
– Use a combination of asynchronous and synchronous
• Discussion: Facilitate/guide learning, prompt students with key questions,
practical examples
COMMUNITY BUILDING
• Send a welcome e-mail, use picture, audio file, video file
• Compile Bios of members of the learning community
including faculty, students, technical personal, etc. with
pictures and some of the most pertinent personal and
professional information.
• Provide teaching philosophy, what to expect from me,
expectations of students
• Ask student to develop course norms, publish them and
update if needed throughout the semester
COMMUNITY BUILDING
• Timely response to student questions
– Working from home; Taking time to get things done
• Encourage informal and open interactions when appropriate
• A course design to facilitate easy access and navigation.
• Providing appropriate technical support
• Promote discussion in a way that encourage the students to freely
express their own ideas (facilitate learning)
• Create online learning activities that promote interactive, collaborative
and meaningful experiences
• Celebrate learning community members
• Address learning community members’ personal issues privately
COMMUNITY BUILDING
• Check with students regularly on their progress in the course
• Design and ask the students to read a section on
professionalism on the course website.
• Challenge the students to be responsible throughout the course.
• Require all the students to keep up with a planned schedule of
learning.
• Require students to participate in an on-going evaluation.
• Faculty serve as role model
PROMOTING INTERACTION
PROGRAM/PATHWAY SPECIFIC STRATEGIES TO ENHANCE
INTERACTION.
ITEM
Distance
-Pathway
/Program
Office
and
Admissio
n Office
STRATEGY
Work
closely with faculty, staff and students to address all logistical and
academic aspects.
Coordinate effort with the Office of Academic and Student Affairs
(OASA) and the Office of Information Technology and Learning Resources
(OITLR).
Provide opportunities for formal and social interactions during the oncampus sessions and orientation.
Select for students with computer proficiency in the admission
process.
Require high speed internet connection at home.
Provide monetary support for faculty to cover home internet service
PROMOTING INTERACTION
PROGRAM/PATHWAY SPECIFIC STRATEGIES TO ENHANCE
INTERACTION.
ITEM
Office of
Information
and Learning
Resources
(OITLR),
DOIT
STRATEGY
Oversee
all aspects of technology implementation,
faculty/staff training and student interaction facilitation
including maintaining outlook accounts/ distribution lists.
Maintain a dependable technology infrastructure that
includes backup servers.
Orient students on technology and provide computers
with appropriate specifications.
Work with students to ensure viable alternative solutions
to learning and testing when technology fails.
Support students’ technical needs.
PROMOTING INTERACTION
PROGRAM/PATHWAY SPECIFIC STRATEGIES TO
ENHANCE INTERACTION.
ITEM
Office of Faculty
Development
and Assessment
& Office of
Academic and
Student Affairs
STRATEGY
Provide
faculty training programs in
pedagogy, use of classroom technology, and
assessment.
Provide web-based services on time
management and time-efficient
study/comprehension skills.
PROMOTING INTERACTION
COURSE SPECIFIC STRATEGIES TO ENHANCE
INTERACTION.
ITEM
LearnerContent
STRATEGY
Standardized course web site and course handout;
innovative and critically challenging course activities
and active learning techniques; student course
orientation when on campus; positive and enthusiastic
instructor attitude; instructor as a facilitator; regular
communications and reminders.
PROMOTING INTERACTION
COURSE SPECIFIC STRATEGIES TO ENHANCE
INTERACTION.
ITEM
LearnerLearner
STRATEGY
Emphasize student responsibility for the learning;
instill a sense of pride and belonging in the students;
make available various communications tools;
innovative and critically challenging course
activities; encourage student collaboration on course
activities.
PROMOTING INTERACTION
COURSE SPECIFIC STRATEGIES TO ENHANCE
INTERACTION.
ITEM
LearnerInstructor
STRATEGY
Act as a facilitator; provide course orientation when student on
campus; provide professional and personal information on
course web site; timely feedback to student inquiries; frequent
communications; personalized communications including phone
calls; utilize the class distribution lists; contribute to the discussion
folders; on-line conferences with the students; publish a weekly
newsletter to the students; timely feedback related to student
assignments, examinations and other course activities; showing
enthusiasm about teaching, the course content and the profession.
PROMOTING INTERACTION
COURSE SPECIFIC STRATEGIES TO ENHANCE
INTERACTION.
ITEM
LearnerInterface
STRATEGY
Use technology to meet course outcomes and
objectives. (FrontPage authoring as a tool, computer
with the appropriate specs)
•Transitioning of students to higher thinking (Lesson
Handout, recording of lecture, integration exercise,
course activities) Food Analogy; Tutorials
ON-GOING EVALUATIONS
• Two weeks after course starts and after each exam
– How is the process going? What seems to be working?
What is not working? How can the facilitator help?
• Open forum evaluations using conferencing software
• Class or course liaison to report to the IOR issues of
concern
• End of semester formal course or department evaluation
– Put some thoughts into questions asked (SOTL)
– Evaluate key aspects of the course, technology used, learning
environment, students meeting stated course outcomes, instructor
contribution to student success
POST COURSE OFFERING
ASSESS/CQI
• Evaluate need for any modifications of the course
website
• List all the identified logistical problematic issues
and develop an action plan to address them for the
next offering
• Look and address themes from student evaluations
• Establish trends over several offerings of the
course
SUMMARY
RED FLAGS
• Not having a clear plan for implementing the on-line course/program
• No coordination with campus resources including offices of IT,
student/academic affairs, admission office, university administration
• No infrastructure and commitment from higher administration
• No student technical or academic support
• No faculty support, time release, compensation, addressing workload
• Not knowing your target student consumers and appropriate
marketing tools
• No approved policies on testing, program integrity, student evaluation
• No CQI or SOTL to enhance on the process
• No centralized standardized mechanisms for distance education
DEVELOP INTEREST IN DISTANCE
EDUCATION WORKGROUP FOR
SPRING 2009
TOPICS FOR DISTANCE GROUP
•
•
•
•
•
•
Program development
Course development
Pedagogy
Active learning strategies
SOTL in distance education
Other
RESOURCES
DISTANCE EDUCATION LITERATURE
Journal Name
LINK
Campus Technology
http://campustechnology.com/
Discipline Specific Education Journals
e.g. Pharmacy: http://ajpe.org
EDUCAUSE quarterly
http://connect.educause.edu/apps/eq/index.asp
International Journal of Instructional
Technology and Distance Learning
http://www.itdl.org/index.htm
Journal for Asynchronous Learning
Networks
http://www.aln.org/publications/jaln/index.asp
The International Review of Research in http://www.irrodl.org/index.php/irrodl
Open and Distance Learning
Journal for Asynchronous Learning
Networks
http://www.aln.org/publications/jaln/index.asp
T.H.E Journal
http://www.thejournal.com/
The American Journal of Distance
Education
http://www.ajde.com/
More at :
http://www.wisc.edu/depd/html/mags3.htm
ON-LINE CERTFICATES PROGRAMS
• On-line Certificate Programs
– University of Wisconsin-Madison
• http://www.uwstout.edu/soe/profdev/elearningcertificate.html
– NC State University
• http://continuingeducation.ncsu.edu/comprehensive.html
– University of Michigan-Flint
• http://www.uwstout.edu/soe/profdev/elearningcertificate.html
– WorldWideLearn
• http://www.worldwidelearn.com/online-courses/teachingonline.htm
DISTANCE CONFERENCES
• Conferences and Organizations
–
–
–
–
–
–
http://www.uwex.edu/disted/
http://www.theconferencecalendar.com/default.cfm
http://www.educause.edu/720&bhcp=1
http://www.uwex.edu/disted/conf/
http://www.uwex.edu/disted/conference/index.cfm
http://www.sloanconsortium.org/
PARITY IN DISTANCE EDUCATION
• Evaluation of an Instructional Model to Teach Clinically Relevant
Medicinal Chemistry in a Campus and a Distance Pathway
Naser Z. Alsharif, PharmD, PhD, and Kimberly A. Galt,
PharmD[Online Date 1/1/2008]
• Evaluation of Performance and Learning Parity Between Campusbased and Web-based Medicinal Chemistry Courses
Alsharif NZ, Roche VF, Ogunbadeniyi AM, Chapman R, Bramble
JD[Online Date 3/22/2005]
• Using Performance-based Assessments to Evaluate Parity Between a
Campus and Distance Education Pathway
Thomas L. Lenz, PharmD, MA, Michael S. Monaghan, PharmD,
Amy F. Wilson, PharmD, Jennifer A. Tilleman, PharmD, Rhonda M.
Jones, PharmD, and Mary M. Hayes[Online Date 1/1/2006]
ON-LINE EDUCATIOANL MENTORS
• Educational Mentor Program in a Web-based Doctor of Pharmacy
Degree Pathway
Naser Z. Alsharif, PharmD, PhD, Amy H. Schwartz, PharmD,
Patrick M. Malone, PharmD[Online Date 1/1/2006]
• Establishing a Mentoring Plan for Improving Retention in
Online Graduate Degree Programs. Janet Truluck.
http://www.westga.edu/~distance/ojdla/spring101/truluck101.htm
UNIVERSITY
• Campus colleagues with distance education experience
• OLAT (http://olat.creighton.edu/eLearning.aspx (PRS-Clickers,
Apreso/Echo-Video/Audio, Culive/wimba, Blueline (multiple tools in
blueline-discussions,etc), Symposiums, Tablet PC’s, PDA’s, QM, Idea,
Listing of journals, conferences and articles with a focus on online
education)
• DOIT http://www2.creighton.edu/doit/atoz/
• Academic Development and Technology Center
http://www2.creighton.edu/mentor/index.php
http://www.wayneyoung.net/sections/section2/section2.htm
• Preparing to Teach Online – Self paced online seminar, contact the
AEA for registration
UNIVERSITY
• Individuals as a resource: (OLAT, DOIT)
– Copyright Librarian (Ms. Judy Bergjord bergiord@creighton.edu)
– Instructional and Graphic designers
– Audiovisual technicians
• With the increase in distance education offerings on the campus the need for
a distance education coordinating body is apparent. The Academic Affairs
Distance Education Committee was Created by Patrick J. Borchers, Vice
President for Academic Affairs, Chaired by Mary Ann Danielson, Associate
Vice President for Academic Excellence and Assessment, members include
Bryan Hanson (Werner Institute), Colette Hansen (DOIT), Cynthia Corritore
(COBA) and Tracy Chapman (Pharmacy and Health Professions). It is
charged with reviewing the design of online courses prior to the course
being offered.
COURSE DEVELOPMENT
• Clay, Melanie. "Development of Training and Support Programs for
Distance Education Instructors." Online Journal of Distance Learning
Administration (Fall 1999 - Volume 2, Number 3). Available:
http://www.westga.edu/~distance/clay23.html
• E-CLASS: Creating a Guide to Online Course Development For
Distance Learning Faculty. Steven Gerson.
http://www.westga.edu/~distance/ojdla/winter34/gerson34.html
• Chapman, D, Nicolet, T. Using the Project Approach to Online
Course Development. The Technology Source, March/April 2003.
Available online at
http://ts.mivu.org/default.asp?show=article&id=1034
TEACHING ON-LINE
• McKenzie, et al. "Needs, Concerns and Practices of Online
Instructors." Online Journal of Distance Learning Administration
(Fall 2000 - Volume 3, Number 3). Available:
http://www.westga.edu/~distance/ojdla/fall33/mckenzie33.html
• Roblyer, M.D., and Leticia Ekhaml. "How Interactive are YOUR
Distance Courses? A Rubric for Assessing Interaction in Distance
Learning." Online Journal of Distance Learning Administration
(Summer 2000 - Volume 3, Number 2). Available:
http://www.westga.edu/~distance/roblyer32.html
TEACHING ON-LINE
• Rockwell, Kay, et al. "Faculty Education, Assistance and Support
Needed to Deliver Education via Distance." Online Journal of
Distance Learning Administration (Summer 2000 - Volume 3,
Number 2). Available:
http://www.westga.edu/~distance/rockwell32.html
• Rockwell, Kay, et al. "Incentives and Obstacles Influencing Higher
Education Faculty and Administrators to Teach Via Distance." Online
Journal of Distance Learning Administration (Winter 1999 - Volume
2, Number 4). Available:
http://www.westga.edu/~distance/rockwell24.html
TEACHING ON-LINE
• Rockwell, Kay, et al. "Faculty Education, Assistance and Support
Needed to Deliver Education via Distance." Online Journal of
Distance Learning Administration (Summer 2000 - Volume 3,
Number 2). Available:
http://www.westga.edu/~distance/rockwell32.html
• Rockwell, Kay, et al. "Incentives and Obstacles Influencing Higher
Education Faculty and Administrators to Teach Via Distance." Online
Journal of Distance Learning Administration (Winter 1999 - Volume
2, Number 4). Available:
http://www.westga.edu/~distance/rockwell24.html
• Zhen, Y, Pratt, P. Factors Affecting Faculty Members’ Decision to
Teach or Not to Teach Online in Higher Education. Online Journal of
Distance Learning Administration, Volume XI, Number III, Fall 2008.
http://www.westga.edu/~distance/ojdla/fall113/zhen113.html
TEACHING ON-LINE
• Helpful software http://www.mnsu.edu/its/academic/tools/
• Miami University: Using Quality Matters to Guide Online Course
Development. http://www.qualitymatters.org/
• McDaniel, K., & Liu, M. (1996). A study of project management
techniques for developing interactive multimedia programs: A
practitioner's perspective. Journal of Research on Computing in
Education, 29(1), 29.
• Schweizer, Heidi. Designing and teaching an on-line course
Needham Heights, 1999. University of Idaho, “Guide #3:
Instructional. Development for Distance Education.” Distance
Education at a Glance, Aug. 2000.
http://www.uiweb.uidaho.edu/eo/distglan
PEDAGOGY
• Writing instructional outcomes
http://www.stedwards.edu/cte/learningout.htm#three
• Apply Bloom’s Taxonomy
http://www.stedwards.edu/cte/blooms.htm
• Alsharif NZ, Galt KA, Mehanna A, Chapman R, Ogunbandeniyi AM.
Instructional Model to teach clinically relevant medicinal chemistry.
Am J Pharm Educ. 2006;70(4)Article 91.
• Galt KA, Barr CC, Young W, Royeen C. Are Doctor of Pharmacy
students prepared for high technology learning?. Pharmacy Education
– an international journal for pharmacy education 2002;1:145–57. 7.
• Krathwohl DR, Bloom BS, Masia BB. New York: Longman; 1964.
Taxonomy of Educational Objectives: book 2; affective domain
PEDAGOY
• Student Assessments: Examples of rubrics
http://illinois.online.uillinois.edu/online/asses
sment/discussionRubric.html;
• http://illinois.online.uillinois.edu/IONresourc
es/assessment/rubric.html
• Other resources provided by Brenda:
• http://www.tltgroup.org/programs/seven.html
• http://technologysource.org/article/seven_principles_of_effective_Teaching/
• http://www.westga.edu/~distance/webct/facultymanual/AfacCommun.html
• http://www.tltgroup.org/Seven/Library_TOC.htm
• http://teachvu.vu.msu.edu/public/pedagogy/online_ped_best_pract/
• http://www.indstate.edu/cta/pedagogy/Online%20Course%20Pedagogy.pdf
• Instructional Design Resources
http://www.coe.uh.edu/courses/cuin6373/whatisid.html
•
OTHER GENERAL RESOURCES
• Cost of Distance Education
http://campustechnology.com/articles/67938/
http://www2.creighton.edu/doit/atoz/
http://campustechnology.com/articles/39863_2/
http://campustechnology.com/articles/39863_3/
http://campustechnology.com/articles/39863_4/
• Copyrights
• http://www.englishstudydirect.com/OSAC/weblessonscopy.htm
• Glossary of internet terms:
http://www.matisse.net/files/glossary.html#A
• Free online computing dictionary: http://foldoc.org/
THANK YOU!!!!
(nalshari@creighton.edu)
QUESTIONS PLEASE?
Is this true?