June 2008
June 30, 2008
Quote of the Day
“What, exactly, is the internet? Basically it is a global network exchanging digitized data in such a way that any computer, anywhere, that is equipped with a device called a 'modem', can make a noise like a duck choking on a kazoo”
Dave Barry
Questions
Click on the link above to see the website used to create these cartoons.
June 28, 2008
My wife is like a computer
June 26, 2008
Quote of the Day
In the beginning the Universe was created. This has made a lot of people very angry and has been widely regarded as a bad move. - Douglas Adams
A teachers prayer
As another year comes to an end many teachers can relate to this. But by the end of the summer we will be ready to go for another year.
Some Teachers Embracing Wikipedia, While Others Blame It
We've seen this before, of course. There are teachers and professors out there who blame Wikipedia for mistakes students make, and even those who demand that the entire Wikipedia be blocked in schools. However, there are those who are a lot more reasonable about it, recognizing that Wikipedia is just one source among many, and there's value in embracing Wikipedia
Techdirt: Some Teachers Embracing Wikipedia, While Others Blame It
June 25, 2008
School of experience
June 24, 2008
Warning Warning Aliens are Coming
June 23, 2008
Daddy, how was I born?
May your day, be a Shay Day.
At a fundraising dinner for a school that serves learning-disabled children, the father of one of the students delivered a speech that would never be forgotten by all who attended. After extolling the school and its dedicated staff, he offered a question: "When not interfered with by outside influences, everything nature does is done with perfection. Yet my son, Shay, cannot learn things as other children do. He cannot understand things as other children do. Where is the natural order of things in my son?"
The audience was stilled by the query.
The father continued. "I believe that when a child like Shay, physically and mentally handicapped comes into the world, an opportunity to realize true human nature presents itself, and it comes in the way other people treat that child."
Then he told the following story:
Shay and his father had walked past a park where some boys Shay knew were playing baseball. Shay asked, "Do you think they'll let me play?" Shay's father knew that most of the boys would not want someone like Shay on their team, but the father also understood that if his son were allowed to play, it would give him a much-needed sense of belonging and some confidence to be accepted by others in spite of his handicaps.
Shay's father approached one of the boys on the field and asked (not expecting much) if Shay could play. The boy looked around for guidance and said, "We're losing by six runs and the game is in the eighth inning. I guess he can be on our team and we'll try to put him in to bat in the ninth inning."
Shay struggled over to the team's bench and, with a broad smile, put on a team shirt. His Father watched with a small tear in his eye and warmth in his heart. The boys saw the father's joy at his son being accepted. In the bottom of the eighth inning, Shay's team scored a few runs but was still behind by three. In the top of the ninth inning, Shay put on a glove and played in the right field. Even though no hits came his way, he was obviously ecstatic just to be in the game and on the field, grinning from ear to ear as his father waved to him from the stands. In the bottom of the ninth inning, Shay's team scored again. Now, with two outs and the bases loaded, the potential winning run was on base and Shay was scheduled to be next at bat.
At this juncture, do they let Shay bat and give away their chance to win the game? Surprisingly, Shay was given the bat. Everyone knew that a hit was all but impossible because Shay didn't even know how to hold the bat properly, much less connect with the ball.
However, as Shay stepped up to the plate, the pitcher, recognizing that the other team was putting winning aside for this moment in Shay's life, moved in a few steps to lob the ball in softly so Shay could at least make contact. The first pitch came and Shay swung clumsily and missed. The pitcher again took a few steps forward to toss the ball softly towards Shay. As the pitch came in, Shay swung at the ball and hit a slow ground ball right back to the pitcher.
The game would now be over. The pitcher picked up the soft grounder and could have easily thrown the ball to the first baseman. Shay would have been out and that would have been the end of the game.
Instead, the pitcher threw the ball right over the first baseman's head, out of reach of all team mates. Everyone from the stands and both teams started yelling, "Shay, run to first! Run to first!" Never in his life had Shay ever run that far, but he made it to first base. He scampered down the baseline, wide-eyed and startled.
Everyone yelled, "Run to second, run to second!" Catching his breath, Shay awkwardly ran towards second, gleaming and struggling to make it to the base. By the time Shay rounded towards second base, the right fielder had the ball ... the smallest guy on their team who now had his first chance to be the hero for his team. He could have thrown the ball to the second-baseman for the tag, but he understood the pitcher's intentions so he, too, intentionally threw the ball high and far over the third-baseman's head. Shay ran toward third base deliriously as the runners ahead of him circled the bases toward home.
All were screaming, "Shay, Shay, Shay, all the Way Shay"
Shay reached third base because the opposing shortstop ran to help him by turning him in the direction of third base, and shouted, "Run to third! Shay, run to third!"
As Shay rounded third, the boys from both teams, and the spectators, were on their feet screaming, "Shay, run home! Run home!" Shay ran to home, stepped on the plate, and was cheered as the hero who hit the grand slam and won the game for his team.
"That day", said the father softly with tears now rolling down his face, "the boys from both teams helped bring a piece of true love and humanity into this world."
Shay didn't make it to another summer. He died that winter, having never forgotten being the hero and making his father so happy, and coming home and seeing his Mother tearfully embrace her little hero of the day!
A wise man once said every society is judged by how it treats the least fortunate amongst them.
June 20, 2008
Cartoon two
My first Cartoon
I think this is a cool website.
Toonlet
Not only a cool application and website but also a comic strip by Morten Paulsen.
toonlet: Transparency for Quality
Paulsen Quote response
I was pleased to follow your blog series of "Paulsen qotes" in which you disseminated my pointed statements widely.
I have also seen that you embed YouTube videos in the blog. Therefore, you may be interested in embeding some of the statements I have enjoyed playing with lately.
All the best
Morten Flate Paulsen
Professor of Online Education
http://home.nki.no/morten/
June 17, 2008
Things You Really Need to Learn
Your school will try to teach you facts, which you'll need to pass the test but which are otherwise useless. In passing you may learn some useful skills, like literacy, which you should cultivate.
Things You Really Need to Learn ~ Stephen's Web ~ by Stephen Downes
Imagine
Imagine what you could do if you could predict the future? The future of e-learning is directly attached to the technology which is changing at an alarming rate. In the very distant future computers will become self aware and this will create a large change in the way we do things. However until that time teachers will still be the focus of the e-learning programs. Furdyk (2007) states “teachers need to exist in the spaces the students exist, understand their culture. You have no credibility if you are not where they are” (taken from a keynote). Creating a lifelong learner is the new goal of twenty first century education and can only be achieved by an educator who shares the lifelong learner characteristic. This environment will allow the students to move from students to learners. Anderson (2007) clarifies by stating "students are individuals who get taught. But learners are more actively involved in the learning process. Learners have active curiosities and take initiative" (¶ 5). The online teacher is a guide on the side. Teaching online is akin to teaching in the largest library in the world. The internet is just a click of the mouse away. The sage on the stage pales next to this resource. It allows teachers to remove themselves from being the focus of the education and allows the students (learners) to be the center of the process. According to King (1993) it allows learners to actively participate in thinking and discussing ideas while making mean¬ing for themselves. (¶ 4) The online method of course content delivery is perfectly suited to allow the instructor to be more of a guide. The content, instruction and assignments are delivered via the computer so the teacher’s role is naturally more of a guide. “The best teacher is the one who suggests rather than dogmatizes, and inspires his listener with the wish to teach himself.” (Bulwer-Lytton, 2007 ¶ 4) and Carruthers (2007) further defines a teacher as "one who makes himself progressively unnecessary" (¶ 5). This is the future of e-learning.
Anderson, E. (2007). Becoming Your Own Best Teacher and Learner. Retrieved December 6, 2007, from Baylor University: http://www.baylor.edu/strengths/index.php?id=27352
Bulwer- Lytton, E., & Carruthers, T. (2007, October 17). Great Teachers Become Unnecessary? Retrieved December 9, 2007, from Thought for the Day: http://kirkweisler.com/t4d/2007/10/16/great-teachers-become-unnecessary/
Dudfield, A. (2003, December 1). Literacy and Cyber Culture. Retrieved February 3, 2008, from Reading Online: http://www.readingonline.org/articles/dudfield/main.html#author
Furdyk, K. (2007). Living, Learning and Contributing as a Life Long Journey. Distributed Learning in the 21st Century Conference. Edmonton Alberta: Alberta Learning.
King, A. (1993). From Sage on the Stage to Guide on the Side. Retrieved December 6, 2007, from Questia: College Teaching Journal: http://www.questia.com/googleScholar.qst;jsessionid=HdjQmYcvGjq6QQrKcDFQDxT0p22KKYx1JR
Quote of the Day
A university professor set an examination question in which he asked what is the difference between ignorance and apathy. The professor had to give an A+ to a student who answered: I don't know and I don't care.
- Richard Pratt, Pacific Computer Weekly, 20 July 1990
June 16, 2008
Youwild
Morph you picture very cool tool.
Mrs Mitchell's Links
Kathi Mitchell is a New Hampshire teacher who has a nice collection of links that appear to be updated frequently. They cover many subjects. Quite a few, though not all, of them are probably accessible to English Language
Mrs. Mitchell's Virtual School
Quote of the Day
In a completely rational society, the best of us would aspire to be teachers and the rest of us would have to settle for something less, because passing civilization along from one generation to the next ought to be the highest honor and the highest responsibility anyone could have.
-- Lee Iacocca
June 13, 2008
Math Resources and sites
All these links will take you to websites created by companies, public institutions, or other teachers.
Wicked - What on Earth
Check out the wickEDly cool things on this site! Quizzes, crosswords, interactives and games in English and te reo Māori, a gallery of student artworks, profiles of inspirational New Zealanders, an information station, and activities and games based around topics – it’s all here – on wickED!
Quote of the Day
What we must remember is that this new information technology is only the pipeline and storage system for knowledge exchange. It does not create knowledge and cannot guarantee or even promote knowledge generation or knowledge sharing in a corporate culture that doesn't favor those activities.
Thomas Davenport and Laurence Prusak
June 12, 2008
The Good Life
What is The Good Life? It's a community for Canadians who want to make simple but significant changes in their lifestyles that help fight climate change and reduce their footprint on the planet.
Conservation International
Conservation International - Carbon Calculator
Green Print
This is a cool website.
GreenPrint :: Saving Money Today, Trees Tomorrow
June 11, 2008
Computer training fun
I have seen this video in a couple of presentations...it has made me giggle each time.
Check it out.
Dax's Quote of the Day
After attending a funeral my four year old had many questions, to which I responded the best I could. After some deep though he comes up with:
He would like an aggressive buffalo which could kill an elephant so he could cremate it, then put it in the ground.
You try to figure out the mind of a four year old, it has me confused.
D. Cannell
Quote of the Day
Faced with the choice between changing one's mind and proving that there is no need to change...almost everyone gets busy on the proof.
John Kenneth Galbraith
Driver's License Search
Loss of privacy...This should not be allowed
Drivers License Search - National Motor Vehicle License Search
Gotcha.
June 9, 2008
Quote of the Day
The problem is not how to get new thoughts into your mind, but how to get the old ones out.
Nancy Austin
June 8, 2008
"i dont mean too bother u but": Student Email and a Call for Netiquette
Increasingly the boundaries between those issues that professors can reasonably address via email and those they cannot have become blurred. In some instances—such as providing written feedback and answering advisement questions—the investment of time required to respond adequately is simply too great. Students who are persistent in their demands for after-hours consultation are often egocentric, which blinds them to the fact that faculty have lives outside of the academic setting.
Some e-learning thoughts
Ownership is the foremost way we achieved support from the top administration in our school division. Inviting the parties to be part of the vision allows them also to be a part of and have ownership for the project. An informal individual meeting with administration asking them to share their expertise in moving the project forward or a formal round table discussion with all top level administration to develop a vision plan will create "buy in".
A second technique used to create "buy in" is done during staffing. By choosing veteran senior teachers who are leaders in their face to face building will give automatic credibility to a new program. These teachers will then become spokespersons for the program and, having worked with a variety of different administrators during their careers, will lend a certain automatic respectability to the program. If new unknown teachers were used then the automatic respect would not be available.
Having the teachers in the Cyber School program teach both face to face (F2F) courses and cyber courses during the day will result in the administration being required to gain a basic understanding of the program to facilitate the professional life of these teachers. This would not be the case if the staff at the Cyber School worked solely at the Cyber School as they would be at an arm's length and an understanding would not be required.
Having a student take both F2F and Cyber School courses will create a certain amount of tension between the two programs. The historical autonomy of the F2F schools will be destroyed and by making sure that the administration at the Cyber School is cognisant of this tension and willing to discuss, discern and collaborate to seek out solutions to problems will make the F2F administration more willing to support the cyber program.
Making sure the administration in the F2F schools are aware that the Cyber School program was not developed to replace their program but to enhance it will go a long ways to assist in the "buy in". Like any partnership it will take effort to make it work
Searching for and promoting all positive aspects of the Cyber School programs as they apply to the school and the division as a whole will go a long way in the buying in process. Communication is the most powerful tool. The more transparent a program is the more willing administration will be to support the trial and error approach which will be necessary to move such a program forward.
Identification of the top level management is the first step to promoting and supporting an e-learning. In the Greater Saskatoon Catholic School System, the Director of Education is appointed by the Board of Education. As the Chief Executive Officer, the director is the senior advisor to the board in all aspects of the division's operations. Below this position, there are three major divisions: Learning Services, Human Resource Services and Administrative Services. The Learning Services division is headed by five superintendents who report directly to the Director of Education. Each superintendent is responsible for the day to day operations of all schools in one of the five administrative units. Each unit is made up of a main stream high school and a number of elementary schools.
The second step is to identify how decisions are made with the division. Decisions are made within this administration structure by an executive council. This council is responsible for the day to day Board of Education operations. The council consists of the six directors of education, the director of administrative services and the director of education, who is also the chair of the council.
The third step is identifying what elements will allow the administration structure to buy in to promote and support e-learning. The word ``buy`` in above statement is not a mistake it is unfortunately a clue to one of the most powerful elements. Getting administration to promote and support is much easier if you can prove a new program is able to pay for itself and even better able to create a surplus. Paulsen (2003) states sustainable online education is characterized by its ability to persist when extraordinary internal or external funding stops. Unfortunately, it seems to be a rare phenomenon. In most cases online education is sustainable when it generates an economic surplus or reduces costs`` (pg.25).
A second and what should be the most important of all elements is academic success. At this time of educational reform, school decision makers are asking "Where best should we focus our funds?" "What are core components of effective systemic change?" "How can we best support teachers so that all students can succeed?"` (Valdez, 2004, pg 1) You need to convince them that e-learning has the ability to answer some of them.
Paulsen, M. F. (2003). Online Education and Learning Management Systems. Retrieved May 6, 2008, from The Study Mentor: http://www.studymentor.com/studymentor/
Valdez, G. (2004, April). Critical Issue: Enhancing System Change and Academic Success Through Assistive Technologies for K-12 Students With Special Needs. Retrieved May 12, 2008, from North Central Regional Educational Laboratory: http://www.ncrel.org/sdrs/areas/issues/methods/technlgy/te700.htm
Delete?
June 6, 2008
Synchronous vs. Asynchronous Technologies
“We cannot become what we need to be by remaining what we are.” Max DePree
This essay will present the advantages of synchronous and asynchronous delivery technologies in the Saskatoon Catholic Cyber School's e-learning strategies. Synchronous is “where the instructor and participants are involved in the course, class or lesson at the same time.” While asynchronous is “where the instructor and participants are involved in the course, class or lesson at different times” (Wikipedia, 2006 ¶ 1).
In 1999 Saskatoon Catholic Cyber School was designed as an educational option for the students of the Greater Saskatoon Catholic Schools. Since its inception, flexibility was one of the guiding factors in the decision making process. Many of the challenges that were expressed by the face to face schools in the division was their inability to venture from the rigid structure of their scheduling within the 5 day school week, the school day and in the one hour period systems. In order to create a program which would complement the status quo it was deemed necessary to try to promote flexibility. This would then allow the cyber school model to fit the largest number of interested students’ timetables and learning styles. When developing the Cyber School it was necessary to choose a learning management system, delivery mode and communication tools which would allow for this flexibility. In 2007 the Cyber School provided courses to 24 percent of the grade 9-12 students in the Greater Saskatoon Catholic Schools. The chosen learning management system was WebCT. The deciding factor in choosing this system was the ability for the system to be adapted to fit any approach that we deemed necessary for us to complete our mandate. WebCT, at first glance, seemed to be rigid and dictated the educational approach by its design. But upon further exploration and training it was found that it could be changed and adapted to work in most scenarios and was very flexible when used in a creative fashion.
The delivery mode and communication tools made it necessary to select a synchronous or asynchronous approach. The Cyber School courses were designed to be an option for students in all eight of the face to face high schools. Students would take some of their courses face to face and then one or two courses with the Cyber School. This approach meant that geography is the first barrier that needed to be breached. Both synchronous and asynchronous approaches have the ability to breach the geographic barrier. The students being slotted into the rigid schedules in the face to face school create a temporal barrier which can only be breached by asynchronous. For this reason most approaches used in the Cyber School are asynchronous but this status is ever changing and driven by education’s need to reflect the reality of the students living in the information age. An information age with connected students having instant information, communication, multimedia and entertainment and social networking tools is a new era that no teacher can realistically compete with using the current education approaches. In the past, technology has been used as a supplement to education. As teachers get more comfortable with technology it becomes a support for education but until it becomes integrated with education we will not be preparing the students for their world. We need to connect to our students and connect them to their world by using both synchronous and asynchronous tools.
The semester system was used by the SCCS for the first years of operation. The semester system divided the school year into two equal semesters. Each semester consists of between 90 and 100 hours of classroom instruction per course. The students attend the face to face classroom for an hour a day for approximately 100 school days. The flexibility of seven days a week, twenty four hours a day availability offer through the Cyber School did not match a system which was designed for an hour a day, 100 school day system.
So it was necessary to design a unique system of course delivery which would better fit the flexibility of the Cyber School. The 150 day calendar system was devised to solve the issue of low student success with the Saskatoon Catholic Cyber School students who started the courses after the semester had begun. The success rate of students who started their courses at the beginning of the school year or at the beginning of the second semester was 86% (Climenhaga, 2004). These students were not the issue. However, the majority of our students were beginning their courses a week or longer into the semester and registrations happen continuously throughout the school year. There was never any time when there were no registrations.
The students registering late had a disengagement rate of 40 percent, largely due to the student feeling of not being able to complete the course in the time allotted. A student who started the course online three weeks into a semester was still required to complete the course by the end of the semester. This was not giving the students the best scenario for success. By eliminating the end of the semester barrier, the main reason for students disengaging would be removed. The 150 day system will at least remove the time barrier created by the semester system and give the students adequate time to complete the 100 hours of course material. Courses would still be based on the curriculum standard of 100 hours set forth by Saskatchewan Learning.
A student could register at any time of the year and would have 150 calendar days from that time to complete the course. One hundred and fifty calendar days is approximately the same number of days a standard school dual semester system gives for a student to finish a course.
The 150 day system allows flexibility for the students by allowing them to register at any time of the year. A student will be given 150 calendar days to complete the course. There will be no semesters recognized within this system. Each teacher in the Cyber School will teach 30 students at any given time. Once a course is filled, a waiting list will be created and when a spot opens, the next student will be placed into the course. Midterm grades will be submitted 75 days from the day the student started or the closest work day to that date. Final grades will be submitted 150 days from the day the student started or the closest work day to that date. The Cyber School teachers will not be working during the summer months of July and August. During this time no access by students will be allowed. Any students who register later in the school year and their 150 days would normally include time during July and August will have 60 days or a portion thereof added to their course. The 60 days or any portion thereof will be added to their active course time after the summer. This asynchronous 150 day system created individual course timing for each student which breaks both the temporal and geographic barriers as well as improves their success rate.
Of the four e-learning communication tools provided within the WebCT learning management system the most used is the asynchronous discussion board because it matches the delivery system closer than the other while still creating community. It is used as a private journal system, a group discussion tool, peer counseling, and sharing of current events. The asynchronous ability to remove the temporal barrier means the students have the time to consider the posed question, research, check spelling and form an argument which in turn tends to elevate the quality of one's responses.
Course mail is the other asynchronous system which is used quite extensively because it is more of a private one-to-one communication tool than the group nature of the discussion board.
The chat and whiteboard are the two of the synchronous e-learning communication tools which are also used by the teachers. The chat is more widely used than the whiteboard because of the strength of each of the designs. The student to student’s dialogue tends to be the communication which occurs within these systems more than teacher to student. However some teachers do use the chat tool as a method of being available for “office hours” where the teacher will be available for synchronous chat. The white board although weak in design is used by some of the math teachers because of its graphic nature.
The telephone is another electronic synchronous tool which is used by the teachers in the Cyber School when it is necessary to contact students outside of WebCT. When used, the phone connects the teacher with the students in their busy lives but often it becomes asynchronous when the answering machine clicks on. This just reinforces the need for a flexible e-learning system which allows these busy students’ access.
Overall, the Saskatoon Catholic Cyber School has been recognized as a success on a variety of different levels. Since its inception, enrollments have doubled each year. Staff reports satisfaction and professional pride in the work they are doing, “I love the flexibility of being on the ‘cutting edge’ of developments in education” (Cyber School, 2008). Students surveyed show that real learning is taking place in an atmosphere of positive and meaningful communication and interaction. According to Tunison and Noonan (2001), online education “had a positive impact on student’s perceptions of their own abilities to learn and encouraged them to take responsibility for their own learning” (p. 15). These positive results, however, serve more as a challenge to take a critical look at the past, and set a course for the future which encompasses positive system, institutional and personal professional growth, than as permission to accept limitations or grow stagnant.
References
Climenhaga, S. (2004). Data collected from students. Unpublished raw data: Saskatoon Catholic Cyber School.
Saskatoon Catholic Cyber School. (2008). Course Survey. Retrieved February 3, 2008, from Saskatoon Catholic Cyber School Student Survey: http://www.scs.sk.ca/cyber
Tunison, S., & Noonan, B. (2001, April). On-Line Learning: Secondary Students' First Experience. Retrieved February 10, 2008, from Canadian Journal of Education: http://www.csse.ca/CJE/Articles/FullText/CJE26-4/CJE26-4-Tunison.pdf
Wikipedia. (2006). The Free Encyclopedia. Retrieved October 2, 2006, from Wikipedia: Http://en.wikipedia.org/wiki/Wikipedia
Quote of the Day
"He who is afraid of asking is ashamed of learning."
unknown
June 5, 2008
Make Your Coat of Arms
Make Your Coat of Arms allows you to easily create your own family coat of arms or family crest based on your family ancestry or on the values that are important to you and your family today.
ESET Smart Security Ad
I was reading an ad about an anti-virus program which displays a robotic thinker (You know like the statue)
and it has written in bold letters...
Imagine what you could do if you could predict the future.
We did.
I read this the first time, thought about it, then read it again.
What a cool statement.
What would you do if you could predict the future?
Green Email Signature Initiative Blog
Check it out... the movement has started. We have forty people signed up for the initiative on facebook with 500+ people who have not replied yet.
Green Email Signature Initiative
Quote of the Day
Personally, I'm always ready to learn, although I do not always like being taught.
Winston Churchill
June 3, 2008
My first poem
Wrote this during lunch...
With the site below
I am a poet and did not even know it.
The Canadian Way
In today's world
Civilization unfurls
Canada has something to teach
Although not one to preach
A model to see
From sea to sea
Races and religions belong
Making this country strong.
The rainbow of faces
span wide open spaces
A simple life surrounded
by a culture unbounded
by war's senseless slaughter
a land of fresh water
with resources ample
in a north untrampled
Peace mantra is the talk
during evening walks
Free speech is a must.
In this we all trust.
A beautiful opportunity
the multiculturalism unity
Others Canadians appreciate,
with no need to depreciate
Our future to lead
A model to follow
more often than not
a race melting pot
a weaver's knot
woven with
daring,
caring,
and sharing
Humble but proud we request
please put it to a test
Save humanity
From its insanity
Accept without delay.
The Canadian way
RhymeZone
Very cool site.
RhymeZone rhyming dictionary and thesaurus
Paulsen Quote
Online education as mainstream education: Online education becomes mainstream education in Scandinavia. Before year 2000, typical universities piloted a few online courses with some pioneering students. Today, many higher education institutions are implementing online education services to all their students. Even primary schools offer online services to many teachers, students, and parents. This illustrates that the current mega trend in online education is the transition from small-scale experiments to large-scale operations. Still, few institutions can claim that the provision of Web-based courses has been an economic success. So, to obtain a sound economy for large-scale operation, some sort of industrialization of online education must be considered.
M.F. Paulsen
June 2, 2008
Learning Tools
This is a re-post but they keep adding new stuff - check it out.
Welcome to Learning Tools, from UBC Arts ISIT. The e-learning tools listed here are publicly available for academic use, within and outside the University of British Columbia. Periodically, Arts IS releases new tools to this site, so please check back in the future to see what's new. You are invited to explore these exciting new learning tools, and make free use of the learning objects they generate for educational or research purposes.
Saskatchewan e-Learning Network
Check out this site it has a collection of great people from around the province sharing.
A space for Saskatchewan High Schools to share information about distance learning opportunities they offer.
Saskatchewan e-Learning Network
Tobacco Tool Kit
Research shows that comprehensive strategies are essential to reduce tobacco use. However, actual implementation often appears overwhelming and impossible to achieve.
This resource was created to help school staff and administrators map out their comprehensive action plan.
It outlines what a comprehensive model should include, and provides practical advice, suggestions and ideas of how you can successfully move toward a Tobacco-Free School.
June Resources
Go2Web2.0.net
Go2Web20.net - The complete Web 2.0 directory
Paulsen Quote
Virtual mobility of online students: …campus-based students are increasingly voting with their mouse and taking significant parts of their undergraduate degrees online from other institutions.
M.F. Paulsen
