ccsuccsu e-learning creation & integration: promises or pitfalls??? (challenges & approaches...
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E-learning Creation & Integration:E-learning Creation & Integration:Promises or Pitfalls???Promises or Pitfalls???
(Challenges & Approaches to Finding, Adapting, Creating, and Incorporating
Effective On-line Materials)
Dr. Tami L. Schultz Presentation for Central Connecticut State University
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Why the Problems?Why the Problems?
• The Internet holds a lot of promise for on-line instruction. However, it is very easy for learners to become "lost in cyberspace“ due to:– the highly flexible structure of links, – overabundance of purely decorative graphics, and – lack of or inconsistent use of navigational tools.
• Furthermore, HTML, the language used to create web pages, was not originally conceived to be utilized as a graphic layout medium (Weinman & Weinman, 1998).
• The visual end result is based totally on the web page creator's
programming and multimedia skills.
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E-learning: Fact or Fad?E-learning: Fact or Fad?
• Almost 90% of all universities with 10,000+ students offer DE—nearly all use the Internet
• Annual Training investments range from $50 - $60 billion dollars. – Not including
• salary time• Lost opportunity costs of those taking training sessions
• However…will it stay with us?– 1999: 15% training delivered by computers– 2001: 11% training delivered by computers
(Clark & Mayer, 2003)
Research shows the delivery method makes no difference…Is it worth the effort or is it a passing fad?
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Do we abandon it?Do we abandon it?
• Research fallacy:– Previous studies were not designed to take advantage of the
unique characteristics of each delivery media...
– For effective comparison of delivery media, instruction must be created to utilize media characteristics to their best advantage…otherwise, whether visuals are presented via illustration, photograph, video, the overall result is the same.
• The lesson learned:– The medium is not the message…the instructional methods
(strategies) are!
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Influences on LearningInfluences on Learning
• Learner’s prior knowledge exerts the most influence on learning, even over learning style
• Purpose of learning will affect the structure of e-learning:– 77% of all e-learning is solo via tutorials; exception is academia &
services where 43% of materials are interactive
Structure/Approach
Tutorials
(receptive lrn.)
Drill & Practice
(directive lrn.)
Guided Discovery
(knowledge construction)
• “Show & tell”
• Limited practice
• Cognitive overload?
• “Show & do”
• Near transfer—immediacy of content;
• Computer skills
• Principles/application
• Authentic tasks
• Mental models
• Far transfer
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E-learning ComponentsE-learning Components
• Instruction delivered on a computer, by way of CD-ROM, Internet or intranet including the following features (Clark & Mayer, 2003)
• CD-ROM
• Internet
• Intranet
How is it Delivered?
(E-learning)
•Words
•Written
•Audio/spoken
•Pictures
•Illustrations
•Photos
•Animation
•video
What is Delivered? (E-learning)
•Information (content)
•Instructional techniques (strategies to assist learning)
Why is it Delivered? (Purpose)
•Personal learning goals
•Improve job performance/ effectiveness
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New Tools, New RolesNew Tools, New Roles
Teacher
From: • Sage on the Stage—
Conveyer of Information
To: • Guide on the Side—
Director of Resources
Student
From: • Passive Learner
To: • Knowledge Navigator –
Becoming an Active Participant in finding and using information
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Characteristics & IssuesCharacteristics & Issues
• Creation is time-intensive; “Experienced multimedia developers acknowledge that
it takes ten to twenty times more labor & skill to produce good courseware for e-learning than for traditional classroom materials” (Clark & Mayer, p. 25)
• Delivery platform considerations:– Bandwidth (graphics/audio/video)– Memory space (graphics/audio/video)– Ease of Updating (timeliness?/cost?)– Dissemination (hardware compatibility/cost)
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PitfallsPitfalls
• Failure to base learning presented on job/task analysis (time intensive but critical)– Content must be tailored to profession– Much learning is cognitive processing—hard to see thinking
going on
• Failure to accommodate Human Learning Process– Easy to get cognitive overload
• Visual design• Chunking of content
– Instructional Team should include instructional psychologists, multimedia production, graphic designer, programmers, interface designers
• Moderately high dropout rate (35+%)– Boring lessons– Technical glitches
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Unique PromisesUnique Promises
• Provides practice with immediate, interactive feedback• Allows for collaboration in self-study
– Internet allows for chat rooms/instant messaging (synchronous communication)
– Discussion Boards (asynchronous communication)– “Ask an expert” (world-wide access to expertise)
• Simulations/animations are possible to accelerate expertise– Branching programs tailored to individual choices– Show attitudes– Complex situations
• Multiple learning styles
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Ready… Set… Integrate!: Ready… Set… Integrate!: “People Factors”“People Factors”
OK…So it’s here to stay. How do we become effective adopters of technology? How do we make it “work” for us?
• Does a “safe” environment exist to ask “dumb” ?’s ? (The only “dumb” ? are ones which remain unasked!)
• When choosing materials remember:– Start slow…Are there any “ready to use, as is” goodies
available? (Use existing materials)– Build on someone else’s work…Scaffolding…are there
templates we can use? (Don’t reinvent the wheel if you don’t have to!—adapt existing materials)
– Create your own original materials…but seek other’s help!
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• What are some reference sources (URL’s) for ideas?• Is there a peer support group to show and share
successes? (Motivate)• Can’t the lessons be FUN???• Are there people willing to mentor new users? (Experts)• What incentives are there…prestige/acknowledgement
in the school? Peer rapport?
Ready… Set… Integrate!Ready… Set… Integrate!“People Factors”“People Factors”
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Ideas…Back to BasicsIdeas…Back to Basics“Skill Factors”“Skill Factors”
Keep the Foundations of Technology—the 3 C’s—in mind as you search out ideas: Technology boils down to:
• Communication• Computation• Critical Thinking
Need some Ideas for Technology integration tasks or in-service workshops?
• Find out how you currently use technology by filling out the following survey on-line: http://www.improvelearning.com
• Depending on your own skills, you may need to come up to speed. For your students: They should eventually have the skills listed in the survey. Any skills you are missing would make good ideas to teach your students as well.
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Some Possible Integration Some Possible Integration Tasks & Workshop IdeasTasks & Workshop Ideas
• Listserv’s• Newsgroups• Keypals/e-pals—communicating with the world• Multimedia journaling and scrapbooking• Creating slide shows• Electronic art-adding images to Word Art and other Graphic goodies• Adding sound and hide/show and branching interactivity to presentations• Sending attachments• Making Portable Document Format files (PDF’s)• Concept mapping/webbing• Converting Inspiration maps to Powerpoint Presentations• PDF’s as a multimedia development environment• Web-setting browser preferences• Web-conducting effective searches• Web-organizing and saving your bookmarks/favorites• Web-harvesting text, graphics, audio, video files
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Some Possible Integration Some Possible Integration Tasks & Workshop IdeasTasks & Workshop Ideas
• Web-citing online resources• Web-criteria for evaluating web sites• Web-downloading sites for off-line use (webwhacking)• Internet lesson plans-finding them, evaluating them• Internet lesson plans-creating them• Web-uploading/downloading files—ftp programs• Internet projects-finding them, creating them• Internet projects—disseminating them, getting other schools as partners• Webquests: what are they? Creating them?• Web-copyright/plagiarism• Web-creating online tests• Creating games• Creating e-portfolios• Creating rubrics—with tools and from scratch
Plus… the usual collection of “How to make a Web page”, “Flash Basics”, etc. type topics
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Gaming Examples-Gaming Examples-Exploring some possibilitiesExploring some possibilities
– Powerpoint– Hyperstudio
(http://www.geocities.com/tlstrekkie/portfolio/webgraphics/slide1.html)• Intro screen (slide 6); Directions (slide 7); topic screen before play (slide
12); question template (slide 10); question (slide 16); game status before play (slide 11); topic screen after play (slide 17); feedback (slide 19); progress (slide 21); grade/score (slide 8);
– Astound? (old software—hang onto it if you have it!)– Flash (Dante project from Macromedia e-learning book-part 1, part 2;
asthma quiz)– HTML (HTML form with javascript wizardry)– Javascript:
• My Javascript jeopardy: (http://www.tamischultz.com/gaming/ts_12-10-scoring2_jeopardy.html)– Actual on-line Jeopardy (http://zone.msn.com/en/jeopardy/default)
» then click the play now button (step #2)• Classroom Millionaire, (http://education.jlab.org/million/)
– Actual on-line Millionaire (http://www.millionairetv.com/)
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http://www.millionairetv.com/http://www.millionairetv.com/
• Sound effects really make this fun and set the pace
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Ready to Play:Ready to Play:Millionaire on-lineMillionaire on-line
• Sample of Millionaire—ready to play:
• http://education.jlab.org/million/index.html
• The direction screen:
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The 1The 1stst item: item:
• Visual cue (yellow) for current question level
• All game help options available
• Answer selected (green)
Visual cueing
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Feedback screenFeedback screen
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Audience PollAudience Poll
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FeedbackFeedback
Notice the Audience Poll option has now been hidden so it can’t be reused.
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The 50/50 optionThe 50/50 option
The symbols for options C and D have disappeared—these answers are no longer available.
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Phone-A-FriendPhone-A-Friend
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Leaving the GameLeaving the Game
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Ready to Adapt: on-line Ready to Adapt: on-line quiz (html/javascript)quiz (html/javascript)
• Directions: To get the script, click here (http://www.javascriptkit.com/script/cut180.shtml). It is a compressed (zipped) file. It is composed of the following three files:
• -popquiz.htm (Edit this file to change the questions on the page to your own. View source for more information)-results.htm (Page containing the results/grades. Not necessary to edit)-quizconfig.js (Edit this file to change the solutions to your own)
• When you're done with the editing, upload the three files into the same directory.
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Javascript template-edit the Javascript template-edit the question file (popquiz.htm)question file (popquiz.htm)
Open the popquiz.htm file in an editor or notepad.
Configure quiz script:Change the questions below any way
you want, but make note of the following:
1) Preserve the <FORM> tags
2a) Inside each radio button, use the VALUE attribute to denote each question's choices: "a", "b", "c" etc.
2b) Inside each radio button, use the NAME attribute to denote which question the button belongs to ("question1", "question2" etc
3) Script supports unlimited # of questions. Be sure to edit .js file to enter corresponding solutions
<form method="POST" name="myquiz"><font face="Arial"><big><big>General Knowledge Quiz</big></big></font></p><div class="qheader">1) What is the difference between a jungle and a rain forest? </div><div class="qselections"><input type="radio" value="a" name="question1">a) No difference. Simply two different ways in referring to the same thing. <br><input type="radio" value="b" name="question1">b) A jungle in general receives less rain than a rain forest. <br><input type="radio" value="c" name="question1">c) A jungle refers to the thickest area of a rain forest <br><input type="radio" value="d" name="question1">d) A jungle and a rain forest each contain their own group of distinct plants and animals.
<br></div><br><div class="qheader">2) What is the world's most common religion? </div><div class="qselections"><input type="radio" value="a" name="question2"> a) Christianity <br> <input type="radio" value="b" name="question2"> b) Buddhism <br><input type="radio" value="c" name="question2"> c) Hinduism <br><input type="radio" value="d" name="question2"> d) Muslim <br></div><br><div class="qheader">3) Which city ranks as the world's most populous city (2002)? </div><div class="qselections"><input type="radio" value="a" name="question3"> a) New York (US) <br><input type="radio" value="b" name="question3"> b) Mexico City (Mexico) <br> <input type="radio" value="c" name="question3”> c) Tokyo (Japan) <br><input type="radio" value="d" name="question3"> d) Shanghai (China) <br></div><br><div class="qheader">
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Javascript template-edit the Javascript template-edit the answer key file (quizconfig.js)answer key file (quizconfig.js)
Edit the answer key file quizconfig.js to:
• reflect the number of items you have and the answer choice for your item.
• There should be a correctchoices[#]=‘_’ line for each item in your quiz. Make sure the letter for your correct answer is enclosed between single quotes as shown. • Be sure not to edit below the comment ////don’t edit beyond here////
• * JavaScriptKit.com Multiple Choice Quiz Script (http://www.javascriptkit.com)
• /***********************************************• * Copyright 2003 JavaScript Kit- http://www.javascriptkit.com• * This notice and footnote must stay intact for use• * Visit JavaScript Kit (http://www.javascriptkit.com/) for full source
code• ***********************************************/• //Enter total number of questions:• var totalquestions= 10
• //Enter the solutions corresponding to each question:• var correctchoices=new Array()• correctchoices[1]='c' //question 1 solution• correctchoices[2]='a' //question 2 solution, and so on.• correctchoices[3]='c'• correctchoices[4]='c'• correctchoices[5]='c'• correctchoices[6]='c'• correctchoices[7]='b'• correctchoices[8]='b'• correctchoices[9]='c'• correctchoices[10]='b'
• /////Don't edit beyond here//////////////////////////
• function gradeit(){• var incorrect=null• for (q=1;q<=totalquestions;q++){
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Existing Templates: Existing Templates: Making your Own GamesMaking your Own Games
• One K-12 educator, Mark Damon, has put together Powerpoint templates with slides to add items and answers. These templates also include music and animation to simulate the TV gameshow environment.
• http://www.hillsborough.k12.nj.us/edlinkspowerpoint.htm
• Games include: Jeopardy, Millionaire, Weakest Link, and Hollywood Squares
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• What changes/impact, if any, will using the Internet for instructional delivery cause for the creation of instructional materials using existing instructional design models?
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• " The foundation of good Web design is intuitive functionality, not aesthetics. The spatial organization of graphics and text on a Web page have a functional purpose: to direct the user's attention, prioritize information, and make the user's interactions with the information more enjoyable and more efficient.
• Each one of us who authors and publishes Web documents is obliged to make our information clear, accurate, and accessible, and then perhaps pleasing to the eye. It is your expectations about how students and other readers will typically use your site that should be the basis of your Web site design.”
Lynch and Horton (1998, p. 43)
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Why Creating e-learning Why Creating e-learning is Challengingis Challenging
• WBI involves relationships between 3 sets of heuristics (Quinn & Wild, 1998):
• Sets have some common elements, but many guidelines are unique to the specific task. Thus, instructional designers might not have full awareness of criteria for effective WBI.
Graphic Layout Design
Instructional Design
User Interface Design
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E-learning Development E-learning Development GuidelinesGuidelines
Keep in mind the ultimate purpose is to instruct, not necessarily entertain!
Brandon Hall (1997) suggests using the following criteria: (E=external event of instruction, I = internal event of instruction)
• (E) 1. content: Proper amount and quality of information--how extensive is the material?
• (E) 2. instructional design: Is there evidence learning is occurring?
• (I) 3. interactivity: Are learners actively engaged and allowed input?
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• (E) 4. navigation: Are there site maps, navigation buttons to move through the pages, and clearly defined means to exit the site?
• (I) 5. motivational components: Is there use of humor, novelty, testing, and surprise items to keep the learner engaged?
• (E) 6. use of media: Has there been utilization of audio, video, and animation as appropriate to the content and an avoidance of same if it doesn't serve an instructional purpose?
• (E) 7. evaluation: Are the use of quizzes, feedback, and mastery required to continue?
E-learning Development E-learning Development GuidelinesGuidelines
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• (I) 8. aesthetics: Is the material attractive and appealing visually and auditorily?
• (E) 9. record keeping: Is a method to track student progress provided?
• (I) 10. tone: Does the language/ content target the proper audience while avoiding cliches, condescension, etc.?
E-learning Development E-learning Development GuidelinesGuidelines
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Jennifer Fleming (1998) suggests using the following criteria for developing the site’s navigational user interface:
• 1. Be easily learned – (transparent to the site)
• 2. Remain consistent – location, icon choice--don’t make ‘em disappear across pages--dim ‘em
out!, use ‘em in ALL levels of your site
• 3. Provide feedback– visual changes provide cues
• 4. Appear in context– full access to ALL parts of site--not just most immediately previous or
next locations (users enter from all locations!); – cue the next logical link to visit
User Navigation User Navigation Development GuidelinesDevelopment Guidelines
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• 5. Offer alternatives– alt tags
– cross platform & version usability
• 6. Require an economy of time and action – Don’t bury site in multiple levels
– Avoid forms--frightening to many
• 7. Provide clear visual messages – use hierarchies
– don’t underline unless it’s a link
User Navigation User Navigation Development GuidelinesDevelopment Guidelines
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• 8. Use clear and understandable labels – terms LEARNER will understand; avoid jargon only YOU understand
• 9. Be appropriate to the site’s purpose – don’t mystify learners by using abstract icons/labels--make it obvious
what icons do
• 10. Support users’ goals and behaviors – do learners make use of what has been provided? (field test!!!)
• Check out a sample lesson using these guidelines. (http://www.angelfire.com/trek/tschultz/portfolio/elearning/index.html)
User Navigation User Navigation Development GuidelinesDevelopment Guidelines
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Implementation IssuesImplementation Issues
When conducting more formalized assessment:– Pilot testing— DON’T SKIP THIS STEP!– Logging in—who is taking the review/test?– Receiving scores—can they be sent to the
instructor?
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Technical Tasks/ Technical Tasks/ Techniques & IssuesTechniques & Issues
– Visual cueing—answering questions– Changing visibility of elements for feedback and or
cueing– Branching– Creating random sets of items (advanced tech.)– Avoiding double dipping on re-answering items– Creating scores—variables and accessing them– Resetting scores for another game– Jeopardy learnings (slides 29-32) (
http://www.geocities.com/tlstrekkie/portfolio/webgraphics/slide29.html)
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Phase I: Game Board created with Hard coded items (adaptable for others I: Game Board created with Hard coded items (adaptable for others to use) to use) status: completedstatus: completed
Phase II: Setting up a Database of test items (SQL) Phase II: Setting up a Database of test items (SQL) status: in progressstatus: in progress
Phase III: Populating the Game Board Dynamically from the Database Phase III: Populating the Game Board Dynamically from the Database status: still to comestatus: still to come
Phase IV: Providing Summary of Missed Questions (PHP) Phase IV: Providing Summary of Missed Questions (PHP) status: still to comestatus: still to come
Phase V: Create & clean up graphics; finalize visual design & layoutPhase V: Create & clean up graphics; finalize visual design & layout status: still to comestatus: still to come
Phase VI: Interface for others to enter test items to be dynamically put into Phase VI: Interface for others to enter test items to be dynamically put into game board??? game board??? status: How challenging is this? This is the ultimate result.status: How challenging is this? This is the ultimate result.
Product Development Efforts: Product Development Efforts: Jeopardy CreationJeopardy Creation
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Ready to Adapt: Ready to Adapt: JeopardyJeopardy
Visual cuing
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FeedbackFeedback
Response via pop-up windows
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Multiple items answeredMultiple items answered
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Double JeopardyDouble Jeopardy
• Notice the score was brought forward.
• Board $ values have changed.
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Resources for Game Resources for Game DevelopmentDevelopment
– This presentation• http://www.tamischultz.com/presentations/ucet_assessment.ppt
– Game examples• http://www.tamischultz.com/gaming/ts_12-10-scoring2_jeopardy.html• http://www.geocities.com/tlstrekkie/portfolio/webgraphics/slide1.html
– Interface design/practical tips for game design• http://www.tamischultz.com/presentations/id.mht or http://www.tamischultz.com/presentations/10command-modified.ppt• www.cs.upe.ac.za/DDAS/CourseMaterial/ WRHK401/1472/Lecture6_7.ppt
– Software• http://www.decsoftware.com/• http://www.bnhexpertsoft.com/english/products/answer/guide.pdf• Powerpoint templates for TV games-for teachers http://www.teachnet.com/lesson/misc/winnergame022500.html• Add on plug in for powerpoint to make games: http://www.optiontechnologies.com/products/optionpower_powerpoint_games.asp
– On-line sources for game generation• http://www2.wgbh.org/MBCWEIS/LTC/ALRI/webgames.html• www.Quia.com• http://education.jlab.org/million/index.html• Javascript quiz editable template http://www.javascriptkit.com/script/cut180.shtml
– Educator content links• Over 200 links, web quests, quizzes, etc. http://www.enhancedproducts.us/site/741468/page/173180
– Playing actual TV games online• Millionaire: http://www.millionairetv.com/• Jeopardy: http://zone.msn.com/en/jeopardy/default or http://www.jeopardy.com/• Actual Jeoparady questions from 1998 http://hometown.aol.com/jamesarey/jeopardygame.html
Research References:– Game theory
• http://www.ioe.ac.uk/hgm/research/SkillsforLife/MobileLearningPrinciples.pdf• http://www.nowhereroad.com/seriousplay/Rieber-ASCILITE-seriousplay.pdf
– Flow theory—getting “into” the game• http://www.616.ips.k12.in.us/Theories/Flow/default.aspx
– Game design• http://www.southalabama.edu/coe/coe/programs/TechReports/tr96_1.pdf• www.soe.berkeley.edu/~boxer/webcomp/proposal.html• http://www.soe.berkeley.edu/~boxer/webcomp/proposal.html
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Resources for E-Learning Resources for E-Learning & Integration& Integration
• Allen, G., Stecher, M. & Yasskin, P. (1998). The web-based mathematics course. Syllabus 12(4), 62-65.
• Bazillion, R. & Braun, C. (1998). Teaching on the web and in the studio classroom. Syllabus, 12(2), 37-39.
• Brewer, T. (2003). Technology Integration in the 21st Century Classroom. San Francisco, CA: Visions Technology in Education.
• Clark, R. & Mayer, R. (2003). E-Learning and the Science of Instruction: Proven Guidelines for Consumers and Designers of Multimedia Learning. San Francisco, CA: Pfeiffer (A Wiley Imprint).
• Collis, B. (1999). Teleware: instrumentation for tele-learning. Education and Information Technologies, 4, 9-32.
• Collis, B. (1998). WWW-Based Environments for collaborative groupwork. Education and Information Technologies, 3, 231-245.
• Epstein, S. (1998). An alternative to faculty as full-time web master. Syllabus, 12(2), 56-59.
• Ference, P. & Vockell, E. (1994). Adult learning characteristics and effective software instruction. Educational Technology, 34(6), 25-31.
• Fleming, J. (1998). Web navigation: Designing the user experience. Sebastopol, CA: O’Reilly & Associates, Inc.
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Resources for E-Learning Resources for E-Learning & Integration& Integration
• Fulkerth, R. (1998). DE planning for the information-age student. Syllabus, 12(4) 28-30+.
• Giani, U, & Martone, P. (1998). Distance learning, problem based learning and dynamic knowledge networks. International Journal of Medical Informatics, 50, 273-278.
• Gray, S. (1998). Web-based instructional tools. Syllabus 12(2), 18-22+.
• Hall, B. (1997). Web-based training cookbook. New York, NY: John Wiley & Sons, Inc.
• Jones, M. & Okey, J. (1995). Interface design for computer-based learning environments [on-line]. Available http://www.hbg.psu.edu/bsed/intro/docs/idguide/, downloaded 3/18/98.
• Koontz, F. (1996). Media & technology in the classroom (5th ed.). Dubuque, IA: Kendall/Hunt Publishing Co.
• Koszalka, T., Breman, J. & Moore, M. (1999). Sharing lesson plans over the World Wide Web: Important components. 4(2), 143-151.
• Lynch, P. & Horton, S. (1998). Refining web pages: Effective design strategies for educators. Syllabus 11(6), 39-43.
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Resources for E-Learning Resources for E-Learning & Integration& Integration
• Misanchuk, E. (1994). Print tools for distance education. In B. Willis, Ed. Distance education: Strategies and tools. Englewood Cliffs, NJ: Educational Technology Publications.
• Owston, R. (1997). The world wide web: A technology to enhance teaching and learning? [on-line]. Available http://www.edu.yroku.ca/rowston/article.html. downloaded 6/30/98.
• Quinn, C. & Wild, M. (1998). Supporting cognitive design: Lessons from human-computer interaction and computer-mediated learning. Education and Information Technologies, 3, 175-185.
• Rabb, M. (1993). The Presentation Design Book, (2nd ed.). Chapel Hill, NC: Ventana Press Inc.
• Schweizer, H. (1999). Designing and teaching an on-line course: Spinning your web classroom. Boston, MA: Allyn & Bacon.
• Schwier, R. (1994). Contemporary and emerging interactive technologies for distance education .In B. Willis, Ed. Distance education: Strategies and tools. Englewood Cliffs, NJ: Educational Technology Publications.
• Stefanov, K., Dicheva, D., Nikolov, R. & Djakova, I. (1998). User interfaces for a virtual learning environment: Two study cases. Education and Information Technologies, 3, 307-319.
• Tennant, R. (1998). Seven tags to live by. Syllabus 12(2), 46-48.
• Turner, J. & Turner, D. (1998). Using the internet to perform survey research. Syllabus, 12(4), 58-60.
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• Weinman, L. & Weinman, W. (1998). <Creative html design> a hands-on html 4.0 web design tutorial. Indianapolis, IN: New Riders Publishing.
• White, K. (2000). The online teaching guide: A handbook of attitudes, strategies, and techniques for the virtual classroom. Boston, MA: Allyn & Bacon.
• Worcester, T. (2003). 50 Quick & Easy Powerpoint Activities. San Francisco, CA: Visions Technology in Education.
• Wlodkowski, R. (1993). Enhancing adult motivation to learn. San Francisco, CA: Jossey-Bass Pub.
Resources for E-Learning Resources for E-Learning & Integration& Integration