Telecommunications in Education: Examining Distributed Teaching and Learning Environments (EDER 677 L.91 ) Sept 19 Topics: Information Literacy

1
Telecommunications in Education Examining
Distributed Teaching and Learning Environments
(EDER 677 L.91 )Sept 19 TopicsInformation
LiteracyWWW Tools and Design
PrinciplesGraphics for the Audiographic
Conferencefrom Calgary, September 26
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Agenda

• Housekeeping
• Note Course Home Page Additions to
  http//www.ucalgary.ca/ekowch/677/677home.html
• Assignments / Evaluation Guides
• Please form your collaborative groups by Tuesday,
  Oct. 1 and email me your preferred topic/date and
  the names of people in your group - Ill book
  you in on a first come, first serve basis (from
  my WebCT email)
• 1. Information Literacy Getting resources from
  the Web into your Course
• We will explore and demonstrate the range of
  resources and information on the WWW and offer
  tips about accessing them.
• Search Tips
• Resource Gold Mines
• Peer Reviewed articles, and Journals
• 2. Authoring Web Tools and Design Principles
• An overview of very basic tools and page / site
  design principles
• A review of construction tools
• Export applications
• Editors (code vs. wsiwig)
• Course management tools (like WebCT)
• Getting files on the net web hosting and
  transfer protocols

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Housekeeping.. New notables

• A review of the Assignments, Evaluation, guides,
  etc
• Please form your assignment groups and email the
  dates/names to Gene by Oct 1st, please.
• A New 677 Café (Chat) feature in your WebCT space
  - another channel for communication

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Review Assignments / Deliverables

• A publishable paper (25) Due Oct 17
• Participation (20) Ongoing
• Personal Distributed Learning (PDL) Portfolio
  (30) Due Dec 5
• Including
• A personal narrative explaining your ideal PDL
  with
• Summary of your text discussion facilitation
• An Interpretation of that experience
• Summary and Analysis of your audiographic
  conference facilitation
• Collaborative (teaching online) proposal
  (5) Due Oct 3
• Your online project - a teaching
  environment (20) Due Dec 3

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Information Literacy
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Information Literacy

• Defining Literacy
• literacy n
• 1. the ability to read and write to a competent
  level
• 2. knowledge of or training in a particular
  subject or area of activity
• (OED, 2002)
• The text for a CMC Online course can by
  anything from sounds to images to text! How do
  we write online? Distributed Learning CMC
  channels are highly mediated, and you get to
  design everything! We use sounds, images and
  text. This means we need to be able to design a
  message (recall SMCR) so the learning objective
  is accomplished. We need be knowledgeable about
  how to get/reference online resources and how to
  create online learning environments. This is
  Instructional Design.
• First, we need to know how to find online
  messages

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The Three Ls of Searching

• Language use specific terms, and appropriate
  terminology for best results. Searching by
  phrases can be useful, as can paying attention to
  Capital Letters, and using wild cards.
• Logic Read the help files for a particular
  search engine to determine how to translate
  Search logic into the particular dialect of the
  tool youre using e.g. Boolean, s and s,
  all/any of these terms, etc
• Limiting Limit searching to a particular field
  title to find the good stuff fast image to
  find the images or URL/domain to restrict to
  specific kinds of web pages

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Search Engines vs. Subject Guides

• Search Engines are good for specific
  information, images, names etc. The indexes are
  updated monthly.
• Subject Guides are better for exploring whats
  available on more general topics or subjects.
  Start here, and narrow topics down.

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Search Engines

• Northern Light http//www.northernlight.com
• Tip Use as a wildcard e.g. instruct for
  instructors, instruction, instructional
• Google http//www.google.com
• Tip Use allintitle to limit the title use
  inurl to limit to a type of site
• Tip Use this site to find images only, or Canada
  - only content.
• Altavista Canada http//altavista.ca
• Tip Search here to limit your search to
  Canadian sites
• Tip some High school students are up on the
  latest and best search engine tactics (search
  engines are like VCRs, it seems)

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Subject Guides

• Library of Congress Subjects Search
  (fantastic)
• http//www.loc.gov/
• About.com
• http//www.about.com
• National Library of Canada
• http//www.nlc-bnc.ca/caninfo/ecaninfo.htm
• MRC Library Internet Subject Guides
• http//www.mtroyal.ab.ca/library/Subguide/libsubgu
  ide.htm

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Here are a few of my favorite resource links.
Check them out when you have a moment

• http//aera-cr.ed.asu.edu/links.html
• http//aera-cr.ed.asu.edu/links.html
• http//www.dlrn.org/
• http//cleo.murdoch.edu.au/gen/aset/edtech_pubs.ht
  ml
• http//www.nla.gov.au/ajol/
• http//ednet.edc.gov.ab.ca/ict/
• http//www.cln.org/
• http//www.pbs.org/teachersource/
• http//www.plato.com/

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Evaluating the Information / Resource

• Check the address for clues - edu/org/com
  Academic Sites
• Check types of domains at http//www.iana.org/gtld
  /gtld.htm
• Check geographical domains at http//www2.iana.org
  /gtld/gtld.htm
• Signed and dated is better than anonymous and
  ageless
• Validity is an issue Is the source Credible?
• Ask Why the site exists? (information/persuasion/a
  dvertising)
• Refereed Journals offer the best source of
  information for academic work
• Your library has an increasing array of online
  journals
• http//www.ucalgary.ca/cgi-bin/library/article.cgi
  ?databaselocal//ftp/Web/library/sfgate/dbs/dbinde
  xmaxhits250brxxedu1directget1applicationli
  braryxxtitleKeyEducationIndexesandAbstracts

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Creating Resources that can be found.. authoring

• Why some sites are easier to find than
  othershidden labels or tags in code
• ltTITLEgttags
• META tags
• What you can do to help people find your material
• watching the letter case in your tags - use the
  sensible case (?)
• why its important to sign and date pages
• How to find out who has linked to you (in
  Northern Light)
• linkhttp//your address

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Beyond Online Resources

• Now that I know how to support instruction, what
  is the nature of the instruction that I will
  create?
• Think like an architect, then like a builder
• Think about Designing a learning environment
  (your Online project will be such a construction)

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Instructional Design Considering SMCR as you
imagineand Build online Learning Environments
and Communities

• The effective principles of planning and
  organizing teaching and learning
• Concepts that are intuitively understood and used
  by instructors every day
• Use of technology or distance education requires
  systematic and disciplined use of these
  principles.
• Here are great links to the ID models that you
  will study in EDER 675 or 673 (with me!).. Just
  for the curious
• A Hypertext History of Instructional Design
• http//www.coe.uh.edu/courses/cuin6373/idhistory/i
  ndex.html
• Instructional Design Models
• http//carbon.cudenver.edu/mryder/itc_data/idmode
  ls.html
• Instructional Design Theories Site
• http//www.indiana.edu/idtheory/home.html

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One Instructional Development Model
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(some simplified) Key Stages in the ID process
to consider when developing Online Learning
Architecture

• Analysis Stage (hmm what am I into here?
  Figuring out the needs of the learners and the
  system that will deliver learning)
• Analysis of the setting
• Analysis of the student needs
• Analysis of good practice / history
• Analysis of the expected learning outcomes from
  this creation
• Design Stage (creating plans for building the
  space)
• Interaction types Which mode is best to
  achieve these outcomes?
• What will the pacing be like?
• How will sync and async events form the learning
  experience?
• Which medium (computer) and applications might
  work best for my objectives?
• Which types of Web based learning activities
  might accomplish the learning outcomes?

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The Early (pre) Analysis Stage

• What sort of beast am I looking at? Is this
  online environment (and the web) right for my
  teaching style and my students learning style?
• A Learner (audience) Analysis will tell you.
• What kind of student learning do I want the web
  to support?
• Learning and Content Analysis will answer this
  question.

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The Early (pre) Analysis Stage

• Where and how will my students be able to access
  the web and its resources, access each other, and
  access the instructor?
• A Setting Analysis will help you answer this
  question
• What can the web do for me and my students?
• A Needs Analysis will help you answer this
  question

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The Analysis Stage - Setting Analysis

• Where will my students be able to access the
  web, each other, and the instructor?
• a) From a classroom
• b) From one of the schools computer labs during
  a scheduled lab period
• c) From the school library or an open computer
  lab
• d) From home
• e) Other? (cost of online connections.. Etc).

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Analysis Stage - Setting

• How will I use the web with my students? Why use
  the web?
• Educational Models for the WWW
• a) For Self-directed learning - the WWW is used
  as a stand alone learning tool for students (e.g.
  online tutorials and quizzes)
• b) For Distance or distribution - the WWW is used
  only for dissemination of educational material to
  distance students, such as course descriptions,
  educational software
• c) To Augmentation lecture - the WWW is used to
  complement classroom based teaching (e.g.,
  on-line communication tools, activities, lecture
  notes, assessment features)
• d) Virtual classroom - the WWW is used with
  emphasis on collaboration and computer mediated
  human interaction (good design/redesign is
  critical)
• e) What is the setting of the student? Have they
  the technical and knowledge base to engage in
  these resources? How much overhead will this be
  to them?
• f) Remember Online resources that you do not
  author can move over time.

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Analysis Stage - Needs

• What institutional resources are available?
• Student support
• Financial support
• Workplace
• family
• Instructor support
• Technology/media support

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Analysis Stage - Needs

• Can the web be a catalyst to enrich and enhance
  the learning experience for my students?
• These folks say flexible, just in time resources
  can empower learners
• Seven Principles for Good Practice in
  Undergraduate Education (Chickering and
  Gamson, 1987)
• http//www.hcc.hawaii.edu/intranet/committees/Fa
  cDevCom/guidebk/teachtip/7princip.htm
• Implementing the Seven Principles Technology as
  a Lever (Chickering and Ehrmann,
  1997)http//www.tltgroup.org/programs/seven.html
  (you read this last week. Does it apply?)
  yes?
• Seven Principles of Effective Teaching A
  Practical Lens for Evaluating Online Courses
  (Graham, Cagiltay, Lim and Duffy 2001) It all
  boils down to good teaching with a resource
  resource librarians have been onto this for years
  !!
• http//horizon.unc.edu/TS/default.asp?showarticle
  id839
• Whisper.. it can take more work to provide
  online resources for students The needs and
  capacity of the instructor are important too

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Analysis Stage - Needs

• Some Basic Principles of Good Practice that work
  in all online environs.
• In an online environment, learners generally
  certain needs regarding instructional practice
• 1. The environ encourages contacts between
  students and teachers
• 2. The environ develops reciprocity and
  cooperation among students
• 3. The situation employs active learning
  techniques
• 4. The environ / instructor gives prompt feedback
• 5. The instruction emphasizes time on task
• 6. The instructor communicates high expectations
• 7. The environ and instructor respect the diverse
  talents and ways of learning
• Are these online needs only? no.

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Analysis Stage - The Learner

• Learner Analysis - Knowing the learning
  participants Guiding Questions
• is my idea for an online environment age
  appropriate?
• Literacy levels matter, attention spans matter,
  supervision needs, pacing
• gender ratio - am I giving fair chance to both
  voices?
• am I to accommodate full-time vs. part time
  learners
• previous skills (computer literacy, independent
  learning skills, ) previous education
• what is the relevance of this area of study to
  learners?
• what are the known pre-requisites for this class
  or course (, time, space, machines)
• what infrastructure do the learners have
  available Internet access ? Web space?

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Analysis Stage - The Learning

• Learning Analysis Student Learning and Outcomes
• Personal Teaching Goals Inventory (TGI) try
  this with your students http//www.uiowa.edu/cen
  teach/tgi/index.html
• This tool offers the learner a Self-assessment of
  instructional goals
• b) Course or Program Specific Learning Outcomes
  Know the objectives and ask Can the learners
  achieve this? with adults, ask Is this relevant
  or real?
• c) One example MRC College-Wide Learning
  Outcomes
• - thinking skills - ethical reasoning
• - communication - group effectiveness
• information retrieval evaluation - computer
  literacy
• Corporate environments can have very clear
  learning outcomes in mind. Designers match the
  goals with learners and settings.

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Design Stage

• What are the potential pedagogical strengths of
  a computer in the hands of a student, compared to
  other utilities?
• Visualization
• Communication -verbal, aural, textual
• Collaboration
• Organization
• Problem Solving
• Research
• Calculation
• "Doing it again thoughtfully
• Repetition

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Designing with the Web in mind Group Assignment
1
Breakout Session

• Case Situation
• Consider one university or K-12 course. You have
  been asked to think about converting this
  classical face to face course to an online
  environment. You know you will need resources
  from the web, because you cant afford the 40 -
  300 /hr development cost to make your own
  resource and put it on the web. What are the top
  5 considerations you have in framing this
  problem?
• What are your ideas?
• Individual Think (take 1 minute to generate your
  own list of ideas) Then I will connect you into
  audiographic sub groups
• In 4 Person Sub-Groups (take 5 minutes to compare
  and add to your list)
• Full Group (Take 10 minutes to generate a group
  list) and place it on the whiteboard.

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Design Stage - Activities that work

• Web-based learning activities
• Posting instructional material to a common
  place gives a sense of community
• places to speak synchronously can build a sense
  of community
• Creating web based resource links for reference,
  on a theme (grouping resources)
• Multimedia Elements (movies, sound interactive
  games, VR) help engage learners a lot.
• Communication design
• E-mail
• Threaded discussion forums
• Chat rooms
• Interactive video forums
• Audioconference sessions
• Document sharing - living documents, chat,
  email audiographic whiteboarding
• Journals - personal or shared reflections aid
  synthetic learning
• Assessment opportunities - various, depending on
  the situation.

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Where we are on the Agenda

• Housekeeping
• Course Home Page Additions to
  http//www.ucalgary.ca/ekowch/677/677home.html
• Assignments / Evaluation Guides
• Please form your collaborative groups by Tuesday,
  Oct. 1 and email me your preferred topic/date and
  the names of people in your group - Ill book
  you in on a first come, first serve basis (from
  my WebCT email)
• 1. Information Literacy Getting resources from
  the Web into your Course
• We will explore and demonstrate the range of
  reources and information on the WWW and offer
  tips about accessing them.
• Search Tips
• Resource Gold Mines
• Peer Reviewed articles, and Journals
• 2. Authoring Web Tools and Design Principles
• An overview of very basic tools and page / site
  design principles
• A review of construction tools
• Export applications
• Editors (code vs. wsiwig)
• Course management tools (like WebCT)
• Getting files on the net web hosting and
  transfer protocols

31
Now that weve got an idea of how to design for
WWW in our learningenvironment. How do we put
things on the WWW?And how do we make sure the
screen looks ok enough not to distract from
learning?
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Coming up..
Reference material Live Links

• 1. An overview of export tools, web editors and
  course management tools
• 2. Principles of screen design activity a
  (take-home collaboration, done in Groups of
  Three

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Student Portfolio Assignment
Reference material Live Links

• Lets take a look at the Course home page.. Its
  all explained there. Thats where youll need to
  put things on the web
• http//www.ucalgary.ca/ekowch/677/677home.html

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Fear not, gentle reader
Reference material Live Links

• The creation of web materials is something that
  we do in full courses, as with Instructional
  design.
• That said, we have experts in our class who can
  help you learn simple Composer page creation, and
  to ship your file to the acs server.
• We have staff in the Doucette trained to help you
  and they are wonderful.
• I will set up a special Centra session for those
  who need help on this lets see how this goes
  (Leo has a presentation too).
• Lets take a look at the following reference
  materials first and see how it goes! Be patient,
  there is help all around. I learned this mostly
  from a fellow masterss student, who will always
  be one of my heros!

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A simple concept -- we create a Web page as a
special format of file, And we place it where
the WWW can Get to it!
Drop your file onto A special server that
Connects to the WWW
The server deals with requests from the outside
world to see your file.
ftp
Create a page of stuff in Netscape composer Ie
Save as myportfolio.html on Your hard drive
The web carries only files of type .html Your
html files can contain pictures of type .gif or
.jpeg Or movies, or sounds
Reference material Live Links
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Web Editors and Course Management Tools
Reference material Live Links

• Key Concepts
• FTP Access
• Export Tools
• Web Editors
• Courseware Management Environments
• This section is borrowed and revised from Norm
  Vaughan, with thanks. Norm taught this class last
  year.

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FTP (file transfer protocol) Access.. First, you
need software that will ship things from your PC
to the server. Here it is
Reference material Live Links

• FTP Tools
• PC Computers - the software you can download
• WS_FTP Download Site
• http//www2.mtroyal.ab.ca/506LE.exe
• WS_FTP Tutorial
• http//www2.mtroyal.ab.ca/ftp/
• Apple Computers
• Fetch Softworks
• http//fetchsoftworks.com/
• or
• http//www.apple.com/downloads/macosx/internet_uti
  lities/captainftp.html

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U of C - FTP Access - moving your files onto the
server
Reference material Live Links

• Using your FTP software (previous page ..
  WS_FTP, WebSling, Fetch) you can ship files if
  you access the server correctly her is how
• Host Name ftp.acs.ucalgary.ca
• Host Type username
• UserID aix account (same as WebCT access)
• Password - aix account (same as WebCT access)
• Account (leave blank)
• If you are using IE the path will be
• ftp//username_at_ftp.acs.ucalgary.ca
• If you are using Netscape
• ftp//username_at_ftp.acs.ucalgary.ca/u/username

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U of C Web Site Address
Reference material Live Links

• http//www.ucalgary.ca/aixusername/
• Tips
• Be sure to copy files into your public_html
  folder
• Use of an index.htm file
• File names on the web are case sensitive and do
  not accept spaces
• Remember that graphic images (.gif, .jpg) are
  linked not embedded in your html pages they
  need to also be ftpd to the server
• For permissions and other info refer to the
  following site
• http//www.ucalgary.ca/it/web/personal.html

40
Export Tools
Reference material Live Links

• HTML Export Tools - Issues
• Examples - MS Word, MS Excel, Adobe Pagemaker,
  Composer
• Because of the nature of HTML, many of the Export
  tools will produce pages with very inelegant HTML
  code. Sometimes they produce code that is not
  compatible across browsers. This makes a mess.
• Export tools are useful in allowing a user to
  re-purpose existing material onto the web. They
  arent necessarily the right tool to use when
  building a web page from scratch, but they are a
  good start if you cant do HTML coding.
• Westin Yoshimura is a genius at helping you with
  Netscape Composer, and he can help you a lot -
  (wyoshimu_at_ucalgary.ca)
• Doucette Library call 403-220-6052
• While the exports are getting better, there will
  probably always be a market for web editors,
  tools designed specifically to author web pages.

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Export Tools
Reference material Live Links

• HTML Export Tools
• Microsoft Word will let you convert .doc .ppt
  files to .html (it is tricky)
• http//www.microsoft.com/
• Corel WordPerfect does the same for their word
  processor product
• http//www.corel.com/products/
• Adobe PageMaker does this too,
• http//www.adobe.com/prodindex/pagemaker/main.htm
  l

42
Web Editors
Reference material Live Links

• HTML - Code Editors
• Code Editors like HomeSite allow you to work
  directly with the HTML code. They automate the
  placement of code and assist in previewing the
  pages. They save you having to remember all of
  the different HTML codes and their various
  modifiers.
• In other words, you need to know a lot less about
  web page making.. But this is still a lot more
  involved than Composer and ftp -ing it to the
  acs1 server.
• Allaire Homesite
• http//www.allaire.com/Products/homesite/

43
Web Editors
Reference material Live Links

• HTML - WYSIWYG Editors
• WYSIWYG (What-You-See-Is-What-You-Get) editors
  like Macromedia Dreamweaver allow you to interact
  with elements directly on the page in a graphical
  manner, and produce the code behind the scenes.
• We teach you this in higher edtec courses.
• Most WYSIWYG editors will also let you modify the
  HTML code, and good ones will not try to correct
  your modifications.
• Other examples of WYSIWYG editors are Adobe
  GoLive and Microsoft FrontPage.

44
Web Editors
Reference material Live Links

• HTML - WYSIWYG Editors - Examples
• Adobe GoLive
• http//www.adobe.com/prodindex
• Netscape Communicator
• http//www.netscape.com
• Netscape Communicator Tutorials
• http//www.mtroyal.ab.ca/adc/workshops/biol/tutori
  al.htm
• Macromedia Dreamweaver
• http//www.macromedia.com/software/dreamweaver/
• Microsoft FrontPage
• http//www.microsoft.com/
• Reference Site http//www.atl.ualberta.ca/article
  s/web/editorsummary.cfm

45
Courseware Management and Development Environments
Reference material Live Links

• For the most part, HTML editors still assume some
  understanding of how to structure a site, how the
  files and directories that make up a site relate,
  and how to build web page.
• In contrast to these are a new breed of software
  which we call Courseware management
  environments
• These are usually server side tools or servers
  which allow instructors to build online course
  materials without having to learning any html or
  even WYSIWYG editing tools.
• With these, sometimes dont have to know Composer
  or HTML code. Just a lot of other stuff.
• They usually provide some predetermined ways of
  interacting with students (static web pages,
  threaded discussions, chats, evaluations) and
  ways of building content using only a web
  browser, or at times some proprietary client
  software.

46
Courseware Management and Development Environments
Reference material Live Links

• Course Development Tools - Examples - Check these
  out.
• Blackboard CourseInfo
• http//www.blackboard.com
• Learning Space
• http//www.lotus.com/home.nsf/welcome/learnspace
• TopClass
• http//www.wbtsystems.com/
• The Learning Manager (TLM)
• http//www.thelearningmanager.com
• WebCT
• http//www.webct.com/

47
Courseware Development Environments Online
examples of large online distributed learning
environments
Reference material Live Links

• Course Development Tools - References
• University of Pittsburgh
• http//www.pitt.edu/washburn/ccs.htm
• Course Management Discussion Board
• http//scrtec-ne2.unl.edu/wbc/
• Online Educational Delivery Applications
  Comparisons http//www.ctt.bc.ca/landonline/

48
Principles of Screen Design

• Making your information easy to see and learn is
  essential.
• There are many web sites to help you do this.
• The most important concept Clarity.
• Use white space, white backgrounds are best, and
  make sure you can navigate back to home from
  every page, so no one gets lost.
• See the next page for excellent links on screen
  design

49
Screen Design Principles Resources

• A great primer on web page development
  http//www2.mtroyal.ab.ca/7Envaughan/norm/webtool
  sintro/v3_document.htm
• The top ten mistakes we make when we begin making
  web sites by Jacob Nelson
• http//www.useit.com/alertbox/9605.html
• A place to learn more about web page creation - a
  bit more involved
• http//www.bignosebird.com/
• Free web page development software and the
  ability to host your web site for free as well.
• http//www.homestead.com/
• The U of Cs site for new web page makers..
  Great stuff
• http//www.acs.ucalgary.ca/smzess/htmlpage/htmlf
  ram.htm
• This site has been designed as a tutorial to
  teach basic HTML programming to people with
  little or no programming experience, who would
  like to create their own web page http//www.ucalg
  ary.ca/smzess/
• A nice step by step guide..
• http//www.cs.trinity.edu/7Ethicks/WebSiteDesign
  /WebGuidelines.html
• NAVIGATION
• How to build an easy to navigate site
  (excellent)
• http//www.sev.com.au/webzone/design/navigation.a
  sp
• Try these out, and surf to find more sites many
  resources for this will be on the course home
  pages soon, linked under this topic but these are
  plenty!

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Principles of Screen Design (Exercise), Due for
next Class (for Oct 10th)
Reference material Live Links

• Theres no way to learn like practice! Team up
  for this one with someone in the class. As long
  as everyone has a partner, the size of the group
  does not matter (this is where you should team
  up with experts if you like, and share the work).
• Review the page construction and navigation sites
  on the previous page.
• Before we meet on Oct 10, Create a web page where
  you Include the two lists in the body of the web
  page 
• List One Create a list of
• good design principles for personal home and/or
  graduate student portfolio pages.
• This list should include the elements that make a
  pleasing home page and that invite continued
  reading and exploration, and links to sample
  sites.
• List Two Create a list of
• Distance Learning Sites. This list should include
  links to distance learning sites and
• Some of your thoughts on what makes this a good
  or bad learning site.
• Please Send me the URL for your web page before
  October 10th please, along with a list of who is
  in your group. I will link your submission to the
  class home page (via email)

51
Things to do for the October 3 (WebCT) Class ,
Reference material Live Links

1. Contribute to this weeks discussion thread
   (Alfred is leader).
2. Please Email the audioconf. discussion
   leadership group names and preferred dates to
   Gene.
3. Readings (few!) Paloff and Pratt Pages 49 to
   63 The Realities of Online Teaching.
4. Now is a great time to begin work on your web
   based portfolio.
5. Keep an eye on the paper topic, keep emailing me
   to check if you have questions, folks
6. Keep an eye on the Home page, the Oct 3 links
   will be in at 7pm.

Things to do for the October 10 (WebCT) Class ,

1. Do the Principles of Screen Design web page
   exercise and email your group names and URL to me
   before the 10th please.
2. See Course Home Page on Oct. 3rd

52
Student Presentation Leo Skerry

• Web Page Construction
• September 26, 02