Using Tablet PCs to Increase Exceptional Student Learning Efficiency - Notes for a Proposed Symposium

If the National Association for Public School Learners or the Association of Public School Learners existed today, we would want to inquire about prospects of a major research university hosting a symposium to describe a research agenda addressing the question, "Which parts of special education instruction do Tablet and other mobile PC features increase student learning rates of exceptional learners in public schools, and what implications do these have for definitions of exceptionalities and their school programs?"

We would ask that researchers study this question from the view of learners. Few, if any, such studies exist. At its core, research would describe the relative learning efficiencies that Tablet technology allows slowest and fastest learners in public schools.

Perhaps call the proposed symposium SIPTEL for Symposium on the Impact of Pen-Based Technology on Education Learning? SIPTEL would complement annual Workshop on the Impact of Pen-Based Technology on Education (wipte) gatherings where researchers and evaluators report findings related to Tablet and other Ink PC instruction.

Toward a Case Statement

In 1936, the state of the art in diagnosing and treating human variation in schools exceeded the state of professional practice. In that spirit, four professors in Michigan created the first efforts of special education for the slowest learning children and youth. They figured out how to adjust school practices in order to use available and emerging instructional and learning databased information and technologies. Their efforts complemented growing evidence that supported special school programs for gifted and talented students.

A similar situation exists today. Researchers have known for decades that most of the slowest learning students have communication problems that appear to limit their learning. Evidence arguably indicates that these limits result to some excent from instruction geared to most students. At the same time, the fastest learning students spend much of their classroom time waiting for the teacher and others to complete these same tasks.

Advanced electronic communication technologies, one-on-one learning, etc. appear to make it possible to increase student learning rates and efficiency beyond current practice. Learning software that uses features of Tablet PCs can augment some instructional delivery modes, pace, and vocabulary. Anecdotes from classrooms with Tablet PCs indicate that they can allow students with communicate disorders to participate more fully in some regular classroom lessons. Tablet PCs also can allow the fastest students to complete assignments more quickly and with greater depth and breadth.

In this spirit, it appears useful to reexamine the logic, definitions, processes, etc. of educating students with exceptionalities as a different category from other learners. We think it appropriate to formulate a research agenda to reexamine these conditions.

Politics of Learning Efficiency

Unlike in 1936, the number of stakeholders in special education practice and research, etc. has increased and broadened beyond the direction of four or any existing aggregate of people. It now takes more than informal meetings of a few zealous professionals to adjust schooling of students labeled exceptional.

Symposium Purpose

This symposium would gather a highly select group of perhaps 50 international intellectuals, hardware manufacturers, software publishers, research scientists, teacher preparation specialists, government officials, professional association executives, foundation executives, et al. to outline ways to study the current gap between special education practice and learning with state-of-the-art communication technology.

They would propose ways to examine the extent to which state-of-the-art technologies can likely increase exceptional student learning rates and efficiencies and what additional questions to examine empirically in order to increase these rates and efficiencies further.

They would also suggest implications these rates and efficiencies have for definitions, programs, and content of learning by those currently labeled slowest and fastest learners.

A Call for a Host

This is a call for a dean of education in a major research university or a public policy think-tank director to host this symposium. As with all projects, funding follows a good idea. This symposium appears ripe for leadership.

I'm interested in seeing such questions addressed at the highest levels of empirical research. Please let me know if you have suggestions of people or offices that might have interest in this project. And, let me know whatever you post about such efforts.

Hmm. Now that I've reread the post, I wonder if this proposal is another way to address what I see as an emerging open learning paradigm nurtured in part by an almost ubiquitous distribution of mobile communication technologies?

Thanks for your time and brain cells loan on this matter.

Conceptual knowledge increases infants' memory

Fourteen month old babies, the same as adults, remember only three things at a time, and get past this limitation by categorising.

When researchers helped the babies group toys in spatially separate groups, or naming them with different nonsense words, then the babies remembered when there were more than three and kept looking

(Proceedings of the National Academy of Sciences, DOI: 10. 1073/prias.0709884105)

Lisa Feigenson et al., Babies use grown-up memory tricks, New Scientists (Print Edition), July 19, 2008.

As U.S. Cell Phone Reaches 80% Penetration Rate

Executive Summary Marketers see great potential in pushing more messages to cell phones as the US cell phone penetration rate reaches 80 percent and the platform's unique personal nature offers closer individual targeting. Total spend on mobile messaging, display ads, and search will grow from $708 million in 2007 to $2.2 billion in 2012 (Bold added.)

US Mobile Marketing Forecast, 2007 to 2012, Vision Report, January 24, 2008 Neil Strother, Lead Analyst

Math Open Reference

Math Open Reference offers online illustrated interactive math manipulatives for students to use away from classrooms and teachers to use in classrooms. Students may use these as an encyclopedia or coach. This one is worth knowing about, whether as student, teacher, parent, engineer, etc. Kudos, MOR!

I give this a Five Star Learning Efficiency Rating!

Taimi of Kentridge HS WA Top Calculus Teacher

Jim Whaley and Gaston Caperton report that Kentridge (WA) mathematics teacher Marguerite Taimi received the top Siemens Award for Advanced Placement teacher in the state of Washington.

Over the past dozen years, the Kentridge AP Calculus program has achieved a passing rate of 98 percent.

Each spring, math students at Kentridge High School in Kent volunteer to meet and speak with younger students about pushing themselves academically when classes resume in the fall. These peer counselors are in the school's Advanced Placement Calculus program, one of the nation's most successful.

To students still in high school, its meaning transcends academics. "They exude confidence in their abilities, and they extol the benefits of taking AP Calculus," says Taimi.

She is also active in her school's effort to meet the state's new Educational Reform standards.

"Students know that our system works because they have seen it happen year after year. As teachers, we can assure students and their parents that if they are willing to commit to our proven program, they will be successful."

Kudos, Taimi and students!

Grant Sources for Tablet PC Education Related Projects

Christina Laun offers a list of 100+ grant sources categorized by the kinds of projects each agency or foundation prefers funding. Tablet PC users will likely find at least one grant source on this list to support your next project. While somewhat dated, my Tablet PC School Grant Proposal Writing and Tablet PC School Grant Proposal Writing

Siemens in U.S. Offers over $13 Million to Education

Siemens in the U.S. dedicates over $13 million annually through their Generation 21 education initiatives and the Caring Hands employee volunteer program.

Siemens Science Day
A program in which Siemens employees visit local elementary and middle schools in their communities to encourage students to study math and science. Siemens Science Days provide the opportunity to talk about the importance of these subjects and perform fun hands-on activities. Since the program's inception in 2005, 254 Science Days have been held in 28 states, reaching over 25,000 students.

Siemens Competition in Math, Science and Technology
The Siemens Competition recognizes remarkable talent early on, fostering individual growth for high school students who are willing to challenge themselves through science research. Through this competition, students have an opportunity to achieve national recognition for research projects that they complete in high school. Scholarship awards range from $1,000 to $100,000.

Siemens Awards for Advanced Placement
Each year, the Siemens Foundation recognizes up to 100 students who have achieved the highest scores on the College Board Advanced Placement Program math and science exams, awarding scholarships ranging from $1,000 to $3,000. Siemens also awards scholarships to AP teachers and schools, whose remarkable dedication fosters students; current and future success.

Siemens Teacher Scholarships
The Siemens Teacher Scholarship initiative was launched in partnership with the Thurgood Marshall Scholarship Fund and the United Negro College Fund, to encourage minority students to consider careers teaching math and science. Over a five-year time period, Siemens Foundation will provide $1 million in scholarships for undergraduate and graduate students majoring in education and enrolled at the historically black colleges and universities.

Siemens House of Little Scientists

Richard Milne reports that Siemens, Bosch and hundreds of companies in Europe give material and money to kindergartens to try to interest children as young as three in technology and science.

German companies have 95,000 vacancies for engineers and only about 40,000 are trained, according to the engineers’ association. ... Starting at school is not good enough – we need to help them to understand as early as possible how things work,” said Maria Schumm-Tschauder, head of Siemens’ Generation21 education programme. (Bold added.)

According to Herrn Josef Winter (of Siements), a board member of the "House of Little Scientists," mastering any skill requires starting at an early age. We have to begin at the pre-school age, (bold added) awakening children’s’ curiosity for technology and natural science questions and phenomena, encouraging their interest and promoting their talents.

The "House of Little Scientists" playfully promotes the enthusiasm of three- to six-year-old girls and boys for technical and scientific phenomena. The initiative stimulates their interest and curiosity with experimentation and observation!

The Institut der deutschen Wirtschaft Köln (IW), on behalf of the "Wissensfabrik – Unternehmen für Deutschland" corporate network, researched which education investments are necessary to be a leader in global competition, and how well these investments ultimately pay off. The results were both impressive and surprising. They showed that qualitative improvements in early childhood education lead to an eight percent rate of return for the state and 13 percent for the economy. The bottom line is simply this: Children, the state and the economy benefit if targeted investment is made in young children’s education and knowledge is promoted.

Association of Public School Learners - Notes

By the time I finished editing my post for discussion about forming a National Association for Public School Learning, it became clear I needed also to draft ideas about forming an Association of Public School Learners. I offer these notes respectfully as a complement to efforts of public school educators. Please let me know your thinking about the usefulness of these two associations to increase student learning rates rapidly in today's public schools. I think they're doable and timely, given the rapid increase in use of Tablet PCs, other mobile PCs, iPhones, texting, etc. among students.

Association of Public School Learners
Notes

The Association of Public School Learners (APSL) serves as a voice by public school students and alumni for students attending publicly supported education programs from birth through post doctoral study. It monitors an index of the external validity of public school instructional processes the way pollsters monitor fluctuating voter interests in elections.

In general, APSL takes the position that learning inherently resides as an assumed human right in the English common law and its expressions and derivations that govern life in the United States. Individuals hold this right directly, not necessarily through proxies or mediators without the individual’s informed consent.

For students to exercise this right, APSL members seek the most efficient, effective state-of-the-art learning offerings for each public school student whenever and wherever each student demands. It represents this ideal the way business and professional associations as well as unions represent their members in public policy matters, student grievances, and educator contract negotiations that affect student learning venues, styles and rates.

Motto

Public school learning first and center, then work backwards to create conditions that make state-of-the-art learning happen promptly and most effectively on demand.

Without a Voice

Public school students do not have a direct, single, authoritative voice during formation and implementation of policies and practices that determine venues, content, and processes of their schooling. Instead, others speak for learners with authority ranging from religion to politics to tradition to legislation to scholasticism to empirical science. Their voices carry inherent conflicts of interest, whether as parent, teacher, legislator, publisher, academic or scientist and however well intended and informed. They receive payment and other benefits for what they do irrespective of impacts their actions have on the efficiency of each student’s learning rate.

An Inherent Historical Voice

Students have had an inherent indirect voice in education policies and programs to the extent that their learning caused changes in teacher performance. For centuries, teachers have worked with others to create settings and lessons that support more learning. During the past 100 years, mostly in the middle of the 20th century, behavioral scientists described a relative few empirically based ways that people learn. Teachers learned these principles during their preparation for teaching certification. Use of these principles in lessons offered by teachers measurably increases student learning rates. Yet, for many reasons most learners fail through this indirect route to cause sufficient changes in teacher behavior to yield routine state-of-the-art student learning on demand.

Evidence of this failure exists in the lack of use of logic and vocabulary of learning by groups, for example, those that discuss teacher performance pay, pedagogy, school administration, and education legislation. In these examples and similar assertions, interests other than efficient learning take precedence in deciding policies, programs and evidence of public school learning.

A Direct, Authoritative Voice

APSL offers a direct, authoritative, unified student voice to assert each learner’s right to the most efficient learning offering available to anyone else in or out of a public school. It seeks to capture majority mindshare when policy makers, program implementers, publishers, learning device manufacturers, media, funding agencies, et al. think of public school learning.

It gives priority to these generic questions that ultimately affect the impact of budget line items on public school learning :

1. What impact does this program, policy, or other practice, proposal or decision have on student learning rates?

2. Has anyone demonstrated a more efficient way for students to achieve this same outcome?

3. How do we know that this is the most efficient learning rate possible?

4. What does this learning rate increase cost per unit of increase?

5. What harm will occur with learning rates, if no one implements this request or proposal and what evidence will exist of that harm?

APSL uses a state-of-practice organization to support implementation of this right in public schools by drawing on attorneys, learning analysts, technology specialists, and others to help clarify adjustments in policies and practices that will increase public school learning rates.

State of the Art Learning

Experimental empirical behavioral science findings have indicated for decades that learning has a structure across settings and people. Likely this structure exists for learners irrespective of instructional process, style or content of a teacher, lesson, or electronic communication device such as a Tablet PC or television movie. Students labeled gifted, developmentally disabled, troubled, and normal in Pre-kindergarten through post doctoral study use the same learning structure (that is, they learn the same way). In general, learning occurs most efficiently when instruction follows learning structure irrespective of instructional content or level of study.

ASPL accepts that certified public school teachers know this structure from higher and continuing education teacher preparation coursework about learning facts and theories.

ASPL considers these findings a code for deciphering the extent to which instructional packages and their uses meet state-of-the-art learning criteria.

ASPL uses calculations of learning rates, among other indices, to demonstrate variations in state-of-the-art learning among learning related policies and practices.

These indices demonstrate from a learners view an external validity of instructional processes.

Accountability for Learning Rates

ASPL examines public programs and policies from formation to implementation in order to clarify their less than state-of-the-art impact on public school student learning rates for each student and for aggregates of students.

Student Voice Format

ASPL exists as a 501 (c) iii organization chartered in the state of (To Be Decided). The Board of Directors consists of current and former public school students who hold sufficient resources and leadership to attract other resources to advocate for public school state-of-the-art learning first and center in public school policies and programs. An executive director oversees and manages operations. Staff includes:

1. Learning analysts skilled in assessing relationships between resource allocations (instruction, Tablet PCs, venue, etc.) and learning (school academic performance changes).

2. Legal analysts skilled in learning aspects of constitutional and case law, negotiations, and litigation.

3. Educators and behavior managers skilled in developing, instructing, and assessing state-of-the-art learning rates.

4. Advanced technologists skilled in developing, testing, and publishing state-of-the-art learning programs aided by state-of-the-art electronic communications hardware.

Discussion

Instruction consumes time, the one irreplaceable learner resource. Each learner has an unknown, limited number of clock seconds to live. Each learner’s voice reflects that resource.

ASPL gives priority to the time premise when considering the relative value of a learning policy, program, practice, or lesson. Those that allow a learner to meet criteria faster than others hold higher value. (One word yielding one response rates higher than two words yielding one response. Instruction for efficient learning appears the most difficult to offer.)

Existing education special interest groups continue to add valuable ideas, resources, and encouragement for public schools learning. Yet, none of them has as its sole reason for existence presenting the voice of public school students calling for direct, prompt state-of-the-art increase in public school learning efficiency. This voice holds respect for other voices, but sees them as having conflicts of interest that compromise student learning rates in as yet unmeasured ways. ASPL will clarify these compromises.

Traditional wisdom holds that students have limited rights. Instead, they have a duty to learn whatever a teacher offers and in whatever manner any teacher offers that content. ASPL accepts this duty while encouraging educators to use state-of-the-art learning practices.

(More later. What do you think about the idea of an association of learners so far?)

DOSSIER ON THE ARMENIAN GENOCIDE

The Center for Armenian Rememberance recently released RAPHAEL LEMKIN’S DOSSIER ON THE ARMENIAN GENOCIDE This is an authoritative publication about one of the most under covered yet crucial aspects of disputes in the Middle East. I urge educators at all levels in all subjects to familiarize ourselves with this issue. This book makes nearsourcing simple. It gives more meaning to the phrase many of us heard at home and in churches as youngsters, "Eat your food as a respectful way to remember the starving Armenian children."

I don't think any school lesson can adequately address unrest in the Middle East without addressing the deeply held, personal memories of survivors of mass killings of Armenians by several U.S. allies.

I worked closely with members of the Armenian community after working with survivors of Nazi death camps. Their stories were similar and were linked by Adolph Hitler's claim about how the world had already forgotten mass killings of Armenians while making his case for the Holocaust against the Jewish people:

Accordingly, I have placed my death-head formations in readiness for the present only in the East with orders to them to send to death mercilessly and without compassion, men, women, and children of Polish (Jewish) derivation and language. Only thus shall we gain the living space (Lebensraum) which we need. Who, after all, speaks today of the annihilation of the Armenians? August 22, 1939, Adolf Hitler (Bold added.)

Raphael Lemkin was a major lawyer and human rights activist in the 20th Century. He coin the word "genocide," and was the prime mover for the enactment of the United Nations Convention for the Prevention and Punishment of Genocide (the "Genocide Convention"), the international law document that in 1948 made genocide an international "crime of crimes".

The center's site is dedicated to remembrance of Armenian History, Culture and People, ... so, "Never Again" will be a reality, for Armenians, Jews, Cambodians, Rwandans, and all the people of the world.

Thanks, Garbis, for sending me the link.

Why Blogging Failed You

Robert Scoble, a blogging evangelist since 2000, asks a series of thoughtful questions about why tech blogging has failed blog readers. He has achieved a level of celebrity in the tech field that commends all but the most die hard Luddite teachers to know at least his name and his blog name Scobleizer.

I started blogging because I wanted to share my life with you (back then I was planning conferences with programmers and I was seeing them build remarkable things). I wanted to help other people discover these new things and understand how to use them best. ... (He sounds like so many great teachers we all know.)

I realized this was what early blogging was all about. It’s why I was the first one to link to TechCrunch (ask Mike Arrington about that). It’s why I loved hanging out with Dave Winer — he showed me all sorts of weird ways to use RSS and blogging software and, later, how to do cool things with home audio gear.

Now, he's saddened by the lack of original content about new advanced technology. He also accepts blame for his part in this lack, although he's still one of the best independent sources for what's new and exciting and useful.

Robert still enjoys sharing tech tips, excitement, and ambitions with other geeks, even if only for a few moments at a time. He'd make a great guest at a teacher conference, especially among those with iPhones, Tablet PCs, etc.

I take two points from this blog. One, write more original content for my Tablet PC Education blog to balance my many moer posts pointing to other blogs, and two, share more of this original content with teachers who do the same, preferably with those with no axe to grind.

I'll try to honor those points more in the future. Thanks again for clicking into my blog. I hope you find something useful, or at least thoughtful, to pay for your valuable time and interest.

And thanks, Robert, for another great post that shares more of your enthusiasm for this exciting ongoing change in communication technologies.

Touchsmart HP PC

HP has announced its Touchsmart PC. It features touch screen technology, a time saving way to navigate on a PC. See it work, Teach! It's worth considering as a way to increase the clarity of your instruction.

Emotional Robot Understands your Frustration

With the aid of neural networks, European researchers are developing Feelix Growing project (FEEL, Interact, eXpress: a Global appRoach to develOpment With INterdisciplinary Grounding), robots in tune with human emotions. The goal of this project is the interdisciplinary investigation of socially situated robots that interact with humans in their everyday environments in a flexible, autonomous, and user-centred way. Watch this 8:30 min video of a Euronews broadcast about the project.

National Association for Public School Learning (NAPSL)

This is a call for a public discussion about forming a National Association for Public School Learning (NAPSL), an independent body to advocate for public policies that make public school learning more competitive with private schools and with other efforts for students to meet global demands.

While touring private boarding schools and colleges with grand daughters, I've wondered how public school students can compete with their graduates. These independent organizations offer focused academic based intellectual and life skill development intended to promote informed personal initiative in competitive national and international settings. Various market forces appear to hold them accountable for maintaining superior performing student bodies and alumni. Several associations of independent schools and colleges provide analyses and other supports to assist them to maintain their focus.

What forces beyond political discussions hold public schools accountable so that their students can compete successfully? Many special interest groups and examples of government legislation have asserted slices of accountability, but no single entity speaks only for public school learning. Each of the existing advocates for public schools has a vested interest that competes directly with giving priority to improving public school learning.

For example, board of education members must consider the affects each board agenda item vote has on reelection irrespective of impacts on student learning rates. Each teacher union bargain with a school board results from compromises about budget distribution that arguably also compromises student learning.

A National Association for Public School Learning could serve as an authoritative voice for public school learning the way a defense attorney advocates for a client in a legal contest.

NAPSL staff could assemble specialists who provide independent assessments about existing and pending public school practices and policies, including impacts of each board of education member vote on reelection and union contracts on public school student learning rates.

Does anyone else have interest in exploring the idea of creating a National Association of Public School Learning as a voice for student learning?

What influence do you think a NAPSL could have on public school learning rates, including on teaching-learning processes and outcomes?

What about also forming a National Association of Public School Learners as a self advocacy unit of public schools students to address their interests with boards of education, much as teachers have unions to speak for themselves?

(Edited July 16, 2008)

When Virtue Is a Vice: Lay on the Guilt!

Harvard Business School assistant professor Anat Keinan and Columbia marketing professor Ran Kivetz write about their new study, When Virtue is a Vice.

“Our findings suggest that marketers of luxury products and leisure services could benefit from prompting consumers to predict their feelings in the future if they forgo the indulgent choice. (Bold added.) For instance, a travel company might ask customers to consider how they’ll feel about having passed up a family vacation package once the nest is empty.”

And a teacher might ask students to consider how they'll feel about having passed up a chance to learn to read, to earn more money without violating a law, to have people they don't know considerable them honorable, upright citizens, ....

And that's a reason for playing up the regret angle when promoting an intense, high-ticket lesson, at least to the extent to which selling and buying merchandise corresponds to making a commitment to learning something.

Highlight what they will miss, if they don't learn X, Y and Z. Let them choose if they want to live the life of Sex in the City, Our Town, or a victim on CSI. Then, you will be doing your students a favor by convincing them to indulge.

Thanks, Sean Silverthorne for pointing to this article. It has potential interest for classroom teachers as well as for merchandisers.

The Offer of Bowdoin College

To be at home in all lands and all ages;
To count Nature a familiar acquaintance,
And Art an intimate friend;
To gain a standard for the appreciation of others's work
And the criticism of your own;
To carry the keys of the world's library in your pocket,
And feel its resources behind you in whatever task you undertake;
To make hosts of friends...
Who are to be leaders in all walks of life;
To lose yourself in generous enthusiasms
And cooperate with others for common ends -
This is the offer of the college for the best four year of your life.

Adapted from the original "Offer of the College"
by William DeWitt Hyde
President of Bowdoin College 1885-1917

Bowdoin Prospectus 2008-2009, Bowdoin College, p. 2 and Bowdoin College online, p. 1.

Read more about liberal arts and the common good.

$50 Handheld to Mexico Students

Dian Schaffhauser reports that Stanford University School of Education and Innovations for Learning have entered into an agreement to bring the $50 Teachermate Handheld Computer to children in Latin America.

"Mobile learning technology loaded with innovative educational content for basic literacy and numeracy seems to be in a dire need in many regions of the global community today," said Paul Kim, CTO for Stanford's School of Education.

Jon Van reports that Teachermate assists Chicago students reading and math and lets teachers program tools, track their progress.

ILF has assembled an impressive set of partners.

In 2008, IFL is launching pilot sites in New York City, New Orleans, Detroit, San Anonio, Phoenix, Denver, and Phoenix, Dallas and suburban Denver.

While not a PC, the Teachermate demonstrates an inexpensive and admittedly incomplete step toward school related mobile learning on-demand.

Kudos, IFL for your development and Stanford for entering into an agreement to work with them for the development of mobile learning content.

Making the Grades: Guidelines and Principles for Teachers and Students

Cara W. F. Hyson contributes to discussions of grading by explaining her seven (7) principles for grading students in her history classes:

Principle #1- Grades are always about percents.

Principle #2- Grades indicate a teacher's ability to teach the material.

Principle #3- Students should not be allowed to share grades in the classroom.

Principle #4- The role of a teacher is not to stump the students.

Principle #5- A teacher should be willing to reconsider any grade given to any student.

Principle #6-Grades should be seen as an important part of the learning process, not the end of that process.

Principle #7- The role of a teacher is to teach and inspire.

Hyson teaches history at Lawrenceville School in Lawrenceville, N.J. She is a graduate of Yale University with a Master of Arts in Teaching History from Bard College.

Thanks, Cara, for offering this thoughtful list of grading principles. You set an excellent standard for all of us to try to emulate.

Virtual User Support Services Webinar

Register to hear Amber Miro, assistant director of IT Services at London School of Economics, describe how her support team implemented virtual user support services resulting in 95 percent staff satisfaction.

You can learn how to:

Deliver real-time remote computer support to users across campus, at home, on the road or overseas

Fulfill strategic initiatives that add value to support services for staff, faculty and students

Define clear requirements and evaluate solutions for your remote support initiative

Brand your remote support service and drive user awareness of your team’s innovation

Build trust for remote support – offer a service rather than a technology

Date: July 17, 2008

Time: Date: 9am Pacific/Noon Eastern

Sponsored by: Campus Technology Webinar Series

Improve Distance Learning Programs with Class-Capture Technology Webinar

Thunderbird College of Global Management has used class-capture technology for 11 years to develop and enhance its distance learning program to meet the needs of learners while maintaining a consistent teaching style.

Register for our July 10 webcast to hear key staff and faculty from Thunderbird discuss how they use class-capture technology.

Date: July 10, 2008

Time: 11am Pacific Daylight Time