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Episode 34 - In this episode, I'm joined by Chad Cary who is discussing innovative teaching and learning strategies in History.Please subscribe and leave a review!@MrMCimino

Life and all of its learning curves, who or what do you learn from in your field? Is your growth self guided? Do you have a mentor? Or do you learn mostly from your environment?

unit 1 ppt

Podcast of NSW LearnScope Induction Day 2006: Stephan Ridgway Teaching & Learning in a networked world: Tools and Techniques Stephan Ridgway, 5 May 2006 http://talkingvte.blogspot.com.au/2006/05/nsw-learnscope-induction-day-2006.html

Podcast of NSW LearnScope Induction Day 2006: Stephan Ridgway Teaching & Learning in a networked world: Tools and Techniques Stephan Ridgway, 5 May 2006 http://talkingvte.blogspot.com.au/2006/05/nsw-learnscope-induction-day-2006.html

Exploring the Use of Artificial Intelligence in Dyslexia Teaching and Learning: A Scoping Review

The present project aims to investigate the effectiveness of using mind maps in the teaching and learning of mathematical content. Through the research to be conducted, we intend to answer the following question: "Compared to other teaching strategies, is the use of mind maps effective in enhancing the academic performance in mathematics among Basic Education students?" To answer this question, we plan to conduct a secondary research, a Systematic Literature Review, with a qualitative data synthesis.

Various terms such as personalized learning, adaptive teaching, and differentiated instruction focus on adapting instruction to meet individual learner needs. The study aims to systematically review the literature on adaptivity, including types of learning processes supported, methods of implementation, the role of technology, and measured learning outcomes. A meta-analysis will explore the effectiveness of adaptivity on student performance, motivation, engagement, and moderators influencing its effectiveness.

lecture-presentation by Dr. Karl Golling â psychoanalyst, group analyst, professor in psychoanalysis at Sigmund Freud University, Vienna In English with consecutive translation in Bulgarian.

Example of distance learning types

www.senecaacademy.org is a private school serving children preschool through eighth grade. Best International Baccalaureate Private School in Montgomery County Maryland.

This review aims to synthesize the available evidence related to interprofessional education activities and health student’s evaluation in the context of drug therapy shared decision-making.

This review aims to synthesize the available evidence related to interprofessional education activities and health student’s evaluation in the context of drug therapy shared decision-making.

CVSD Meritorious 2021 Learning and Teaching Center Nominees Presentation - April 19, 2021 Source: https://www.youtube.com/watch?v=srd2pBri3ZI Uploader: CVSD Spokane

CVSD Meritorious 2021 Learning and Teaching Center Nominees Presentation - April 19, 2021 Source: https://www.youtube.com/watch?v=srd2pBri3ZI Uploader: CVSD Spokane

Leigh Blackall talks to Anna Hughes about what sustainability means in education. Resources to support this topic can be found at: http://wikieducator.org/Education_for_Sustainability

Leigh Blackall talks to Anna Hughes about what sustainability means in education. Resources to support this topic can be found at: http://wikieducator.org/Education_for_Sustainability

Leigh Blackall talks to Anna Hughes about what sustainability means in education. Resources to support this topic can be found at: http://wikieducator.org/Education_for_Sustainability

Leigh Blackall talks to Anna Hughes about what sustainability means in education. Resources to support this topic can be found at: http://wikieducator.org/Education_for_Sustainability

Leigh Blackall talks to Anna Hughes about what sustainability means in education. Resources to support this topic can be found at: http://wikieducator.org/Education_for_Sustainability

Leigh Blackall talks to Anna Hughes about what sustainability means in education. Resources to support this topic can be found at: http://wikieducator.org/Education_for_Sustainability

Leigh Blackall talks to Anna Hughes about what sustainability means in education. Resources to support this topic can be found at: http://wikieducator.org/Education_for_Sustainability

Leigh Blackall talks to Anna Hughes about what sustainability means in education. Resources to support this topic can be found at: http://wikieducator.org/Education_for_Sustainability

Leigh Blackall talks to Anna Hughes about what sustainability means in education. Resources to support this topic can be found at: http://wikieducator.org/Education_for_Sustainability

Leigh Blackall talks to Anna Hughes about what sustainability means in education. Resources to support this topic can be found at: http://wikieducator.org/Education_for_Sustainability

This essay suggests that helping people learn any subject better is a job for everybody who teaches that subject, from preschool to Ph.D. To do the job well at any level requires knowing what teachers and students at all the other levels need to do, and need to have done for them, subject by subject. Most educators have ignored the seamless nature of levels of learning in a particular subject. They do this because they are usually preoccupied with one particular level of schooling, and because they do not think of organizing or reforming things by starting with subject matter or curriculum. They have focused on the processes, not the content, of education. This paper argues that curriculum, the subject matter, needs to come first in educational reform. A hypothetical eighth grade history course is described in which inclusive strategies of reform have improved the course and the education system as a whole. The paper traces the work of commissions and conferences on educational reform. The importance of close collaboration based on mutual respect among practitioners at the school, college, and graduate levels is discussed. United States Department of Education standards and state frameworks are cited for the development of criteria to establish national content standards that will turn the idea of multilevel collaboration into practice. (DK)

This paper advances 22 ideas for reducing the conflict between teaching and research demands of faculty at public research universities, based on suggestions generated by an ad hoc group of professors at the University of Iowa. Departments should try to make teaching as documentable as research, make teaching accomplishments as "portable" as research accomplishments, critically evaluate teaching, use multiple evaluation instruments, provide "teaching leaves" for curricular improvement, resist the notion of "released time" from teaching, have students complete midterm course evaluations, promote team teaching, foster contacts with other departments and institutions, develop a departmental alumni association, do exit interviews with departmental majors and alumni, prepare doctoral students in college-level teaching, and establish a teaching chair to honor distinguished teachers. The university as a whole should develop a campus teaching journal, emphasize quality over quantity in promotion decisions, allow groups of first-year students to take certain classes as a cohort, avoid quick-fix solutions, develop a teaching center, and use the teaching center to seek funds for guest lecturers and visiting teachers. (MDM)

International High School, New York (New York) is a secondary school for students who have been in the United States less than 4 years and who score below the 20th percentile on an English language proficiency test. The 310 students of 1988 came from 37 nations, and spoke 32 languages. An evaluation conducted in the 1991-92 school year indicates why this school is successful in keeping students, all of whom are considered at-risk in school until graduation. Classroom observation, portfolio committee conferences, interviews with faculty and students, and review of school documents, portfolios, and curricula show that the school is committed to a collaborative, experiential approach that combines reflection and authentic assessment with instruction. Developing English skills while using the native language as a resource for the student and society, using multiple learning contexts, providing career education, and involving teachers in decision making were cornerstones of the school's success. Five exhibits are samples of student work. Two tables present data about the school. (Contains 12 references.) (SLD)

This report describes activities and achievements of a project that examined state policies linking new accountability demands with improvements in college teaching and learning. Major activities included: (1) meetings and national forums to explore state and public concerns about the quality and results of undergraduate education; (2) two commissioned papers and 10 case studies on state policy initiatives supporting improvements in teaching and learning through the development of performance indicators; and (3) wide dissemination of the project's findings and continued involvement of the Education Commission of the States (ECS) in the development of performance indicators for higher education. The state-level case studies provide in-depth examinations of formulation, planning, implementation, and reviews of policies and practices related to the assessment of education effectiveness in Colorado, Florida, Illinois, Kentucky, New York-SUNY (State University of New York), South Carolina, Tennessee, Texas, Virginia, and Wisconsin. After a project overview, individual sections of the report describe the project's purposes, background and origins, activities, evaluation, and results. Attachments include a brochure about ECS, the case study letter and list of contacts, the interview format, and the seminar letter and roster of participants. Also attached is the project's major product, a sourcebook on state-level performance indicators titled "Charting Higher Education Accountability," (Sandra S. Ruppert, Ed.) which contains the full case studies plus two essays,"Effectiveness in Undergraduate Education: An Analysis of State Quality Indicators" (Richard C. Richardson, Jr.) and "Developing Statewide Performance Indicators for Higher Education: Policy Themes and Variations" (Peter T. Ewell). (DB)

Concern for the quality of undergraduate education and its graduates has been a recurring topic of conversation in the literature and the workplace. Student involvement has been identified as a major factor that contributes to improvement in student learning. Recent emphasis on the need for excellence in higher education has increased the use of assessment as a tool for achieving and measuring the quality of student learning. Quality circles have been used in the workplace as a means of increasing quality and productivity; however, their use in undergraduate classroom has been limited. The purpose of this paper is to report the use of the quality circle technique (student management team) in an undergraduate course. This exploratory pilot study describes the effects of a student management team (four volunteers) on student learning and student satisfaction in a Medical/Surgical nursing course for approximately 40 students. End of semester student evaluations indicated increased student ownership of the course, student satisfaction with both the course and their mastery of course content, and a positive perception of faculty concern with their learning. (Contains 13 references.) (Author/SLD)

This paper reports on research that builds and extends a diffusion of innovations framework and adopter categories in order to accurately reflect and describe faculty innovativeness with technology for teaching and learning. A World Wide Web-based survey was used to collect information from 76 faculty members from across disciplines at two major North American universities regarding technology use patterns, computer experience, use of technology for teaching, general self-efficacy, changes to teaching and learning, incentives, and barriers. Data were analyzed for the differences between early adopters and mainstream faculty, the rate of adoption of educational technology by faculty, resulting changes to the teaching and learning environment, the incentives and barriers to integrating technology, preferred methods for learning about technology, and methods for evaluating the outcomes of integration. One figure presents the continuum of innovativeness; tables present data on changes to teaching and learning, and rates of agreement with statements about changes to postsecondary teaching and leaning, incentives, and barriers to integration. Contains 27 references. (Author/DLS)

This paper suggests a route to deep, long-term algebra reform that begins not with more new approaches but with elementary school teachers and the reform efforts that currently exist. This route involves generalization and expression of that generality using increasingly formal languages, beginning with arithmetic, modeling situations, geometry, and virtually all mathematics that can or should appear in the elementary grades. This route involves infusing algebra throughout the mathematics curriculum from the very beginning. A model of this approach, suggestions, and examples are provided. (Contains 10 references.) (CCM)

Many schools and school districts are attempting to introduce principles and practices of Total Quality Management (TQM). These attempts take many forms with varying degrees of commitment of resources and management attention. This paper describes the research design of a study intended to identify best current practices in applying TQM concepts to K-12 school districts across the United States. Specifically, the paper describes the sampling procedure and data obtained in the first phase of selecting schools and districts for later study. A questionnaire sent to a national sample of 205 schools and school districts involved in TQM elicited 43 completed surveys. Three additional respondents sent information (without surveys) and five more respondents participated in telephone interviews. Criteria for inclusion in the study included: (1) involvement of constituents in decision making; (2) a focus on instructional processes; and (3) evidence of data collection and baseline measures. The questionnaire was not seen as powerful enough to determine whether a school was really serious about using TQM to make important changes in teaching and learning so a second level of screening was pursued. Approximately 22 of the responses met the three basic criteria and will be considered for the second level qualification stage consisting of follow-up phone interviews. A set of schools which will become the sites for longitudinal case studies will be selected from this screening. It is argued that TQM has the potential to achieve significant change because the organization uses the results of its evaluation of outcomes and processes to improve practice, and the focus on the client/customer translates into a gain in credibility. One figure and the quality improvement practices survey are included. The initial analysis of survey data from practices in quality improvement in teaching and learning is appended. Contains 21 references. (LMI)

This special issue is devoted to the cultural-historical school of thought about mental development based on the work of Lev Vygotsky. The research of Vygotsky addressed the sociocultural basis of higher-level cognitive functions, and ascribed an influential role to human speech and other mediational tools in originating changes in cognition and accelerating intellectual development. The first essay, "Mind as a Cultural Achievement: Implications for IQ Testing" (Michael Cole), explores the idea that higher-level intelligence is an achievement that depends on cultural conditions and addresses issues in the organization of education to promote intellectual development. "Children's Social Worlds: An Emic View" (Rosi A. C. Andrade, Luis C. Moll) examines how children's minds are constructed in a social context, using one approach within the cultural-historical model. In "Working with a Teacher in the Zone of Proximal Development: Action Research" (Gordon Wells), a case study illustrates problems in incorporating theory into teacher education. Finally, the book "Rousing Minds to Life: Teaching, Learning and Schooling in Social Context" by Roland Tharp and Ronald Gallimore is reviewed by Robert Rueda). Each chapter contains references. (MSE)

This study investigated a trial use of simultaneous telephone and computer (audiographics) conferencing to teach a Master of Education unit, "Early Childhood Curriculum Design Issues," at the Queensland University of Technology in 1994. Data were collected in written form from students, lecturers, and observers concerning their experiences, focusing in particular on problems they had encountered, the impact of the technology on their learning, and suggestions and advice for the future development of the approach. Results showed that overall, students rated the sessions as being at least as effective as conventional on-campus methods. Audiographic conferencing was rated most highly in terms of keeping students' attention and in developing a class atmosphere conducive to learning; it was seen to be least effective in terms of allowing students to discuss topics with each other. Lecturers' reflections suggested that their feelings progressed from an initial state of anxiety about using the equipment to an enthusiasm for its possible benefits. Observers' comments corresponded with lecturers' observations. Findings indicated that, provided the pedagogy is clearly articulated and the technology regarded as a tool in its implementation, audiographics conferencing is a promising teaching tool. (Contains 17 references.) (EV)

This paper discusses the development and implementation of a project designed to provide faculty at Western Carolina University (North Carolina) with field experience in public schools. According to the paper, the project focused on team-teaching a high school sophomore so that the professors could learn from the student about the real world of public school English classes. The paper describes what the teaching project, which was rooted in writing instruction for the high school students, was like for a Director of English Education at Western Carolina University and a first-year high school English teacher. The paper discusses the benefits of collaborative strategies and summarizes what has been learned by each teacher. It includes a questionnaire for the students to evaluate the collaborative efforts of the two educators. (NKA)

This theme issue on networked teaching and learning contains 11 articles written by teachers of English and language arts in Bread Loaf's primarily rural, teacher networks. Most of these narratives describe how teachers have taught writing and literature using online exchanges or teleconferencing involving students in different locations and grade levels. Articles are: "Pass the Poetry: A Fine and 'Freaky' BreadNet Exchange" (Lucille Rossbach); "Exploring Language, Identity, and the Power of Narrative" (personal narratives by bilingual students) (Ceci Lewis, Mary Guerrero, Lusanda Mayikana, Michael Armstrong); "Exploring the Common Ground: Authentic Voices on Line" (Peggy Turner); "Picture This! A Herculean Collaboration" (Vivian Axiotis); "Reading and Mind Reading: Networked Discussion of 'Beowulf' on BreadNet" (Anne Elrod); "Avoiding the Pitfalls of Peer Editing on Line" (Judy Ellsesser); "'Can We Do That Exchange Thing, Too?'" (interactive teleconference on "Romeo and Juliet") (Michael Atkins); "Cross-Age Networking Reconsidered: When Students Become Teachers" (Gail Denton, Rebecca Kaminski); "Service Learning and Curriculum Content: The Merging of Old Ideals" (Jeff Loxterman); "One Writer's Beginnings: A Reason To Teach" (Patricia Parrish); and "Shape Shifting: When Students and Teachers Switch Roles" (Anne Decker). This issue also contains reports from state meetings of teacher networks, announcements of member activities and achievements, and lists of network members. (SV)

A consortium involving the Grayson County (Virginia) school system, Wytheville Community College, and Radford University was developed to address the teacher shortage in rural, economically depressed Grayson County. Using existing courses, a curriculum was developed that allows a student at Grayson County high school to obtain as much as 32 hours of college credit guaranteed to transfer toward an associate of arts in education from Wytheville and a bachelor of arts in interdisciplinary studies from Radford, which carries the recommendation of teacher licensure in Virginia. High school students may graduate with enough college credit to be classified as sophomores. After high school graduation, students attend one more year studying at Wytheville. For most students, this means they can enjoy the lower tuition rates of the community college while living at home. Students have the option of attending Radford immediately after graduating from Grayson County High School. Admission to Radford is pro forma at any point if the student meets program criteria. Students take the last 2 years of the program at Radford. During the first semester of the 4th year at Radford, students divide their time between education courses and working in public schools. During the second semester, students return to the Grayson County school system to do their student teaching. Immediately upon completion of the program, students are eligible for employment with the Grayson County school system. (Contains 31 references.) (TD)

The purpose of this study was to investigate undergraduate teaching assistant (UTA) competence and character and its relationship to learning in the basic communication classroom. Also of interest were the specific UTA communicator behaviors that increase or decrease student perceptions of competence and character. Students responded to a survey which asked them to rate (1) either their UTA's or a university faculty's credibility; (2) their own learning, and (3) describe behaviors that contributed positively and negatively to their teacher's credibility. On the whole, results from this study indicate students perceive UTAs as credible, and UTA credibility is strongly related to student learning. Qualitative analysis revealed UTA communication behaviors that contribute to and detracted from their credibility. Interestingly, UTA scores for credibility were slightly higher than university faculty scores for credibility. Implications for UTAs and UTA training and recruitment are discussed. Contains 21 references. Two tables of data are appended. (Author/RS)

California State University Monterey Bay (CSUMB) is the newest university in the CSU system. CSUMB's vision statement distinguishes the institution from others in the system by promoting learning paradigms of Outcome Based Education (OBE) and communication technologies of distributed learning (DL). Faculty are committed to the experimental use of technologies as resources to people, catalysts for learning, and providers of increased access and enriched quality learning. The university begins its fifth year in its commitment to create a culture of innovation in conceptual design and organization, embracing OBE and DL paradigms. This formative narrative of the institution's experiences concludes that: CSUMB has had difficulty finding faculty with sufficient pedagogical experience with multimedia teaching tools and OBE to move directly to the new paradigm; and the organizational structure of University Learning Requirements (ULR) committees has mandated assessment by courses rather than a true OBE approach. (Author/MES)

The creation and application of a multimedia digital library to support learning and teaching in the performing arts is described. PATRON (Performing Arts Teaching Resources Online) delivers audio, video, music scores, dance notation, and theater scripts to the desktop via an innovative Web-based interface. Digital objects are linked subjectively by users in profiles with different formats and functions, for example, e-notebook, multimedia essay, and synchronized timeline. Metadata are implemented in XML and extended Dublin Core. Rights issues related to digitizing multimedia resources are noted and the watermarking of audio and video images is described in relation to rights protection. Two figures show the PATRON interface and a contextual profile. (Author/AEF)

This book provides information for integrating technology into teaching and learning in K-12 schools. The information is based upon findings from two past programs of the National Foundation for the Improvement of Education. "The Road Ahead" program explored how technology can facilitate teaching and learning in both formal and informal education settings, and the "Learning Tomorrow" program funded pilot projects that investigated how technology can improve teaching and learning for underserved students. Evaluative data from the experiences of the 32 teams of teachers, administrators, and community-based partners that participated in "The Road Ahead" and "Learning Tomorrow" programs are major sources of information. The book consists of a general summary of findings from "The Road Ahead" program, followed by six papers on major topics of interest in integrating technology into teaching and learning: "Information Technologies in Education: A Survey of Uses and Issues"; "Project-Based Learning and Information Technologies"; "Assessment and Information Technologies in the K-12 Curriculum"; "Professional Development and Information Technologies"; "At-Risk Students: Technology's Particular Promise"; and "School-Home-Community Learning Connections: Roles of Information Technologies." Each paper contains an annotated bibliography. (AEF)

Among the many changes occurring in European society, three "factors of upheaval" are particularly important: the information society, internationalization, and the scientific and technical fields. Education and training can provide two possible solutions to eliminate their pernicious effects. The first involves reintroducing the merits of a broad base of knowledge. The second is building up employability. In addition to the traditional route--the quest for a paper qualification, a more open, more flexible approach is advocated that encourages the mobility of workers. Five general objectives have been identified to implement practical action to achieve a knowledge-based society. The first is to encourage the acquisition of new knowledge through new methods of recognizing skills, supporting mobility, and drawing on new communication technologies. The second general objective is to bring schools and the business sector closer together through apprenticeship/trainee schemes and vocational training. The third general objective is to combat exclusion by promoting two types of pilot schemes: "second chance" schools and voluntary service for young people. The fourth general objective is proficiency in three European Community languages. The fifth general objective is to treat capital investment and investment in training on an equal basis. (Appendixes include data and figures, examples of European Community programs, and statistical tables and graphs.) (YLB)

Internet-based, distance learning solutions are finding increased use and may prove effective in facilitating advanced study coursework for remotely located, place-bound students. Despite the current emphasis on distance learning, the conditions for promoting online learning success have not been entirely defined. This paper presents a case study that profiles the teaching challenges and benefits of an online graduate-level Instructional Design course for in-service teachers taught through Western Governors University and Washington State University. The paper addresses some of the teaching challenges for this online instructional experience, focusing specifically on how teaching styles were used to build online learning community, effectively promote productive and satisfying learning interactions, and develop student problem-solving and critical thinking abilities. Also discussed are those instructional design strategies that were repeatedly employed in multiple course sections to increase online student engagement, encourage critical thinking, and enhance student learning. The findings of this study should prove of interest to anyone currently developing or delivering online instruction. (Contains 34 references.) (Author/MES)

Since technology use in schools has been increasing, teachers want to maximize its use in their classroom to increase student learning. Therefore, accreditation requirements for colleges include integrating computer and information technology with teacher education and professional development programs. This paper describes different models for infusing technology into teaching by faculty and the teaching experience of a panel member in a preservice methods class. (YDS)

This study examines the development, implementation, and early results of the Partnership to Involve the Scientific Community in Elementary Schools (PISCES) program. The PISCES project is a comprehensive approach to professional development utilizing university science graduate students, university and community scientists, and educators to enhance elementary science. The project is designed to address the constraints of quality elementary science instruction as identified in the research literature and by local classroom teachers through quality, long-term professional development. This report includes initial findings related to the professional development teachers' confidence level, improvement of communication skills, and future plans of the project. (KHR)

This teaching guide is aimed at British teachers, especially those at the entry level, who are delivering and assessing key skill programs to help students become independent learners. The document has seven sections dealing with these topics of effective learning and performance: (1) a theoretical overview of the skill itself including its application to the curriculum and student learning styles; (2) arrangement of independent learning units across four grade levels; (3) initial student assessment; (4) how students can set targets and make plans; (5) how students can follow a plan and find support; (6) how students can review their progress and learn from experience; and (7) guidelines for student portfolio preparation. Throughout the guide there are teaching tips, classroom activities, and sample units. There are ten figures, a glossary of terms, and a list of 18 resources. (AJ)

When competing with mass media and other forms of information delivery, a verbal lecture does not have enough sensory impression. What students read in a passive framework is barely remembered, less so in pre-examination cramming. Weaker students have difficulties in reading, most notably with abstract and mathematical concepts. These problems are magnified in computer graphics, where mathematical expressions/structures and programming projects may prove too formidable. In this paper, active learning models are applied to computer graphics. Lectures are augmented in real time with student activities, inquiry-based reasoning, and other methods of initiating student contribution to the learning experience. This approach promotes a more comprehensive, deeper, and more memorable understanding of the theory, principles, and methodologies of computer graphics. A progression of such activities is presented as they are applied in the course. Six figures illustrate the text. Contains 14 references. (AEF)

This paper presents the framework used in implementing "Marketing on the Web," an interdisciplinary course that integrates marketing and technology strategies, with an approach that is grounded in cognitive psychology and in constructionist theory. Though applied at the undergraduate level, the framework may be adapted to primary through graduate levels. The course is co-taught by two faculty: one from computer information systems (CIS) and one from marketing. Experimenting, creating, revising, discussing, publishing, and reflecting on works of their own, students are able to understand theory through action and experience the business value of technology through its application. Following discussion of the conceptual foundation, the instructional strategy is outlined, based on the five instructional principles suggested by Marzano and Reid et al. These include: Motivation: The Engagement Phase; Acquiring and Integrating Knowledge: The Exploration Phase; Extending and Refining Knowledge: The Transformation Phase; Using Knowledge Meaningfully: The Presentation Phase; and Productive Habits of Mind: The Reflection Phase. Contains 32 references. (AEF)

If multimedia technology is to be successfully employed to enhance classroom instruction and learning, the full capabilities of the technology must be used. The complete power of multimedia includes high quality graphics and images, sophisticated navigational techniques and transitional effects, appropriate music and sound, animation, and, increasingly, 3-D modeling and virtual reality. Two multimedia-based software tools to enhance MIS (Management Information Systems) and higher education in general were developed by faculty at the MIS program in the College of Business Administration at Tennessee Technological University. "The Interactive Presentor" is a multimedia classroom software program designed to provide a high level of interaction between instructor and students within the context of a multimedia presentation. "The Intelligent Tutor" is a CD-ROM supplement to a MIS course textbook which incorporates artificial intelligence with multimedia to provide students with a personal tutor and progress tracking capability, in addition to a virtual classroom environment. (Author/SWC)