Get documents about "Desktop Publishing Adobe InDesign
Document Sample
Desktop Publishing
EDTC 646
Rebecca Jacobson
Table of Contents
UNIT 1. DESK-TOP PUBLISHING & ADVANCED WORD PROCESSING .................................................. 3
UNIT 2. DEVELOPMENT AND MANAGEMENT OF DATA RESOURCES ................................................... 4
UNIT 3. INSTRUCTIONAL RESOURCE/MIND TOOL DEVELOPMENT..................................................... 5
UNIT 4. TELECOMMUNICATIONS AND ONLINE RESOURCE MANAGEMENT ................................7-11
UNIT 5. WEB MASTERING .......................................................................................................................... 12-14
UNIT 5. RESOURCES & TECHNIQUES ...................................................................................................... 14-16
Table of Figures and Tables
ADOBE IN DESIGN PRODUCT BOX.................................................................................................................... 3
ADOBE IN DESIGN SYSTEM REQUIRMENT TABLE ...................................................................................... 3
EASY GRADE PRO PRODUCT TESTIMONIALS............................................................................................... 4
EASY GRADE PRO PRODUCT BOX..................................................................................................................... 1
CHILD ON COMPUTER GRAPHIC ....................................................................................................................... 5
TEACHER USING SMART BOARD ...................................................................................................................... 6
COMPUTERS ON DESKS........................................................................................................................................ 6
COPYRIGHT SYMBOL ............................................................................................................................................ 7
FAIR USE GUIDELINES TABLE ............................................................................................................................ 8
WEBCT SCREEN SHOT .......................................................................................................................................... 9
MOODLE SCREEN SHOT .....................................................................................................................................10
ELEARNING COMIC ..............................................................................................................................................11
QUOTE BOX ............................................................................................................................................................12
TEACHER AND STUDENT SPEAKING SIGN LANGUAGE ...........................................................................12
ADOBE LOGO .........................................................................................................................................................13
WEBSITE GRAPHIC ..............................................................................................................................................14
PHOTOSHOP BOX & QUOTE .............................................................................................................................15
GIRL ON COMPUTER ...........................................................................................................................................15
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Unit 1. Desk-Top Publishing
& Advanced Word Processing
Summary
Desktop Publishing is the process of creating publications such
abrochures, movie posters, newsletters, and magazines for the purpose
of large scale publishing or small scale distribution. Desktop
publishing requires the use of a publishing software such as Microsoft
Publisher, Adobe InDesign, or Scribus. This software enables the user
to format content, pictures, graphics or other visual elements in an
organized way producing professional results.
Desktop Publishing Review
Software: Adobe InDesign System Requirements
Version: CS3
Platform: Windows & Macintosh Windows Macintosh
Features:
PowerPC® G4 or G5 or
Compatible with Photoshop & Intel® Pentium® 4, Intel
multicore Intel processor
Centrino®, Intel Xeon®,
Dreamweaver or Intel Core™ Duo (or Mac OS X v10.4.8–10.5
Easy to create effects & add compatible) processor (Leopard)
Microsoft® Windows® 256MB of RAM (512MB
effects to your page layout recommended)
XP with Service Pack 2
Multi-file Place & Quick Apply or Windows Vista™ 1.6GB of available hard-disk
Multiformat Publishing Home Premium, space
1,024x768 monitor
Print to Web Workflows Business, Ultimate, or
resolution with 16-bit video
Enterprise
Professional typography controls 256MB of RAM card
Full-featured tables 1.8GB of available hard- DVD-ROM drive
(import content into tables) disk space
1,024x768 monitor
Import styled text resolution
DVD-ROM drive
My Reactions
Overall Adobe InDesign is a great product with a lot of advanced features that will appeal to a
graphic designer or an advanced user. However, I think that this software might be a little
advanced to the ordinary computer user. InDesign can create amazing graphics and page
layouts but the average user will not be able to utilize some of the more advanced features do to
their complexity.
References
Adobe InDesign, http://www.adobe.com/products/indesign/, accessed January 28th, 2008
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Unit 2. Development and
Management of Data Resources
Article Summary
McFarland, S. (2003). Five OS X-Ready Programs for Teachers Get Assorted Marks. Macworld,
20(11), 30-39. Retrieved February 20, 2008.
Instructors have a hard enough time keeping up with their students and classes that it can only be seen
as a hassle to have to keep track of all of their grades as well. MacWorld released an article in 2003,
reviewing different brands of grade book software that are Mac OS-X compatible (software also runs
on OS 9 and Windows). The following software applications were used in this review: Chariot
Software Group's MicroGrade 6.02, Daniel Ethier's Gradekeeper X 5.4, Matt Fahrenbacher's Perfect
Score 1.1.6, Maxium Developments' Master Grade X 1.5, and Orbis Software's Easy Grade Pro 3.6.
The writer focused on how each piece of software handled 5 different criteria. The criteria used for the
comparison were:
First Day of Class: importing student
"Easy Grade Pro 3.6 can save a classroom
information, adding classes, and adding teacher time while making it easier than ever to
assignments. keep parents and students informed of progress
Grading Through the Year: sorting and on a regular basis. It is exactly what technology
searching students and calculating final grades in the classroom should be; simple and
Present and Accounted For: absences, performance-enhancing." -Top Honors
excused absences, tardies, and seating charts Awarded by Applelinks, February 2002
Progress Reports: customizable progress
reports and grade exporting methods
Cost: best bang for your buck
According to this review Easy Grade Pro is the best option for Mac friendly grade book software. This
program was easy to use (a big plus for teachers), came with printed instructions, met all of the criteria,
and was reasonably priced.
My Reaction
I truly believe that the days of red spiral grade books are gone. Technology has
enabled teachers in the classroom and it has also produced many new types of
software and media that make teaching‘ easier. The grade book software
compared in this article only skims the surface; there are many new and innovative
solutions that help teachers with the daily activities. The grade book software
makes it easy and convenient for teachers to update their grades but it also removes
any room for error.
I think that the challenge grade book software producers are going to encounter is having to sell their
software to districts. Since this type of technology is becoming so common, there are more options for
consumers and more opportunities for companies to sell this product in bulk. Orbis‘s software met all
of the criteria presented in this review and therefore is a big competitor in the educational software
market. The big question is: will Orbis be able to compete with other grade book software a year from
now.
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Unit 3. Instructional Resource
Mind Tool Development
Summary
As different forms of media and technology applications
have become available in our classrooms and as more
funding is thrown at public schools, an increasing
amount of pressure is being put on teachers to
incorporate technology into their everyday lessons. The
unfortunate thing about this is that teachers have enough
responsibility as it is and learning how to use and then
incorporate these different type of technology into their
classrooms is more of a hassle than a benefit in their
eyes.
If teachers were educated on how to incorporate
different types of technology into their lessons and
everyday classroom activities while they were in school,
ideally they would be more ready and willing to use
these applications in the classroom.
Technology and the Development of Instructional Resources
This article discusses the use of technology implementation of different forms of
applications in the classroom and why media in the classroom. This article
preservice teachers are not prepared when they presents the results of a research study
begin their careers. Education today is not at all that examined the effects of
what it used to be; gone are the days of technology training, implementation
chalkboards and heavy dictionaries and examples, and technology application
encyclopedias. The new classroom is full of practice on new teachers that are about
computers, Smart Boards, projectors, Elmos, to begin their career in the classroom.
television sets, and DVD players. The only By learning how to use the
problem is that the innovative technology of the technology, teachers became were
future is present, but it‘s collecting dust. Many more confident in their ability to
school districts across the nation are receiving successfully integrate technology into
federal funding through grants and partnerships their teaching practices (Pope et al,
(Pope et al, 2002), however, the money is no 2002). College education majors are
good if the teachers don‘t know how to use prepared to use word processors and
technology and incorporate it into their lessons. access the internet in the classroom,
however they do not know how to
A great deal of research has gone into teacher create Power Point Presentations and
technology training and how it effects the use multimedia software to develop
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interactive and innovative lessons.
By training teachers before they reach more confident around technology and
the classroom and demonstrating how are more wiling to think outside of the
the different forms of technology will box and try and implement these new,
assist them in the classroom. innovative solutions into the classroom
Preservice teachers are becoming of the 21st century.
Reactions
I breathe a sigh of relief every time I read a research article that examines the effects of
technology in the classroom. In the past decade we have seen many new forms of media and
technology introduced to our society, more importantly, these forms of media have made their
way into the classroom. The biggest issue is that districts‘ and school boards‘ are expecting
teachers to teach themselves how to use this media or they are providing it with the hopes that
somebody knows how to use it. This is not the ideal way to introduce new ideas to teachers!
By investing the time and money into students before they reach
the classroom, administrators are saving themselves from having
to develop programs and scheduling training days to ensure that
the teachers know how to use the thousands of dollars of
technology that they have access to.
As it is with most things that cost money, their needs to be
substantial proof that technology benefits the students and the
educational system as a whole. This proof includes but is not
limited to lots of research that shows, without a doubt, that
technology is worth investing in. After all, what good are all of
those computers and programs if nobody knows how to use
them?
References
Pope, M., Hare, D., & Howard, E.. (2002). Technology Integration: Closing the Gap Between
What Preservice Teachers are Taught To Do and What They Can Do, Journal of Technology
and Teacher Education, 10(2), 191-203.
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Unit 4. Telecommunications and Online
Resource Management
Fair Use Issues and Course Management Systems
As computerized learning or e-learning start to gain popularity among instructors who are
interested in converting their courses online, Course Management System (CMS) offers great
help in managing content and organize materials in order to facilitate learning. Due to the
features of online materials, such as easy accessibility, posting academic articles or
instructional materials on any Course Management System (CMS) now has raised challenging
questions about Copyrights. Copyright laws currently provide legal protection to nearly all
readings and course materials which are posted by instructors on electronic delivery systems
and it allows use of the materials without permission only if it is a ―Fair Use‖. There are no
simple, concise rules about the concept of Fair Use and how it applies to the materials on CMS,
such as Blackboard and Moodle. This can be tricky because different universities sometimes
have different policies for Fair Use under the limitation of the Copyright Act. The text of which
follows:
Notwithstanding the provisions of sections 106 and 106A, the fair use of a copyrighted work,
including such use by reproduction in copies or phonorecords or by any other means specified
in that section, for purposes such as criticism, comment, news reporting, teaching (including
multiple copies for classroom use), scholarship, or research, is not an infringement of
copyright. In determining whether the use made of a work in any particular case is a fair use
the factors to be considered shall include
1. The PURPOSE and character of the use, including whether such use is of a
commercial nature or is for nonprofit educational purposes;
a. Nonprofit educational uses over commercial uses
b. Uses that are ―transformative, ―Such as quotations incorporated into a
paper.
c. Multiple copies for educational purposes are specially allowed
2. The NATURE of the copyrighted work;
a. Fair use of a commercial work meant for the educational market is
generally disfavored.
b. Nonfiction, rather than fiction is generally more favored.
c. Commercial audiovisual works generally receive less fair use than do
printed works
3. The AMOUNT and substantiality of the portion used in relation to the
copyrighted work as a whole; and
a. Both quantitatively and qualitatively
b. Quantity must be evaluated relatively to the length of the entire original.
c. A thumbnail or a low-resolution version of the image might be an
acceptable ―amount‖ to serve an education or research purpose.
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4. The EFFECT of the use upon the potential market for or value of the
copyrighted work.
a. A use for which a purchase of an original theoretically should have
occurred—regardless of personal willingness or ability to pay for such
purchase—then this factor may weigh against fair use.
b. Reproductions of software and videotapes direct inroads on the potential
markets for those works.
The fact that a work is unpublished shall not itself bar a finding of fair use if such finding is
made upon consideration of all the above factors.
Texas A&M University Fair Use Policy
The concepts related to Fair Use are relatively new and therefore not all developers and
teachers are educated on Fair Use guidelines in online courses. Texas A&M University IMS
(Internet Media Services) provides guidelines for Fair Use of materials on academic online
resources, including Course Management Systems. Below are the outlines:
FILM / VIDEO PHOTOS / ILLUSTRATIONS
(MOTION MEDIA) Proportion: Complete photo
Proportion: 10% Limits: Up to five from one artist
Limits: Up to 3 minutes from a work
TEXT COLLECTED WORK
Proportion: 10% Proportion: 10%
Limits: Up to 1000 Words
Additional Guidelines:
Max 15 from a single collected work.
POETRY DATABASE
Proportion: Entire Poem if 250 words or less (NUMERICAL DATA SETS)
Limits: Up to 250 words Proportion: 10%
Limits: Up to 2500 fields or cell entries
Additional Guidelines: If from anthology, limit 3 from
one poet or 5 poems total Additional Guidelines: Cell entry is row by column
intersect (spreadsheet). Field item is single item of
information.
MUSIC, LYRICS OR MUSIC VIDEO
Proportion: 10%
Limits: 30 seconds maximum
Additional Guidelines: No change in melody or fundamental character of work.
No matter course designers develop a CMS independently or utilizing an established one, it
takes considerable amount of time to put together the course materials and therefore all the
collecting efforts on the system from both instructors and learners deserve to be protected. On
the other hand, as long as we are careful with using others‘ intellectual property, proper
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application of fair use can prove to be extremely beneficial to the instructor, the students, and
Moodle vs. Blackboard’s WebCT
Working with both Moodle and WebCT is relatively straight-forward; nevertheless there are
advantages and disadvantages of each course management system. The more you work with
each, the more obvious the differences become. Either way, both systems are incredibly
powerful and would be beneficial to any instructional designer or eLearning course developer
looking for a way to create a classroom environment online.
One of the advantages of WebCT is that after logging into the system, any items that have been
updated will appear as icons below the class name. If you are taking multiple classes, this
helps clarify which classes need your immediate attention and which classes have not changed
since your last login. Moodle does notify the user of any updates since their last login, but only
after they have selected a particular class. WebCT‘s quick and easy way of notifying students
makes it easy to keep your classes organized and helps you recognize which classes need your
immediate attention.
Another difference between WebCT and Moodle is the way that forum and blog posts are
identified. One of the major disadvantages of eLearning and distance education is that many
people find it difficult to form relationships with people in their classes due to the lack of
synchronous interaction. Moodle helps solve this dilemma by posting a small, thumbnail
graphic of the student next to the forum or blog entry. By seeing the graphic, the student is
able to put a face with a name, helping them form a relationship with the other students in the
online course. Though both courses allow the professor to setup a page that displays a
student‘s name and picture, Moodle is the only one that allows the student to actually create
their own profile. This also helps build relationships between the students. One of the only
ways to do something like this in WebCT is through an asynchronous discussion where
students would actually create a post about themselves and attach a picture. Another great
feature found in Moodle and WebCT that allows users to build relationships is the Online
Users tool. This tool displays
what users have recently
logged into the website by
posting their name and a
thumbnail picture (Moodle
only) within the course area.
This feature is beneficial to
students because of the face to
face recognition but also
because students know
who else is logged in and
possibly working on a project
at the same time!
9
Another advantage of Moodle is the and Moodle allows users to browse their
amount of information that can be computers and select the assignment to upload.
displayed on the main page of the One advantage to WebCT is that users are
course. Moodle allows for many allowed to create a text submission to correspond
different panes of content (left, center, with their attached file and also submit a
right) which makes it easy to organize comment. Moodle does not include an area to
course materials and categories. On comment on your submission; however, the
the home page, students can access instructor can allow multiple submissions for
class resources, upcoming events, certain assignments.
recent users, a calendar, as well as a
weekly outline of the course (just to With any solution, money and support are always
mention a few). issues. Moodle
In addition, once can be installed
you click on an on any server free
assignment or of charge;
page, a ―Jump however, because
To‖ drop down the software is
menu appears in free you are
the top right part sacrificing
of the header that support and
allows you to maintenance.
view and choose WebCT can be a
other pages on the costly solution if
Moodle site to you are only
navigate to. This planning on using
feature makes it this system for
easy to jump one or two
around on the website and go back and classes, however, WebCT is well supported and
forth between units, lessons, grades, maintained if any issues arise during a course or
and your calendar. After logging in, semester. If you are looking for licensing for
WebCT only allows students to view wide spread use of the course management
the home page of content and a menu system, WebCT would be a more cost effective
for the rest of the course resources. solution. If you are looking for a course
Though this menu is accessible on all management system for a couple of classes and
pages, it is categorized into main consider yourself relatively tech savvy, Moodle
groups and not all pages and resources would be the way to go.
are directly accessible. Less is more
isn‘t quite the case when it comes to Each course management system has its strengths
course management systems and and weaknesses, overall, they are both excellent
eLearning. ways to organize and develop an online course.
Needless to say, it is important for the instructor
When it comes to producing and who is in charge of the course to have a working
submitting assignments, both WebCT understanding of the system; its
strengths and its limitations. Without proper working knowledge of the systems, the instructor
might not utilize many tools that would prove to be beneficial to the students in an online
learning environment.
10
Resources
Texas A&M University Internetmediaservices
http://imedia.tamu.edu/documentation/copyright-information/fair_use
Copyright Management Center of IUPUI
http://www.copyright.iupui.edu/distedcms.htm#int
Copyright Graphic
http://www.falseallegations2001.com/Copyright_Symbol.jpg, Accessed April 4th, 2008
Web CT Graphic
www.elearning.tamu.edu, Accessed April 4th, 2008
Moodle Graphic
www.edtcserver.coe.tamu.edu/moodle , Accessed April 4th, 2008
11
Unit 5. Web Mastering
Summary
As the Internet and technology become more prevalent in classrooms and as new ways of
delivering information are developed and change how students learn, the need for accessible
digital learning materials arises. The article, ―Reaching Accessibility: Guidelines for Creating
and Refining Digital Learning Materials‖ discusses how important this topic is to education and
describes a couple of ways to check for accessibility in your learning materials.
According to the U.S. Department of
Education, 86% of public schools that currently Adaptability is the
had access to the internet had websites (U.S key to success for
Department of Education, 2003). In addition, accessibility efforts
during the 2000-2001 school year, 89% of (Hoffman et al., 2005).
public, 4-year colleges offered at least one
distance education course (Waits & Lewis,
2003). These numbers sound encouraging until you realize that the same report also recognized
that:
Of the institutions that had used web sites for distance education courses, 18 percent
indicated that they followed established accessibility guidelines or recommendations for
users with disabilities to a major extent, 28 percent followed the guidelines to a
moderate extent, 18 percent followed the guidelines to a minor extent, 3 percent did not
follow the guidelines at all, and 33 percent did not know if the web sites followed
accessibility guidelines. (p. 15)
It should also be noted that the U.S. Census Bureau (2002) reported that 19.3% of the U.S.
population has some form of disability. With the
statistics on paper, it only makes since for educators,
course designers, and developers to create digital
learning materials that are accessible to all people
regardless of whether or not they have a disability.
The need for accessible digital learning materials is not
limited to students with vision and motor impairments
(Hoffman, Hartley, & Boone, 2005). Students from all
backgrounds and with all type of disabilities (including
learning disabilities) shouldn‘t be left behind in the
digital age because of something they cannot control.
The issue with non-accessible materials does not begin
with the instructor; this problem begins with the
software developers who do not create disability
12
friendly software programs for teachers to utilize (Hoffman et al., 2005). Software programs
should be built to recognize whether or not a project or document would be considered
accessible or not and offer solutions.
Software Accessibility Analysis
The authors of this article compared the will ensure that your document
accessibility features of two types of software accessible to any students who rely
commonly used to develop digital learning on screen readers to read
materials. One of these is Adobe Acrobat and information to them.
the use of PDF documents to exchange
information; another is Microsoft PowerPoint. PowerPoint
Power Point is another form of
PDF Documents software commonly used in
PDF documents are incredibly beneficial to distance or eLearning
both students and instructors in an eLearning environments. One of the
environ-ment. One reason for this is the beneficial things about this software
ability for PDF documents to be viewed in the is that Microsoft released a
same format they were created without the ―PowerPoint Viewer‖ that allows
need for a certain software version or students without the PowerPoint
application (Hoffman et al., 2005). It is software to view presentations
important when creating files that will made in PowerPoint. The main
eventually be converted to PDF documents, to accessibility feature of PowerPoint
create a logical structure for your document is the ability to convert a
(Hoffman et al., 2005). This includes defining presentation into an HTML
headings and also using built in tools to create document (Hoffman et al., 2005).
columns and format your document (Hoffman By doing this, the presentation can
et al., 2005). In addition, tags should be be viewed in an internet browser
added to any graphics used in your document and site readers can access the
(Hoffman et al., 2005). This can be done information (Hoffman et al., 2005).
using features built into Adobe Acrobat and The big downside to this is that
will ensure that people who cannot see the when converting the presentation to
graphics, understand a HTML document, all of
what you are trying to the graphics lose their
convey. Acrobat also descriptions. The only way
includes a feature that to fix this problem is to
will allow you to test update the HTML code,
your document for which can be very difficult
accessibility and will if you are not a
notify you if any parts technologically savvy
(graphics or text) have person (Hoffman et al.,
problems (Hoffman et 2005). Presentation
al., 2005). Once you developers can also follow
have completed certain guidelines when
developing the PDF creating presentations that
document, it is will help with accessibility.
important to test the accessibility using a According to Hoffman et al., some
screen reader (Hoffman et al., 2005). This of these are:
13
1. Creating user controlled 3. Add text transcripts for any
animation and not timed multimedia objects used in your
animation presentation (videos, audio, etc).
2. Using text and background 4. Convey information using text and not
colors that contrast each color when at all possible.
other
Reaction
I do think that it is important for developers,
designers, and instructors to recognize that many
of the materials that they use in online courses
might not reach all of the students in the class.
Nevertheless, I don‘t foresee people going out of
their way and spending a great deal of extra money
ensuring that their materials are accessible to all
students. This type of action towards digital
learning materials will not happen until there are
laws that regulate the production of accessible
digital learning materials. This type of education is still relatively new and many instructors
have a hard enough time developing materials that get their point across, let alone developing
materials that are accessible to all students. This is a very important topic and as distance
education and eLearning become more popular and more students try to enroll in these types of
classes, accessibility will become regulated.
Website Development Resources
When developing a website there are many different programs that you can use to assist you
throughout the design and development process. While some are more advanced than others,
all programs are extremely helpful and make the process a little more enjoyable.
One very popular web development program is Adobe Dreamweaver CS3 (formerly
Macromedia Dreamweaver). Dreamweaver helps you design, develop and maintain websites
and web applications. This software can assist anybody throughout this process whether it is
their first website or their hundredth. Dreamweaver supports CSS (Cascading Style sheets),
HTML, XHTML, CML, JavaScript, Ajax, PHP, ColdFusion, ASP, ASP.NET, and JSP. To
some these words might seem like a foreign language, that is why Dreamweaver also allows
you to create a website in design mode so that you do not have to know any programming
languages at all!
Another beneficial resource when designing a
website is a good photo editing program.
There are many of them out there but two of
the more popular ones are Adobe Photoshop
CS3 and Adobe Photoshop Elements. These
two programs allow you to crop, resize, layer,
14
adjust, and enhance any photos or graphics. By being able to edit these, you can rest assured
that your website will only consist of high quality, professional looking graphics.
Techniques
Each person approaches web development in different ways, some use tables, others use
frames, some prefer text links other prefer graphic links. Either way, one of the more important
techniques when working with advanced web development is to take everything one step at a
time. Many times, people rush into things and end up with ten windows opens, twenty graphic
files, and no clue what to do next. Start off simple and visualize or storyboard your site and
what you want it to do. How many pages do you need? What information are you trying to
convey? What programming language will you use? All of these questions need to be
answered before you even sit down at your computer.
Once you develop a good idea regarding what you are trying to do, start working on your
layout. Whether this means developing tables, div, or frames; it is important to layout your
website first. Next, add any additional pages that you might need and organize all of the files
and make sure that your menu and links work. If you are working with JavaScript or PHP,
make sure that these functions work
before you begin adding content
and ―jazzing‖ up your website.
Upload your test files and see if
your form is submitting and your
JavaScript functions are returning
the correct values. Functionality
should be your main concern when
you develop the website, if it
doesn‘t work; it‘s not going to
benefit anybody. Make sure
everything is functioning and then
go back and add any content,
pictures, objects or features that will make the site appealing to the eye or ‗sexy‘.
15
References
Hoffman, B., Hartley, K., & Boone, R. (2005). Reaching Accessibility: Guidelines for Creating
and Refining Digital learning Materials. Intervention in School and Clinic, 40(3), 171-176.
U.S. Census Bureau (2000). Retrieved on September 15, 2004, from
http://factfinder.census.gov/servlet/QTTable?ds_name=D&geo_id=D&qr_name=DEC_2000_S
F3_U_QTP21&_lang=en
U.S. Department of Education. (2003, October 29). Internet access in U.S. public schools and
classrooms: 1994–2002. Retrieved April 09, 2004, from
http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2004011
Waits, T., & Lewis, L. (2003). Distance education at degree-granting postsecondary
institutions: 2000–2001 (NCES 2003-017). Washington, DC: U.S. Department of Education,
National Center for Education Statistics.
Picture of Girl and Teacher: http://www.diversity.mnscu.edu/images/copyphoto4.jpg
Adobe Logo: http://www.techshout.com/software/2007/26/adobe-systems-to-open-source-
flash-tool-flex/
Dreamweaver: http://www.adobe.com/products/dreamweaver/?ogn=EN_US-
gntray_prod_dreamweaver_home
Adobe Photoshop: http://www.adobe.com/products/photoshop/family/
Web Photo: http://www.4ibw.com/images/web_photo.jpg
Girl Thinking:
http://harfordmedlegal.typepad.com/photos/uncategorized/girl_on_computer1_3.jpg
16
