<strong><em><span style="color:#990000;">Tips and Tricks using Windows XP “Retrieving your Product Key”</span></em></strong><br /><br />go to <a href="http://www.magicaljellybean.com/">www.magicaljellybean.com</a><br />Click the link for the keyfinder (there is a 2.0 recent version) <a href="http://www.magicaljellybean.com/beta/">Keyfinder v2.0 Beta 2½</a>11.21.2006<br />(IE will download a ZIP file and it will ask if you want to Open or Save> Hit Open<br />After Key file opens, double click the keyfinder.exe file to run it.<br />If IE gives you a security warning click RUN<br />Write down your registration key and choose File>Exit to leave the program.

<p><strong><span style="color:#000000;">Understanding and Using the Internet</span></strong> </p><p>Are you ready to play the Understanding and Using the Internet Quiz? If you answer all of the questions correctly you will be an official "Certified Internet Guru". Choose the Play Quiz in Easy, Medium, or Hard. There are three separate quizzes for easy, medium and difficult level questions that may be selected. <a href="http://www.pbs.org/uti/quiz/" target="new">http://www.pbs.org/uti/quiz/</a><br /><a name="general">General Tutorial Sites</a><br /><span style="color:#990000;">American Libraries Association (ALA)</span> Toolkit<a href="http://dlist.sir.arizona.edu/298/04/www.ala.org/alaorg/oif/internettoolkit.html" target="new">www.ala.org/alaorg/oif/internettoolkit.html</a>This is a collection of tools which will help you know, use and organize information. It may help all ages, not just adults.<br /><span style="color:#990000;">Internet Detective</span> <a href="http://sosig.ac.uk/desire/internet-detective.html" target="new">http://sosig.ac.uk/desire/internet-detective.html</a>The Internet Detective is an online tutorial for internet basics. You register and go at your own pace. Each section is monitored and you may return as needed. Tests are given as each section is completed.<br /><span style="color:#990000;">Librarians' Index to the Internet</span> <a href="http://lii.org/search?query=Internet+searching;searchtype=subject" target="new">http://lii.org/search?query=Internet searching;searchtype=subject</a>Internet Guides, Tutorials and Training <strong><span style="color:#990000;">Information<br /></span></strong><span style="color:#990000;">Special Libraries Association Toolbox</span> <a href="http://www.sla.org/chapter/ctor/toolbox/resource/cover.htm" target="new">http://www.sla.org/chapter/ctor/toolbox/resource/cover.htm</a>The Special Libraries site has organized its resources into subject areas.<br /><a href="http://dlist.sir.arizona.edu/298/04/Tutorial_Related.htm#Top#Top"></a><br /><a name="Academic"><strong>Academic Institution Tutorial Sites</strong></a><br /><span style="color:#cc0000;">University of California Tutorial</span> <a href="http://www.lib.berkeley.edu/TeachingLib/Guides/Internet/FindInfo.html" target="new">http://www.lib.berkeley.edu/TeachingLib/Guides/Internet/FindInfo.html</a>This is more than can be absorbed at one time, but is a well-organized source of teaching tutorials on finding information on the Internet. Highly recommended either in part or as a whole.<br /><span style="color:#990000;">Texas Info Literacy Tutorial</span> <a href="http://tilt.lib.utsystem.edu/" target="new">http://tilt.lib.utsystem.edu/</a>This is a fun to use site which has to be experienced to be understood. You can choose either full TILT with plug-ins, or TILT light, which is faster.<br /><span style="color:#990000;">James Madison U</span>:<a href="http://www.lib.jmu.edu/library/gold/modules.htm" target="new">http://www.lib.jmu.edu/library/gold/modules.htm</a>James Madison has one of the best known academic sites. It is often mentioned by other colleges and universities as a good site to use, particularly for distance learners..<br /><span style="color:#990000;">net-TUTOR -Ohio State University</span> <a href="http://gateway.lib.ohio-state.edu/tutor/" target="new">http://gateway.lib.ohio-state.edu/tutor/</a><br />University of Iowa Science Information Literacy Initiative<a href="http://www.lib.uiowa.edu/instruction/" target="new">http://www.lib.uiowa.edu/instruction/</a><br /><a href="http://dlist.sir.arizona.edu/298/04/Tutorial_Related.htm#Top#Top"></a><br /><a name="Other"><strong>Other Tutorial Sites</strong></a><br /><span style="color:#cc0000;">Tutorial Finder</span><a href="http://www.findtutorials.com/" target="new">http://www.findtutorials.com/</a> This commercial site has a variety of programs listed to help you find information on any topic from cooking to sports, in a tutorial format. Computers are heavily featured.<br /><span style="color:#990000;">Goddard Spaceflight Center, National Aerospace and Space Administration</span><a href="http://library.gsfc.nasa.gov/" target="new">http://library.gsfc.nasa.gov/</a>This is a source of technical and aerospace information provided by NASA.</p>

<p><strong><span style="font-size:78%;color:#990000;"><em>Time Management Resource</em></span></strong><br /><br /><br />The following is a resource of articles regarding time management. Most of the articles are easy-read, non-academic style. There are some interesting views and profound (albeit, unsupported) principles presented. I thought you might enjoy browsing through some of these for ideas of personal interest.<br /><br /><a href="http://www.ezinearticles.com/?cat=Self-Improvement:Time-Management">http://www.ezinearticles.com/?cat=Self-Improvement:Time-Management</a><br /> </p>

<em><strong><span style="color:#cc0000;">CenterSpan Internet Quiz</span> </strong></em><br /><br /><a href="http://www.centerspan.org/tutorial/quiz.htm">http://www.centerspan.org/tutorial/quiz.htm </a><br /><br />This is a brief quiz accompanying a commercial tutorial. You may take the quiz before or after you use the tutorial. Either way, you will be able to test your knowledge of the Internet.

<strong><em><span style="color:#cc0000;">Make Links Work in Outlook Express, Outlook and Any Other Email Program</span></em></strong><br />To make web pages open again when you click links in emails:<br />Make sure neither Outlook Express nor Internet Explorer are open.<br />Select Control Panel from the Start menu.<br />Click Internet Options.<br />If you do not see Internet Options right away, click Network and Internet Connections before.<br />Go to the Programs tab.<br />Make sure Internet Explorer should check to see whether it is the default browser is checked.<br />Click OK.<br />Close Internet Explorer.<br />Re-open Internet Explorer.<br />Click Yes when asked Internet Explorer asks "Internet Explorer is not currently your default browser. Would you like to make it your default browser?"<br />If Internet Explorer does not ask:<br />Close Internet Explorer<br />Select My Computer from the Start menu.<br />Choose Tools Folder Options... from the menu.<br />Go to the File Types tab.<br />Highlight (NONE) URL:HyperText Transfer Protocol.<br />Click Advanced.<br />Highlight open.<br />Click Remove.<br />Click Yes.<br />Click OK.<br />Now click Close.<br />Start Internet Explorer.<br />If you use a browser other than Internet Explorer, start it and make sure it is the new default.<br />The above does not work? Try this:<br />Now select Run... from the Start menu.<br />Type "iexplore /rereg".<br />Click OK.<br />Or, if that fails, continue with:<br />Select Run... from the Start menu.<br />Type "regsvr32 urlmon.dll".<br />Click OK.<br />Click OK again.<br />Repeat the Start Run... procedure with the following commands in this order, maybe checking after each for returning function:<br />"regsvr32 shdocvw.dll"<br />"regsvr32 mshtml.dll"<br />"regsvr32 browseui.dll"

<a name="OLE_LINK4"></a><a name="OLE_LINK3"><strong><em><span style="color:#990000;">Technical Skills needed for Online Learners</span></em></strong></a><br /><br /><br />The following sites discuss some of the fundamental technical skills required of online learners. What are some of the technology challenges for the online learner? How have the rapid improvements and changes in technology become one of the greatest challenges for the online learner?<br /><br /><br /><a title="http://www.liu.edu/cwis/cwp/library/workbook/select.htm" href="http://www.liu.edu/cwis/cwp/library/workbook/select.htm">http://www.liu.edu/cwis/cwp/library/workbook/select.htm</a><br /><br /><a title="http://www.learningcircuits.org/2005/sep2005/watkins.htm" href="http://www.learningcircuits.org/2005/sep2005/watkins.htm">http://www.learningcircuits.org/2005/sep2005/watkins.htm</a><br /><br /><a title="http://www.itrc.ucf.edu/sopd/sopd.html" href="http://www.itrc.ucf.edu/sopd/sopd.html">http://www.itrc.ucf.edu/sopd/sopd.html</a>

<strong><span style="color:#cc0000;">What is a URL? </span></strong><a href="http://4.bp.blogspot.com/_30ljtJBB4yI/SCB3BdFw9VI/AAAAAAAAACw/FAv33Q3dmrk/s1600-h/clip_image001.bmp">

<strong><span style="color:#cc0000;"><em>Using the SQ3R Method for Study</em></span></strong><br /><br />Here is a good site with information about the use of the SQ3R method: <a title="http://www.mindtools.com/pages/article/newISS_02.htm" href="http://www.mindtools.com/pages/article/newISS_02.htm">http://www.mindtools.com/pages/article/newISS_02.htm</a> also take a look at their “concept map” <a title="http://www.mindtools.com/pages/article/newISS_01.htm" href="http://www.mindtools.com/pages/article/newISS_01.htm">http://www.mindtools.com/pages/article/newISS_01.htm</a> as a suggested part of SQ3R.

<a href="http://4.bp.blogspot.com/_30ljtJBB4yI/SB9uftFw9UI/AAAAAAAAACo/CRoJ-GxMtvQ/s1600-h/Powrpoint Notes.jpg">

<strong><em><span style="color:#990000;">Settings Check - Outlook Express</span></em></strong><br /><br />Folks, here are some things that will help you maneuver a bit easier in Outlook Express.<br /><br />HTML - this ensures you can see graphics and makes your pastes line up a bit better.<br /><br />Check your settings:<br /><br /><strong>Tools<br />Options<br />Send</strong><br />At the bottom there are two boxes...make sure HTML is checked for each of them.<br /><br />Organizing your messages<br /><br />Messages in your room can be sorted by date or person sent (among others).<br /><br />Here’s what I find easiest to maneuver:<br /><br /><strong>View<br />Current View<br />View all messages<br />Group Messages by conversation<br /></strong><br />On the top of the area where the messages are listed, you can select the sort criteria by clicking on the grey bar.<br /><br />I choose sent (it adds a little arrow in the box). Then, my messages are in order of when they arrived. (clicking it a second time will change whether they are earliest or most recent on top).<br /><br /><strong>Replies<br /></strong><br />Outlook Express<br /><br />Reply Group – this means you are replying to a message within the Newsgroup.<br />Reply – You are replying to the individual’s Newsgroup…Do not use<br />New Post – you are starting a new thread; this is appropriate for assignments in your ING<br /><br /><strong>Synchronization<br /></strong><br />If you have your Newsgroups set up to fully synchronize, the messages will fully download each time.<br /><br />Highlight the Newsgroup name<br />Right click your mouse<br />Move down to Synchronization Settings and select Synchronize All<br /><br /><br />Whenever you want to update your messages and posts:<br /><br /><strong>Tools<br />Synchronize All<br /><br /></strong>

<strong><em><span style="color:#990000;">This Jumps way Beyond Beginners Technology</span></em></strong><br /><br />But I promised to re-post it: The research in the area of <a href="http://search.aol.com/aolcom/redir?src=websearch&amp;requestId=421894e9ecae4f40&amp;clickedItemRank=8&amp;userQuery=sub atomic elemental particle physics and communication&amp;clickedItemURN=http://www.libraryvideo.com/guides/N7009.pdf&amp;title=Sub-Atomic Particles&amp;moduleId=svc_matchingsites.jsp.M&amp;clickedItemPageRanking=8&amp;clickedItemPage=1&amp;clickedItemDescription=WebResults">Sub-Atomic Particles</a> Physics has a high probability of bringing about a new technology in communication. You may want to see this <a href="http://www.research.ibm.com/quantuminfo/QIINTRO.EXE">“Introductory presentation on Quantum Information</a>” which explains some of the ideas I am talking about. I will keep it brief as possible: The research in this area shows a high probability of producing real time communication capabilities that are not affected by spatial barriers. That means you could be on one side of the galaxy and me on the other and we could talk to each other as if we were right next to each other. Well they have not perfected the technology but they have observed the phenomenon in controlled experiments.

<strong>How to Set Up Spelling and Grammar Check in Word</strong><br /><br />Many of you are not using all the tools available to you in the Word Program. One of these is the spelling and grammar check, which provides about ¾ of the corrections I make in your work in terms of spelling and grammar. To use this tool, it is very easy to set up the system so it works every time you write something in this program (it just reminded me that every time is two words, not one like I want it to be when I type). Below is a diagram that can show you how to do this. The basic steps are:<br />Open the drop down menu under tools on the toolbar. On this menu, you will see a choice called options.<br />Click on the options tab. This will open a menu box with several options. One of these is spelling and grammar. Open that.<br />You will see some options for spelling, check those you wish to enable. I suggest all options with the exception of “Hide Spelling Errors” and “Make Suggestions from Main Dictionary Only.”<br />You will also see a grammar toolbox. You will want to check the boxes that say, “Check grammar as you type” and “Check grammar with spelling.” You will then see a little box that says writing style. Enable the “Grammar and Style” choice and then click on settings. This will bring up another menu.<br />Check all the boxes in the new menu. In addition, on the top there are some choices for you to make on certain issues. These include “comma before last item” (always), “punctuation required with quotes” (inside), and “spaces between sentences” (1 – APA standards). (The choices you should make are those in the parentheses.)<br />Once you have taken all these steps click the OK button, and you are good to go with these corrections for all you work done in Word.<br />Spelling errors will show in red dotted underlines, and many words. The system will often automatically correct these errors. Grammar and style errors will show in green. When there is an error, you can right click on the word or words underlined and a dialogue box opens and tells you what needs fixing. It often shows you some suggestions. Use your judgment; but you will usually want to follow the suggested corrections. You can accept the fixes by left clicking on the appropriate choice.<br />Also see: Microsoft Help and Support <a href="http://support.microsoft.com/kb/821416">http://support.microsoft.com/kb/821416</a>

<strong>Free Microsoft Word Tutorials</strong><br /><p>You can use this <a class="kLink" oncontextmenu="return false;" id="KonaLink0" onmouseover="adlinkMouseOver(event,this,0);" style="POSITION: static; TEXT-DECORATION: underline! important" onclick="adlinkMouseClick(event,this,0);" onmouseout="adlinkMouseOut(event,this,0);" href="http://www.baycongroup.com/wlesson0.htm#" target="_top">free online</a> tutorial to learn Microsoft Word 2007. If you do not have a copy of Word, <a href="http://us1.trymicrosoftoffice.com/default.aspx?re_ms=oo&amp;culture=en-US">you can click here to download the trial version.</a> <a href="http://www.baycongroup.com/word2007/01_word2007.html">Then click here to start the tutorial. </a><br /><a href="http://www.baycongroup.com/wlesson0.htm">http://www.baycongroup.com/wlesson0.htm</a> </p>A wide variety of tutorials<br /><a href="http://www.fgcu.edu/support/office2000/word/">http://www.fgcu.edu/support/office2000/word/</a><br /><br />This tutorial will help you get started with Microsoft Word and may solve some of your problems, but it is a very good idea to use the Help Files that come with Microsoft Word , or go to Microsoft's web site located at <a href="http://microsoft.com/office/word/default.htm" target="_Blank">http://microsoft.com/office/word/default.htm</a> for further assistance. <a href="http://www.bcschools.net/staff/WordHelp.htm">http://www.bcschools.net/staff/WordHelp.htm</a><br /><br />If you have a question about using Word in your classroom you can send an email to Internet4Classrooms. <a href="http://www.internet4classrooms.com/on-line_word.htm">http://www.internet4classrooms.com/on-line_word.htm</a><br /><br />Microsoft Word Tutorials<br /><a href="http://www.nailitnow.com.au/word/free/tocheadings.html">http://www.nailitnow.com.au/word/free/tocheadings.html</a>

<a href="http://3.bp.blogspot.com/_30ljtJBB4yI/SBUQD9Fw9RI/AAAAAAAAACQ/7HWE_7EMkp4/s1600-h/Presentation1.gif">Presto. The file has been saved as an MS Word-readable format.

<strong>Communication Skills for Online Learners </strong><br />The following sites explore some of the unique communication skills online learners must have to succeed in their online academic endeavors. What are some of these communication skills and techniques for developing them?<br /><br />This site was developed by Grant MacEwan College. They are using WebCT (Web Course Tools) is an integrated set of tools for developing and delivering courses or course components over the World Wide Web. It was originally developed at the University of British Columbia and according to their site is presently being used by over 2700 universities and colleges all over the world (including the University of Alberta). They cover the following issues: Time Management, Motivation and Goal Setting, Reading Strategies, Review Strategies, and Online Communication.<br /><a href="http://stats.macewan.ca/learn/students/tutorial/mod5/5obj3_online.html">http://stats.macewan.ca/learn/students/tutorial/mod5/5obj3_online.html</a><br />The Grant MacEwan College site also has a link for an Index of Learning Styles developed by Richard M. Felder and Linda K. Silverman.<br /><a href="http://www4.ncsu.edu/unity/lockers/users/f/felder/public/ILSpage.html">http://www4.ncsu.edu/unity/lockers/users/f/felder/public/ILSpage.html</a><br />Here are some “Tips for Communicating Online”<br /><a href="http://online.durhamtech.edu/tips-comm.cfm">http://online.durhamtech.edu/tips-comm.cfm</a><br /><br />And here are some “Tips for Being a Successful Online Learner” that were Adapted from theIllinois Online Network (<a href="http://illinois.online.uillinois.edu/" target="_blank">http://illinois.online.uillinois.edu/</a>) These are more along the lines of helping you “fit in” to the environment.<br />This site covers “Tips for Communicating Online” such as: Writing Effective E-mails, Netiquette (This is the proper Online Etiquette), Using “Smileys” (Sometimes referred to a Emoticons), and Understanding Computer Jargon.<br /><br /><a href="http://www.emcp.com/college_resource_centers/index.php?GroupID=6313">http://www.emcp.com/college_resource_centers/index.php?GroupID=6313</a><br /><br />This site is from the University of Wisconsin. It talks about Discussion format, Learning from others such as your peers, and writing online. <a href="http://www.uww.edu/icit/olr/stu/learningonline/olr_asset_layout_5_19517_20367.html">http://www.uww.edu/icit/olr/stu/learningonline/olr_asset_layout_5_19517_20367.html</a>

Check out these free tutorials from Florida State University:<br /><br /><a href="http://www.googlesyndicatedsearch.com/u/nole?q=tutorials">http://www.googlesyndicatedsearch.com/u/nole?q=tutorials</a><br /><br />Technology Tutorials<br /><a href="http://webmc.fsu.edu/help/help.html">http://webmc.fsu.edu/help/help.html</a><br /><br /><a href="http://www.fsus.fsu.edu/FacultyStaff/tutorials/">http://www.fsus.fsu.edu/FacultyStaff/tutorials/</a><br /><br />Using HTML<br /><a href="http://garnet.acns.fsu.edu/~phensel/computer.html">http://garnet.acns.fsu.edu/~phensel/computer.html</a><br />Designing a Logo<br /><a href="http://nctr.cob.fsu.edu/tutorials/logodesign.htm">http://nctr.cob.fsu.edu/tutorials/logodesign.htm</a><br /><br />Fortran C <br /><a href="http://www.csit.fsu.edu/~erlebach/course/numerical1_f2004/tutorials.html">http://www.csit.fsu.edu/~erlebach/course/numerical1_f2004/tutorials.html</a><br /><br />Software<br /><a href="http://mailer.fsu.edu/~jflake/tutor.html">http://mailer.fsu.edu/~jflake/tutor.html</a>

A Brief History of Critical Thinking<br /><br />The following site is an excellent preemptory to the concept of critical thinking. It provides a history of the school of critical thinking from Socrates. What are some of the cited dimensions of critical thinking?<br /><br /><a name="OLE_LINK2"></a><a name="OLE_LINK1"></a><a href="http://www.work911.com/cgi-bin/links/jump.cgi?ID=6772">http://www.work911.com/cgi-bin/links/jump.cgi?ID=6772</a><br /><br /><br />This site links the beginnings of critical thinking to <a href="http://plato.stanford.edu/entries/socrates/">Socrates</a>.<br />The following site by James T. Streib believes that the critical thinking we use today began with John Dewey <a href="http://www2.ic.edu/jtstreib/crithink.htm">http://www2.ic.edu/jtstreib/crithink.htm</a><br /><br />Here is an excellent site with resources for Critical Thinking<br /><a href="http://www.coping.org/adultlink/think.htm">http://www.coping.org/adultlink/think.htm</a><br /><br />Consider several definitions from: <a href="http://www.accd.edu/sac/history/keller/ACCDitg/SSCT.htm">http://www.accd.edu/sac/history/keller/ACCDitg/SSCT.htm</a><br />Critical thinkers: distinguish between fact and opinion; ask questions; make detailed observations; uncover assumptions and define their terms; and make assertions based on sound logic and solid evidence.<br />Ellis, D. Becoming a Master Student, 1997<br /><br />Critical thinking is best understood as the ability of thinkers to take charge of their own thinking. This requires that they develop sound criteria and standards for analyzing and assessing their own thinking and routinely use those criteria and standards to improve its quality.<br />Elder , L. and Paul, R. "Critical thinking: why we must transform our teaching." Journal of Developmental Education, Fall 1994.<br /><br />Critical Thinking &amp; Problem Solving Skills<br />General resources for the lower elementary grades K-12 as well as college: <a href="http://falcon.jmu.edu/~ramseyil/critical.htm">http://falcon.jmu.edu/~ramseyil/critical.htm</a><br /><br /> <strong> Could critical thinking be an outcome of social growth? Is it dependent on biology?</strong>

<a name="Top_of_page"></a>Action Learning Bookmarks<br />When we are talking about tacit knowledge when we are using “action learning:” There are four modes of learning: socialization, externalization, combination, and internalization. Socialization involves sharing tacit knowledge by sharing experiences. Knowledge is shared and learning occurs through observation, imitation, and practice. Externalization involves translating tacit knowledge into explicit knowledge. This takes the forms of metaphors, models, concepts, and equations. Combination involves systematizing explicit concepts into a knowledge system by analyzing, categorizing, and using information in a new way. Formal courses and seminars convert knowledge in this way. Internalization refers to converting explicit knowledge to tacit knowledge. Training methods such as simulations, action learning, and on-the-job experiences are used to create tacit knowledge from explicit knowledge. Experiential Learning will come into play and the interplay between the management team or supervisors should if facilitated properly, build on the learning experience of those involved. <br /><br /><br />This links and comments below were put together by <a href="mailto:r.n.griffiths@brighton.ac.uk">Richard Griffiths</a> and they do not necessarily reflect the official position of the <a href="http://www.bton.ac.uk/">University of Brighton</a> where he teaches. <br /><a href="http://www.it.bton.ac.uk/staff/rng/teaching/IS307/ALbookmarks.html#Organizations#Organizations">Organizations</a><br />Downloadable Papers on:<br /><a href="http://www.it.bton.ac.uk/staff/rng/teaching/IS307/ALbookmarks.html#Papers Action Learning#Papers Action Learning">Action Learning</a><br /><a href="http://www.it.bton.ac.uk/staff/rng/teaching/IS307/ALbookmarks.html#Papers Related Topics#Papers Related Topics">Related Topics</a><br />Web Resources for:<br /><a href="http://www.it.bton.ac.uk/staff/rng/teaching/IS307/ALbookmarks.html#Web Action Learning#Web Action Learning">Action Learning</a><br /><a href="http://www.it.bton.ac.uk/staff/rng/teaching/IS307/ALbookmarks.html#Web Related Topics#Web Related Topics">Related Topics</a><br />Books on:<br /><a href="http://www.it.bton.ac.uk/staff/rng/teaching/IS307/ALbookmarks.html#Action Learning Books#Action Learning Books">Action Learning</a><br /><a href="http://www.it.bton.ac.uk/staff/rng/teaching/IS307/ALbookmarks.html#Related Topics Books#Related Topics Books">Related Topics</a><br /><a name="Organizations"></a>Organizations <a href="http://www.it.bton.ac.uk/staff/rng/teaching/IS307/ALbookmarks.html#Top of page#Top of page"> </a><br /><a href="http://www.imc.org.uk/imc/apc-1996/papers/alarpm.htm">The Action Learning, Action Research and Process Management Association</a><br />ALARPM was formed in 1991 following the First World Congress on Action Learning, Action Research and Process Management in Brisbane. World Congresses are held every two years. One key intention is to encourage development that crosses the boundaries of traditional disciplines and recognizes the common elements of Action Learning and Action Research. http://www.imc.org.uk/imc/apc-1996/papers/alarpm.htm<br /><a href="http://www.c-s-m.org/"></a><br /><a href="http://www.c-s-m.org/">The Canadian School of Management</a> <br />The CSM is an action learning-based business school supported by our unique and comprehensive Internet site, linked to a full "virtual library" of materials, and resourced by a network of faculty subject matter experts and facilitators.<br />http://www.c-s-m.org/<br /> <br /><a href="http://www.imc.org.uk/imc/home.htm">The International Management Centres</a> <br />IMC - a private, multinational business school which has provided programmes in over 40 countries - provides management development and qualification programmes on an open, in-company and consortium basis. IMC is a global market-leader for in-company MBA programmes and in the use of the Internet. Programmes are based on the principles of Action Learning, where participants use both their theoretical knowledge and practical experience to learn how to ask the questions that will help solve the real problems, and tackle the real issues in their own organizations.<br />http://www.imc.org.uk/imc/home.htm<br /> <br /><a href="http://www.tlainc.com/rcalr.htm">The Revans Centre for Action Learning &amp; Research</a><br /> The University of Salford, UK in 1995 established, within Continuing Education, a new Centre with the specific task of contributing to the development of action learning. Because Professor Reg Revans had given his wholehearted support, including his personal library, to this initiative, the Centre was appropriately named the Revans Centre for Action Learning &amp; Research. It forms part of the University's Research &amp; Graduate College. http://www.tlainc.com/rcalr.htm<br /><a name="Papers_Action_Learning"></a>Papers on Action Learning <a href="http://www.it.bton.ac.uk/staff/rng/teaching/IS307/ALbookmarks.html#Top of page#Top of page"> </a><br /><a href="http://www.scu.edu.au/schools/gcm/ar/arp/actlearn.html">Action Learning and Action Research</a> <br />Bob Dick. Action learning and action research are closely related processes. This brief document sets out one way of using the terms, and also relates them to experiential learning and change. http://www.scu.edu.au/schools/gcm/ar/arp/actlearn.html<br /><a href="http://www.aln.org/alnweb/journal/vol2_issue2/bourne2.htm">Net-Learning: Strategies for On-Campus and Off-Campus Network-enabled Learning</a> <br />This paper examines the field of Asynchronous Learning Networks (ALN), also known as Net-learning or anywhere-anytime learning. Commencing with definitions, examples of current practice and an accounting of types of schools and faculty that are engaged in ALN, the essay then examines the role of faculty in an ALN-world and considers which strategies are suitable for different types of institutions. By John R. Bourne of Vanderbilt University. http://www.aln.org/alnweb/journal/vol2_issue2/bourne2.htm<br /><a href="http://www.bbk.ac.uk/Learning/ASD/Bourne.htm">Teaching and Learning Methods in Higher Education: A Glimpse of the Future</a> <br />Tom Bourner and Steve Flowers The aim of this article is to look at the future of teaching and learning methods (TLM) in higher education (HE) over the next decade. The purpose of the article is to develop a viable new vision of the future teaching and learning methods (TLM) that is preferable to the destination towards which we are currently headed. http://www.bbk.ac.uk/Learning/ASD/Bourne.htm<br /><a href="http://www.imc.org.uk/imc/roles/role-of-set-advisor.htm">The Role of the Set Adviser</a> <br />If and when you become a Set Adviser for IMC, you are required to take on a dual role. You take on the traditional role of Set Adviser in an Action Learning programme, that of facilitator to the Set; while, for IMC, you take on the additional responsibility of managing and leading the Faculty team working with that Set, as well as some aspects of administration of the programme. You can find out more about your relationship with IMC and Faculty in the Appendices hereto. Here we concentrate on your role, working with the Set on its Action Learning programme. http://www.imc.org.uk/imc/roles/role-of-set-advisor.htm<br /><a href="http://sirius.cba.ohiou.edu/~oumba/paper1.html">Using Lotus Notes to Facilitate Action Learning</a> <br />For over ten years, we have used an action learning pedagogy as the central learning platform in the Ohio University MBA Program. Much of the project-based learning makes use of collaborative learning groups. Although trained in group processes, we have found that learning teams tend over time to become less efficient and less effective in group functioning. In addition, geographic spread made the use of collaborative learning groups difficult in our part-time distance learning programs. This paper reports on our use of Lotus Notes to manage these two problems. It does not report empirical research, but rather is presented as a case study which may be of use to others facing challenges similar to those we faced. http://sirius.cba.ohiou.edu/~oumba/paper1.html<br /><a name="Papers_Related_Topics"></a>Papers on Related Topics <a href="http://www.it.bton.ac.uk/staff/rng/teaching/IS307/ALbookmarks.html#Top of page#Top of page"> </a><br /><a href="http://www.industriallogic.com/papers/learning.html">A Learning Guide to Design Patterns</a><br />A paper on using study groups to learn about software design patterns, by Joshua Kerievsky of Industrial Logic, Inc. An excellent introduction to the idea of a study group. The specific topic he addresses, pattern language, has some relevance also in examining architectural settings for these groups! http://www.industriallogic.com/papers/learning.html<br /><a name="Web_Action_Learning"></a>Web Resources for Action Learning <a href="http://www.it.bton.ac.uk/staff/rng/teaching/IS307/ALbookmarks.html#Top of page#Top of page"> </a><br /><a href="http://www.imc.org.uk/imc/al-inter/">Action Learning International</a><br />This site is the gateway sponsored by the International Management Centres on behalf of Action Learners and Researchers globally into the wealth of information and resources available throughout the Internet. http://www.imc.org.uk/imc/al-inter/<br /><a href="http://www.scu.edu.au/schools/gcm/ar/arhome.html"></a><br /><a href="http://www.scu.edu.au/schools/gcm/ar/arhome.html">Action Learning Resources at Southern Cross University</a><br /> This is the “front page” of a substantial action research site. Links to action research, action learning and related resources at Southern Cross University and elsewhere.<br />http://www.scu.edu.au/schools/gcm/ar/arhome.html<br /> <br /><a href="http://www.imc.org.uk/journals/gabal/">The Global Accumulative Bibliography of Action Learning</a><br /> The Global Accumulative Bibliography of Action Learning ( GABAL ) is the fast route to significant published ideas and practice for all action learners world-wide. Whether your need is to keep abreast of new papers as they are published, or to carry out archival research from time-to-time, or both, GABAL is the mechanism to stay informed and to be effective. http://www.imc.org.uk/journals/gabal/<br /><a name="Web_Related_Topics"></a>Web Resources for Related Topics <a href="http://www.it.bton.ac.uk/staff/rng/teaching/IS307/ALbookmarks.html#Top of page#Top of page"> </a><br /><a href="http://www.fce-community.org/">The Foundation for Community Encouragement</a><br />An organization founded by M. Scott Peck to promote his ideas on community development. He has written extensively on the use of community building groups, and the processes that these undergo. http://www.fce-community.org/<br /><a name="Action_Learning_Books"></a>Books on Action Learning<br />McGill, Ian &amp; Beaty, Liz, Action learning : a practitioner's guide London : Kogan Page, 1992.<br />Pedler, Mike (Ed.), Action learning in practice - 2nd ed. Aldershot : Gower, 1991.<br /><a name="Related_Topics_Books"></a>Books on Related Topics<br />Peck, M. Scott , The Different Drum Arrow, 1990.<br />A book on community building, written from a (liberal) Christian perspective by a psychiatrist. He advocates the use of 'community building' groups, and gives a particular perspective on the dynamics of groups which is applicable to action learning sets.<br /><br /><br /><a href="http://www.it.bton.ac.uk/staff/rng/teaching/IS307/ALbookmarks.html#Action Learning Books"></a>

<strong>An Analogy for the difference between Soundness and Validity</strong><br /><br />You can look at it like a map and a compass if that helps. A <em>sound argument </em>is like a compass. A valid argument is like a map. The map if you do not have it held correctly will not take you where you want to go. It takes soundness or the compass to make it so that you orient your map correctly. The map is still good, still valid when it is not held or oriented properly as is an argument that the premise for it is wrong.<br /> <br /><strong>Does this help?</strong>

Here are some supplemental sites regarding APA formatting that you may find useful.<br /><br />Publication Manual of the American Psychological Association (APA) <a href="www.apastyle.org">www.apastyle.org</a> <br />Purdue OWL Writing Lab <a href="http://owl.english.purdue.edu ">http://owl.english.purdue.edu</a><br />Avoiding Plagiarism (The Writing Place, Northwestern University) <a href="http://www.writing.nwu.edu/tips/plag.html">http://www.writing.nwu.edu/tips/plag.html</a><br />Avoiding Plagiarism by Sharon Williams <a href="http://www.hamilton.edu/academics/resource/wc/AvoidingPlagiarism.html">http://www.hamilton.edu/academics/resource/wc/AvoidingPlagiarism.html</a><br />Avoiding Plagiarism: Mastering the Art of Scholarship (UC Davis) <a href="http://sja.ucdavis.edu/SJA/plagiarism.html">http://sja.ucdavis.edu/SJA/plagiarism.html</a><br />Avoiding Plagiarism (Oregon State) <a href="http://www.orst.edu/admin/stucon/plag.htm">http://www.orst.edu/admin/stucon/plag.htm</a><br />Guide to Avoiding Plagiarism (USC) <a href="http://www.usc.edu/student-affairs/student-conduct/ug_plag.htm">http://www.orst.edu/admin/stucon/plag.htm</a><br />Plagiarism (Earl Babbie) <a href="http://www.csubak.edu/ssric/Modules/Other/plagiarism.htm">http://www.csubak.edu/ssric/Modules/Other/plagiarism.htm</a><br />Plagiarism (Missouri) <a href="http://web.missouri.edu/~writmdp/plag.html">http://web.missouri.edu/~writmdp/plag.html</a><br />Plagiarism Q&amp;A <a href="http://www.ehhs.cmich.edu/~mspears/page1.htm">http://www.ehhs.cmich.edu/~mspears/page1.htm</a><br />Plagiarism: What it is and how to avoid it (UBC Biology) <a href="http://www.zoology.ubc.ca/bpg/plagiarism.htm">http://www.zoology.ubc.ca/bpg/plagiarism.htm</a><br />Plagiarism: What Is It and How to Recognize and Avoid It (Indiana) <a href="http://www.indiana.edu/~wts/wts/plagiarism.html">http://www.indiana.edu/~wts/wts/plagiarism.html</a><br /><br /><br />This one is especially helpful<br /><br />The Citation Machine (Helps to put those references into the right format)<br /><a href="http://citationmachine.net/">http://citationmachine.net/</a><br /><br />Use this site to Check your paper for Plagiarism<br /><br /><a href="http://www.dustball.com/cs/plagiarism.checker/">http://www.dustball.com/cs/plagiarism.checker/</a><br /><br /><a href="www.plagiarismchecker.com/">www.plagiarismchecker.com/</a>