session 4: myelearning practical john a. gedeon, edd april 6, 2011
TRANSCRIPT
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Session 4: myeLearning
Practical
John A. Gedeon, EdDApril 6, 2011
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• Missing Journal• database
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4 Ways to Use an Online Classroom
Web - Supported
Web -Enhanced
Web - Enabled
Web -Delivered
• Used to post or distribute materials in a f2f course
• Provides administrative convenience
• Does not enhance learning
• No teacher presence online
• Enriched f2f course with posted &Internet resources
• May have some teacher-ledasynchronous activities
• Student use of supplemental materials usually optional
• f2f course with integrated online learning activitiesthat may replace f2f activities
• Teacher/tutor provides feedback online
• Student participation is mandatory
• “100%” online course delivery with little or no f2f sessions
• f2f used for orientations, lab work, or proctored exams
• 100% teacher presence online
VOLUNTARY MANDATORY
Weak < BLENDED > Strong
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Home Page
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User Role Hierarchy• Administrators can usually do anything on the site, in all
courses. • Course Creators can create new courses “shells” (and
design/teach in them). • Teachers can do anything within a course, including modifying
activities and grading students. • Editing Teaching Assistant can perform most teacher functions• Non-editing Teachers can teach in courses and grade students,
but may not alter activities. • Students can utilize but not change activities/resources.• Guests are like ghosts, can see everything but cannot
participate.
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Categories of Functions
1. Administrative (Set-up)2. Communications3. Resources (Content)4. Learning Activities
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Administration
• Configure major course Settings• Assign status roles• Form Groups in class• View student activity Reports • View Course Grades spreadsheet
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myeLearning Side Blocks
INTERACTIVE SIDE BLOCKS: – “People” - class roster & group email– “Messages” - inbox & individual email sending– “Latest News” – from your “News Forum”– “Calendar” - Quiz & Assignments, etc.
• AUTOMATIC SIDE BLOCKS– “Upcoming Events” - Calendar Generated– “Recent Activity” - your past activity– “Activities” - clustered lists for the course
• See Handout on Side Blocks
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myeLearning E-mailINDIVIDUAL MESSAGES:• Use the “Messages” side block:• Click “Messages” > Search > Type name > Search > Click on
correct name > type & send message
GROUP MESSAGES: • Use the “People” side block:• Tick target names > “with selected users” > write & “send
message”
Note: All messages also automatically go to the person’s UWI OUTLOOK inbox at: https://mysta.uwi.edu/myEmail.asp
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Word Doc.PowerPointExcelPDF FileText/Web PageWebsiteDirectory
ImageFlash fileWindow MediaMp3 (Audio)RSS FeedLearning Object
Book
myeLearning Resources
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Resource Handouts
• Setting-Up myeLearning -Procedures
• Resource Management – Procedures
• Learning Activity Tools – Pedagogical Uses
• Need-Tool Chart
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LEARNINGACTIVITY
TOOLS
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myeLearning Activities
Chat
Forum
Assignment
Quiz
Hot Potato
Choice
Glossary
Journal
Wiki
Workshop
Database
Lesson
Survey
Questionnaire
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Content• This PowerPoint examines e-learning activities
in the following ways:– What is the tool for?– What are the benefits?– What are the limitations?– When should it be used?– How do I design a e-learning activity?– Conducting e-learning activities:
• Live: Opening-During-Closing• Asynchronous: How to manage the tool
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ASSIGNMENTS
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e-Tool: “Assignment”What is it?
Alerts the student that an assignment, project, or paper is required with instructions
Benefits?• Is visible to the student in the
current content block• Shows type of assignment• Allows place for instructions
& window
Limitations?
• Online vs. Offline assignments = Digital vs. Non-Digital submissions
• There is no structured rubric information area
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e-Tool: “Assignment”When to use it?
• When you want alert students that an assignment is due
• When assignment is complex and needs detailed instructions
• Explain an off-line assignment
How to Prepare?1. Write assignment
objective2. Write student
instructions3. Peer reviews?4. Create grading rubric5. Set deadlines and time
window6. Tell them where and
how to submit7. Configure the e-Tool
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Assignment TypesOffline activity• This is useful when the assignment is performed outside of
Moodle• Students can see a description of the assignment, but can't
upload files or anything. Online text• This assignment type asks users to edit a text, using the
normal editing tools. Teachers can grade them online and provide feedback
• Case studiesUpload a single file• Allows each participant to upload a single file, of any type.• This might be a Word document, or any digital file
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Managing: “Assignments”
• Download student files (except HTML)• Save in a folder• Correct all in one bunch (not piecemeal) add
your initials to filename• Enter grade & Feedback in Moodle
• Offline vs. Online Assignments• Second submissions
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QUIZ
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e-Tool: “Quiz”What is it?
Permits several types of online tests that are automatically graded
Benefits?• Save instructor time
correcting tests• Allows for retesting and
accepts the highest score• Can mix order of items for
each student with same quiz
Limitations?• Can only score “fixed
answer” questions• Sometimes trouble with
test window time (closes prematurely)
• Not designed to be 100% of your assessment strategy
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e-Tool: “Quiz”When to use it?
• For minor graded assessments
• Enforce readings• Check on event (chat) or
chapter understanding• For practice tests leading up
to a graded test• As an “attention grabbing”
device (not graded) or survey tool
How to Prepare?1. Create course Assm’t
Structure2. Review test item design
pointer3. Create items4. Write instructions5. Set time window6. Configure e-Tool
settings (dates, etc.)7. Insert notice on the
Calendar
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Quiz TypesFREQUENT
• True-False• Multiple Choice• Short Answer (enter word or phrase)• Numerical (enter correct value)• Matching (two columns of items) • Description (allows you to insert instructions)
INFREQUENT
• Random Question (pulls from a pre-set pool on in a certain category)
• Random Short-Answer Matching (mixture of both)
• CLOZE Embedded Answers (a question with multiple questions embedded)
• Note: “Workshop” can also count toward a student’s grade
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Managing: “Quizzes”
• Monitor quiz submission dates• Click on “Attempt Summary”• Delete non-final attempts after deadline• Click on date & time to see individual
responses
• See what items students are having problems with “Item Response Analysis”
• “Re-grade Attempts” (changing max points)
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WORKSHOP
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e-Tool: “Workshop”What is it?
A forum for peer review of submitted work which can be automatically graded
Benefits?• Evaluation is the highest form
of knowledge (Bloom)• Can catch misconceptions
early in a project• Provides powerful peer
feedback
Limitations?
• Can be a burden if too many reviews per student are assigned
• A lot of reading for the instructor as they review the reviews
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e-Tool: “Workshop”When to use it?
• To review a final submission• To review a presentation• To review work-in-progress:
– Topic proposals– An outline or plan– Early drafts of final
work• To show an exemplar/
example model for critique
How to Prepare?1. Determine total course
workshops to be used in course
2. ID number of reviews each student must do
3. ID evaluation criteria4. Counts toward grades?5. Set evaluation time
window6. Write instructions7. Configure e-Tool
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Managing: “Workshops”
• Phase-1: Set up• Phase-2: upload; instructor &
student assessment• Phase-3: P-2 + peer review• Phase-4: self & peer review only• Phase-5: Final grade calculation• Phase-6: Display final grades
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GLOSSARY
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e-Tool: “Glossary”What is it?
A searchable list of course-specific specialized terminology
Benefits?• Provides instant access via
hyperlinking anywhere in course
• Can be student constructed as a learning tool
• Glossaries can be exported & imported
Limitations?• I can be tedious for the
instructor to type in a large volume of definitions
• May vary from their textbook definitions
• Many terms have multiple definitions (“curriculum”)
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e-Tool: “Glossary”When to use it?
• As a main glossary (teach edit only)
• A weekly or topic-specific glossary
• Student constructed:
– Team per week– Definition per student– Peer critiques– Multiple submissions
contest
How to Prepare?1. Decide on glossary
usage2. ID terms that need
definition3. Create/collect
definitions4. Configure the e-Tool
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Managing: “Glossaries”
• If student generated:– Peer reviewed– Review student submissions & peer
comments/rating– Assign a score
• Using terms in a Forum:– Utilize autolink feature to pick up word usage– Review usage & assign points
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CHOICE
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e-Tool: “Choice”What is it?
Permits poll of students’ view on a given question
Benefits?• Allows instructor to assess
class mindsets on issues• They are interesting to
students—they see the feedback
Limitations?• Only limited by your
answer options you provide
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Sample Web Poll
Many people wanted the U.S. to give the United Nations more time to conduct inspections in Iraq, in the hopes the conflict may have been resolved peacefully instead of resulting in military action. Did you want the U.N. to have more time and if so, how much more?
[ ] Yes, 6 months or less[ ] Yes, 6 months to a year[ ] Yes, a year or more[ ] No, I didn't feel any more time would have been beneficial
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e-Tool: “Choice”When to use it?
• Early on see where “their heads are at”
• Uncover common misconceptions of the content/concepts
• Attitude change device—”outliers” see there position is not mainstream
• To keep students engaged and motivated
How to Prepare?1. Determine how many
times you will use Choice over the course
2. Write an objective for use of Choice
3. Create question & responses
4. Define response time window
5. Configure e-Tool
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Managing: “Choice”
• Review responses• Share with class• Ask for student
interpretation• Teacher’s
Interpretation and discussion
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WIKI
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e-Tool: “Wikis”What is it?
A tool that allows students to create individual or group web pages
Benefits?• Promotes web design skills• Promotes online collaboration
skills• Allows finished product to be
viewed/critiqued by others• Can educate others
Limitations?• As with any team efforts,
some may not participate• Hence, hard to give
individual scores, unless not done in teams
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e-Tool: “Wikis”When to use it?
• When an assignment is sharable with the class
• To split the topic & have each student/group research & create an educational product
• Group lecture notes• Brainstorming• Summarizing semester
material
How to Prepare?1. Write Wiki objective2. Write student
instructions3. Peer reviews?4. Create grading rubric5. Set deadlines6. Configure the e-Tool
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Managing: “Wiki’s”
• Teacher only review:– Review group/student submissions– Score by rubric
• Peer Review:– Provide rubric– Have them score target wikis– Review scores– Create final grade
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LESSON
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e-Tool: “Lesson”What is it?
A self-contained programmed unit of instruction with questions & branches that is page-based
Benefits?• Allows student to study on
their own• Can be used for a variety of
learning activities
Limitations?• Is time consuming to
design and configure
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e-Tool: “Lesson”When to use it?
• For stand-alone basic lessons• Branching Quizzes• Case Studies• Flash Card lessons• Simulations (what would you
do next) • Decision-making process
(diagnosis)
How to Prepare?1. Define Lesson objective2. Define pages and
questions3. Define branching map &
rules4. Collect/Create
resources to be used5. Write instructions &
rubrics6. Set time window7. Configure e-Tool
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Managing: “Lessons”
• There is not much management here for the teacher as the unit is self-contained
• Check student grades
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SURVEY
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e-Tool: “Survey”What is it?
A pre-designed survey to get feedback from students on learning dynamics
Benefits?• Gets their expectations for
the class• Measure actual satisfaction
with class in progress
Limitations?
• Do not over use as it can be tedious
• May be used after a stressful section of the course and get exaggerated readings
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e-Tool: “Survey”When to use it?
• When class first starts to get expectations
• During class to check the pulse and make mid-course corrections
How to Prepare?1. Define your Survey
strategy for the whole course
2. Select appropriate instrument
3. Define time window4. Configure e-Tool
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Managing: “Surveys”• Review the results • Share results with class• Recommend modifications
to your approach where appropriate
• Get student consensus• Implement
recommendations
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JOURNAL
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e-Tool: “Journal”What is it?
A tool that allows students to critically reflect on their learning process.
Benefits?• Promotes critical thinking• Creates conceptual linkages
constructively• Is safe way for users to
express themselves
Limitations?• Student often view it as a
report and not reflection• May use it mechanically• Students may be afraid to
share feelings• Student may provide only
“correct” responses
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e-Tool: “Journal”When to use it?
• Before/During/After: An Event/ Experience/Process/ Project/ Course….To elicit:
• Subject conceptual changes• Theory-to-Practice linkages• Meta-cognition (Thinking about
thinking)• Attitudinal changes (subject or
self)• Achievement/Progress• ID problems, applications,
solutions• Observations/Insights on
systems, others, the team…
How to Prepare?1. Define the topic2. Write an objective3. Define questions4. Create instructions5. Define protocols6. Set time & duration7. Configure Journal
settings
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Conducting: “Journal”
OPENING• Provide purpose & benefits• Stress confidentialityCLOSING• Provide summarized feedback• Thank student for contributions
DURING• Monitor conversation• Provide feedback on questions in to clarify, bring back on
track, correct, emphasize, elaborate, etc. • Ask secondary questions if helpful• Provide resources links or objects at times
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DATABASE
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e-Tool: “Database”What is it?
A tool that allows principles to emerge from data sets
Benefits?• Uses discovery method of
learning (instead of telling)• Good for providing examples
to support conceptual learnning
• Improves students research skills
• Is fun
Limitations?• Can be confusing if
students are not connecting data with theories
• Data may be fudged by student
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e-Tool: “Database”When to use it?
• You can upload your database and instruct students to do exercises with it
• Students can research and construct a (gradable) database by submitting:– A file– An image– An URL (website address)– A numerical value– Text response– A date– Latitude/Longitude– Checkbox (select one or more
options)
How to Prepare?1. Define the topic2. Write an objective3. Create instructions4. Set time & duration5. Configure Database
settings
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Managing: “Database”
Instructor Provided• Review the students
conclusions• Provide feedback
Student Researched• Make sure all contribute• Have them draw
conclusions or principles from data set
• Discuss
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QUESTIONNAIRE
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e-Tool: “Questionnaire”What is it?
A tool that allows data to be collected from students
Benefits?• Software automatically
collates data into Excel• Constructivist learning of
different perspectives• Can be repeated over
different semesters
Limitations?• Students may try to
provide the “correct” responses
• Students may not respond at all
• Limited to the quality of the questions
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e-Tool: “Questionnaire”When to use it?
• Student opinions on a complex topic or issue
• Conduct research with students as subjects
• Student evaluation of course delivery
How to Prepare?1. Define the topic2. Write an objectives3. Create questions4. Create instructions
5. Set time & duration6. Configure
Questionnaire settings
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Managing: “Questionnaire”
• Review the results• Create table or
graphs of critical data• Review/provide
results to students• Have them interpret• Discuss
interpretations
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Where Moodle Falls Short• In other virtual classrooms there is usually a way for groups of
students to collaborate in an online meeting where they can:– Chat– Work on/edit documents live– File exchange (which you can do with email)– Use a whiteboard– Do group surfing
• An example is Microsoft’s Live Meeting (see Demo)• In lieu of that, we can use Moodle’s:
– Chat & Forum (with document attachments) specially set up for groups
– Use Wiki for working together– Use MSN Messenger for chat & whiteboard– Glossary & Workshop can also be used for limited forms of
collaboration
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DIALOGUEE-TOOLS
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e-Tool: “Chat”What is it?
A tool that allows multiple users to send instant typed messages that all can see
Benefits?• Brings a sense of emotional or
social contact• Is “safe” way for users to
express themselves• Can instantly respond to or
“correct” users
Limitations?• Slow typists suffer• No visuals• Synchronous activity
(getting everyone online @ same time)
• Can be hard to follow threads
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e-Tool: “Chat”When to use it?
• Replacement for classroom discussion
• To explain difficult concepts• To share points of view• Student presentations
How to Prepare?1. Define the topic2. Write an objective3. Create instructions4. Define protocols5. Set time & duration
(may have 2 sessions for convenience)
6. Configure Chat settings
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Exercise: “Chat”
1. Pick any situation from the “When to use it?” section of the previous slide
2. Write up how you would prepare for a chat session using the previous slide’s “How to Prepare?” section.
3. Share with class
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Conducting: “Chats”
OPENING• Greet everyone• Provide some small talk• Provide orientationCLOSING• Summarize• Thank everyone• Next step is…
DURING• Monitor conversation• Jump in to clarify, bring back on track, correct,
emphasize, elaborate, etc.• Ask secondary questions• Provide resource links or objects at times
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e-Tool: “Forum” (Discussion Boards)What is it?
Allows multiple users to post messages anytime that all can see
Benefits?• Brings a sense of emotional or
social contact• Users have to reflect and to
express themselves• Assesses where students are
“at”
Limitations?• Threads can be hard to
follow• Time to open each
comment• Some comments are just
small talk
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e-Tool: “Forum” (Discussion Boards)When to use it?
• Replacement for classroom discussion
• To share points of view• To answer a question• Share information with
attachments• Solve a problem• Student presentations/
critiques
How to Prepare?1. Define the topic2. Write an objective3. Create instructions4. Are attachments OK?5. Define protocols6. Set time & duration7. Configure Forum
settings
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Exercise: “Forum” (Discussion Board)
1. Pick any situation from the “When to use it?” section of the previous slide
2. Write up how you would prepare for a Forum (discussion board) session using the previous slide’s “How to Prepare?” section.
3. Share with class
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Conducting: “Forums”
OPENING• Post question(s)• Make it visible
CLOSING• Summarize important points (use student’s contributions)• Thank everyone• Next step is…
DURING• Monitor conversation• Jump in to clarify, bring back on track, correct, emphasize,
elaborate, etc. (but not too soon)• Ask secondary questions if the main question was “beaten to
death”• Provide resource links or objects at times
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DO’S &DON’T’S
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General Points to Remember• Made for all types of institutions (many
options)• Default settings are OK 95% of the time• Navigating the Course (Breadcrumbs)• Switching User Roles• Turn Editing “ON”• Refreshing Moodle (F5)• Timing Out (30 minutes automatic)• Saving work (it doesn’t stick until you click the
bottom icon)
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Netiquette
• See Netiquette handout• Create your own rules • Review rules after each semester
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SUPPLEMENTALSLIDES
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Keyboard ShortcutsCTRL + A
Highlights the whole document
CTRL + C
Copies what is highlighted
CTRL + V
Pastes what you just copied
CTRL + Z
Undo your last step
CTRL + P
Print current window
ALT + TAB
Jump back to last program
F5 Refresh (update) myeLearning
CTRL+Home
Jump to beginning of document
CTRL+End
Jump to end of document
SHIFT+ F5
Jump to previous spot in the same document
HiLite + Drag
Move text or image to a new location
HiLite+CTRL+Drag
Make a copy of and then move text image to new place
PRT SCR
Creates a image of the screen you can paste anywhere