Module 7
Learning Objects1. Which repositories did you visit, and what process/strategy did you use to locate an appropriate learning object? What tips would you offer to somebody else undertaking their own search?
The search for Learning Objects was fraught with distractions and frustrations, swamped by readings, juggling multiple windows and waiting for video downloads. Lack of computer skill (Gunn, 2005) and poor equipment functionality (Shu Yua & 2006; Zemsky, 2004) have given me new insight into e-learning. Adopting Greal and Elliots' definition of Learning Objects (Anderson, 2004) as text, graphics, audio or video that are guided or directed a Learning Object was eventually chosen.

http://www.mcli.dist.maricopa.edu/mlx/slip.php?item=1806 (Appendix 3.)
MLX Package #1784:Audio Postcards for Intercultural Learning which comprises Communication, Storytelling, Digital Storytelling and Cultural Studies (Supporting Research Design and Literature Review is attached in Appendix 2.)

However without guidance text, graphics, audio, video and other media are identified as Knowledge Objects according to Anderson (2004). Several Knowledge Objects augment the Learning Object in medium derived from;
http://ocw.mit.edu/OcwWeb/web/courses/courses/index.htm http://openlearn.open.ac.uk/course/category.php?id=6 http://openlearn.open.ac.uk/course/view.php?id=2494

Strategies and Tips for Palliative Care Educators Searching for Learning or Knowledge Objects
1. Be search specific. Include terms Free, Open, Learning Objects, Medical, Nursing narrowing to Palliative Care.
2. Time on task!(Chickering, 1996). Stop when you have drifted too far away from your search terms or set a time limit on length of time spent searching.
3. Follow suggestions-from librarians, course leaders, other students and suggested links on individual web pages.
4. Be aware of hidden barriers (Cost, Institutional or National memberships only) that gatekeep many learning and knowledge objects.
5. Try Discipline Specific-Hospice or Palliative Care Organisations. St. Christopher's Hospice, Hospice New Zealand, Toronto University (Leeder & 2002) hosting "Ian Anderson Continuing Education Program in End-of Life Care" are all free and accessible. They all provide a huge range of downloadable referenced power point presentations. Most require much cutting, pasting and reformatting to reproduce. I have used them after a courtesy email to the author/ receipt of permission.
7. Save your searches into your favourites folder to eliminate time wasted repeating searches. Share them with others, utilise the "File:"send to" option on your toolbar also useful if you are working remotely and would use these addresses at work.
8. Have low expectations and be pleasantly surprised (D.(n.d.) Wiley & ; Zemsky, 2004)
9. Maintain a sense of humour.

2. What learning objective(s) will the learning object help your students achieve? How?

Learning Objectives are Identification and Insight into patient and family Ethical Issues which improves Hospice Palliative Care Nurses Assessment abilities. Insight is only possible where the HPCN is able to recognise personal and professional boundaries (Katherine, 1993; McGrath & Edwards, 2000) identifying situations where s/he may be triggered. Learning outcomes will result in more insightful, reflective and resilient HPCN. Reflection may occur before, during or after action (Fook, 2000; Schon, 1983, 1987).
Students will be required to submit an introductory self-reflection based on MLX Package #1784: Audio Postcards for Intercultural Learning which comprises Communication, Storytelling, Digital Storytelling and Cultural Studies. The cultural package will be augmented by a course on Paternalism from http://openlearn.open.ac.uk/course/view.php?id=2494. combined with an existing power point presentation on Professional Boundaries (own resource).

HPCN encounter ethically challenging issues including requests for assistance in prematurely ending life (D. L. Volker, 12/19/2003). Euthanasia readings will be hyperlinked as suggested reading material including (Aranda, 2001; Baird & Rosenbaum, 1989; Bauby, 1997; Bolen, 1996; Bolton, 1987; Bowman, 2000; Buckman, 1998; Corr & Corr, 1983; Coulehan, 2000; De Hennezel, 1997; Duraghee, 1996; Katherine, 1993; Kjolseth & Ekeberg, 1997; McGrath & Edwards, 2000).

Their self reflecting introduction will be prompted with questions such as "reflect on the article and discuss how you might react in this situation". A word count and timeline will be included in the form of a rubric outlining expectations (Chickering, 1996).
These learning objects will stimulate reflection and identification of challenges presenting the HPCN in daily community work. This process, defended as constructivist, not solely academic (Nunes, 2003) but occurring in a situated and authentic way aiming to develop expertise (Fook, 2000). Nunes' (2003) paper addresses academic learning in higher institutions whereas Fook (2000) describes skills and knowledge constructed in multidisciplinary expert teams. HPCN are located firmly in such an expert team.

3. What are the terms and conditions for accessing and re-using the learning object in your course?

My Learning Object is free, downloadable and reusable. It is created under the umbrella of the Creative Commons (http://creativecommons.org/. They are free with permission from the author, to be re-used, reshaped for education not commercial purposes, acknowledging the author. Gunn (2005) supports a standardised approach which is reflected in the Creative Coomons, encouraging reuse and repurposing of Learning Objects.

4. How will you integrate the learning object into your course design? Can it be used exactly as is, or does it (or your course) require changes? Are changes permissible/realistic?

(Leeder & 2002) warns of the cost involved starting without a Learning Object or from "scratch". (D. (n.d.) Wiley & )supports the "bits and pieces" approach to developing a robust platform that is transparent to students. Permission to adapt the contents of the course will be gained by emailing the author.

The Learning Object comprises 3 weblinks and 8 supplements which are all functional. The object is not immediately usable. It is designed as a longer course involving audio technology. The material however provides a research base supporting storytelling as an authentic learning method. It is the Storytelling componenet that resonates with the preferred learning tool amongst HPCN in my particular setting. Rubrics for assessment are available for inclusion and adaptation to the specific tasks and outcomes. See links below-

http://www.mcli.dist.maricopa.edu/mil/fellows.php?what=bio&yr=6&id=0
Maricopa Institute for Learning web. Above link to Holly McKinzie Beene project 2005-2005.
http://helenbarrett.com/portfolios/SITEStorytelling2006.pdf
Barrett, H. (2006) "Researching and Evaluating Digital Storytelling as a Deep Learning Tool." Article includes outcome-based research design and detailed rubric.
http://www.coe.uh.edu/digitalstorytelling/evaluation.htm
"Educational Uses of Digital Storytelling" focuses on University of Houston’s Laboratory for Innovative Technology in Education (LITE) research studies on effectiveness of digital storytelling; includes detailed rubrics.
Goals, equipment resources required and assessment are all included in the package. The major task requires students compile a digital/audio/visual product demonstrating their cultural identity. Depending on the student's ability and resources the digital/audio/visual component may be substituted or augmented by autobiography posted by email.
Repurposing the course is estimated at 5-10 hours work.

5. What knowledge, experience and attitudes of your particular student group do you anticipate might help or hinder the integration of your learning object? How can you best harness or overcome these factors?

HPCN enjoy telling their stories. They have indicated in a recent education review that this is their preferred method of learning. Self disclosure and reflective practice are already embedded in the culture in the form of Peer Supervision, Multidisciplinary Team Meetings and Debriefings following Critical Events. These practices build a strong sense of team. (Akar, 2004) points to establishing a strong sense of community to provide successful online collaboration.

Low Computer Technology Skills may hinder some. However, training in electronic web based systems is currently underway at Mercy Hospice Auckland. Utilizing this proposed Orientation training package e-portfolio will complement and cement newly acquired skills.
Prompt and frequent feedback until confidence is established will provide support (Chickering, 1996). Many have already completed Postgraduate Studies either partially or fully distance learning mode. For these it will be a refreshing of computer knowledge. Shu & Yua (2006) in a study of Community Nurses discovered deterrents were cost of computer equipment and uses of personal time to undergo training. These have been voiced in my place of work. Management understanding and buy in will be pivotal to successfully utilizing the e-portfolio Orientation to Community programme. The investment in a web based electronic record currently underway provides a way to "piggyback" the training package into the workplace.

For those unused to working with the material and format prompting questions will provide a starting place in the reflective response followed by ongoing discussion in a asynchronous group forum. The ability to work at a chosen place and space may suit some, for those who do not have adequate systems at home there is provision in the workplace to access computer and internet.
Hyperlinks to websites and articles will reduce anxiety about lack of researching skills combined with high support initially is anticipated until familiarity is gained with information.
As an initial and concurrent task able students will be asked to compile a list of FAQ's. Groups will vary in size from 2 to perhaps 5 at the most. Peer mentoring, feedback and trainer voice will moderate towards collaborative learning (Dylan 25/4 blog). The smaller the group the less interaction, however, deeper connections may result with less threads to follow.


References
Akar, E. O., E. Tuncer,B. Wiethoff,M. (2004). Evaluation of a collaborative virtual learning environment [Electronic Version]. Education & Training, 46, 343. Retrieved 29/04/07 from http://proquest.umi.com.ezproxy.auckland.ac.nz/pqdlink?did=711341801&sid=1&Fmt=4&clientId=13395&RQT=309&VName=PQD
Anderson, T. E., F. (Ed.). (2004). Theory and Practice of Online Learning. Athabasca: Athabasca University.
Aranda, S. (2001). Silent voices, hidden practices. International Journal of Palliative Care, 7(4), 178-185.
Baird, R. M., & Rosenbaum, S. E. (1989). Euthanasia: The Moral Issues. New York: Prometheus Books.
Bauby, J. D. (1997). The Diving Bell and the Butterfly. London: Fourth Estate.
Bolen, J. S. (1996). Close to the Bone. U.S.A.: Harper Collins.
Bolton, R. (1987). People Skills. Sydney: Simon & Schuster.
Bowman, K. W. (2000). Communication, Negotiation, and Mediation: Dealing with Conflict in End-of-Life Decisions. Journal of Palliative Care(October), 17-23.
Buckman, R. (Ed.). (1998). Communication in palliative care: a practical guide (Second ed.). Oxford: Oxford University Press.
Chickering, A., W. and Ehrmann, Stephen,C. (1996). Implementing the Seven Principles:Technology as a Lever. AAHE Bulletin(October), 3-6.
Corr, C. A., & Corr, D. M. (Eds.). (1983). Death in Modern Society. New York: Springer Publishers.
Coulehan, J. (2000). Feeding the Moral Sense: The Case of Jim Blair. Journal of Clinical Ethics, 11(3), 272-278.
D. L. Volker, R., PhD, AOCN. (12/19/2003). Assisted Dying and End-of -Life Symptom Management [Electronic Version].
De Hennezel, M. (1997). Intimate Death. London: Warner Books.
Duraghee, T. (1996). Reflective Practice: linking theory and practice in palliative care nursing. International Journal of Palliative Nursing, 2(1), 22-25.
Fook, J. R., Martin. Hawkins, Linette. (2000). Professional Expertise; Practice, theory and education for working in uncertainty. London: Whiting & Birch.
Gunn, C., Woodgate, S., & O’Grady, W. . (2005). Repurposing learning objects: a sustainable alternative.: ALT-J, Research in Learning Technology, 13(3), 189-200. .
Katherine, A. (1993). Boundaries. New York: Parkside Publishing.
Kjolseth, I., & Ekeberg, O. (1997). [Suicide attempts among the elderly]. Tidsskr Nor Laegeforen, 117(27), 3988-3991.
Leeder, D., Wharrad, H., & Davies, T. , & (2002, 13th, 14th &15th November 2002.). Beyond institutional boundaries: reusable learning objects for multi- professional education. . Paper presented at the The 3rd Annual Research Conference of the School of Nursing & Midwifery Studies, University of Dublin, Trinity College,.
McGrath, H., & Edwards, H. (2000). Difficult Personalities: A practical guide to managing the hurtful behaviours of others ( and maybe your own!). Sydney: Choice Books.
Nunes, M. B., & McPherson, M. (2003). Constructivism vs. Objectivism: Where is difference for Designers of e-Learning Environments? Paper presented at the Proceedings of the 3rd IEEE International Conference on Advanced Learning Technologies
Schon, D. A. (1983). The Reflective Practitioner. U.S.A.: Harper Collins.
Schon, D. A. (1987). Educating the Reflective Practitioner.
Shu Yua, K.-F. Y., & (2006). Attitudes toward web-based distance learning among public
health nurses in Taiwan: A questionnaire survey
[Electronic Version]. International Journal of Nursing Studies, 767–774 from www.elsevier.com/locate/ijnurstu.
Wiley, D. n. d., & Cast of Characters & How to Use This Book, in Advanced Topics in Learning Object Design and Reuse. Retrieved Retrieved January 7, 2007,, from http://ocw.usu.edu/Instructional_Technology/Advanced_Topics_in_Learning_Object_Design_and_Reuse/characters.htm.
Wiley, D. n. d., & The Definition Debate, in Advanced Topics in Learning Object Design and Reuse. Retrieved Retrieved January 7, 2007,, from http://ocw.usu.edu/Instructional_Technology/Advanced_Topics_in_Learning_Object_Design_and_Reuse/debate.htm.
Zemsky, R., & Massy, W. F. . (2004). The dynamics of innovation. In Thwarted innovation: What happened to e-learning and why? [Electronic Version], 7-12. Retrieved Retrieved August 31, 2006, from http://www.irhe.upenn.edu/Docs/Jun2004/ThwartedInnovation.pdf


Appendix 1.
Palliative Care Websites; Searches and Evaluation.
Very Useful
http://ocw.mit.edu/OcwWeb/web/courses/courses/index.htm
http://www.merlot.org/merlot/communities.htm
has a well organised site accessed on this ocassion by a link from medline. http://www.merlot.org/merlot/viewMaterial.htm?id=91342
Has an excellent auscultation package complete with sound and explanations.

http://www.cityofhope.org/prc/
City of Hope Pain & Palliative Care Resource Center Website and a hyperlinked inventory of text resources for City of Hope Pain & Palliative Care Resource Center Website. A self paced pain ,management questionaire- American, needing adjustment to local situation. Permission clear on homepage that all the Palliative Information is free and adaptable.

http://www.hms.harvard.edu/cdi/pallcare/resources.htm
http://www.capc.org/research-and-references-for-palliative-care/ click on the link -
Additional Resources and Websites turns up an entire page of resources, contacts and Learning objects. Containing an interactive video/text neuropathic pain module
http://palliative.info/ has a teaching learning repository. http://www.cme.utoronto.ca/endoflife/default.htm holds entire training programme complete with notes, how to hold discussions and full sets of power point slideshows.
http://www.vts.intute.ac.uk/acl/tutorial?sid=951426&op=preview&manifestid=175&itemid=
Internet for Nursing, Midwifery and Health Visiting

Cochrane Library
http://www.mrw.interscience.wiley.com/cochrane/cochrane_search_fs.html?mode=startsearch&products=all&unitstatus=none&opt1=OR&Query2=&zones2=article-title&opt2=AND&Query3=&zones3=author&opt3=AND&Query4=&zones4=abstract&opt4=AND&Query5=&zones5=tables&FromYear=&ToYear=&Query1=palliative+care&zones1=keywords&submit_go.x=14&submit_go.y=12 submitted 14 reviews to support practice- seach for pall care

http://www.mrw.interscience.wiley.com/cochrane/cochrane_search_fs.html?mode=startsearch&products=all&unitstatus=none&opt1=OR&Query2=&zones2=article-title&opt2=AND&Query3=&zones3=author&opt3=AND&Query4=&zones4=abstract&opt4=AND&Query5=&zones5=tables&FromYear=&ToYear=&Query1=nursing&zones1=keywords&submit_go.x=13&submit_go.y=10 reviews
(http://creativecommons.org/ for copyright information

Might be Useful

http://www.nlm.nih.gov/medlineplus/tutorials/
Provides a wealth of patient information related to cancer and other anatomy procedural tests. The material is protected by copyright specifically banning any change to the presentation, incorporation or integration into other programmes. It could be useful for patient education with a nurse alongside to skip over the Amercian pieces.

http://www.myphr.com/resources/tour.asp at Learning about learning objects http://www.learning-objects.net/modules.php?name=Web_Links&l_op=viewlink&cid=125 downloaded 11/05/07
Has an example of personal health records with colourful graphics but is copyrighted and would require the permission to use/change.
-Doubtful as the intent is to distribute and educate the American public. Might be useful to use as resource.

(http://www.ivimeds.org/) nursing (IVINURS http://www.ivinurs.org/),

Not Useful
MedEdPORTAL, and Palliative Care Educational Resources
Royal College Nurses(unless a fully paid member)

Appendix 2.
Supporting Information and Literature Review provided by Helen C. Barrett/Maricopa
Researching and Evaluating Digital Storytelling as a Deep Learning Tool

Helen C. Barrett
The REFLECT Initiative
United States
helen.barrett@comcast.net


Abstract

This roundtable will discuss Digital Storytelling as a tool for deep learning, and provide a framework for researching and evaluating the process. An emerging theory of storytelling as learning and reflection on practice will be discussed, as well as the role of digital storytelling in teacher education. This roundtable will focus on a proposed research design to collect data about digital storytelling in education; several digital storytelling rubrics used to assess completed projects; and a Literature

Review on Digital Storytelling.

Digital Storytelling: Convergence
This figure graphically demonstrates that Digital Storytelling facilitates the convergence of four
student-centered learning strategies: student engagement, reflection for deep learning, project-
based learning, and the effective integration of technology into instruction.
• How do digital stories provide evidence of deep learning?
• Under what conditions can digital stories be successfully used to support assessment for learning?
• Under what conditions do students take ownership of their digital stories?
• What are the benefits of developing digital stories as perceived by students, teachers,
administrators, and/or parents?
• What are perceived obstacles to implementing digital storytelling with P-12 students and how can
they be overcome?
• How does the quality of paper-based reflection differ from digital stories?
Data could be generated through surveys, on-site observations, online discussions, and journals, as well as the aggregation of student performance-based assessment data.

The research should draw upon the established literature and theoretical constructs with validated
research instruments and data collection protocols. A more comprehensive literature review is included at the end of this document. These resources could include:

• Reflection: Jennifer Moon, Donald Schön, John Dewey
• Storytelling as Learning: Maxine Alterio & Janice McDrury
• Motivation: Self-Determination Theory, Intrinsic Motivation (Deci & Ryan):
http://www.psych.rochester.edu/SDT/
• Student Engagement and Qualities of Engaging Schoolwork (Schlechty Center):
http://schlechtycenter.org
• Technology Competency: ISTE NETS-T and NETS-S plus Essential Conditions
• Portfolio Development: Teachers (Lyons, Shulman), K-12 Students (Hebert, Davies),
Post-Secondary (Yancey, Cambridge, Tosh)
• Assessment FOR Learning: Stiggins, Davies, QCA: http://www.qca.org.uk/afl/
• Project-Based Learning: Buck Institute for Education
(http://www.bie.org/pbl/index.php ) and (http://www.bie.org/research/pbl/index.php ) and
George Lucas Educational Foundation
(http://www.edutopia.org/php/keyword.php?id=037 )

Literature Review - Digital Storytelling

Abrahamson, C.E. (1998). Storytelling as a pedagogical tool in higher education. Education, 118(3), 440-451.
Ackerman, R., & Maslin-Ostrowski, P. (1995). Developing case stories: An analysis of the case method of
instruction and storytelling in teaching educational administration. Paper presented at the American
Educational Research Association, San Francisco, CA.
Banaszewski, T. (2002). Digital storytelling finds its place in the classroom. Information Today.
http://www.infotoday.com/MMSchools/jan02/banaszewski.htm
Burk, N. M. (1997). Using personal narratives as a pedagogical tool: Empowering students through stories.
Paper presented at the Annual Meeting of the National Communication Association, Chicago, IL.
Brinkley, E.; Leneway, R.; Webb, A. & Harbaugh, C. (2002) Preparing for Digital Story Telling.
http://t3.preservice.org/wmu/Preparing%20for%20Digital%20Story%20Telling.htm
Center for Digital Storytelling. http://www.storycenter.org
Clandinin, D. J., & Connelly, F. M. (1999). Narrative Inquiry: Experience and story in qualitative research. San Francisco: Jossey-Bass.
Connelly, F. M., & Clandinin, D. J. (1990). Stories of experience and narrative inquiry. Educational
Researcher, 19(4), 2-14.
Denning, S. (2001). The Springboard: How Storytelling Ignites Action in Knowledge-Era Organizations. Boston: Butterworth Heinemann
DeSalvo, L. (1999). Writing as a Way of Healing: how telling our stories transforms our lives. Boston:
Beacon Press.
Fulford, R. (1999). The Triumph of Narrative: Storytelling in the Age of Mass Culture. New York: Broadway Books
Howell, D. D. & Howell, D. K. (2003) Digital Storytelling: Creating an eStory. Worthington, OH: Linworth Publishing.
Jonassen, D. H. (2003). Designing research-based instruction for story problems. Educational Psychology Review, 15(3), 267-296.
Jonassen, D.H. & Hernandez-Serrano, J. (2002). Case-based reasoning and instructional design using stories to support problem solving. Educational Technology Research and Development, 50(2), 65-77.
Kreber, C. (2001). Learning Experientially through case studies? A conceptual analysis. Teaching in Higher Education, 6(2), 217-228.
Kreps, G. L. (1998). The power of story to personalize, enrich, and humanize communication education: My own story about having fun spinning tales, and illustrating key points in the classroom. Paper presented at the Annual Meeting of the National Communication Association, New York, NY.
Lambert, J. (2002) Digital Storytelling: Capturing Lives, Creating Community. Berkeley, CA: Digital Diner Press.
Lauritzen, C. & Jaeger, M. Integrating Learning Through Story: The Narrative Curriculum. Albany, NY: Delmar Publishers
Lathem, S.A. (2005) Learning Communities and Digital Storytelling: New Media for Ancient Tradition. Society for Information Technology and Teacher Education International Conference 2005
Lathem, S.A., Morris, J.L, Vandersall, K. (2004) PT3 FEAT To Portfolio Connection. Society for Information Technology and Teacher Education International Conference 2004(1), 3434-3439. [Online]. Available: http://dl.aace.org/14941
Levin, B. B. (2003). Case studies of teacher development: An in-depth look at how thinking about pedagogy develops over time.
Liedtka, J. The promise and peril of video cases: Reflection on their creation and use. Journal of Management
Education, 25(4), 409-424.

Digital Storytelling Research Design
Lipman, D. (1995). The Storytelling Coach: How to Listen, Praise, and Bring Out People’s Best. Little Rock: August House Publishers, Inc.
Maguire, J. (1998). The Power of Personal Storytelling: Spinning Tales to Connect with Others. New York: Jeremy P. Tarcher/Putnam.
McDrury, J., & Alterio, M. (2000). Achieving reflective learning using storytelling pathways. Innovations in Education and Teaching International, 38(1), 63-73.
McDrury, J., Alterio, M. (2003) Learning through Storytelling in Higher Education. London: Kogan Page.
Meade, E. (1995). Tell It by Heart: women and the healing power of story. Chicago: Open Court
Meadows, D. (2003) Digital Storytelling: Research-Based Practice in New Media. Visual Communication. 2003; 2: 189-193.
Mellon, C.A. (1999). Digital Storytelling: Effective learning through the internet. Education Technology, 39(2), 46-50.
Mergendoller, J. & Thomas, J. (2004) Managing Project-Based Learning: Principles from the Field. Buck Institute for Education. http://www.bie.org/research/pbl/index.php
Moon, J. (1999) Reflection in Learning and Professional Development. London: Kogan Page.
Moon, J. A. (2004). A Handbook of Reflective and Experiential Learning: Theory and Practice. London: RoutledgeFalmer.
Paull, C. (2002) Self-perceptions and social connections: Empowerment through digital storytelling in adult education. Dissertation published by University of California, Berkeley
Porter, B. (2004) DigiTales: The Art of Telling Digital Stories. Sedalia, CO: DigiTales StoryKeepers.
http://www.digitales.us
Rossiter, M. (2002). Narrative and stories in adult teaching and learning.
Rusche, D. H. (2004). A comparative study of various digital storytelling programs.
http://idt.emporia.edu/graduateprojects/rusche/index2.htm
Schank, R. (1991) Tell Me a Story: A New Look at Real and Artificial Memory. Atheneum
Schank, R.C. (1990). Tell me a story: Narrative and intelligence. Evanston, IL: Northwestern University Press.
Schön, D. (1991) The Reflective Turn: Case Studies in and on Educational Practice. New York: Teachers College Press.
Simmons, A. (2001). The Story Factor: inspiration, influence, and persuasion through the art of storytelling.
New York: Basic Books.
Standley, M. (2003, June). Digital Storytelling: Using new technology and the power of stories to help our students learn--and teach. Cable in the Classroom, 16-18.
http://www.ciconline.com/Enrichment/Teaching/learningwithtechnology/magarticles/mag_0603_digita
l_storytelling.htm
Standley, M. & Ormiston, M. (2003) Digital Storytelling with PowerPoint. Eugene: Visions Technology in Education.
Stepanek, M. (2000). Tell me a (digital) story. Business Week (3681).
Stone, R. (2004). The Healing Art of Storytelling - A Sacred Journey of Personal Discovery. New York: Authors Choice Press.
Stuckey, N. (1995). Performing oral history: Storytelling and pedagogy. Communication Education, 44, 1-14.
Thomas, J. (2000). A Review of Research on Project-Based Learning. Prepared for the AutoDesk
Foundations. http://www.bie.org/research/pbl/index.php
Appendix 3.
Poster for Learning ObjectPoster for Learning Object
(Unable to paste but viewable at http://www.mcli.dist.maricopa.edu/mlx/slip.php?item=1806.