The 21st Century Pedagogy Alternatives and Tricks/Tools of the Trade
For the condensed summary page go to http://www.trinity.edu/rjensen/000aaa/updateel.htm 

Bob Jensen at Trinity University

How can you best publish books, including multimedia and user interactive books, on the Web?
Note that interactive books may have quizzes and examinations where answers are sent back for grading.

History and Future of Course Authoring and Distribution Technologies
http://www.trinity.edu/rjensen/290wp/290wp.htm
(This includes modules on Blackboard, Moodle, and various competitors)

Organizing your papers and citations from the Web
Sharing and remotely accessing your bookmarks

Google, Yahoo, Wikipedia, and YouTube as Knowledge Bases

New and Old Tools

Virtual World Research

Open Sharing and Adaptive Hypermedia

History of Spreadsheets in Education

Bye Bye Blackboard

Variable Speed Video and the BYU Noteworthy Success

The Future of Textbooks  

Devices and Systems for Mobile Learning

Distance Education Magazines and Journals  http://www.trinity.edu/rjensen/crossborder.htm#Resources 

Resources for Faculty --- http://www.trinity.edu/rjensen/000aaa/newfaculty.htm 

The Latest Experiments in Student Recruitment by Colleges

PowerPoint and Other Teaching Helpers (Socratic Dialogue Gives Way to PowerPoint)

How to Add Audio to PowerPoint Presentations

Finding, Capturing, Storing and Sending Open Courseware
(Including MIT's search engine for searching for topics within a video lecture)

Future Lab (in the U.K.):
Developing innovative learning resources and practices that support new approaches to education for the 21st century.

Just-In-Time Teaching

Instant Messaging

Classroom, Building, and Campus Design (including LCD versus DLP) 

In a Nutshell:  Authoring Design and Software for the Web --- http://www.trinity.edu/rjensen/000aaa/thetoolsa.htm 

Innovative Cell Phone Technology

Response Pads and Clickers 

Tablet Computing 

Myths About Education Technologies

Ideas for Modifying Traditional Classroom Materials Into Online Learning Materials
(Including Updates on MIT's Open Knowledge Initiative called OKI)

Edutainment and Learning Games (including Dominos and Jeopardy and Monopoly)

Using the Monopoly Board Game for Education Edutainment

Second Life Virtual Worlds

Virtual Reality 

Humor in Online Teaching

Example From a Texas A&M Professor Providing Distance Education in Mexico

Ideas for Teaching Online (including Distance Education via Centra Symposium and Webex)

Tools for Learning in the Boondocks

Technology Aids for the Handicapped, Disabled, and Learning Challenged

How To and How Not To Deliver Distance Education 
War stories from teachers in the first accredited online MBA program.

Cognitive Processes and Artificial Intelligence

Real Aud Audit Simulation

Interactive Network Simulation Learning Example

Advantages and Disadvantages of Education Technologies

Chris Dede's Vignettes

An Example of a Low Budget and Very Remarkable Online Course

Knowledge Portals and Vortals
http://www.trinity.edu/rjensen/000aaa/portals.htm 

Web Page Design:  Ah, What Rotten Webs We Weave 

Resources --- http://www.trinity.edu/rjensen/000aaa/newfaculty.htm#Resources 

Classroom Use of Laptops and iPods 

Wikis Made Simple -- Very Simple

The Magic of DVR Recording 

RU THR? OMW ---The University of Florida Experiment With Text Messaging

Statistical Survey Sampling and Analysis

Computer Grading of Essay Questions --- http://www.trinity.edu/rjensen/assess.htm#Essays

Remote (online) Testing of Students --- http://www.trinity.edu/rjensen/assess.htm#OnlineOffCampus

Accounting Education Software --- http://www.trinity.edu/rjensen/Bookbob1.htm#software

Software for administering online examinations and quizzes ---

Onsite Versus Online Education (including controls for online examinations and assignments) ---  http://www.trinity.edu/rjensen/assess.htm#OnsiteVersusOnline

Some universities, especially those with distance education programs, have online examination software. This varies greatly in cost and quality. You can read more about such software at http://www.trinity.edu/rjensen/assess.htm#Examinations

How students can find internships
Helpers for managing student interns
Intern Toolkit --- http://www.interntoolkit.com/

Drama Simulations --- http://www.cob.tamucc.edu/ATABestPrac2K/drama-simulations.htm
(Including the use of Lego constructions in cost accounting classes.)

Bob Jensen's threads on classrooms and electronic classrooms are at http://www.trinity.edu/rjensen/bookbob2.htm#Classrooms 

Bob Jensen's Education Technology Threads are at http://www.trinity.edu/rjensen/000aaa/0000start.htm 

A tools PowerPoint file is included at http://www.cs.trinity.edu/~rjensen/EdTech/PowerPoint/

 

The American Accounting Association has a page on tools and cases --- http://aaahq.org/facdev/teaching/teaching_tools.htm

Also see the AAA’s wider set of helpers on teaching at http://aaahq.org/facdev/teach.cfm

 

Introductory Quotation

The movie Dead Poets Society showed examples of why students recalled so much of their learning. There were changes in location, circumstances, use of emotions, movement, and novel classroom positions. We know that learners remember much more when the learning is connected to a field trip, music, a disaster, a guest speaker, or a novel learning location. Follow up with a discussion, journal writing, a project, or peer teaching.

E. Jensen (1998, p. 110)
Teaching with the brain in mind

From U.K.'s Institute for Learning and Research Technology at the University of Bristol
Social Science Information Gateway http://sosig.esrc.bris.ac.uk/

Browse by Subject Map of the SOSIG sections
 
Anthropology

Business and Management

Economics

Education

Environmental Science

European Studies

Geography

Government Policy
 		 Law

Philosophy

Politics

Psychology

Research Tools and Methods

Social Welfare

Sociology

Statistics

Women's Studies
 

Question
How can you best publish books, including multimedia and user interactive books, on the Web?
Note that interactive books may have quizzes and examinations where answers are sent back for grading.

Answer
There is no optimal software for all authors, because different alternatives have different features that will appeal to authors in varying degrees. Below are a few of the leading alternatives.

You can read more about the terminology and history of both course authoring software and course (learning) management software at http://www.trinity.edu/rjensen/290wp/290wp.htm

You can read more about authoring and teaching tools and tricks of the trade at
http://www.trinity.edu/rjensen/000aaa/thetools.htm

 

Author it in MS Word and save as an HTML file

Advantages

Disadvantages

Author it in MS Word and save as a PDF (Adobe Acrobat) file

Advantages

You can see how this format is used in the many free electronic textbooks now available in most academic disciplines --- http://www.trinity.edu/rjensen/ElectronicLiterature.htm#Textbooks

Disadvantages

 

Author it directly into HTML files using such authoring software as FrontPage or Dreamweaver

Advantages

Disadvantages

Author it in Toolbook that automatically saves files in HTML/DHTML files

Advantages

Disadvantages

A cheap alternative for penetrating a firewall is to attach an answer file to an email message that penetrates campus firewalls. This can even be done via instant messaging with live graders responding to each answer in real time. But there are huge security risks to opening email attachments. Students can innocently or knowingly attach bad things to attached messages that will destroy your computer. Graders can reduce the risk by telling students that they will only open attached TXT files such as those generated in Wordpad.

Another alternative is to run your own server that will allow student returned answer files to penetrate the firewall (firewalls can be adjusted for degrees of security). If done right this is enormously expensive. First you must hire technicians to maintain the system. Second you much install back up systems such as RAID.

Another alternative is to hire a commercial online testing service our course management service, including Blackboard, that allows student returned answer files to penetrate its firewalls. Such services off campus, including Blackboard, will even serve up your entire book, although it is possible to have them only serve up the examinations and receive returned student answer files. Some testing services have course management systems and will serve up and manage entire courses and tutorials.
Examples such as eCollege are reviewed at http://www.trinity.edu/rjensen/290wp/290wp.htm 

Other examples of testing services are provided at http://en.wikipedia.org/wiki/Standardized_test

At this point you may want to read about SCORM standards --- http://en.wikipedia.org/wiki/SCORM

March 23, 2008 message from Richard Campbell [campbell@rio.edu]

Bob:
In respect to sending exam scores and exam answers as email attachments - it really isn't effective in just about any content authoring tool that offers it - Camtasia, Toolbook or Captivate because of security issues. Before the email goes out it goes to the email client and the student can edit the exam score if they wished. Because of security issues the "owner" of the system should be the only one to control outgoing messages.
 

Author it as an interactive video (probably a flash video) file.

Advantages

Disadvantages

May 1, 2008 message from Richard Campbell [campbell@RIO.EDU]

This is a demo on how to use Respondus to create interactive exams using Excel. This movie was created with Jing – a FREE utility of Techsmitth.

http://www.screencast.com/t/ijBIqVtjSl4 

Richard J. Campbell
School of Business
218 N. College Ave.
University of Rio Grande
Rio Grande, OH 45674
Voice:740-245-7288
http://faculty.rio.edu/campbell

 

 

Author it in simulation/game authoring software, including Second Choice virtual learning

Advantages

Disadvantages

Author it in some of the other surviving course (learning) management software described at http://www.trinity.edu/rjensen/290wp/290wp.htm

Advantages

Disadvantages

 

Organizing your papers and citations from the Web
Sharing and remotely accessing your bookmarks

February 16, 2006 message from Vidya Ananthanarayanan to the faculty at Trinity University

Dear Faculty,

Ever wished your bookmarks in Internet Explorer or other browsers were accessible anytime anyplace? Ever wanted to share your Internet resources with your class, research colleagues, or peers? How would you like to know what information sources other people in your field are using? Perhaps, you simply want to organize all your bookmarks in a manner that is more meaningful and personal to you? How often have you been frustrated by an outdated or broken URL and wished you could have saved the article or paper itself?

Want to find out more about how you can do any or all of the above? Then mark your calendars for the Social Bookmarking: Tag & Share! TEACHnology Seminar in Library Room 103 from 10:00 - 11:15 am tomorrow. We will explore online services like del.icio.us and CiteULike, and discuss ways to leverage them in the classroom and in your research. Refreshments will be served.

Vidya Ananthanarayanan
Instructional Support Manager
Center for Learning and Technology
210.999.7346
vidya@trinity.edu 
http://www.trinity.edu/ims

Jensen Comment
The CiteULike cite is at http://www.citeulike.org/

CiteULike is a free service to help academics to share, store, and organise the academic papers they are reading. When you see a paper on the web that interests you, you can click one button and have it added to your personal library. CiteULike automatically extracts the citation details, so there's no need to type them in yourself. It all works from within your web browser. There's no need to install any special software.

Because your library is stored on the server, you can access it from any computer. You can share your library with others, and find out who is reading the same papers as you. In turn, this can help you discover literature which is relevant to your field but you may not have known about.

You're currently looking at a list of the last few papers submitted by all the CiteULike users. Why not register for a free account today and start organising your collection and see just the articles you're interested in? All we need is your email address, a username, and a password. It should take less than fifteen seconds.

The del.icio.us cite is at http://del.icio.us/

» keep your favorite websites, music, books, and more in a place where you can always find them.

» shareyour favorites with family, friends, and colleagues.

» discover new and interesting things by browsing popular & related items.

 

Free Public Affairs Case Teaching Materials and Sometimes Entire Course Materials from the University of Washington
The Electronic Hallway --- https://hallway.org/

The Electronic Hallway is pleased to announce a unique and progressive new product— Integrated Management: A Complete Core Curriculum — a previously untested venture in presenting an entire course package using online technology. This package represents a 30 week integrated core management curriculum.

Bob Jensen's threads on distance education and training alternatives are at http://www.trinity.edu/rjensen/crossborder.htm

Bob Jensen's threads on free online textbooks and learning materials are at http://www.trinity.edu/rjensen/ElectronicLiterature.htm#Textbooks

From the University of Virginia
Institute for Advanced Technology in the Humanities --- http://www.iath.virginia.edu/

IATH is a research unit of the University of Virginia. Our goal is to explore and develop information technology as a tool for scholarly humanities research. To that end, we provide our Fellows with consulting, technical support, applications development, and networked publishing facilities. We also cultivate partnerships and participate in humanities computing initiatives with libraries, publishers, information technology companies, scholarly organizations, and other groups residing at the intersection of computers and cultural heritage.

The research projects, essays, and documentation presented here are the products of a unique collaboration between humanities and computer science research faculty, computer professionals, student assistants and project managers, and library faculty and staff. In many cases, this work is supported by private or federal funding agencies. In all cases, it is supported by the Fellows’ home departments; the College or School to which those departments belong; the University of Virginia Library; the Vice President for Research and Public Service; the Vice President and Chief Information Officer; the Provost; and the President of the University of Virginia.

News Update from Campus Technology on January 11, 2005

Creating the Classroom of Tomorrow

What does it take to successfully integrate all systems across a campus? Planning, communication, flexibility, and more. In a new micro site sponsored by HP, you'll read how several campuses approached their IIS projects and what made them successful. Join a peer forum to discuss implementation and budget issues; read white papers, case studies and articles on the challenges of integration.

http://info.101com.com/default.asp?id=11787 

December 12, 2006 message from Richard Campbell [campbell@RIO.EDU]

Perhaps the most significant new "feature" in the new release is the hook that Adobe is providing to other revenue-enhancing products like Acrobat Connect, which provides web-conferencing capabilities within Reader for a competitive price to www.gotomeeting.com (which I use). Incidentally, I personally believe that such a web conferencing product is an indispensable feature of any Internet-delivered accounting course.

One intriguing new development in the new Acrobat PROFESSIONAL version ( the pdf creation tool), is the ability to create forms that can be filled out and saved by users who have the free Reader. This is a departure from prior practice for Adobe, because they were trying to sell more expensive server software to facilitate that task.

Richard

 

Google, Yahoo, Wikipedia, and YouTube as Knowledge Bases

My search helpers are located at http://www.trinity.edu/rjensen/Searchh.htm

A professor wrote to me drawing a fine line between information and knowledge. Information is just organized data that can be right or wrong or unknown in terms of been fact versus fiction. Knowledge generally is information that is more widely accepted as being "true" although academics generally hate the word "true" because it is either too demanding or too misleading in terms of being set in stone. Generally accepted "knowledge" can be proven wrong at later points in time just like Galileo purportedly proved that heavy balls fall at the same rate of speed as their lighter counterparts, thereby proving, that what was generally accepted knowledge until then was false. "Galileo Galilei is said to have dropped two cannon balls of different masses from the tower to demonstrate that their descending speed was independent of their mass. This is considered an apocryphal tale, and the only source for it comes from Galileo's secretary." Quoted from http://en.wikipedia.org/wiki/Leaning_Tower_of_Pisa#History

In my opinion there is a spectrum along the lines of data to information to knowledge. Researchers attempt to add something new and creative at any point along the spectrum. Scholars learn from most any point on the spectrum and usually attempt to share their scholarship in papers, books, Websites, blogs, and online or onsite classrooms.

That professor then mentioned above then asserted that Wikipedia and YouTube were information databases but not knowledge bases. He then mentioned the problem of students knowing facts but not organizing these facts in a scholarly manner. He conjectured that this was perhaps do to increased virtual learning in their development. My December 5, 2007 reply to him was as follows (off-the-cuff so to speak).

Although I see your point about information versus knowledge, the addition of the “Discussion tab” in Wikipedia changed the name of the game. As “information” gets discussed and debated and critiqued it’s beginning to look a whole lot more like knowledge in Wikipedia. For example, note the Discussion tab at http://en.wikipedia.org/wiki/Intelligent_Design

And when UC Berkeley puts 177 science courses on YouTube (some of them in biology), it’s beginning to look a lot more like YouTube knowledge --- --- http://www.jimmyr.com/free_education.php

With respect to virtual learning, my best example is Stanford’s million+ dollar virtual surgery cadaver that can do more than a real cadaver. For one thing it can have blood pressure such that a nicked artery can hemorrhage. Learning throughout time is based on models and simulations of sorts. Our models and simulations keep getting better and better to a point where the line between virtual and real world become very blurred much like pilots in virtual reality begin to think they are in reality.

Much depends on the purpose and goals of virtual learning. Sometimes edutainment is important to both motivate and make learners more attentive (like wake them up). But this also has drawbacks when it makes learning too easy. I’m a strong believer in blood, sweat, and tears learning --- http://www.trinity.edu/rjensen/265wp.htm
When I put it into practice it was not popular with students of this generation who want it to be easy.

You note that:  “These students have prepared but it is poorly arranged, planned, and articulated.” One thing we’ve noted in Student Managed Funds (like in Phil Cooley’s course where students actually control the investments of a million dollars or more of a Trinity University's endowment) where students must make presentations before the Board of Trustees greatly improves students “planning and articulation.” You can read more about this at the University of XXXXX (December 4) at http://financialrounds.blogspot.com/
Note that the portfolios in these courses are not virtual portfolios. They’re the real thing with real dollars! Students adapt to higher levels of performance when the hurdles require higher ordered performance.

I prefer to think of higher order metacognition --- http://en.wikipedia.org/wiki/Metacognition
For specific examples in accounting education see http://www.trinity.edu/rjensen/265wp.htm
One of the main ideas is to make students do their own discovery learning. Blood, sweat, and tears are the best teachers.

Much of the focus in metacognitive learning is how to examine/discover what students have learned on their own and how to control cheating when assessing discovery and concept learning --- http://www.trinity.edu/rjensen/assess.htm

Higher order learning attempts to make students think more conceptually. In particular, note the following quotation from Bob Kennelly at http://www.trinity.edu/rjensen/assess.htm#ConceptKnowledge

We studied whether instructional material that connects accounting concept discussions with sample case applications through hypertext links would enable students to better understand how concepts are to be applied to practical case situations.

Results from a laboratory experiment indicated that students who learned from such hypertext-enriched instructional material were better able to apply concepts to new accounting cases than those who learned from instructional material that contained identical content but lacked the concept-case application hyperlinks. 

Results also indicated that the learning benefits of concept-case application hyperlinks in instructional material were greater when the hyperlinks were self-generated by the students rather than inherited from instructors, but only when students had generated appropriate links. 

Along broader lines we might think of it in terms of self-organizing of atomic-level information/knowledge ---
http://en.wikipedia.org/wiki/Self-organization

I look forward to your writings on this subject when you get things sorted out. You’re a good writer. Scientist's aren't meant to be such good writers.

Wikipedia (heavily used by scholars in spite of authenticity risks)--- http://en.wikipedia.org/wiki/%s

Who is Mahmoud Ahmadinejad? --- http://www.americanthinker.com/2007/09/who_is_mahmoud_ahmadinejad.html
The Iranian-born author of the above article invites anybody to contact him with corrections at amil_imani@yahoo.com
It would be great to see if and how the author tries to defend himself about contentious “facts.”

Wikipedia --- http://en.wikipedia.org/wiki/Mahmoud_Ahmadinejad

It goes without saying that Wikipedia modules are always suspect, but it is easy to make corrections for the world. I think this particular model requires registration to discourage anonymous edits.

What is often better about Wikipedia is to read the discussion and criticisms of any module. For example, some facts in dispute in this particular module are mentioned in the “Discussion” or “talk” section about the module ---
http://en.wikipedia.org/wiki/Talk:Mahmoud_Ahmadinejad

Perhaps some of the disputed facts have already been pointed out in the “Discussion” section. Of course pointing out differences of opinion about “facts” does not, in and of itself, resolve these differences. I did read the “Discussion” section on this module before suggesting the module as a supplementary link. I assumed others would also check the “Talk” section before assuming what is in dispute.

Since Wikipedia is so widely used by so many students and others like me it’s important to try to correct the record whenever possible. This can be done quite simply from your Web browser and does not require any special software. It requires registration for politically sensitive modules.

Wikipedia modules are often “corrected” by the FBI, CIA, corporations, foreign governments, professors of all persuasions, butchers, bakers, and candlestick makers. This makes them fun and suspect at the same time. It’s like having a paper refereed by the world instead of a few, often biased or casual, journal referees. What I like best is that “referee comments” are made public in Wikipedia’s “Discussion” sections. You don’t often find this in scholarly research journals where referee comments are supposed to remain confidential.
Reasons for flawed journal peer reviews were recently brought to light at http://www.trinity.edu/rjensen/HigherEdControversies.htm#PeerReviewFlaws

The biggest danger in Wikipedia in generally for modules that are rarely sought out. For example, Bill Smith might right a deceitful module about John Doe. If nobody’s interested in John Doe, it may take forever and a day for corrections to appear. Generally modules that are of great interest to many people, however, generate a lot of “talk” in the “Discussion” sections. For example, the Discussion section for George W. Bush is at http://en.wikipedia.org/wiki/Talk:George_W._Bush

Bob Jensen's search helpers are at http://www.trinity.edu/rjensen/Searchh.htm

 

 

"Forget the Articles, Best Wikipedia Read Is Its Discussions," by Lee Gomes, The Wall Street Journal, August 15, 2007; Page B1 --- http://online.wsj.com/article/SB118712061199497533.html

You already know about Wikipedia -- or think you do. It's the online encyclopedia that anyone can edit, the one that by dint of its 1.9 million English-language entries has become the Internet's main information source and the 17th busiest U.S. Web site.

But that's just the half of it.

Most people are familiar with Wikipedia's collection of articles. Less well-known, unfortunately, are the discussions about these articles. You can find these at the top of a Wikipedia page under a separate tab for "Discussion."

Reading these discussion pages is a vastly rewarding, slightly addictive, experience -- so much so that it has become my habit to first check out the discussion before going to the article proper.

At Wikipedia, anyone can be an editor and all but 600 or so articles can be freely altered. The discussion pages exist so the people working on an article can talk about what they're doing to it. Part of the discussion pages, the least interesting part, involves simple housekeeping; -- editors noting how they moved around the sections of an article or eliminated duplications. And sometimes readers seek answers to homework-style questions, though that practice is discouraged.

But discussion pages are also where Wikipedians discuss and debate what an article should or shouldn't say.

This is where the fun begins. You'd be astonished at the sorts of things editors argue about, and the prolix vehemence they bring to stating their cases. The 9,500-word article "Ireland," for example, spawned a 10,000-word discussion about whether "Republic of Ireland" would be a better name for the piece. "I know full well that many Unionist editors would object completely to my stance on this subject," wrote one person.

A ferocious back and forth ensued over whether Antonio Meucci or Alexander Graham Bell invented the telephone. One person from the Meucci camp taunted the Bell side by saying, "'Nationalistic pride' stop you and people like you to accept the truth. Bell was a liar and thief. He invented nothing."

As for the age-old philosophical question, "What is truth," it's an issue Wikipedia editors have spent 242,000 words trying to settle, an impressive feat considering how Plato needed only 118,000 words to write "The Republic."

These debates extend to topics most people wouldn't consider remotely controversial. The article on calculus, for instance, was host to some sparring over whether the concept of "limit," central to calculus, should be better explained as an "average."

Wikipedia editors are always on the prowl for passages in articles that violate Wikipedia policy, such as its ban on bias. Editors use the discussion pages to report these sightings, and reading the back and forth makes it clear that editors take this task very seriously.

On one discussion page is the comment: "I am not sure that it does not present an entirely Eurocentric view, nor can I see that it is sourced sufficiently well so as to be reliable."

Does it address a polarizing topic from politics or religion? Hardly. The article was about kittens. The editor was objecting to the statement that most people think kittens are cute.

These debates are not the only treasures in the discussion pages. You can learn a lot of stray facts, facts that an editor didn't think were important enough for the main article. For example, in the discussion accompanying the article about diets, it's noted that potatoes, eaten raw, can be poisonous. The National Potato Council didn't believe this when asked about it last week, but later called back to say that it was true, on account of the solanine in potatoes. Of course, you'd have to eat many sackfuls of raw potatoes to be done in by them.

The discussion about "biography" included random facts from sundry biographies, including that Marshall McLuhan believed his ideas about mass media and the rest to have been inspired by the Virgin Mary. This is true, said McLuhan biographer Philip Marchand. (Mr. Marchand also said McLuhan believed that a global conspiracy of Freemasons was seeking to hinder his career.)

Remember, though, this is Wikipedia, and while it tends to get things right in the long run, it can goof up along the way. A "tomato" article contained a lyrical description of the Carolina breed, said to be "first noted by Italian monk Giacomo Tiramisunelli" and "considered a rare delicacy amongst tomato-connoisseurs."

That's all a complete fabrication, said Roger Chetelat, tomato expert at the University of California, Davis. While now gone from Wikipedia, the passage was there long enough for "Giacomo Tiramisunelli" to turn up now in search engines as a key figure in tomato history.

Wikipedia is very self-aware. It has a Wikipedia article about Wikipedia. But this meta-analysis doesn't extend to "Wikipedia discussions." No article on the topic exists. Search for "discussion," and you are sent to "debate."

But, naturally, that's controversial. The discussion page about debate includes a debate over whether "discussion" and "debate" are synonymous. Emotions run high; the inability to distinguish the two, said one participant, is "one of the problems with Western Society."

Maybe I have been reading too many Wikipedia discussion pages, but I can see the point.

Jensen Comment
This may be more educational than what we teach in class. Try it by clicking on the Discussion tab for the following"

Credit Derivative --- http://en.wikipedia.org/wiki/Credit_derivative

Capital Asset Pricing Model --- http://en.wikipedia.org/wiki/Capital_asset_pricing_model

Socratic Method --- http://en.wikipedia.org/wiki/Socratic_Method

Moodle --- http://en.wikipedia.org/wiki/Moodle

"Seeing Corporate Fingerprints in Wikipedia Edits," by Katie Hafner, The New York Times, August 19, 2007 --- http://www.nytimes.com/2007/08/19/technology/19wikipedia.html?ex=1188532800&en=c387035de4ec887b&ei=5070

"CIA, FBI Computers Used for Wikipedia Edits," by Randall Mikkelsen, The Washington Post, August 16, 2007 --- Click Here
"CIA and Vatican Edit Wikipedia Entries," TheAge.com, August 18, 2007 --- Click Here

Jensen Comment
Wikipedia installed software to trace the source of edits and new modules.

 

New and Old Tools

See Edutainment --- http://www.trinity.edu/rjensen/000aaa/thetools.htm#Edutainment

See the online tutorial links at http://www.trinity.edu/rjensen/Bookbob2.htm

Educause Live --- http://www.educause.edu/content.asp?SECTION_ID=34&bhcp=1

Schreyer Institute for Teaching Excellence: Tools for Teaching and Learning --- http://www.schreyerinstitute.psu.edu/Tools/

Bob Jensen's threads on education technology --- http://www.trinity.edu/rjensen/000aaa/0000start.htm

Question
What does a student's blinkless stare signify?

a. Daydreaming
b. Confusion
c. Anger
d. Drug trip

"Facial-Recognition Software Could Give Valuable Feedback to Online Professors." Jeffrey R. Young, Chronicle of Higher Education, June 27, 2008 --- http://chronicle.com/wiredcampus/index.php?id=3126&utm_source=wc&utm_medium=en

Many professors who teach online complain that they have no way of seeing whether their far-away students are following the lectures — or whether the students have fallen asleep at their desks. But researchers at the University of California at San Diego say they have a solution. They recently tested a system that can detect facial expressions of online students and determine when they find the material difficult, so that cues could be sent to the professors telling them to slow down.

Jacob Whitehill, a doctoral student at the university working on the research, presented results from the experiment this week at the Intelligent Tutoring Systems 2008 conference in Montreal.

In the experiment, eight subjects were shown short video clips of lectures while a Web cam tracked their facial expressions — looking for smiles, blinks, raised eyebrows, and the like. The subjects were then asked to report how difficult they found each section, and to take a quiz on the material. Mr. Whitehill says that the system correctly detected when students were having trouble (the most reliable indicator: students blinked less when they were struggling to understand).

The system could be used to give valuable feedback to professors teaching online, says Mr. Whitehill. “It’s not going to be perfect by any means,” he says, but it’s better than no student feedback at all. “Professors say that they can’t see the students. This could do it for them automatically.”

Visualization of Multivariate Data (including faces) --- http://www.trinity.edu/rjensen/352wpvisual/000datavisualization.htm

May 4, 2008 message from Richard Campbell [campbell@RIO.EDU]

I have placed a (Camtasia) video online on omnisio.com, which allows comments to be placed OVER the video.

http://www.omnisio.com/v/49zPDUbdjhG/the-basic-accounting-equation 

This is a video that I have on youtube and just linked it to Omnisio.

Jensen Comment
There are some other cool things to do with video at http://www.omnisio.com/

"Microsoft Ramps Up Its Free College E-Mail Program," by Josh Fischman, Chronicle of Higher Education, May 27, 2008 --- http://chronicle.com/wiredcampus/index.php?id=3032&utm_source=wc&utm_medium=en

Microsoft has decided to enlarge a service of keen interest to colleges, even as the company last week dumped another offering used by higher education, its Live Search Books program. Now Live@edu, the free Web-based e-mail and online collaboration program for students and alumni, is getting much larger inboxes, the ability to handle bigger attached files, true shared calendars, and the chance for colleges to block student e-mail containing words they deem offensive, the company announced today.

Tired of the 5 gigabyte inbox? Live@edu now offers accounts with 10 gigabytes, and the capacity to handle attachments up to 20 megabytes in size, says Bruce Gabrielle, senior product manager for the service. The boost is because the company has decided that, in addition to handing campuses Microsoft Hotmail accounts (with university-based e-mail addresses), it will offer accounts on the more powerful Microsoft Exchange Web access system. That gives users access to Windows programs like Outlook, with e-mail, full calendars, and a contact list.

It’s a solution used by many businesses, and Microsoft has been quietly offering it, in a form called Exchange Labs, to a few educational institutions since last fall. Drexel University, Hinds Community College, and the Colorado Community College system are some that have tried it.

With Exchange Labs, users at the same university can see one another’s calendars to set up meetings. E-mail tracking is enabled, so students can see whether a term paper was delivered to a professor’s inbox. They can also push e-mail to cell phones. (And they can use Exchange to wipe data from those phones if they happen to lose them.) Exchange Labs also gives university officials the ability to set up filters, like spam filters, for offensive terms in e-mail, though Mr. Gabrielle says he wasn’t sure what words, if any, that universities have tried placing on a “do not type” list.

At this point the service is not being offered to faculty members or administrators. “I think it’s a business model decision,” Mr. Gabrielle said, noting that the company may need to figure out whether it wants to allow ads on Web pages seen by those users; the student and alumni service is ad-free.

"SketchCast: a New Blogging and Teaching Tool," Chronicle of Higher Education, May 14, 2008 --- Click Here

Want to preserve that lesson you did at the blackboard today in class and share it with students online? Try SketchCast, a free blogging tool that allows users to record a digital drawing (and contemporaneous audio), and then embed the animated video onto a Web site. It’s essentially an easy form of animation.

Watch the video demo --- http://chronicle.com/wiredcampus/index.php?id=2998&utm_source=wc&utm_medium=en

Comment from Charles

What a nice tool to capture and share ideas informally! I have been trying to capture tools and concepts for opening up collaborative learning on my blog www.collaborativenetworkedlearning.blogspot.com 

— Charles May 14, 08:50 PM #

David Pogue is one of my technology heroes --- http://en.wikipedia.org/wiki/David_Pogue
Vidya Ananthanarayanan called my attention to his recent keynote speech at the Pennsylvania Educational Technology Expo and Conference
"Five ways to improve technology in education," by Todd Ritter, DownloadSquad, February 12, 2008 --- Click Here

Stay informed
Use Really Simple Syndication (RSS) to keep up with technology news and events. To use RSS you'll need an RSS reader like Google Reader, NetNewsWire (Mac), or FeedDemon (Windows) to read RSS feeds. An RSS feed is basically a dynamic link that updates your RSS reader when new content is posted to a website (click the "RSS Feeds" button under our search bar to see examples).

You can also subscribe to technology newsletters, and talk to students about websites and web services they use on their own. A majority of teachers do not know what Stickam or Meebo are, yet these sites are used daily by many of their students.

Focus on the learning process, not the end product
When little Susie uses iMovie to create a video of her class field trip to Cape Canaveral, she should be evaluated on what she's learned through the creative process, not how many wipes and sound effects she used in her final movie file. The quality and relativity of the still pictures she took by learning how to use a digital camera, or video footage from a well-designed storyboard are better barometers of a successful project.

Work with IT professionals who understand education
I work on the IT side of education daily, and I know it's important to unfetter technology at a school to stimulate the learning process. IT staff must be willing to bend on certain security measures and trust students with equipment so that they can be creative and not boxed in. We let students take laptops home to work on approved projects, which ultimately motivates their peers to do the same. We also have a dedicated instructional adviser who helps teachers integrate technology into their lesson plans. This often helps ease the teachers' modification of antiquated lessons.

Become a user
Make a Facebook account so you can understand the allure of social-networking sites. Add some information about yourself. Locate former school pals. Join some groups. This will let you see sites like Faceook from a student's perspective.

To collaborate and share course materials, you can create a Moodle site for your class, or start a class blog. Students benefit more from teachers who collaborate and less from teachers who force-feed lectures. Also, it's much easier to teach about something that you've actually used in depth. It's time to break the stigma of "those that can, do; those that can't, teach."

Don't be afraid of change
Some teachers think that upgrading from Office 2003 to 2007 is using the latest technology. However, a Word document is still words and formatting meant for someone to read. Instead of being satisfied with word processing in a new version of software, why not let students create a school "newspaper" on something like Joomla. The news could be updated in seconds, it could be interactive (comments, updates, etc.), and it could be include user-submitted media. Google Earth could be used to give an elementary student global perspective by flying in from a world view down to the roof of his home.
 

Jensen Comment
There are other things that I would recommend. I think joining listserv of other educators is important, especially educators in your discipline --- http://www.trinity.edu/rjensen/ListservRoles.htm

It is exceedingly important to know what knowledge is being freely shared by professors and universities --- http://www.trinity.edu/rjensen/000aaa/updateee.htm#OKI
I hope that you will one day share your own knowledge with us.

I think becoming a user of important technologies is important, especially video recording using Camtasia --- http://www.trinity.edu/rjensen/HelpersVideos.htm
Also see the 50Camtasia.ppt file at http://www.cs.trinity.edu/~rjensen/EdTech/PowerPoint/

Following the tools of technology in education in general is important --- http://www.trinity.edu/rjensen/000aaa/thetools.htm

Bob Jensen's threads on education technology are at http://www.trinity.edu/rjensen/000aaa/0000start.htm

 

"Making a Big Point (in class) With Your PC," by Josh Fischman, Chronicle of Higher Education, April 23, 2008 ---
http://chronicle.com/wiredcampus/index.php?id=2932&utm_source=wc&utm_medium=en

Pen Kenrick J. Mock says he loves recording lectures for his classes using his tablet PC. And the associate professor of computer science at the University of Alaska at Anchorage also loves projecting computational problems using PowerPoint or the writing program OneNote.

What Mr. Mock does not love is the inability to point to a specific part of the problem for his class. “It’s always bothered me that the pen cursor is a tiny little dot,” he writes in his blog on technology and teaching. “The problem is that I like to use the pen to “point” at things as I give the lecture, but it doesn’t help if the class can’t see it.”

He looked, in vain, for a program that would enlarge the cursor. And finally he gave in, remembered he was a computer scientist, and wrote a program himself.

The result is PenAttention, and it turns that minuscule dot into a minuscule dot with a big colored spotlight around it. It’s a little more distracting to write with this kind of cursor, but his class can finally see what he is doing.

The program is free, works on tablet PCs running XP and Vista, and can be downloaded from a link in Mr. Mock’s blog post describing it.

See http://www.math.uaa.alaska.edu/~afkjm/techteach/?q=node/52

"Microsoft Opens Free Online Workspace for Student Collaborations," by Josh Fischman, Chronicle of Higher Education, March 5, 2008 --- http://chronicle.com/wiredcampus/index.php?id=2795&utm_source=wc&utm_medium=en

Microsoft wants to help students get their lives together (their learning lives, at least), and Tuesday it rolled out a product to help. As part of Live@edu, the company’s free Web-based email and calendar suite, Microsoft unveiled Office Live Workspace, which lets students access their work online and share it with others. Live@edu is in use at more than 600 colleges.

“The most visible new feature is the activity panel,” said Guy Gilbert, a Microsoft group product manager, in an interview with The Chronicle Monday. “Suppose you are in a work group with other students. You can look at the panel and see everything that anyone has done since you last logged on. And links in the panel take you right to that object,” whether it is a document, a spreadsheet, contact list, or database.

Users can also set up e-mail alerts that notify them any time an item is changed.

The service has been running in beta for several months, and of its estimated 100,000 users, 20 to 30 percent are in higher education, Mr. Gilbert says. Microsoft has worked with 13 colleges to fine-tune the service, including Florida Community College at Jacksonville, Vanderbilt University, and the University of Wisconsin at Parkside.

And if the new service doesn’t seem familiar to users of Google Docs, don’t worry. Microsoft’s arch rival also promises real-time collaboration, and the two companies seem to be running neck and neck in the education marketplace.

AtGentive:   New software platforms that incorporate artificial intelligence and social networking into their approach toward e-learning.

February 20, 2008 message from Glen L Gray [glen.gray@CSUN.EDU]

Attention Please! Next-Generation E-Learning Is Here ICT Results (02/14/08)

European researchers working for the AtGentive project have developed two new software platforms that incorporate artificial intelligence and social networking into their approach toward e-learning. AtGentive coordinator Thierry Nabeth says the first generation of e-learning platforms focused on replicating the classroom experience, but student's often had difficulty staying motivated and the learning program failed to keep their attention. To overcome this problem, one of the AtGentive platforms uses techniques similar to those found on Web sites such as Facebook that make them so popular as a means of staying in touch with others. The platforms also use artificial intelligence to keep students interested. "Artificial agents are autonomous entities that observe users' activities and assess their state of attention in order to intervene so as to make the user experience more effective," Nabeth says. "The interventions can take many forms, from providing new information to the students, guiding them in their work, or alerting them when other users connect to the platform." The artificial intelligence agents provide a smart form of proactive coaching for students by assessing, guiding, and stimulating them. The agents can alert students when others have read their articles, or when they receive feedback on their contributions to a collaborative project. The agents are also able to detect when students are not interacting with the system and try to get them to rejoin the lesson.

Click Here to View Full Article

http://cordis.europa.eu/ictresults/index.cfm/section/news/tpl/article/BrowsingType/Features/ID/89524

Glen L. Gray, PhD, CPA
Accounting & Information Systems, COBAE
California State University, Northridge
Northridge, CA 91330-8372
818.677.3948
818.677.2461 (messages)
http://www.csun.edu/~vcact00f

Notes on the Smart Pen
The smart pen that Wired Campus flagged back in May was unveiled last week at a technology conference in Palm Springs, Calif. The company behind it, LiveScribe, has been aggressively marketing the device to college students with the slogan "Never miss a word." It's basically a combination recording machine and camera. Users take notes while a minirecorder, embedded in the pen, records whatever is being said. Later, to clarify the written notes, the user can touch the pen to a specific passage and listen to a recording of the instructor speaking those words. A tiny camera links what is being written to what is being recorded. In a takeoff on television commercials for pharmaceuticals, the smart-pen advertisement below features a student who suffers from "restless mind syndrome." The pen is offered as a panacea. Livescribe has set up a Facebook page to push the pen, and offers to pay college students to promote the device on their campuses. It's also advertised on the Web site ThePalestra, where Andy Van Schaack, a senior lecturer at Vanderbilt University, who is an adviser to LiveScribe, is seen praising the pen. Will the pen, which sells for about $200, take off with college students? Will it be used as a crutch for students who are too tired or distracted to listen to their professors?
Andrea L. Foster, "Notes on the Smart Pen," Chronicle of Higher Education, February 5, 2008 ---
http://chronicle.com/wiredcampus/index.php?id=2719&utm_source=wc&utm_medium=en

Bob Jensen's threads on gadgets are at http://www.trinity.edu/rjensen/Bookbob4.htm#Technology

Questions
Will we soon be able to lecture without opening our mouths?
Can you send a "relational" database file to a friend by simply shaking hands?
Is this the beginning of a whole new definition of human "relationships?"
Can the message of a hug be digital and unambiguous?
New magic in a kiss or two?
Does your database have halitosis or dirty fingernails or a flu virus?
I'd better stop asking questions about this before I get in trouble!
 

Japanese firm harnesses the power of human touch
They say you can tell a lot from a handshake. But while it's usually guesswork, the power of human touch will soon be used in Japan to transmit data. Telecom giant Nippon Telegraph and Telephone Corp. (NTT) is planning a commercial launch of a system to enter rooms that frees users from the trouble of rummaging in their pockets or handbags for ID cards or keys. It uses technology to turn the surface of the human body itself into a means of data transmission. As data travels through the user's clothing, handbag or shoes, anyone carrying a special card can unlock the door simply by touching the knob or standing on a particular spot without taking the card out. "In everyday life, you're always touching things. Even if you are standing, you are stepping on something," research engineer Mitsuru Shinagawa told AFP. "These simple touches can result in communication," said Shinagawa, senior research engineer at the company's NTT Microsystem Integration Laboratories. He said future applications could include a walk-through ticket gate, a cabinet that opens only to authorised people and a television control that automatically chooses favourite programmes.
PhysOrg, February 21, 2008 --- http://physorg.com/news122793751.html

Bob Jensen's threads on ubiquitous computing are at http://www.trinity.edu/rjensen/ubiquit.htm

The Five Senses of the Future:  Threads on the Networking of the Five Senses (Sight, Sound, Smell, Touch, and Taste) --- http://www.trinity.edu/rjensen/senses.htm  

Barbra Streisand - He Touched Me (1967) --- http://www.youtube.com/watch?v=LO-wPOgVtqg

 

Question
What are real time virtual office hours?
Hint:
They operate a bit like a course chat room with some added features like microphones, and an instructor or teaching fellow is in the room at all times.

As reported in The Harvard Crimson on Monday, teaching fellows (Harvard parlance for TAs) for the course this semester will begin holding real-time, online help sessions for students this week. Using free, Java-based software, students can log on, chat with each other (via text or microphone) and even “raise their hands” with the click of a button, which adds them to a queue on the teaching fellow’s computer.
Andy Guess, "Office Hours: Coming to a Computer Near You," Inside Higher Ed, September 18, 2007 --- http://www.insidehighered.com/news/2007/09/18/officehours

A tools PowerPoint file is included at http://www.cs.trinity.edu/~rjensen/EdTech/PowerPoint/

 

Question
What are the supposed Top 10 and the Top 100 e-Learning tools, at least in England?


Answer
Top 100 --- http://www.c4lpt.co.uk/recommended/top100.html
Various experts list their Top 10 --- http://www.c4lpt.co.uk/recommended/index.html

Jensen Comment
I totally disagree with the rankings of the Top 100 and the Top 10.

Where is Blackboard and WebCT? --- http://en.wikipedia.org/wiki/Blackboard

Where are the many important tools for handicapped learners? --- http://www.trinity.edu/rjensen/000aaa/thetools.htm#Handicapped

Where is Camtasia? --- http://www.trinity.edu/rjensen/HelpersVideos.htm

Where are the edutainment and learning game alternatives? --- http://www.trinity.edu/rjensen/000aaa/thetools.htm#Edutainment

Where is Matlab (used in virtually every U.S. university) --- --- http://en.wikipedia.org/wiki/MATLAB

Like it or not, Wikipedia is one of the most sought out sights in the world by e-Learners --- http://en.wikipedia.org/wiki/Main_Page
There are risks, but the odds are high that users will get helpful learning information and links.

Where are HTML and related XML/RTF and XBRL markups?  --- http://www.trinity.edu/rjensen/XBRLandOLAP.htm  

Where are the many huge and free online libraries? --- http://www.trinity.edu/rjensen/ElectronicLiterature.htm

Where are the important blogs and listservs? --- http://www.trinity.edu/rjensen/ListServRoles.htm

I could go on and on here!

Bob Jensen

August 3, 2007 reply from Richard Campbell [campbell@RIO.EDU]

Bob:
I agree with you that the list is flawed - Toolbook should be #1

Richard J. Campbell
mailto:campbell@rio.edu

Bob Jensen's threads on the history of course authoring, management, and presentation technologies are at http://www.trinity.edu/rjensen/290wp/290wp.htm

 

August 3, 2007 reply from Bob Jensen

Hi Richard

ToolBook should’ve been number 1 but it fumbled the ball. What proportion of e-Learners are now learning, today, from ToolBooks? My guess is that much less than one percent. A negligible proportion of instructors are developing learning materials using ToolBook dhtml files relative to FrontPage and Dreamweaver htm files.

The biggest innovation for e-Learners and authors was Adobe Acrobat’s tremendous development of online pdf files that could be read and electronically searched for free but not be tampered with by readers. Now major commercial publishing houses are putting new books on line as pdf files.

One of the biggest innovations I forgot to mention was the unknown (at least to me) date in which MS Office files (particularly ppt, doc, and xls files) could be downloaded and read from Web servers that at one time only could handle htm markups. In terms of e-learning htm, pdf, doc, xls, and ppt files are overwhelmingly the main files for e-Learning, although they are now joined by such files as xml files.

Another huge e-Learning innovation that I forgot to mention is the unknown (at least to me) date in which the above learning and research files could be attached to email messages. This made it easier to have private distributions (say to students in a class) without having to put files on Web, Blackboard, or WebCT servers. Anybody with email can not send files back and forth.

There is still a great risk of macro viruses when downloading MS Office files from the Web or email messages. However, most e-Learners are doing so from trusted Web sites and/or email senders such as files from their course instructors.

ToolBook could fade away and the world would hardly know about it or miss it.

Bob Jensen

 

Zotero software for  storing, retrieving, organizing, and annotating digital documents --- http://en.wikipedia.org/wiki/Zotero

Zotero is a free, open source extension for the Firefox browser, that enables users to collect, manage, and cite research from all types of sources from the browser. It is partly a piece of reference management software, used to manage bibliographies and references when writing essays and articles. On many major research websites such as digital libraries, Google Scholar, or even Amazon.com, Zotero detects when a book, article, or other resource is being viewed and with a mouse click finds and saves the full reference information to a local file. If the source is an online article or web page, Zotero can optionally store a local copy of the source. Users can then add notes, tags, and their own metadata through the in-browser interface. Selections of the local reference library data can later be exported as formatted bibliographies.

The program is produced by the Center for History and New Media of George Mason University and is currently available in public beta. It is open and extensible, allowing other users to contribute citation styles and site translators, and more generally for others who are building digital tools for researchers to expand the platform. The name is from Albanian language "to master".

It is aimed at replacing the more cumbersome traditional reference management software, originally designed to meet the demands of offline research

"Mark of Zotero,"  by Scott McLemee, Inside Higher Ed, September 26, 2007 --- http://www.insidehighered.com/views/2007/09/26/mclemee 

Zotero is a tool for storing, retrieving, organizing, and annotating digital documents. It has been available for not quite a year. I started using it about six weeks ago, and am still learning some of the fine points, but feel sufficient enthusiasm about Zotero to recommend it to anyone doing research online. If very much of your work involves material from JSTOR, for example – or if you find it necessary to collect bibliographical references, or to locate Web-based publications that you expect to cite in your own work — then Zotero is worth knowing how to use. (You can install it on your computer for free; more on that in due course.)

Now, my highest qualification for testing a digital tool is, perhaps, that I have no qualifications for testing a digital tool. That is not as paradoxical as it sounds. The limits of my technological competence are very quickly reached. My command of the laptop computer consists primarily of the ability to (1) turn it on and (2) type stuff. This condition entails certain disadvantages (the mockery of nieces and nephews, for example) but it makes for a pretty good guinea pig.

And in that respect, I can report that the folks at George Mason University’s Center for History and New Media have done an exemplary job in designing Zotero. A relatively clueless person can learn to use it without exhaustive effort.

Still, it seems as if institutions that do not currently do so might want to offer tutorials on Zotero for faculty and students who may lack whatever gene makes for an intuitive grasp of software. Academic librarians are probably the best people to offer instruction. Aside from being digitally savvy, they may be the people at a university in the best position to appreciate the range of uses to which Zotero can be put.

For the absolute newbie, however, let me explain what Zotero is — or rather, what it allows you to do. I’ll also mention a couple of problems or limitations. Zotero is still under development and will doubtless become more powerful (that is, more useful) in later releases. But the version now available has numerous valuable features that far outweigh any glitches.

Suppose you go online to gather material on some aspect of a book you are writing. In the course of a few hours, you might find several promising titles in the library catalog, a few more with Amazon, a dozen useful papers via JSTOR, and three blog entries by scholars who are thinking aloud about some matter tangential to your project.

Continued in article

Bob Jensen's threads on how scholars search are at http://www.trinity.edu/rjensen/Searchh.htm#Scholars

How to Avoid Expensive Adobe Software for Converting MS Office Documents to PDF Files

"Creating Documents for All to Read Inexpensive Ways To Convert a Variety Of Content to PDFs," by Katherine Boehret, The Wall Street Journal, August 8, 2007; Page D9 --- http://online.wsj.com/article/SB118652753636390978.html

For years, people have accessed a variety of digital content in one of the most universally accepted formats: Adobe's Portable Document Format, better known as the PDF. A PDF holds images and text without altering a document's original fonts and layout. It can be searched, protected with a password, disabled from printing and enriched with bookmarks and hyperlinks that make it more navigable.

But while Adobe provides a free reader for viewing PDFs, creating PDFs yourself can be costly and confusing, even though the format is great for saving and sharing documents of almost any kind including images, Web pages, Word documents and emails. For users who want higher-end PDF creation and collaboration software, Adobe Systems Inc. offers its $450 Adobe Acrobat 8 Professional software