Bravo to ETEC522’s EVA Swarm

Or is it a hive?

As we begin to wind down, I just wanted to express my thanks to everyone for a very stimulating and worthwhile learning adventure.

I’d hoped to have your A3’s marked by now, but that’s an impressive and daunting set of work – I’ll need another few days.

As you venture forward please remember that the best opportunity to make any start-up work is to bounce it off lots of smart people first, so keep your connections with the swarm (and your humble instructors) active.  You all qualify as “sophisticated” investors now….

Warm regards,


November 30, 2008   12 Comments

Reading Right Sight Word Reading Software

After much frustration and hours and hours of trying to get this up, it is finally ready for your viewing!! It is a bit slow to show up, but once it gets started it works well. I had a lot of problems with sound and transition, so there are a few awkward moments, so please be patient with it.

I look forward to hearing your feedback,


Here is my pitch for Reading Right, a new sight word reading software. There are many students who have difficulty reading phonetically and although there are sight word reading software available, this program integrates many different learning activities that can be customized to fit each student’s need. The activites are fun and engaging and allow each student to take ownership over their own learning. This program can be used as a teacher tool or as extra reading help and will hopefully become a staple in every classroom and home.

Please click on this link to watch my pitch.

November 27, 2008   4 Comments

The Lesson of EVA Fatigue

I’m pleased to see the level of activity within the Venture Forum so far.

One of the potentially less-obvious learning objectives of module 12 is also one of the most important for the whole course, so I’m taking this opportunity to highlight it.

Right after handing in your A3, which I’m sure each of you feels is brilliant (that goes with the entrepreneur/intrapreneur territory), you step into the shoes of an investor or executive who sees so many proposals that they’re numb.  Any set of venture proposals will seem like a dog’s breakfast to every potential investor or decision maker.  The only thing that can make yours stand out is you: you have to inspire them with confidence that you can actually do this thing you’re talking about, and you have to make sure that nothing in your pitch diminishes that confidence.
Simple, isn’t it?

November 26, 2008   2 Comments

Assignment 3 – Teachstreet

Hello Class,

First off I would like to apologize for posting this so late.

I dealt with one inconvenience after another!  as so many of you have as well!

I hope some of you have the opportunity to review my work.  looking forward to hearing from you,


Recommendation for Teachstreet:

November 24, 2008   3 Comments

Venture Forum Review Assignments

Just a note that I’ll be sending out your individual review assignments for the Venture Forum over the next hour to your email addresses, so if you don’t receive yours please let me know ASAP.  Thanks,


November 24, 2008   2 Comments

Computer Adaptive Assessment –

Here is my venture pitch for a real company (Castle Rock Research Corp) and one of their most recent projects.  This is the “what I would do if i was running the company” proposals for the Computer Adaptive Assessment system that was recently developed and piloted in Alberta.  The executive summary is a MS Publisher document converted to PDF and the Pitch is a presentation in Google Docs.  It was to have a link to a 10 minute video pitch but I have been away from home for the past week and much to my frustration unable to get my tablet to do what I need it to do.  I’ll be home on the 25th so I will add the video to the presentation and to this post at that time.

Executive Summary

Venture Pitch Presentation

 Venture Pitch Video Part 1

Venture Pitch Video Part 2

November 24, 2008   16 Comments

David’s A3/M12 Assign. 3

Hi All,

A web site I have been developing for Shop Teachers is the basis for my project.  My pitch can be seen at YouTube and will be in 3 sections.  An introduction, a demonstration and conclusion.  Type into the YouTube window, the 3 parts below or click on each.

De Pieri ETEC 522 Part 1

De Pieri ETEC 522 Part 2

De Pieri ETEC 522 Part 3

My old site can be seen at, but will be put to rest once my new site comes on line.

Thank you, look forward to your critiques.


November 23, 2008   15 Comments

DVogt’s Venture Forum Pitch :: CrowdTrust

Greetings, ETEC522 Venture Forum –

As promised, here’s a real live venture that I’m leading.  You were introduced to an early CrowdTrust pitch in the course – the reason we didn’t explore it further or use it more was that, behind the scenes, I was rebuilding the product for commercialization.  We have a Beta release this week, so I’m very excited!  Anyway, the executive summary is below.   The full pitch isn’t “public” yet, so if you want to review the details or try our Beta release I’d be delighted for your critical response – please email me directly and I’ll send you the document and link details.


CrowdTrust :: Network What You Know

Executive Summary
CrowdTrust is a web service enabling individuals to harness their web presence (their browser history, interests, ideas, expertise, networks, feeds, audiences, etc.) with unprecedented ease and impact.

We will become a $100M company as the dominant player in web presence and search personalization.

CrowdTrust believes that the “social web” is about to get very personal – that the technologies and demand for personal web services, autonomy, and advantage are rapidly emerging and will soon dominate Internet culture and commerce.

Market Problem
We address two core, coupled Internet problems: 1) Industry Pain: better service isn’t possible without exploiting identity; and 2) User Friction: online social networking and reputation management are simply too much work.

Our Solution
CrowdTrust does for people what Google did for web pages.   Google applied the PageRank algorithm to integrate individual web pages with the Internet. CrowdTrust’s proprietary personal index technologies integrate your personal contexts with the web, effortlessly offering better service and amplified presence. PageRank has reached it’s limit – this is the next wave.

Value Proposition
Your every click has value. So do your ideas, the people you connect with, the content you read, and the resources you use. We make it easy for you to concentrate and channel this value.

Business Model
We make money by managing and brokering data in our clients’ interest, with no loss to personal privacy or security.  Our clients own and control all their data.

CrowdTrust is therefore a trusted broker – a very fresh and timely Internet business model.

Target Markets
Web-savvy, reputation-driven professionals and post-secondary students.

Revenue Model
We will obtain third-party transaction fees related to brokered index contexts.  One example is smart advertising, where we enable significantly more relevant ads without identity loss.  Other revenue streams include non-exploitive aggregate datamining, OEM & channel partner licensing of core technology and services, and premium client services (our basic client accounts are free).

Path to Profit
The beta release of CrowdTrust’s flagship service (code-named “CrowdTrust”) occurs on November 26, 2008 following 2 years of prototyping & market research.

CrowdTrust seeks $1M angel & early VC funding to reach profitability in 2009Q4.

November 23, 2008   19 Comments

Ken’s A3 Post

I seem to be having considerable difficulty posting this thing.  I’m going to paste my assignment in the post because I did it in Word and cannot seem to figure out how to attach it.  If anyone has any suggestions I’ll gladly repost it.



Venture Pitch:

Guided Online Aboriginal Learning (GOAL) Program:

Student Success Through a Community Centred Approach

Ken Heales

Ventures in Learning Technology

ETEC 522

Submitted to: Dr. David Vogt

November 23, 2008


There is a market for a distance education program for First Nations students that will allow them to complete their high school education in their home community instead of having to move to a larger community where they do not have the social and family support networks in place to facilitate a greater level of academic success.  First Nations students in B.C. have a much lower high school completion rate as is evidenced by the B.C. Ministry of Education report on Aboriginal education titled, “Aboriginal Report 2002/03 – 2006/07: How Are We Doing?“.  This report shows that in the 2006-2007 school year, only 49% of First Nations students completed high school compared to 83% of non-First Nations students.  These numbers have remained consistent over the past five years of the report going from a low of 47% in 2002/2003 to a high of 50% in 2004/2005 and 2005/2006.  The graduation rates of non-First Nations students have also remained consistent over the same period, ranging from 82% to 84% (B.C. Ministry of Education, 2007).  There is clearly a gap in the educational needs being met by the public education system between First Nations and non-First Nations students.

The Guided Online Aboriginal Learning (GOAL) program presented here is designed to improve the graduation rates for First Nations students so that they would be able to experience more success academically and continue on to higher education, allowing many to improve their socioeconomic status.  Leaving their home communities has often had a detrimental effect on First Nations students.  Cora Voyageur’s (2001) observation about First Nations post-secondary students could easily be applied to First Nations secondary school students, “Students who were forced to leave the community to attend postsecondary institutions often dropped out before completion for many reasons including loneliness, intimidation, and an alien, competitive environment.” (p. 104).  Our program will allow these students to remain at home where they can maintain the support network that they have grown up with.

There have been many distance education courses offered to First Nations communities in the past, but most have failed for a variety of reasons.  As McMullen and Rohrbach (2003) point out:

We have been continually told that our students have failed distance education courses. We contend that in many cases distance education courses have consistently failed the student. Too many distance education courses that did not consider the needs of the student or the environment in which the course was delivered have been sold to communities. (p. 6)

Most distance education courses have been developed with a one size fits all attitude.  The reality is that the educational needs of First Nations students are very diverse and require cultural and environmental considerations.  There are several barriers to be addressed to allow for success with any distance education program targeting First Nations students.  These include:

…the costs of delivery, the effects of politics and the perception that distance education is a second-rate option compared to face-to-face delivery. Barriers encountered also included the continued lack of access to reliable technology in remote communities and the failure to research and adapt the course material and delivery methods to the unique needs of remote Aboriginal students. (McMullen and Rohrbach, 2003, p. 8)

The GOAL program presented here would address these issues so that there is a greater opportunity for student success in remote First Nations communities.  By tailoring our product to the needs of First Nations students and their communities, we feel that we can improve First Nation student success in completing secondary school.

What is GOAL?

GOAL refers to Guided Online Aboriginal Learning.  The idea behind this product is that too often in the past, any attempt at educating First Nations students by distance education was defeated by the very design of the product.  There was little, if any, consultation with the community that the product was being marketed to.  Often, the lack of success experienced by students was blamed upon the students themselves without any real attempt being made to look into why those students were not experiencing success.  There is a need to restructure the education system where it is applied to First Nations students so that there is more relevant content delivered in a more meaningful manner for, as Wotherspoon and Butler (1999) point out, “…the conventional education system remains ill-equipped to overcome high rates of Aboriginal failure and dropout due to the lack of Aboriginal content, cultural curricula, and personnel” (p. 4).  GOAL proposes to start with consultation with each individual community to find out what the needs and expectations of the community are.  Once that information is obtained, GOAL will develop the curricular program which will best suit the needs of the individual communities.

GOAL is an educational program that will be delivered online and meet the requirements of the B.C. Ministry of Education.  Within those requirements there is enough flexibility to allow for First Nations content.  For example, the B.C. Ministry of Education has just recently introduced an alternative to English 12 called English 12 First Peoples.  They also have developed the course, B.C. First Nations Studies 12, which can take the place of Social Studies 11.   As well, where possible, First Nations content will be included in course materials so that First Nations students experience learning relevant to their context rather than learning material with which they cannot identify.

Who Will Benefit From the GOAL Program?

The GOAL program will be best suited for those communities that have benefitted from Industry Canada’s implementation of broadband internet access in remote communities. This is provided via satellite connection and has been in place for several years in communities such as Nemiah Valley in B.C.’s Chilcotin region.  Nemiah Valley is an excellent example of how the implementation of a broadband satellite connection can open up new opportunities for a remote community, even one like Nemiah Valley where the only power available is individual generators.  Nemiah Valley currently is home to about 200 people and their children have to travel three hours to Williams Lake in order to complete grades 10-12.  During the week, these students must live in a dormitory in a city where they have not grown up, usually without any sort of support network in place that they are familiar with.  It is not surprising then, to find out that many of these students do not experience success at the secondary school level.

With the access to a broadband satellite connection, GOAL can provide quality, relevant educational programs to the students of the community so that they can remain in their home community and complete their secondary education.  The lack of educational success of their children is a very real concern for the members of these communities.  GOAL can provide them with the opportunity to have their children remain with them for the duration of their secondary school education.  This way, they will be able to provide their children with the support and care that they find sorely lacking when they are shipped off to an unfamiliar community setting.

Another factor that will make GOAL appealing to First Nations communities is the ability of the communities to have input into the format and content of the GOAL program.  This will make the community a stakeholder in the success of the GOAL program as they will have a vested interest in that success.  The opportunity to collaborate in the development of the content of the curriculum gives the community and, by extension, the students, ownership of the program.  Too often in the past, First Nations communities have had various educational programs imposed upon them with little or no input allowed or expected.  The GOAL program will not operate successfully without that collaborative element between the company and the community.

How Will the GOAL Program Work?

The GOAL program will offer courses in an online format.  The GOAL program will work in conjunction with the individual Band education committee and/or the local School District to put the proper support network in place in terms of instructors and IT support.  Where possible, tutors on site will be preferable to tutors residing in another community.  Instructors are contracted out, either from a school board or in conjunction with a school board.  It is important that the availability of the instructors be made very clear to both the students and the instructors from the outset.  The ability to access their instructors will be important to the students as they do not want to feel like they are not being heard.

One of the larger issues in regards to First Nations education is the imposition of deadlines on assignments and course completions.  Too often, in the traditional school setting, First Nations students get behind in their work and then feel helpless when they feel that they cannot catch up.  The reality for many of these students is that the pace they learn at is not necessarily governed by the calendar.  Many Aboriginal communities place great importance on familial and cultural events, some of which can take up a considerable amount of time.  McMullen and Rohrbach (2003) argue that programs which do not allow for this type of flexibility will only prevent student success in Aboriginal communities, “…adhering to strict course delivery schedules that do not allow for community ceremonies such as funerals and cultural events does not allow for the dynamics of remote Aboriginal communities” (p. 63).  To this end, the GOAL program would allow for flexibility in course completion.  If a student does not complete a course within an allotted time frame like a semester, they will not be punished with a failing grade and then face the reality of starting a course over the next year.  Instead, they will be allowed to continue on from where they left off.  This way, they will be able to see themselves successfully completing courses and, ultimately, graduating from high school.

Who Will Pay for GOAL?

There are potentially three partners that could be interested in providing funding for the GOAL program.  First, the individual Band councils will have an interest in providing this service for their children so that they can experience an increased rate of success.  At the moment, they are watching their children being sent off to schools away from their community and seeing only roughly half of their children experiencing success.  Another potential partner is the individual school districts who are currently providing education programs for First Nations students.  Many school districts are making the success rates of their First Nations students a priority.  The GOAL program would offer them that opportunity.  Finally, the federal government would probably be interested as well as they also have an interest through Indian Affairs in seeing student success rates increase for First Nations students.

The cost benefit of the GOAL program will make it attractive for all parties involved.  The band will have a greater say in how their children are educated and will have a greater opportunity for their children to remain in their home community as adults with credentials that they can then use to contribute in their home community.  The individual school districts can combine greater success rates with a lower cost of service delivery as they will not have to transport and house these students for several years of their schooling.  The federal government will hopefully see more First Nations students becoming successful adults, thus requiring less social care from the federal government over the long term.  The long term cost benefit of the GOAL program is not only measured in dollars but in long term community development as well.

How Will the GOAL Program Measure Success?

There will obviously be a transitional phase for students as the GOAL program is implemented in their home community.  The program would be best implemented with a cohort of grade 10 students first and then add grades 11 and 12 in each of the following years.  The goal is to take those students who are enrolled in the GOAL program and have them graduate at a rate higher than is presently occurring with First Nations students who have been shipped out of their home community to complete their high school education.  If the GOAL program can improve First Nation student high school graduation rates by 20-25%, then it will be considered a success with the intention of improving even further on those numbers over the long term.  The ultimate target is to have First Nations students graduating from high school at a rate that is comparable to non-First Nations students.

EVA Analysis of the GOAL Program

From an EVA perspective there are several questions that need to be addressed before the GOAL program can be considered for implementation.  One of the most important factors to consider will be the reliability of the broadband network in each community.  It will be important to make sure that the network that has been installed will be able to consistently deliver service so that the First Nations students are not left without a connection to their courses and instructors.  If the broadband connection can be shown to be reliable then the issue of provision of service can be considered adequately addressed.  Another issue will be IT support for the actual computers to be used by the students in their home community.  Will they be operating from home or will the computers be provided for them in a central location within the community?  If they will be operating from a central location, will IT support be on site or will a technician need to be sent out from another location?  The continued reliable operation of the computers on site will be as important as the reliability of the broadband connection.

The actual curriculum provided by the GOAL program would have to be in line with the standards set out by the B.C. Ministry of Education so that the students would be receiving an equivalent level of education as those students attending public schools in other communities.  Also, the First Nations content included within the curriculum package of the GOAL program needs to be relevant to specific cultural groups as there is a great deal of cultural diversity between First Nations groups.

Probably most importantly, the GOAL program will have to demonstrate that the result will justify the investment.  There will have to be appreciable positive change in the number of First Nations students achieving graduation.  This will have to be tracked and reported back to the stakeholders so that they can consider whether or not to continue.  There is not just a financial investment at stake with the implementation of the GOAL program; there is also the education of First Nations youth at stake.  The GOAL program will have to prove that it is providing a better educational alternative to having students leave home to attend school.


The GOAL program offers First Nations students living in remote communities the opportunity to complete their high school education without having to leave home and attend school in unfamiliar surroundings.  It is the belief of the GOAL program that First Nations high school completion rates can be dramatically improved through the use of GOAL.  The obvious need for an improved form of educational delivery to these students means that there will be a receptive market for this product.  The inclusion of the First Nations communities in the development of the curricular material will help to promote ready acceptance of the GOAL program by these communities. With the successful implementation of the GOAL program in select remote First Nations communities, others will then be solicited for the option of implementing the GOAL program.  The large number of remote First Nations communities combined with the increasing availability of broadband internet access through Industry Canada creates a rapidly growing market that is not currently being serviced.

The GOAL program has the potential to grow over several years as more students are enrolled in the program and experience a greater degree of success.  The expansion of the GOAL program to more remote First Nations communities will allow the company to grow and expand to possibly offer an educational program for other groups outside of British Columbia and Canada.  The GOAL program, if implemented properly, can provide both financial benefit for the company as well as social and educational benefit for the students and communities involved.


British Columbia Ministry of Education, Aboriginal Report 2002/03 – 2006/07: How are we doing? (2007). Retrieved November 16, 200, from

First Nations Education Council, School District 73 (Kamloops/Thompson), British Columbia (n.d.). Improving school success for First Nations students. Retrieved November 15, 2008 from

McMullen, Bill & Rohrbach, Andreas.  (2003).  Distance education in remote Aboriginal communities:  Barriers, learning styles and best practices.  Prince George, British Columbia: College of New Caledonia Press.

Perley, S.  & O’Donnell, S. (2006). “Broadband video communication research in First Nation communities,” presented at the Canadian Communication Association Annual Conference, York University, Toronto.  National Research Council of Canada.  Retrieved October 01, 2008 from,

Voyageur, Cora J. (2001). Ready, Willing and Able: Prospects for Distance Learning in Canada’s First Nations Community; Journal of Distance Education, 16(1), 102-112.

Wotherspoon, T. & J. Butler. (1999) Informal learning: Cultural experiences and entrepreneurship among Aboriginal people, NALL Working Paper #04 -1999. Retrieved November 15, 2008 from,

November 23, 2008   7 Comments

Japanese DL System

Hi everyone,

Please review my A3 submission.


November 23, 2008   9 Comments

Alan’s A3

After many, many… reiterations of this assignment, here is my A3.  This is a mock company, but a real project that is in development.  It is scheduled to be operational September 2009 with our class of 2013.  I hope this gets to the proper place as I have a history of some creative and unintentional mischief when uploading

ETEC 522 assignment #3

November 23, 2008   10 Comments

Throwing Open the Gates at Royal Roads University

Hi all,

My pitch is intrepreneurial and it’s real – I’m meeting with the AVPs Academic and Research as well as a bunch of others next week. The goal of my pitch is get people on board with the idea of Royal Roads beginning to share course content and ultimately joining the OpenCourseWare Consortium.  My rationale is that sharing could help us in a number of ways, some that would benefit us, and some that would benefit education generally and enable us to have a positive impact on learning in a global sense.

Please view my pitch on Youtube here:

Looking forward to your feedback!


November 23, 2008   13 Comments

A3 – MARGE: Mobile Augmented Reality Games for Education

Hi all:

Here ( is my pitch/proposal for an intrapreneurial venture – a mock technology/educational research project, for a mock polytechnic institute.  All the mocks aside, I’m wondering about finding aspects to maybe pursue when I go back to work, so am looking forward to feedback.

There are two short video clips as part of the pitch. The movies have been uploaded to Google Video and linked into the website. An introductory summary is also provided as a PDF document. The videos didn’t come up for one of my “site testers”. (Their system was older and their browser plug-ins are very limited). If anyone here encounters difficulty with any of the media, or accessing the website (on my work server), please let me know: joeyMET AT gmail DOT com.  And I’ll do my best to address it.


November 23, 2008   12 Comments

Mahara in a K-8 DL Program

Here is my executive summary and pitch.

It is an intrapreneurial pitch to a school district Superintendant.

Note: the pitch is linked to the executive summary and takes time to load. It’s a PowerPoint presentation converted to flash.

WARNING: I had great difficulty with a borrowed camera so I only managed to salvage one small piece where I was practicing to deliver the pitch; it’s not great, and the sound is low for the first slide. After the first slide, I used PowerPoint narration – the volume increases greatly. So get ready to turn the volume down 49 seconds into the pitch!


November 23, 2008   10 Comments

Lease Renewal and the Wireless Writing Program ~ A3

*** Ack! Disaster, well not totally… my servers logic board went down today… I’ve had to repost at

My original should be back up and running tomorrow evening (Thursday) with all my original Executive Summary and Analysis


I’ve posted my executive summary and analysis along with several different video formats and sizes at

I’ve taken the opportunity this assignment and the course has provided to double dip and build resources for my work. This is an intrapreneurial venture pitch that focuses on the continuation of our 1:1 wireless writing project. I would greatly appreciate comments and suggestions as I will be presenting this to the Board in the winter or early spring of 2009.

Thanks all!


November 23, 2008   16 Comments

Richmond Online Adult Graduation Program

Hi everyone,

My pitch, a PowerPoint presentation of the executive summary as well as a written executive summary can be found in the Word document below.

Ellen’s Pitch



November 23, 2008   15 Comments

Resource Sharing using

I’ve created a file sharing website for teachers to upload and share their digital resources called

My venture pitch for this resource is accessible from

Update: Video now available on Youtube at greatly decreased quality.


Now to go finish my venture analysis so I can email it in!  Good luck everyone!

November 22, 2008   17 Comments

Interactive Feedback Machine

Hi Everyone,

I’ve put my pitch and executive summary on a Google sites page.  The link to the pitch on Youtube and the summary (see the bottom of the page as an attachment) are found there.  It’s my first time with Google Sites, so hopefully things work.  The “Interactive Feedback Machine” is presented for your consideration, and even has a brief cameo (sort of) of Dr. Vogt.  Enjoy!



November 22, 2008   10 Comments

Sarah’s Intrepreneurial Adventure

ALERT: BC is facing a critical shortage of doctors in rural areas.  Find out how Mediasite by SonicFoundry can be part of the solution.

The link to my YouTube pitch is found in my executive summary:



November 20, 2008   13 Comments

Assignment 3 Submission – Mahara

Hello Cohort:

For your consideration – Mahara.

Regards, Marc

November 18, 2008   7 Comments

M12 :: Venture Forum

When completed, and anytime before end of day November 23rd, please post your Assignment #3 submission here as a response to this post, or as a new post in the category “Module 12”, with the tags “A3”, “M12” along with any additional relevant tags, and with any pertinent links or attachments.


November 12, 2008   2 Comments

Assignment #3 Briefing

Hi everyone.

Most of you are well into thinking about Assignment #3 (“A3”), if not far into production, so I wanted to provide some additional orientation to the process we have in mind:

  • I will be marking A3, so please direct all of your questions in my direction.
  • Please pay close attention to the A3 rubric provided.
  • Submit your A3 to me directly via email before end of day November 23rd.  Given the Venture Forum activity in Module 12, late submissions will be unacceptable.
  • Also post your A3 to the Module 12 Venture Forum here before end of day November 23rd.  The basic idea is that your A3 should begin with a short executive summary (‘elevator pitch’ or ‘pitch page’) that captures the essence of your venture in a compelling way that encourages venture analysts (in this case, your classmates) to review the entire pitch.  Please note that your Venture Forum submission should not include the “self-evaluation” portion of A3, this should be something that is just included in your email to me.
  • If there is any reason you do not wish to expose your venture concept to the world (remember that outsiders can review any posting here) please discuss this with me ASAP.  If the intellectual property (IP) involved is sensitive, I’m willing to sign a Non-Disclosure Agreement (NDA) before receiving it for marking purposes.  We could also arrange for peer reviews to be done via private email if that is your wish.
  • You will all be receiving your Module 12 analysis assignments by noon on November 24th.  Please post your analyses as responses to the respective pitches before end of day November 30th.
  • In the spirit of the Venture Forum, I intend to submit a real pitch of my own, and look forward to your critical response!

Good luck!


November 12, 2008   2 Comments

Assignments #1 & #3

Hi everyone –

In terms of an advance look at your Assignment grades, our good friend DavidP will be marking Assignments #2 and #4 (no there’s not a “new” assignment – #4 is your participation in discussions), and I will be marking #1 and #3.  Please approach either or both of us with questions about any dimension of the course, but you might keep me in mind in some special way as you develop your topics for Assignments #1 and #3.

If you haven’t already done so, you should probably be zeroing in on your topic for Assignment #1 by now.  You don’t need to bounce it off me, but I’d be glad to answer any questions you might have.
Assignment #1 us due by end of day on October 12.  Thanks.


September 9, 2008   1 Comment