Internship Opportunities at Levine Communications

ENTERTAINMENT & PUBLIC RELATIONS INTERNSHIPS AVAILABLE NOW! “As we celebrate our twentieth (20th) anniversary as one of Hollywood’s most prominent entertainment PR firms, I’m convinced that our intern program continues to be one of the most dynamic in the entire entertainment industry. Since 1983, over 2,200 interns have passed through our doors. We now estimate that over 250 hold prominent jobs within the entertainment industry, having begun their career as an intern in our office.” — Michael Levine Prestigious Entertainment Public Relations firm is seeking Interns to assist one of its busy Publicists. This is an unpaid position for dedicated, reliable individuals eager to learn and experience a real work environment and which offers the following:

* Knowledge, experience and opportunity for someone seeking a career in the entertainment or public relations fields.

* College credit in accordance with your educational institution’s policies on internships.

The Levine Communications Internship Program requires a minimum of 15-20 hours per week. Opportunities are what you make them – the more time invested, the more knowledge and experience gained. Duties include working as an assistant to one of the firm’s press agents, doing computer work, information gathering, research, administrative and general office work. Candidate must possess writing and telephone skills and have an obsessive attention to detail.

This is an excellent opportunity to learn about Publicity and Show Business from an accomplished member of the entertainment industry willing to offer general career counseling during the internship period in addition to the experience offered. A desire to explore career positions in PR and/or entertainment is a plus.

ONLY RESPONSIBLE, INTELLIGENT AND DEDICATED PEOPLE NEED APPLY.

This is an Equal Opportunity position.

Positions are available beginning immediately. Interested parties should call Clarissa directly at 310.248.6222, ext. 14, as soon as possible for an interview. INTERNSHIPS ARE AVAILABLE ON A YEAR ROUND BASIS.

Read what LCO interns have to say about their experience: “As a college student who is struggling with my specific direction I can not think of a better way to get hands on experience and gain real knowledge (not out of a textbook) in my field of interest.” — Courtney

“I love learning and I feel everyday that I am learning a lot from this firm. I am learning how to adapt to a new and challenging environment. I am glad that we have regularly scheduled intern meetings because I feel it creates an opportunity for a more open dialog with the president of the company.” — Kevin

“This internship has given me the opportunity to get an inside look at what a public relations firm is all about and how a successful one runs. I am excited to have this opportunity to work for such a successful company filled with hard working, warm and friendly people making my internship at your company a very positive experience.” — C.M.

“Being an intern for Levine Communications is a good educational experience for me. It makes me feel highly valued because I am being given so much more responsibility than ever before. I know for a fact that when I leave here, this experience will have an impact on what I do with my future.” — Bernadette

“My time at Levine Communications has been quite rewarding. I am definitely learning the different aspects of the public relations world and how important research is in PR. As a result, my researching skills have improved dramatically.” — Laura

Contact LCO for information: 310.248.6222 ext. 14 or email clarissa@levinepr.com

Michael Levine is the founder of the prominent public relations firm Levine Communications Office, based in Los Angeles. He is the author of Guerrilla PR, 7 Life Lessons from Noah’s Ark: How to Survive a Flood in Your Own Life.

GuerrillaPR.net is a resource for people that want to get famous in the media, without going broke. http://GuerrillaPR.net

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Business Plan Competitions

The idea of a business plan competition first started in the 1980′s at the initiative of some MBA students from Texas and has increasingly gained popularity. Such events happen yearly and rejoice a great affluence of contestants, which highly increases their competitiveness.

Competitions

Organized by Universities

* Babcock Elevator Pitch Competition – Wake Forest University

* Enterprise Creation Competition – Ball State University

* Moot Corp. Competition – University of Texas

* Duke Start-Up Challenge – Duke University

* IBK Capital Ivey Business Plan Competition – University of Western Ontario

* OFC Venture Challenge – Clark Atlanta University

* Venture Adventure – Colorado State University

Held by business organizations

* Jungle Business Plan Challenge – Jungle Media Group

* S.E.E.D. Business Plan Competition – TechKnowledge Point Corp.

* Venture Bowl – National Institute for Entrepreneurship and Carrot Capital

You will wonder probably what exactly do these competitions consist of and where does their popularity come from?

Organizers

Although the organizers and sponsors are usually universities, there are several business organizations that host business plan competitions.

Contestants

Business plan competitions are student entrepreneur events. The contests are organized either for graduate or undergraduate students and it does not necessarily have to be MBA students. The contestants may be student scientists, engineers, MDs or other specialists who strive to create a viable business plan hoping to enter such competitions.

The popularity of such contests also reached some other layers: business plan competitions are also organized with the purpose of giving people the possibility of starting a business. Business plan competitions usually happen as intercollegiate events, but this contest formula has also been taken over by companies who want to facilitate the founding of new businesses.

It is also the case of Ford Motor Company that sponsored the Ford BEST (Building Entrepreneurial Success Today) Business Plan contest in association with SCORE “Counselors to America’s Small Business” and DiversityInc. The BEST Business Plan contest took place in the winter of 2004 and addressed all U.S. citizens over 18. All the submitted business plans were judged by an advisory panel from SCORE.

Why the need to participate in such events?

Besides the cash prizes, that, although quite important, will rarely suffice for financing the foundation of a company, there is the advantage of learning from this experience – this will enrich students’ knowledge in a greater degree than the mere theoretical aspects they learn from lectures.

Not in the last place, there is the valuable opportunity of pitching the business plans to quite a lot of investors in a very short time.

How Do Winners Benefit?

Innitially started as a valuable opportunity for the students with bright business ideas to express them within contest conditions, the business plan competitions have become a resource for some investors. There are two categories of results of such competitions:

You would say that choosing from purely theoretical plans would be highly improbable for a venture investor. Yet, that’s how many successful firms came into being.

1-800 Contacts

A mail-order contact-lens-replacement company in Draper, Utah. The business plan won the 1995 Brigham Young University tournament in Provo, Utah.

Attorneys @ Work

An Internet recruiting and placement service in Atlanta. Competition: 1996, University of Georgia. SensAble Technologies Inc.

In Cambridge, Mass., won the MIT competition in 1995. Epotec Inc.

Competition: 1997, University of Chicago.

However, having good results in an important competition does not necessarily imply launching a company successfully. There is the risk that some investors consider your plan an academic exercise before really studying it and thus the percentage of trust is substantially reduced.

Laura Ciocan writes for http://www.businessplanning.ws where you can find more information about business planning
Please feel free to use this article in your Newsletter or on your website. If you use this article, please include the resource box and send a brief message to let me know where it appeared.
Contact:lauracio@gmail.com

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Building Interaction Into Your Online Course

You’ve already decided that you’re ready to author online and you have your content organized. Now it’s time to face the ultimate challenge in online learning – making it interactive!

Interaction in online courses is a two-edged sword. On one hand you want students to participate. This enhances their learning by letting them question and discuss issues in the course. On the other hand, as the instructor, you need to decide the level of interaction you want to have with each student – and build your courses accordingly.

As an illustration, let me relate a poor choice I made in a course I wrote several years ago. Because I wanted everyone involved, I required that each student post at least one message per week to the discussion group. In addition, I required that they respond to two other messages. Simple? Yes. But because I had decided that my level of involvement was to respond to every posting, I was faced with 3 messages for every student every week – and this was only the minimum requirement! I soon found myself bogged down in responding to an overwhelming number of messages.

To decide on your level of involvement, let’s look at 5 levels of interactions you can provide.

1. Respond to every email. At this level of interaction, you are reading and responding to every email or discussion sent. Beware. While this may be effective at the beginning of a discussion when there is little interaction, you’ll soon be overwhelmed just responding to and encouraging students.

2. Respond to every nth email. This is a more rational view. Here you can decide to pick every 5th posting and respond to it. The danger is that you’ll miss a student’s best posting or that you’ll miss an important question.

3. Respond to 1 message per student per week. You can set the expectation that you’ll welcome questions from everyone, but that you’ll only guarantee a response to one per week. That will put the burden of composing an effective message on the student’s shoulders, rather than just jotting off a quick question every time they think of it.

4. Post provocative questions. This is a great way to get a discussion started. If you choose this route, you may choose not to participate in the discussion yourself – but instead, just summarize it at the end – or not.

5. Employ help. This may be a Teaching Assistant, a mentor, students who have taken the course in the past, etc. You may also choose to separate the types of correspondence – for example, one person may cover technical questions, while another handles course mechanics and you take the content questions.

Now that you’ve decided on your level of involvement, it’s time to design the exercises. Recognize that almost any type of exercise you use in face-to-face training has an online counterpart. So be creative – and try your ideas. You can even ask your fellow instructors for help by saying “In an instructor-led course we would do such-and-such for this lesson. What would you suggest we use to replicate that learning online?”

Keep in mind that the format of the course you are creating will help determine the appropriateness of an interactive exercise. For example, if you have a rolling enrollment, self-paced course where students sign up and work through the materials at their own pace, it may be difficult to assign them team activities.

To get you started here are some ideas for interactive exercises. These cover a variety of levels of interaction, so choose your favorites.

Polls and surveys – ask a series of questions, then summarize the results for the participants. This can be done with a survey tool or you can use a multiple choice exam. Poll early and often. Your first poll might be the type of computer participants use, how they connect to the Internet, and their level of expertise in computer skills. This provides good feedback to you and gives them a profile of the “average” student.

Go and do – give students an assignment to do offline. Then ask them to come back and use one of the other techniques (reflection, chat, summaries) to report on their activities.

Read and react – give students an article, a series of websites, or other assignment. Then ask them to write a short reaction paper based on their readings.

Reflection – ask each student to use their personal note space to reflect on reading/group discussions.

3-word summary – ask each student to summarize their thoughts in 3 words in the discussion group. Others can ask for clarification.

Teams – use teams to create small discussion groups. Then ask one person from each team to summarize the discussion in the larger discussion area.

Office hours – use a chat to hold weekly office hours. Just tell everyone when you’ll be “in”, then wait for the questions. As an alternative you may decide to offer a chat time to a smaller group or team of students – either to encourage more interaction or to handle what would have been an overwhelming amount of interaction.

Expert panel – invite one or more experts to participate in a live event such as a video or audio conference. Take questions from the audience. Then continue the discussion with the discussion group. If possible, invite the experts to participate in the discussion.

You will continue to discover new interactive exercises that you use with your courses. For a full course on the topic, send an email to elearning@TechTamers.com

Dr. Jeanette Cates is an Internet strategist who works with experts who are ready to turn their knowledge and their websites into Gold. Her reputation as a speaker and trainer has earned her the title of The Technology Tamer. With more than 20 years in instructional design and elearning, Jeanette shares her news and views in OnlineSuccessNews.com

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IMT College – Full Online

IMT College – full online

* Ensure Your Future

* Immediate Use of Skills

* 8 Week Certificate Course

* Online Faculty Support

* 100% Online

* Anytime, Anywhere, for everybody

Explore Your Possibilities

Now, no matter where you live or what your schedule, you can tap into one of the nation?s leading business schools and learn valuable skill-sets that will have an immediate impact on your current job and help ensure your future success!

Our approach to managerial skills be characterized as attempting to teach all what is necessary to have success in business world and to reach your business goals. Attending our courses you can test your new skills all the time answering on our questions in many tests which are prepared for our students. For each topic or chosen course you can pass exam if you wish and get our diploma. The exam effectively tested skills that you learned in the managerial skills. The skills tested are of the great importance to anyone involved in day to day business life. Maximum points for diploma are 30 and minimum 5. The exam was very well structured and ran at a rapid but satisfactory pace. The concept is excellent.

How does our method of learning work?

Firstly, you must choose one or more courses and inform us by e-mail. After, we shall inform you about all conditions and ways of learning and send you literature in English. You must read materials and literature and after that we can organize internet meeting and discussion. You can openly make questions and need more explanations. At last you will write essay about some topic which is chosen by you. Our professors will read it and send you their opinion about. At the end of our program you van pass examin. All courses are two months long, except stress and time managament which are one month long. For the most number of courses we have special softwears. Choose course promtly because we shall begin our program on 1 of February 2005. As you can notice our prices are very popular and acceptable!

Professors are certificated with great experiance in many different subjects of teaching.

We have large amount of e-books in our members section for self learning wich could help you easier to reach your certificate.

If u want to be a member of our College and use all benefits (E library for example) you can apply for only 50$.

Also there is 24h support on email mirjana@metropola.net

Dr.Mirjana Radovic is a professor at F.Dickinson University,Lacrosse University and Akamai University and of course at IMT College. She has great exsperience in teaching students online and face to face. Also, she is author of seven books related to business management.

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CRI Releases Its 2003-2004 College Graduate Survey

Upper Saddle River, N.J. – May 2004 – Compensation Resources, Inc. has released the results of its 2003-2004 College Graduate Salary Survey. The purpose of this study was to obtain compensation data and information on recruiting and hiring trends for recent and new college graduates. The survey sampled compensation data from 71 organizations, including 1,253 jobs.

The results do not indicate any startling or unexpected results, and for the most part, they are consistent with other studies covering broader employee compensation trends.

Among the most significant findings was that total cash compensation, which consists of salary and bonus/incentives, increased by a respectable 6.1%, even though salaries only increased by a modest 0.8%. This is consistent with the trend of increased use of variable pay elements by many organizations. Variable pay allows companies to offer competitive pay with upside potential, while controlling fixed overhead for payroll costs, and to some degree, lessening the impact of higher salaries on benefit costs (i.e., vacation and time off benefits, retirement, some insurances, etc.).

Some additional highlights:

• Findings for 2004 indicate that the financial services industry is the top paying industry for recent college graduates ($60,900).
• Companies are currently utilizing a wide variety of methods to recruit recent college graduates. The three most equally popular methods are College Career Centers, Employee and Business Associate Referrals, and Internet Job Boards.
• The majority of responding companies have turnover rates of recent college graduates of 15% or less.

Paul R. Dorf is the Managing Director of Compensation Resources, Inc. He is responsible for directing consulting services in all areas of executive compensation, short and long-term incentives, sales compensation, performance management systems, and pay-for-performance, salary administration. He has over 40 years of Human Resource and Compensation experience and has held various executive positions with a number of large corporate organizations. He also has over 20 years of direct consulting experience as head of the Executive Compensation Consulting Practices for major accounting and actuarial/benefit consulting firms, including KPMG, Deloitte Touche (formerly Touche Ross), and Kwasha Lipton.

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Parents: Take the SAT Challenge!

I keep a box of tissues on the table where I tutor because, as an SAT tutor and college application consultant, I listen to high school juniors and seniors who are so overwhelmed by college pressure that they begin to cry. Not just girls. Not just Ivy League aspirants.

High school students are always convinced their parents don’t understand them. This time the students are right. Parents don’t understand because the college admission process is so much more competitive than it was when most parents applied to college.

These are the ten things I wish I could tell parents:

1. I am convinced that parents have to walk a mile in the student’s moccasins to gain some appreciation for the stress the students are under and to reverse the tension at home. If parents will take an SAT practice test they will feel some of the same anxiety, cringe at their results, and discover that the test is hard. Instead of piling 25 pounds of SAT study books on the desk, parents can commiserate with students over missed problems. Parents and students can become allies rather than adversaries as they face the college admission process.

2. Hire SAT prep tutors who focus on the applicable academic material rather than just the tricks. Increasing a student’s academic preparation for the test in addition to teaching the tricks increases their confidence on the test and in the classroom; teaching only the tricks makes students more insecure because they are relying on tricks rather than on actual knowledge.

3. Have the tutors keep the parents informed about each session so that the parent tracks progress with the tutor rather than pestering the student for information.

4. Have the student try the ACT. All colleges accept it and some students do better on it than on the SAT.

5. Make learning fun. For example, have the students memorize vocabulary using the book Vocabulary Cartoons by Sam Burchers, et al. Also, have the student do the crossword and other word puzzles in SAT Vocabulary Express, the fun book of word puzzles that will increase SAT scores. I wrote it with Michael Ashley, a nationally known puzzler, so that our students would learn to play with words, an important skill for the new SAT.

6. Emphasize getting good grades rather than good SAT scores. Bs in honors classes are better than As in regular classes.

7. Hire an independent college counselor who will work with the family to create a realistic college list, brainstorm for essay topics, establish deadlines for the student, and check all college applications. High school college counselors are overworked and do not have the time to walk families through the process.

8. Realize that the schools parents attended may not be within reach for their child. The number of high school students planning to attend college has increased dramatically; the student may be well qualified for a particular college and may still not get in.

9. Look for colleges where the student will thrive academically and socially. Choosing colleges based on their name recognition and prestige value is a formula that will increase stress, not decrease it. Everyone else wants to go to those schools, too, making them even harder to get into; they are not necessarily the best place for the student. Loren Pope’s book, Colleges That Change Lives, is a good place to start.

10. Support your child through a difficult process. Leave the prodding, nagging, and yelling to the tutors and college counselor. The independent college counselor will tell the student to work harder so the parent doesn’t have to. Why ruin the student’s last year at home?

Parents can make decisions so that senior year is not be so fraught with anxiety that family members begin to avoid each other. And, I hate it when my students cry.

Jacqueline Byrne
Author, SAT Vocabulary Express (McGraw Hill, 10/04)
Partner, Ivy Educational Services, Scotch Plains, New Jersey
http://www.ivyeducationalservices.com

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Medical Assistant – Medical Assistant Distance Education

Considerations in Distance Education for the Medical Assistant Instructor

Medical Assistant distance education is emerging to meet the demands of a new generation of students in the twenty first century. St. Augustine Medical Assistant School distance education program for medical assistant presents a good model for this integration of technology with medical assistant education. Distance education, particularly in its most recent form, online education, is being integrated into even the most cautious and conservative of educational institutions. Yet the impact of these alternative forms of teaching and learning on students, faculty, and institutions has yet to be broadly or deeply studied. New models such as that at St. Augustine Medical Assistant School are immerging. St. Augustine Medical Assistant School is available at: www.medassistant.org

Distance education is not new, and can be traced as far back as the first century. The Apostle Paul wrote to the early Christian churches, instructing them from a distance (even when he was under ‘house arrest’ in Rome). This was probably the first type of ‘correspondence course’, which was the only method of learning at a distance until the advent of the telephone. Today, distance education and in particular online medical assistant instruction calls upon an impressive range of technologies to enable medical assistant instructor and the medical assistant student who are separated by distance to communicate with each other either in real time (synchronous) or delayed time (asynchronous).

Currently and asynchronous model used at St. Augustine Medical Assistant School to instruct medical assistant students. This has proven to be a very effective model however the medical assistant program is currently investigating the benefits of synchronous online medical assistant instruction and the benefits it may have for the medical assistant student. Medical Assistant distance learning epitomizes the move away from institute based learning to a more direct, student centered approach. As a concept, distance learning has existed for over a century, notably in the form of paper based correspondence courses including the less formal correspondence education for medical assistants. Now however, distance education is depending increasingly upon technology for its success and technological innovations ensure that distance learning for the medical assistant continues to evolve and grow as a valid and potent force in all forms of education for the medical assistant.

The task of the medical assistant distance educator is therefore to obviate these problems as much as possible by mixing and matching techniques, creating and maintaining a stimulating environment, and offering opportunities for medical assistant students to communicate with each other and with the medical assistant teaching staff on a regular basis. The medical assistant educators will also need to change their traditional role as well. Many remote medical assistant students need a great deal of social support, and medical assistant distance educators may find themselves spending more time offering one-to-one tutorials and less time lecturing. St. Augustine Medical Assistant School at www.MedicalAssistant.us is leading today’s technology in medical assistant education.

When designing medical assistant educational systems and materials for medical assistant distance in delivery the medical assistant teacher must consider not only learning outcomes, but also centered requirements and technical constraints for the medical assistant. Also to be considered are the needs, characteristics, and individual differences of both the students, the teachers and future medical assistants.

Medical assistant distance education for the medical assistant then, should not be viewed as a means of reducing costs, but as an opportunity to raise standards. It is also about providing quality medical assistant learning opportunities for those who, for one reason or another, have previously been excluded from this basic human right.

Medical Assistant distance education will quickly become the norm and not the exception for the twenty first century medical assistant. St. Augustine Medical Assistant School distance education program for medical assistant presents a good model for this integration of technology with medical assistant education. The St. Augustine Medical Assistant model can be reviewed at: http://www.medassistant.org, and http://www.medicalassistant.us.

Dr. Mark Stout
Dean of Education St. Augustine Medical Assistant School
Distance Education and Informatics Specialist
St Augustine School of Medical Assistants

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Distance Learning: Balancing Your Education and Busy Lifestyle

Distance Learning is a priority for most who have already set their lives out in one way or another in that their responsibilities have been laid out, and in quite a few cases, would not allow for regular College schedules. This is taken into consideration when looking for a place to study, and this shouldn’t mean below par education. It should mean convenience for those interested in education and furthering their portfolios.

Student Commitment

Distance Learning requires a certain amount of commitment as the student must schedule the time to study. This is also reflective in their work as they are not going to afford the time unless genuinely interested in the subject matter. The work from these students shows a clear interest in their progression, and therefore their time is not wasted on courses that they are only taking for UKAS points.

Flexibility

A high standard is reached as there is very little disruption in the pupil’s life, and therefore they find that they are able to concentrate on the subject matter fully. These courses are not as expensive as those that have to hire out a classroom, and with the ‘email’ style of assessment, the cost to complete their course assignments is inconsequential. There is no waiting for weeks for their assessments to be returned to them, and this makes it easier for the student to get on with their work at their own pace. These courses fit into lifestyles as it is usually humanly impossible to gauge when a situation will arise that takes a student away from their studies, but with the Distance Learning option, these students do not have the worry of catching up, or even having to loose out on their whole course and fee because there has been a glitch in their schedule. The course can be put aside, and picked up when the situation is eradicated. For those who travel for work, their course can be taken with them, affording them the time to continue on with their studies.

Different options for different lifestyles

This form of education is taking a front seat for those interested in continuing study after settling into a career, or starting a family. There are numerous reasons for not being able to put your life on hold to study a preferred topic, and this option is sometimes the only way people are able to get the training they need. This should not mean that these people have to put up with inferior courses, or exorbitant fees. For those who are unable to leave their homes, or not able to physically enrol on classroom taught courses, this form of education plays a paramount importance in their lives. Oxford College ODL and Oxford Distance Learning have devised a scheme for the visually impaired by designing their courses specifically for these people’s needs, and they are in the process of setting up a program to fit into those people’s lives that have difficulty in finding a course that caters for their special needs.

Grading

Distance learning courses are not easy. Because the student is not required to attend classes, it is imperative that a sound assessment of their absorption of the materials is obtained by the tutor, and this is only obtained through assignments that are usually more in depth than the usual grading process that is awarded through classroom taught courses. This takes it’s form by enabling the student into not just learning about a given subject, but also showing their understanding of each individual step in essay form which lends to their overall grade. This is particularly important to the student, as the material is not the only information that needs to be taught in a given subject. The student needs to be able to question the material, and use their own reasoning when it comes to analysing what they are asked to absorb which keeps them interested in the course work and sees that they feel more involved with the process of their learning.

In the words of Mike Tomlinson, former chief inspector of schools,

‘Too much time is spent preparing for exams which could be used for learning’.

Written by Angela Williams, Education Standards Reviewer ‘UK Education Today’. Distance Learning Courses can be enrolled via http://www.oxforddistancelearning.com. This online college has been recognised in the UK for offering the "best tutoring program to date".

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Choose the Delivery Mode for your e-Learning Course

There are so many ways to deliver instruction online that the topic warrants its own lesson. In fact, deciding how you are going to deliver a course is critical to the way that you design and develop the course!

Your first decision is whether or not you will deliver the course “live” or in a synchronous mode. If you deliver it live, it means that you and the students need to be online at the same time. There are numerous courses delivered this way. One of the oldest models for this is a telephone course.

You can also deliver a teleseminar, which is a fancy way of saying a course via telephone. In a teleseminar, everyone calls into a central number where there is a “telephone bridge”. The bridge can handle many simultaneous connections, so everyone can hear one another. And because everyone pays their own long distance bill to the bridge, it’s an affordable technology to use. Bridge pricing varies, but if you’re paying over $20 per hour to rent the bridge, then contact us and we’ll put you in touch with a more reasonably priced vendor!

A variation on the telephone seminar is a video conferencing course. You can use a dedicated video conferencing system or some of the newer internet-based web cameras. But recognize that unless everyone is on a fast line (cable or DSL), the video quality will be disappointing. In fact, unless there is a reason that you need to see one another, I always recommend audio conferencing instead. A good example of the use of audio conferencing is at wizetrade.com where they offer a weekly tutorial using internet audio conferencing. (Click on support to see the weekly schedule. You can tune in free to see how it works.)

Other vendors provide a blended model of live telephone with live web. Three of the largest vendors in this space are webex.com , centra.com , and letsconference.com . For each of these, you call a telephone number to get the audio, then tune into a website to see the slides and other accompanying materials. Some services also offer a web audio option, so that no one needs to pay a long distance fee. Many of these vendors have also included enhancements such as live polls during the lesson, a “follow-me” type of Internet tour of sites, and the ability to carry on conversations during the class via a chat feature. Try to participate in at least one of each brand so that you are aware of the opportunities.

While live delivery has its place in web-based learning, it takes away one of the primary advantages assigned to online courses – the ability to learn anywhere, anytime. So if you want to provide that advantage, then you must assume an asynchronous mode of delivery. This type of delivery requires that you think through all of the course, design each lesson, then post the lessons for the students. Whereas with a “live” course you can assume that the instructor will prepare and deliver each lesson, an asynchronous course takes a lot more prior planning.

Even here there are numerous options. Here are some questions you need to answer as you are outlining the features of your course:
* Will you have an instructor for the course? (instructor-facilitated)
* Will all of the students start and end the course at the same time? (lock-stepped enrollment)
* Will the instructor “release” the learning materials at a particular time of the week or will students be able to progress at their own rate? (student-paced or instructor-paced)
* If you don’t have an instructor for a course, how will you handle student questions?
* How will you measure student progress through a course? Do you need to?
* Will you certify course completion or are the students on their own as to whether or not they finish the course?
* How will the choice of instructor-facilitated impact your staffing requirements for the course?
* How will you train the staff to facilitate the course?
* Will you allow student-to-student interaction? If so, how will you facilitate that?

As you can see there are a lot of questions to be answered as you plan a course.

P.S. Did I mention that you can also deliver a course via email? For a good example of an email course send an email to elearning@TechTamers.com

Dr. Jeanette Cates is an Internet strategist who works with experts who are ready to turn their knowledge and their websites into Gold. Her reputation as a speaker and trainer has earned her the title of The Technology Tamer. With more than 20 years in instructional design and elearning, Jeanette shares her news and views in OnlineSuccessNews.com

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An Education in Saving on Textbooks

Every year students flock to the college bookstore to purchase the various textbooks that they require for their classes. Little do these students realize that, in doing so, they are throwing good money away. As unbelievable as it may seem textbooks, in some cases, actually cost as much, if not more, than tuition.

On the surface the college bookstore may seem like a convenient source for textbooks. Titles are usually in-stock and students may purchase new textbooks or opt for the cheaper alternative of used books. In truth the money saved by purchasing used textbooks from the college bookstore is only a fraction of the amount that students could be saving if they shopped online.

More and more online booksellers have begun selling textbooks at a considerable discount off of the cover price. In fact, many major booksellers now have special areas of their web sites that are devoted to selling nothing but textbooks. Online used bookstores are another source for college books as they stock a large number of textbooks, which means sizable savings for students. There are also web-based retailers whose inventory is entirely devoted to college books.

Students should avoid purchasing their textbooks at the first store that they browse. Instead, they should investigate the alternatives offered by other online booksellers. Price isn’t the only factor to consider when making an online purchase. Students should also factor in shipping costs and delivery time when making their buying decision.

Online auctions are another option for students seeking a bargain. This option, however, has its pros and cons. A plus is that students can get incredible bargains when obtaining books via online auctions. One downside is that established retailers have channels in place to ensure that you receive your order within a reasonable amount of time. With an auction purchase, however, you are at the mercy of the auction seller’s timetable.

One way that students can really save is by obtaining books for free. Project Gutenberg is one resource that English majors will find invaluable. At this site students can peruse a vast collection of classics that have entered the public domain. In the past students seeking assistance with their studies had to pay for the privilege of that help by purchasing study guides. Today that is no longer the case. Cash-strapped students can now visit Spark Notes for free downloadable study guides as well as free downloadable classics.

Students who elect to buy online will no longer be able to resell their books to the college bookstore at the end of class, but that doesn’t mean that they are stuck with the textbooks. Many web sites that sell textbooks also offer students the option of selling their books to fellow bargain-seekers. This allows students to easily recouping a portion of their money.

Textbooks normally consume a major portion of a student’s budget, but that doesn’t have to be the case, because while the cost of tuition may be set in stone the price of textbooks isn’t. By taking the time to do a little research on the best textbook values available college students can save money now rather than acquiring debt to be paid back later.

Copyright © 2004 Heather Wallace

Heather Wallace is founder of http://www.BargainMartian.com Visit to take advantage of the out of this world bargains from leading merchants found in this comprehensive directory of deals, rebates, bargains, coupons, and money-saving offers.

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