Welcome Lisa Star The TLT Group is pleased to have you join us today. [Mary McMahon] Thanks! [Maureen Greenbaum] yes I signed up for the next Friday live with a long message [Lisa Star] ooh, I haven't had time to read the registrations for next week yet, I'm afraid [Maureen Greenbaum] cool [Gary Kleemann] HI [Gary Kleemann] Good to be with you [Gary Kleemann] Yep [Gary Kleemann] Sounds good. [Vidya A.] Hi everybody! [Vidya A.] oh yes :-) [Lisa Star] Hi Sue you sound greta [Lisa Star] Not greta - great [Vidya A.] i did [Sue Espinoza] Joanna -- sorry about that -- I think I forgot to click the microphone off. It's off now. :-) [Vidya A.] did I come through? [Vidya A.] dang, it's the mac thing [Lisa Star] now I hear you [Lisa Star] sounds good [Sue Espinoza] Yep. :-) [SteveGilbert TLTG] sounds great to me [Vidya A.] awesome [Dan Mandell] Glad to hear you sounding so strong! [SteveGilbert TLTG] Thanks Dan! [Carl DiNardo] Thanks! Welcome Lisa Star The TLT Group is pleased to have you join us today. [SteveGilbert TLTG] Speaking of groups... I'm looking for institutions willing to try "hybrid" workshops - 1 campus with 1 or more F2F sites + connection via somehting like this today... on topic of your choice (within limits!) [Maureen Perry] Hi! I'm sorry I couldn't borrow a mic in time. [SteveGilbert TLTG] Still sound good [Steve Ehrmann] Only lost few for a second or two [Steve Ehrmann] lost you [Vidya A.] Hi, This is Vidya from Trinity University, Instructional support Manager, in San Antonio, TX. We're at 60 degrees! [Enid Karr] Enid Karr, Science Librarian, Clark University, Worcester, MA Too Danged Cold [Tim Loblaw] Hello from SAIT Polytechnic in Calgary, Alberta, Canada: cold & dry 15F [Gary Kleemann] Gary Kleemann, ASU at the Polytechnic, director, e-learning nice 68 degrees today. [Mary McMahon] Mary G. McMahon Director of Instructional Services Pomona College ITS [Robert Voelker-Morris] Robert Voelker-Morris, U. of Oregon, Faculty Technology Consultant, 40F [Carl DiNardo] Reference Librarian @ Mercyhurst College in Erie, PA... 19* and SNOWING like crazy [Bill Thieke] Le Moyne College, Instructional Technology, Syracuse, NY, 7 degrees (-5 w/ wind chill) [Mary McMahon] Mary McMahon Director of Instructional Services Pomona College ITS in southern CA Temp is in low 60's [Sue Espinoza] Sue Espinoza, professor at Texas A&M University-Commerce -- educational technology, higher ed, library certification; 57 degrees. :-) [SteveGilbert TLTG] Here at TLTG World HQ - Takoma Park, Md - cold -just below freezing Welcome Lisa Star The TLT Group is pleased to have you join us today. [rloconne] Rebecca O'Connell, Web Developer, MSE, Raleigh, NC, 44 degrees, sunny [Tom Angelo] Hi, this is Tom Angelo. [Prof. of Higher Ed and Director, University Teaching Development Centre, Victoria University of Wellington] It's raining and about 10C today -- NZ summer! [Maureen Greenbaum] Maureen Greenbaum Professor of Computer Information Systems at Union County College in Cranford and Plainfield NJ [SteveGilbert TLTG] What time is it for you Tom? [Maureen Perry] Maureen Perry--Reference Librarian Univ. of Southern Maine, Lewiston/Auburn. It's near zero here. [Tom Angelo] 8 AM Saturday [Tom] Welcome Lisa Star The TLT Group is pleased to have you join us today. [SteveGilbert TLTG] Great to have you with us again! [Dan Mandell] Dan Mandell, Assist. Director Instructional Technology, Saint Mary's College - in Sunny South Bend [SteveGilbert TLTG] Sound good, and delay was minimal. [Maureen Greenbaum] you are breaking in a n out [Lisa Star] sound is breaking up a bit [Lisa Star] Looks like our internet here at the office doesn't like how windy it is outside! [Bonnie Hunter] Bonnie Hunter: TLT Group, Princeton, NJ, branch. 23 degrees, feels like 8 degrees because of the wind. [SteveGilbert TLTG] #4 was truncated on my screen [Steve Ehrmann] [Vidya A.] If you switch to "browser" mode, you shd be able to display the web page right? [Vidya A.] :-) [Lisa Star] I see page [Vidya A.] yup!!! [SteveGilbert TLTG] I see the resource page [Sue Espinoza] It's there. :-) [SCCC] seem to be experience some audio drops...infrequent [SteveGilbert TLTG] Do you want us to be looking at somethign other than the "Resource Page" now? [SteveGilbert TLTG] Now see Public Version [SteveGilbert TLTG] Yes, see Task 1 slide [Vidya A.] i do [Steve Ehrmann] correct [Steve Ehrmann] Thank you! [Lisa Star] Principle 5. Ideas for Using Technology to Encourage More Time on Task and Reduce Wasted Time <5_Time_Task.htm> [Tim Loblaw] Principle three: Active learning. Specifically, the recommendation "Explaining How to Apply What Has Been Taught" [SteveGilbert TLTG] Principle 3: In an ethics class on art I had them weekly post commentary on ethical issues arising in the news and required that they respond to one of these postings each week. [Tom Angelo] Editor’s Note: Rubrics don’t necessarily speed feedback but they can make it clearer and help raise expectations for student performance. See ideas about rubrics, and some background materials, in the discussion of Principle 6: Higher Expectations. <6_Expectations.htm> [Vidya A.] Principle 3. Active Learning to Put Pieces Together [jpande] I am in, thanks. [Enid Karr] Where are we supposed to cu and paste to, sorr? [Enid Karr] thanks! [Vidya A.] specifically, using Web 2.0 technologies to incorporate active learning experiences [Jasmine Cieszynski Bourbonnais] 2. Encouraging Cooperation Among Students (Requiring Students to Comment on One Another’s Contributions) [Enid Karr] Electronic Reserves · We also use electronic reserves at the library which has cut down on photocopying and has made student access to reserve materials much more efficient. Students have commented on how useful they felt that access was. I have to say, since loading materials on electronic reserve, I have noted an increase in the quality and completeness of student response to reserve assignments -- they are actually READING the assigned essays! Access helps. [Robert Voelker-Morris] #6. Communicate High Expectations (specifically Using Rubrics to Communicate High Expectations and If Technology Enables Students to do More, Expectations Can Be Increased) [Jasmine Cieszynski Bourbonnais] I have used a blog for postings and comments on each other's postings. My students resisted and resented it! This semester, I'm tryign the discussion board in BlackBoard. After class 1, they seemd more enthusiasitic than they ever were with the blog [jpande] Encouraging Active Learning The third principle is ' encouraging active learning.' "Students do not learn much just sitting in classes listening to teachers, memorizing pre-packaged assignments and spitting out answers. They must talk about what they are learning, write about it, relate it to past experiences, and apply it to their daily lives." Many of the other principles, such as student-student collaboration <2_Stu-Stu_Cooperation.htm>, can also advance active learning. In what ways has technology been [Dan Mandell] Using Rubrics to Communicate High Expectations [SteveGilbert TLTG] I like Rubrics cubes [SteveGilbert TLTG] Look at the "File" pull-down menu in the upper left. At any time you can click on "Save text chat to file" Then do the "usual" Microsoft process for selecting a location into which to save the copy of the text chat. The result will be a text file saved where you indicated. That text file will include EVERYTHING up to the most recent posting in the text chat area. You can repeat this process as often as you like. [Maureen Perry] Active Learning to Put Pieces Together Active Learning to Put Pieces Together--A variation on the first idea would be a great way to encourage students to not wait until the last minute to do their research. [Bill Thieke] A Mix of Communication Media Can Open Conversation to A Mix of Communication Media Can Open Conversation to More Kinds of Students A Mix of Communication Media Can Open Conversation to More Kinds of Students [Lisa Larson] Students using computers to do what professionals do with computers · Writing computer programs in programming classes · Our school is an art and design college, so the studio courses make use of digital imaging possibilities, drawing and art programs, type and design capabilities on a daily basis. · All of our students are required to use computers to write papers in our English courses. So, I know that the students who are majoring in Associate of Arts, Associate of Science, and A [rloconne] 5. Time on Task; Wasted Time - My students remark that they spend a lot more time researching web quest topics because it is "fun." They enjoy technology and many students are amazed to discover how creative they can be when presenting historical subjects in the form of web quests. Editor’s Note: I first heard about this phenomenon in the 1980s, when a faculty member I interviewed called it “capturing students’ beer time.” [Carl DiNardo] Students start and continue discussions outside of class. I have threaded them together for team projects. I have also created teams in some courses to design Websites as research projects with people bringing to the Website design different expertise. [Bonnie Hunter] 7. Respecting Diverse Talents &Ways of Learning: Disabilities · Recently a very wonderful technological advance was utilized (by a student) in a class of mine. We were scheduled to have an exam, and I have a student who is very dyslexic. Because he is aware of and knowledgeable about his learning disability, he has purchased software that will actually read written text to him. Thus, during the exam, he was able to have a version of the exam on disk (provided by me) and a hard copy to record his answers, [Bonnie Hunter] which allowed him to sit in the normal classroom with his computer, wearing earphones, and take the test, without the frustration and anxiety that a learning disability can often create. Editor's note: Some faculty help students believe that each student should play a role in creating or adapting assignments. [SteveGilbert TLTG] I see "How useful were...." [Carl DiNardo] i see it just fine [Lisa Star] You can adjust the chat box width [Mary McMahon] Sorry I need to run. Thanks. [Lisa Star] ------------------------------------------>>>> [SteveGilbert TLTG] I'm too susceptible to sea-sickness to want to have my boat rocked. [Carl DiNardo] I agree, exploration is required [Sue Espinoza] What about adding a column for people to indicate that they are using many of these already? :-) [Dan Mandell] While interested in developing rubric to clarify and elevate expectations, I suspect this activity would involve investing a considerable amount of time in developing good rubrics. [SteveGilbert TLTG] ONe of the biggest challenges (and uses of this collection) is to convince faculty that some of the things they are already doing are worth sharing with colleagues - even as offering a modest step forward [Jasmine Cieszynski Bourbonnais] yes, it does take some time to develop a rubric, but I like it./ It takes the pressure off of me when I'm faced with assignments. A rubric removes the "feelings" about the student and let's me focus on thier work. [Sue Espinoza] off topic -- has anyone on a mac had the problem of pressing CMD-C to copy and it erases everything in the chat window? [Vidya A.] I encouraged my students to contact me via IM if they needed assitance as long as they saw me online and available. They really liked that kind of easy access to me. [Enid Karr] To save wasted time on assignments - use reference management software [Vidya A.] oopd: vidya@trinity.edu [jpande] I teach an ONLine Institute in which I use some of the Learning Objects on MERLOT. [Jasmine Cieszynski Bourbonnais] I have students read online tutorials that describe the concept before I introduce it (in-person) during class. I teach a 1-credit research techniques course, so there is no textbook. [Enid Karr] EndNote or RefWorks so that you spend your time researching and writing, not formatting citations and bibliographies [jpande] We have a bunch of tutorials created in a program called Captivate [Vidya A.] mine aligns with student-faculty communication, forget which number it was :-) [Bonnie Hunter] Use a wiki to start a class journal. Each day a different student summarizes key ideas in class. That same student writes a few sentences about something of special interest to him/her. That same student responds to some other student's special interest. [Tim Loblaw] From a relevancy, social-building and information-sharing context, I have students post (into a discusison board) link they believe is personally meaningful and relevant to the course. [Dan Mandell] My faculty seem to be using Blogger.com to blog-publish student journal contributions and discussions. [Maureen Perry] I've been using the announcements section of Blackboard to take care of housekeeping details (e.g. getting library cards activated, etc.). When I have only 50 mins. for a one-shot session, I don't want to waste my time on housekeeping. [Carl DiNardo] This isn't technology, per-se, but is related to rubric... Not only useful for courses, but I use it each class to give a sense of direction and expectation in the class. Cover this at the start and review at the end of the class. [Robert Voelker-Morris] Distance Education: For me using audio instructions to complement the written. Also a colleague is using an iPod to record and then email audio assignment feedback. [Sue Espinoza] I take pictures of all students (or have them send one in) and put them online, with numbers, not names. Then students review these to help learn who's who -- and them put their picture number at the bottom of all communications (e-mail and postings). Students have said they appreciate getting to see and know each other. I give a quiz where people must ID classmates, spelling names correctly. :-) [Vidya A.] Tim, as a spin on your idea, we use del.icio.us for our class and students add their links to it [Maureen Perry] Mine would "emphasize time on task." [Maureen Greenbaum] I have students download www.Answers.com and show then how to alt click for instant search of the word/phrase on the Net so then tell them they are responsible for knowing the answer to anything. The student gains a great felling of power [Enid Karr] Sue, I love that - I have pretty bad face - blindness, so! [rloconne] My faculty has been using notes from publishers which they annotate and post on the web (in a secured area) [Bill Thieke] we are delving into clicker technology to get immediate feeddback from students in the classroom [Vidya A.] faculty memeber uses Discourse to acquire student feedback, others use clickers [Tim Loblaw] Thx. Vidya. The only challenge with del.icio.us is that students cannot justify their choices. Perhaps, the key is posting to del.icio.us AND posting. [Maureen Greenbaum] Bonie ...have you thought ablout using Google docs for [Bonnie Hunter] Use a wiki to start a class journal. Each day a different student summarizes key ideas in class. That same student writes a few sentences about something of special interest to him/her. That same student responds to some other student's special interest. [Carl DiNardo] I would like ideas for implementing tech. in a single class... I don't typically get more than a single class with students (Instructional Librarian) at my school. [Sue Espinoza] Steve, the harvesting idea can also be used in our classes -- I have a number of community college, university, and secondary teachers and they all share ideas in class, often informally. :-) [Vidya A.] true, they can't justfiy, but for our course, they were expected to add tot eh knowledgebase, and then we discused it in class later :-) [kay NY] We are using Camtasia to create short screencasts on difficult science topics [Vidya A.] i'm curious, how many of us here are faculty, how many instructional tech folks? [Bonnie Hunter] Good idea, Maureen, though Google doc wasn't available when I was teaching (now retired). [Vidya A.] or both? :-) [Vidya A.] also, Google docs requires that all contributors have a google id [Lisa Star] Carl - do you have a website where people can add comments and questions? [Vidya A.] doesn't work if the stuents and/or faculty want to use their university id [Jasmine Cieszynski Bourbonnais] Tips for Carl: ask facutly to assign a worksheet (that you create) that students complete before coming to yoru session. Send the students to tutorials that introduce keywords-v -subject headings, pop.-v-scholarly, etc. [Bonnie Hunter] Vidya, Yes, must have a google id - but that's free. [Lisa Star] that might be a way to "revisit" the one session when they have questions later on [Tim Loblaw] Is anyone using Zoho? [Bill Thieke] not sure that they would! [Lisa Larson] I am in instructional technology. [Vidya A.] yeah, but not everybody wants to create another email id, especially faculty :-) [SteveGilbert TLTG] My Favorite Online Tools/Resources [Carl DiNardo] I have been looking at setting up a wiki or blog for just that purpose, but need to get such things approved [Sue Espinoza] Is anyone using podcasts in their online classes, and have they found a way to get them into their software? [Vidya A.] it's very easy to set up blogs and wikis through free servides [jpande] Yes, We are doing a discussion session this semester called" It Works for Me" facilitated by a faculty member in which many teaching ideas will be shared and then distributed. There is a book by the same title we are using. [Vidya A.] WordPress, Blogger, wetpaint, seedwiki, pbwiki, wikispaces [Jasmine Cieszynski Bourbonnais] I'm a librarian. [Robert Voelker-Morris] Podcasts = Blackboard has a beta feature now. [Steve Ehrmann] Tell us about the book, too [Robert Voelker-Morris] Podcasts can also be set up through a blog. [jpande] Certainly, it is face to face and the group meets once a month. At the end of the term we will publish a report. [Vidya A.] Odea is a really easy to use and free service for podcasts [Robert Voelker-Morris] The blog can serve as the RSS set up and then also (if it is set up for this) you can upload the audio into the blog (or host on your campus account). [Tim Loblaw] Responding to the questionson thelside, I believe it's more feasible and desirable to develop informal learning networks for faculty to "harvest." We need to include both push and pull methods in FacDev. [Sue Espinoza] I'm wondering about doing a brief podcast to intro each week in an online class. Then I'd like to have it accessible from within our online course shell. Vidya, I'll look at Odea. ;-) [Dan Mandell] Yes, I'm very interested in the "It Works for Me" session as a way of sharing ideas among faculty!!!! [jpande] Yes. We meet for an hour or so, we will use the book as a spring board and then generate more ideas from the faculty participants. [Robert Voelker-Morris] Back to the blogs, it is easier if your department has a server and can set this up. [Vidya A.] Sue, that's Odeo, sorry, typo :-) [jpande] The name is Jyoti Pande( with an emphasis on the e). Thanks. [Lisa Star] the chatroom text will be available in addition to the recording of the session; available in plain text format [Robert Voelker-Morris] See: http://jcomm.uoregon.edu/weblog/ags/ [Sue Espinoza] When these sessions are put into the archives, I've discovered that the audio is available as an mp3 file -- so I can download to my iPod and review while driving. :-0 [Lisa Star] hi Tim [Steve Ehrmann] I hear you Tim [Carl DiNardo] good [SteveGilbert TLTG] SueE: have you been doing that with the sound from these FridayLive sessions? That would please me! [Sue Espinoza] Yes, Steve -- and it works very well. :-) [Carl DiNardo] I have, too. Sue is right, it is nice to have. [SteveGilbert TLTG] I really like your notion of using Web 2.0 to extend "informal learning" as an important mode of faculty/professional development! [Maureen Perry] Is anyone using graphical organizer software--such as Inspiration? That would certainly be a good way to reach visual learners (principle #7). [Lisa Star] please let me know if you would like instructions on how to get MP3 recording of the FridayLive! archives [Vidya A.] RSS feeds [Dan Mandell] I've subscribed to some wonderfully imaginative technical podcasts, but haven't discovered generally accessible podcasts by teachers, or on teaching and learning issues for instructors... Am I missing some? [Enid Karr] My kids used Inspiration in Middle School with very good results. [SteveGilbert TLTG] 2 weeks ago we had FridayLive about clickable images ... and we're going to have a 3 week workshop about that beginning week after next [IT WILL BE FREE TO TLTG SUBSCRIBERS!] [Carl DiNardo] excellent! [Sue Espinoza] Maureen, have you tried kartoo -- the search engine -- speaking of graphical organizer/concept maps? :-) [Tim Loblaw] I'm looking for the hand raise icon...directions, please [Robert Voelker-Morris] Dan, check out EDUCAUSE [Lisa Star] now we hear you! [Maureen Perry] No, SUe, but I'd like to. Thanks! [Steve Ehrmann] we hear you [SteveGilbert TLTG] Lots of stuff about RSS, etc. at [SteveGilbert TLTG] http://www.tltgroup.org/tlt-swg.htm [SteveGilbert TLTG] Pls give me synch browsing for a bit - if you're done with PPT [Vidya A.] It's cut off on the top [Steve Ehrmann] All I can see is the bottom of a page. Can you scroll to the top? [Steve Ehrmann] ok [Steve Ehrmann] If you're interested in our thoughts about how to harvest LTAs, see [Tim Loblaw] With respect to my informal learning comment earlier, we're just initiating a pilot project regarding the applicability and feasibility of informal learning in faculty devleopment. Responding to one question from Steve E. as far as keeping faculty engaged in the process, my sense is it will evolve as a just-in-time, responsive approach. As Stephen Downes says, with all the info and knowledge that's avaialbe, it's like dipping into the stream when the need arises. [Jasmine Cieszynski Bourbonnais] can you speak louder? [Vidya A.] amen to that Sue! [SteveGilbert TLTG] SueE: "INformal learning" - faculty don't pay attention until they - individually - NEED something ... how to "be there" at that magic moment? [jpande] Right on!! [Bill Thieke] Amen to that one!! [Sue Espinoza] Can't hear you Steve. [SteveGilbert TLTG] Not hearing much of last minute [Lisa Star] not hearing Steve at all right now [Lisa Star] oops, now we've got him [SteveGilbert TLTG] Now hearing SteveE again - didn't hear descriptions of 3 groups [Nancy Duffrin] Differences between needs of faculty often centers around size of class -- seminar vs. large lecture. [Vidya A.] steve, can you briefly describe the 3 groips again for us? [SteveGilbert TLTG] SteveE's 3 groups: 1. Faculty members who like new tech; 2. Faculty who dislike new tech; 3. Larger group neutral [Vidya A.] thanks! [Nancy Duffrin] Other differences to categorize collection -- quantitative courses, writing, laboratories, discussion [Vidya A.] ah, but with some of these tools, the time that needs to be invested to assess it, can be quite large [Lisa Star] that's why we are trying to focus on the "low Threshold" ones [SteveGilbert TLTG] Can also take an "LTA" approach to assessing the new tool or teaching/learning activity [Steve Ehrmann] Vidya? [Bill Thieke] lost the audio again! [SteveGilbert TLTG] Now hear Vidya [Carl DiNardo] that is true, and maybe why sharing of ideas and methods is so important... spread out the "grunt work" of implementing [Steve Ehrmann] http://www.tltgroup.org/iCampus/ [Carl DiNardo] or more precisely, the work of finding out what works [SteveGilbert TLTG] Good LTA is NOT solely explaining how to use technology but is about how to use tech for particular educational activity [Maureen Perry] The "when it works"? [Sue Espinoza] What about students? Have any of y'all had experience with students requesting/demanding use of technology in classes? That has driven some faculty to use it, I find. :-) [Maureen Perry] or when it works best [Vidya A.] oh yes, Bb use on our campus went up because studetns demanded it :-) [Tim Loblaw] Thanks for the invite to share, Steve. I believe we need to change our model of engagement: it doesn't need to be the FacDev people who have to be there all the time at the magic moment. The key is in creating networks of go-to resources (whether people or technology). It's partially about who you know..AND who they then know. [Tom Angelo] For both faculty and students -- all learners -- one issue in adoption is "cognitive load." If we're trying to learn new concepts and new technology at the same time, we're likely to exceed cognitive load limits and overwhelm people -- leading them to give up in many cases. If that's accurate, then managing cognitive load is critical to success. [Maureen Perry] True, Tom. [jpande] But if the students need something special on their computer (up to date software) then adoption is difficult also. [Robert Voelker-Morris] Tom's point is excellent and we can't assume students know how to do the technology. [Carl DiNardo] The entire discussion of collaboration cuts to the heart of my vision of information literacy, and I think the collaborative effort and aspect is often one that is overlooked. [Sue Espinoza] We've seen students who had taken an online class come back and complain about how the instructor of another online class does not use all of the online course resources available. [Vidya A.] me too! [Lisa Star] Carl we are planning on running a workshop on IL and collaboration in April [Carl DiNardo] perfect! [Vidya A.] Joanna, IL? [Vidya A.] info lit? [Lisa Star] information Literacy [Vidya A.] :-) [Sue Espinoza] When students start asking, as was mentioned earler, faculty sometimes start learning and using appropriate technologies to support the teaching and learning in their online or f2f classroom [Bill Thieke] We are developing a "Teaching with Technology" seminar where selected faculty will share what works for them on in the classroom. this will be on a monthy or less frequent schedule.... [Carl DiNardo] I actully have been structuring an infolit wiki for just such a purpose... I may hold off on making it live until that discussion [Lisa Star] Carl - have you visited the BlendedLibrarian? [Steve Ehrmann] Kapiolani CC in Hawaii has an open classroom program - faculty list days when they welcome colleagues to come to their classrooms, observe (they may specify some particular techniqe or material will be in use) and then talk with them, and with their students, after class. It's been popular, I believe. [Tim Loblaw] Principle eight: technology is not the issue. Engaging students is the issue. [Carl DiNardo] yes... but have admittedly not participated in it much [Vidya A.] Amen tim! [Maureen Perry] It's actually part of principle 3 (active learning), but I would add "Draws upon the student's own lived experience. " [Lisa Star] Steven and John are coming out with the new book soon [Vidya A.] This was a geat session! Very valuable and informative! [Carl DiNardo] Thank you [SteveGilbert TLTG] 8th principle is .... "caring"? http://www.tltgroup.org/tlt-swg/CIT2006.html [Tim Loblaw] Thanks all. [Robert Voelker-Morris] I agree nice session, thanks. [Carl DiNardo] yes, stay WARM! [Jasmine Cieszynski Bourbonnais] Thanks. Good session!! [Maureen Perry] Thanks! [Sue Espinoza] Thanks, Steve and Steve --- this has been great, and the group participation has been extremely helpful. :-) [Maureen Greenbaum] The sound was just awful for the st time [Maureen Greenbaum] soup has been good.. [Steve Ehrmann] Soup - sounds inviting! Welcome Lisa Star The TLT Group is pleased to have you join us today. [Lisa Star] www.tltgroup.org/oli/archive.htm [SteveGilbert TLTG] Joanna probably isn't trying to be amusing now... she really lost sound yet again! [SteveGilbert TLTG] ok now [Vidya A.] i can [Steve Ehrmann] We can hear you [Maureen Greenbaum] yed I hear [sally gilbert] i can hear you [Bill Thieke] we can again [SteveGilbert TLTG] Talk fast! [Steve Ehrmann] bye [SteveGilbert TLTG] Bye again! [Maureen Perry] Thanks again! Bye. [Maureen Greenbaum] have a great weekend ...it get warmer tomorrow [Lisa Star] Thank Everyone! bye