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RealShow 1.0: Bring your PowerPoint Slides into Life


www.alaasadik.net/realshow

MS PowerPoint® is the leading presentation software used in business and education for more than twenty years. It has become the dominant presentation tool in our professional and educational world, usually with the intention of creating audio-visual presentations. The ease of use of PowerPoint® can save time and encourage presenters who otherwise would have used other types of whiteboards or overhead projections, resulting in billions of PowerPoint® files made each year.

However, although billions of PowerPoint documents are available and can support learning effectively, they are no substitute for the in-depth information and guidance a presenter should deliver. If audience members are not seeing or listening to the presenter, then reading the slides in isolation will be less valuable. However, it may not be possible for an instructor, student, conference participant, social worker, statistician, surveyor, financial analyst, manager or sales man to be there live or physically present at an event. So the next best option is to use RealShow® to convert slides to video format with the presenter's actual presence and audio-visual guidance which can be shown in any media player. The user does not need PowerPoint installed to view the presentation. You can easily make presentation available via the Internet or even upload video to YouTube and blogs.

RealShow® was designed to help education and business presenters apply principles for the design of multimedia materials and human cognitive processing in delivering their PowerPoint slides. RealShow® takes advantage of the dual-channel structure of the human information processing system by means of text, pictures and audio. It can promote active cognitive processing by allowing the presenter to guide the processes of selecting, organizing, and integrating information. The presenter can elaborate and expand verbally and visually on their slides and help the audience to understand the whole concept, and not just the key points. RealShow® offers more than slides because it gives visual aids and fosters human contact between the presenter and the audience. The presenter can clearly identify the main points and communicate in a way that will have the desired impact on the audience through texts, illustrations, slides, and visual presence of the presenter.

For more information, please contact Dr. Alaa Sadik.

RealShow Student Presentation


This class presentation was created using RealShow 1.0. RealShow is a smart solution for recording your PowerPoint tutorials. It helps presenters record and produce presentations with their video narration on the same screen. Using RealShow the presenter can guide audience through slides and provide them with the feeling of the actual lecture. Presenters can use this tool to record classroom presentations so distance students can see quality slides and fell the presence of the lecturer.

سنوات فى عمان - محمد عصمت - جريدة الشروق



أعادنى معرض الصور العمانية الذى تستضيفه دار الأوبرا هذه الأيام، إلى ذكريات 3 سنوات قضيتها فى سلطنة عمان، كنت أشعر خلالها مثلى مثل كل المصريين أو الأجانب من الذين عملوا بالسلطنة أن «البيت بيتنا» وأننا شركاء فى هذا البلد الجميل ولسنا مجرد ضيوف، وهو «إحساس» يحرص العمانيون على أن يشعر به كل من يقيم بينهم.. وهذا ما اكتشفته خلال عملى بجريدة الشبيبة مع زملاء من السودان والأردن وسوريا والهند وباكستان وإيران وبنجلاديش وسيريلانكا بقية المقال


Interaction in Distance Education Programs



Search for one of the universities/institutes that provide distance education courses/programs, then:
  • Find information about the course/program (from the university/institute web site), including: regulations, policy, support, materials, interaction, costs, etc.
  • Find more info about types and importance of interaction supported in this course/program.
  • Describe the technology used by the university/institute and students (e.g., printed materials, email, audio/video conferencing…) that support type(s) of interaction, as mentioned in lecture 2.
  • Include your findings in a clear, comprehensive and organized personal message to a distance education seeker (up-to 500 words), and post it to your blog, with links to the institute and resources.
  • Post your message to your own blog then leave a comment at the bottom of this page with direct link to your message.

Reflections on the meaning of distance education



Designing instruction for distance education (DE) requires understanding the meaning of distance education and its objectives, the stages that distance education passed through, the media and their characteristics, and the main issues in distance education. The importance of defining the meaning of distance education is that it may provide a good starting point to recognize its elements. In this post, I need my students to investigate the earlier and recent definitions of DE, think and reflect on different definitions, and post their points of view to this post. First, sign-in with your Gmail account.

How to embed a Google document in your blog

This example shows how to embed a Google document (PPT or DOC) in your blog. First, open your document in Google Documents, click on "Share" menu button, then select "Publish/embed". Copy and paste the HTML code in your blog editor.
PowerPoint Presentation


Word Document

Current Research

The effectiveness of classroom-based supplementary video presentations in supporting emergent literacy development in early childhood education

This study investigates the impact of supplementary video presentations in supporting young children’s emergent literacy development. Videos are produced by teachers using prototype software developed specifically for the purpose of this study. The software obtains media content from a variety of resources and devices, including webcam, microphone, PowerPoint slides, drawing board, and typing board in a simplified manner. Videos are supplemented to children who were identified as at risk to be viewed at home individually or with their parents. Participants are teachers and children in a full-day kindergarten in Sultanate of Oman. Teacher Rating of Oral Language and Literacy (TROLL) scale and parents’ interview were administered to measure literacy skills and development of children in early childhood classrooms and understand children’s reactions to the use of classroom video presentations respectively.


Research

HTML clipboard
Sadik, A. (2010). An integrated Web 2.0 portfolio model for university students. In progress

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Sadik, A. (2010). The development and usability evaluation of a standards-based gradebook for faculty. submitted for publicatiuon

Abstract
The use of standard-based grading and reporting tools is essential to ensure that faculty assessment meets acceptable levels of quality and standardization. This study reports the design, development and evaluation of a standards-based gradebook (RealGrade) for the faculty at Sultan Qaboos University, Sultanate of Oman. The rapid applications development model (RAD) was implemented to develop early versions of the gradebook. The Gradebook Usability Questionnaire (GUQ) and a series of individual interviews were used to measure participants’ reactions toward the usability of the gradebook and determine the extent to which the prototype is usable. The results revealed that participants found the gradebook effective and efficient in facilitating the process of standards-based grading and communicating grades with students at the University. In addition, they favored the design, flexibility and ease of use of the gradebook. Further examinations of mean differences among participants according to their computer experience and teaching experience were conducted.

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Sadik, A. (2009). Improving pre-service teachers’ visual literacy through flickr. Procedia - Social and Behavioral Sciences, 1(1), 91-100.

Abstract
The aim of this study was to investigate the impact on pre-service teachers' visual literacy skills when they take advantage of Flickr, an online photo hosting and sharing community. Two approaches were used to develop visual literacy skills of pre-service teachers through Flickr. The first was to help them decode visuals through practicing analysis techniques, and interpreting and creating meaning from visual stimuli. The second was to help them encode visuals as a tool for communication and sharing of knowledge. Visual Literacy Test, participants' Flickr logs, Photograph Evaluation Instrument and constructed interviews were used to assess improvement in participants' visual literacy skills, the degree of engagement in sharing activities and measure perceptions toward participation in Flickr community. The results of analysis revealed that pre-service teachers' interpretation, understanding, and appreciating the meaning of visual messages skills were enhanced through online sharing and interaction
through Flickr and they were able to communicate more effectively through applying the basic skills of visual literacy.

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Sadik, A. (2008). Digital storytelling: A meaningful technology-integrated approach for engaged student learning. Educational Technology Research and Development, 56(4),487-506.

Abstract
Although research emphasizes the importance of integrating technology into the curriculum, the use of technology can only be effective if teachers themselves possess the expertise to use technology in a meaningful way in the classroom. The aim of this study was to assist teachers in developing teaching and learning through the application of a particular digital technology. Students were encouraged to work through the process of producing their own digital stories using MS Photo Story, while being introduced to desktop production and editing tools. They also presented, published and shared their own stories with other students in the class. Quantitative and qualitative instruments, including digital story evaluation rubric, integration of technology observation instruments and interviews for evaluating the effectiveness of digital storytelling into learning were implemented to examine the extent to which students were engaged in authentic learning tasks using digital storytelling. The findings from the analysis of students-produced stories revealed that overall, students did well in their projects and their stories met many of the pedagogical and technical attributes of digital stories. The findings from classroom observations and interviews revealed that despite problems observed and reported by teachers, they believed that the digital storytelling projects could increase students’ understanding of curricular content and they were willing to transform their pedagogy and curriculum to include digital storytelling.
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Sadik, A. (2007). The Readiness of Faculty Members to Develop and Implement E-Learning: The Case of an Egyptian University. International Journal on E-Learning, 6 (3), 433-453.

Abstract
Adopting e-learning represents one of the major problems in faculty development plans at Egyptian universities. In this study, a survey was developed, validated and carried out to examine the readiness of academic staff at South Valley University in Egypt to develop and implement e-learning in their teaching. The survey was also used to determine how support systems and procedures for staff could be further developed to enable the University to make the most effective and appropriate use of learning technologies to enhance the student and staff experience. The results revealed that the majority of respondents, who came from a wide range of faculties across the University, considered themselves to have limited competence and little experience in e-learning. However, they perceived e-learning to be useful in general and to have the potential to support their teaching-related activities in particular.

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Sadik, A. (2006) From National Challenges to a Global Community: Establishing and Implementing a Low-Cost Learning Object Repository for Egyptian Teachers. Paper presented at the 2nd International Open & Distance Learning Symposium, 13-15 September, Anadolu University, Turkey.

Abstract
Within the last five years governments and education authorities worldwide developed and implemented approaches to facilitate access to a wide range of quality digital resources and reduce the costs of production. This paper reports on a study which invited school teachers and university academics in Egypt, as a developing and Arabic-speaking country, to cooperate in establishing a learning object repository to store, locate and share quality learning objects for class teaching and e-learning programs. The proposed solution is originally a vendor hosted web-based groupware, file management and sharing system that meets the basic criteria of instructional learning object repositories, called eStudio. Motivators and inhibitors to using the repository, factors that determine locating, using and sharing of learning objects within the repository and their qualities are assessed to help in developing repositories that demonstrate an understanding of the existing needs and the work practices of Egyptian teachers and other user groups.

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Sadik, A. (2006). Factors Influencing Teachers’ Attitudes Toward Personal Use and School Use of Computers: New Evidence From a Developing Nation. Evaluation Review, 30(1), 86-113.

Abstract
This study reports on the Arabization and empirical evaluation of two standard scales to assess Egyptian teachers’ attitudes toward personal use and school use of computers. No similar instruments were translated and empirically evaluated in an Arabic-speaking community before. Data provided by a sample of 443 teachers support the reliability and validity of the two Arabic versions and the body of the research evidence which suggests that computer attitude is multidimensional. The relationship between gender, years of teaching experience, computer use, computer experience and computer attitudes are examined as well. Implications for pre-service and in-service teacher preparation in Egypt are provided in this study.

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Sadik, A. (2006). The Reality of Web-Based Interaction in an Egyptian Distance Education Course. The Turkish Online Journal of Educational Technology, 5(1).

Abstract
This paper reports the results of a study conducted to evaluate the reality of interaction in a web-based distance education course. The learners were Egyptian first-grade secondary school students (15-16 years old) and the learning subject is mathematics. To investigate students’ interactions via the Web, a Web-based learning environment was designed and implemented, called Wired Class, based on Willis’ (1995, 2000) R2D2 instructional design model and constructivist principles. Quantitative and qualitative analyses were used to investigate the quantity and quality of learner-learner and learner-teacher interaction based on Mason's (1991)
model.

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Sadik, A. and Reisman, S.(2004). Design and Implementation of a Web-Based Learning Environment: Lessons Learned. Quarterly Review of Distance Education, 5(3), 157-171.

Abstract
This article presents sets of observations and recommendations for Web-based distance learning, based on formative and summative performance and opinion data collected from participants involved in the design, development, and utilization of Wired Class, a Web-based learning environment that was developed to teach mathematics to Egyptian secondary school students. The discussion focuses on issues related to the nature of (1) Web-based learning materials, (2) the spectrum of learning/teaching interactions, (3) the Web as a learning environment, and (4) costs associated with delivering Web-based instruction. Examples are used to illustrate the basis for recommendations that evolved from the work on which this article is based.

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Sadik, A. (2004) The measurement of attitudes toward personal use and school use of computers among Egyptian teachers. Paper presented at the Education Development & Informatics Conference, Cairo University, 26-27 September, Egypt.

Abstract
This paper reports the results of a cost analysis conducted as a part of a large study to evaluate the cost-effectiveness of a Web-based
learning environment. To conduct the cost analysis, the resources required to design and deliver the learning environment and their costs/market prices were identified and the mathematical modelling approach was used to calculate the capital fixed costs, variable current costs and unit cost per student. The analysis of the cost structure and cost relationships of the learning environment developed in this study showed that the costs resulting from using the Internet to deliver instruction are affected by many design and implementation-related factors, such as the quality of on-line materials, the instructional design of the programme, enrolment, number of on-line modules, course lifetime and the type of the Web server and Internet connection.

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Sadik, A. (2004). The Design Elements of Web-Based Learning Environments. International Journal of Instructional Technology and Distance Learning, 1(8).

Abstract
Constructing on-line learning environments requires designing and developing various elements. These elements should be available to deliver instruction, enhance the quality of learning, facilitate interactions and support the learner. Examples of these elements are tutorials and assessment components, instructional support utilities, interaction tools, management and monitoring tools and help and support topics. In this article, the tutorial component, for example, consists of modules and lessons. Each lesson is arranged in a hierarchy of new concepts self-assessment, exercises, links to related Web sites and discussion areas. Management and administration tools are designed to help the on-line tutor to control/understand how the on-line class operates and to track students’ progress. In addition, they help students to register with the on-line class, access course grades and edit work. The interaction component is designed to facilitate student-tutor, student-student and student-content interaction.

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Publications


Sadik, A. (2013). The Societal Acceptance of Online Degrees in the Arab World: Evidence from Two Countries. Paper presented at the 3rd International Conference in e-Learning and Distance Education. Riyadh, Kingdom of Saudi Arabia. 4-7 February.
Sadik, A. (2012).  Flipping Teaching with PresentationTube. Paper presented at the 6th International Malaysian Educational Technology Convention, Selangor, Malaysia, 29-31 October.
Sadik, A.  (2012) The development and evaluation of a network for producing and sharing pre-recorded video presentations, paper presented at the 7th International Conference on Science, Mathematics and Technology Education, Sultan Qaboos University, Muscat, Oman,4-7 November.
Sadik, A. & Badr, K. (2012). The effectiveness of classroom-based supplementary video presentations in supporting emergent literacy development in early childhood education, i-manager’s Journal on Educational Psychology, 5(3), 21-34.
Sadik, A. (2011). The development and usability evaluation of a standards-based grading tool for faculty. Paper presented at the EDULEARN11 - International Conference on Education and New Learning Technologies, Barcelona, Spain, 4-6 July.
Sadik, A. & Badr, M. (2011). A new way for producing and communicating virtual conference presentations. Paper presented at the EDULEARN11 - International Conference on Education and New Learning Technologies, Barcelona, Spain, 4-6 July.
Sadik, A. (2011). A standards-based grading and reporting tool for faculty: Design and implications. Journal of Education Technology, 8(1), 46-63.
Sadik, A. (2011). Improving pre-service teachers’ visual Literacy through online photo-sharing applications. International Journal of Emerging Technologies in Learning, 6(1), 31-36.    
Sadik, A. (2010). The  effectiveness of software in blended learning environments. Paper presented at the First International Conference of the Omani Society for Educational Technology, Muscat, 6-8 December 2010.    
Sadik, A. (2009). Improving pre-service teachers' visual literacy through Flickr. Oral Presentation. World Conference on Educational Sciences, February 4-7, Nicosia, North Cyprus.
Sadik, A. (2008). Digital storytelling: A meaningful technology-integrated approach for engaged student learning. Educational Technology Research and Development, 56(4), 487-506.
Sadik, A. (2007). The readiness of faculty members to develop and implement e-learning: The case of an Egyptian university. International Journal on E-Learning, 6 (3), 433-453.
Sadik, A. (2006). Factors influencing teachers’ attitudes toward personal use and school use of computers: New evidence from a developing nation. Evaluation Review, 30(1), 86-113.
Sadik, A. (2006). The Reality of Web-Based Interaction in an Egyptian Distance Education Course. The Turkish Online Journal of Educational Technology, 5(1).
Sadik, A. (2006). From national challenges to a global community: Establishing and implementing a low-cost learning object repository for Egyptian teachers. Paper presented at the 2nd International Open & Distance Learning Symposium, 13-15 September, Anadolu University, Turkey.
Sadik, A. (2005) Factors influencing the costs of on-line courses, paper presented at the 3rd Conference on E-Learning Applications, January 15-16, The American University in Cairo, Egypt.
Sadik, A. (2005) Interaction Patterns in an On-line Course: A Case Study from Egypt. International Workshop on e-Learning Online Communities e-LOC 2005, January 3, the American University in Cairo, Egypt.
Sadik, A. and Reisman, S. (2004). Design and Implementation of a Web-Based Learning Environment: Lessons Learned. Quarterly Review of Distance Education, 5(3).
Sadik, A. (2004) Papers and Debates on the Economics and Costs of Distance and Online Learning. Book Review. International Review of Research in Open and Distance Learning, 5(3).
Sadik, A. (2004) The measurement of attitudes toward personal use and school use of computers among Egyptian teachers. Paper presented at the Education Development & Informatics Conference, Cairo University, 26-27 September, Egypt.
Sadik, A. (2004) The Reality of Web-Based Interaction in a Distance Education Course: A Case Study from Egypt. Paper presented at the Modern Technology and Education Development in the Arabic World Conference, 9-10 May, College of Education, Al-Mansoura University in association with The Egyptian Association of Educational Technology, Egypt.
Sadik, A. (2004). The Design Elements of Web-Based Learning Environments. International Journal of Instructional Technology and Distance Learning, 1(8).
Sadik, A. (2003). Directions for Future Research in On-line Distance Education. Turkish Online Journal of Distance Education, 4(4).

علاء صادق (2006). البوابات التعليمية الالكترونية: تجارب عالمية. رسالة التربية، وزارة التربية و التعليم، سلطنة عمان، 13، 40-39.
علاء صادق (2008). الحاسب الآلي و تطوير أساليب التدريس: الرياضيات مثالاً. التطوير التربوي، وزارة التربية و التعليم، سلطنة عمان، 42، 37-40.

USB WinTV




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The Development and Usability Evaluation of a Standards-Based Gradebook for Faculty



HTML clipboardThe use of standard-based grading and reporting tools is essential to ensure that faculty assessment meets acceptable levels of quality and standardization. This study reports the design, development and evaluation of a standards-based gradebook (RealGrade) for the faculty at Sultan Qaboos University, Sultanate of Oman. The rapid applications development model (RAD) was implemented to develop early versions of the gradebook. The Gradebook Usability Questionnaire (GUQ) and a series of individual interviews were used to measure participants’ reactions toward the usability of the gradebook and determine the extent to which the prototype is usable. The results revealed that participants found the gradebook effective and efficient in facilitating the process of standards-based grading and communicating grades with students at the University. In addition, they favored the design, flexibility and ease of use of the gradebook. Further examinations of mean differences among participants according to their computer experience and teaching experience were conducted.

iPad



All of the built-in apps on iPad were designed from the ground up to take advantage of the large Multi-Touch screen and advanced capabilities of iPad. And they work in any orientation. So you can do things with these apps that you can’t do on any other device.

Windows 7 grows faster than Vista



After the sheer horror that was Vista, Microsoft looks to have got things back on track, with Windows 7’s strong 2009 holiday season sales being reflected in a growing OS market share.

The operating system now has a bigger overall market share than all the tracked Apple OS X versions (10.4, 10.5 and 10.6), even if the total Windows market share dropped 0.31 percentage points (from 92.52 percent to 92.21 percent) between November and December 2009 .

The Mac OS also saw a slight reduction in market share of 0.01 percentage points (from 5.12 percent to 5.11 percent) while Linux was the only OS to show growth, shimmying forward 0.02 percentage points (from 1.00 percent to 1.02 percent).

Wirefresh

RealGrade 5.0



RealGrade 5.0 is a full-featured grading application designed by a university instructor to help faculty score, grade and report students' academic activates and exams quickly and efficiently based on the University grading scale. RealGrade 5.0 automates the tasks involved in documenting, managing, calculating and reporting grades, and provides a number of functions to produce attendance reports and course statistics useful in evaluating student performance and communicating results to students and administrators more effectively.
As universities are moving toward the electronic and digital era with success, RealGrade 5.0 gives instructors the ability to spend more time planning instruction and less time having to do the time-consuming and traditional accounting work required when figuring scores and grades. Moreover, RealGrade 5.0 has the ability to produce standard and professional-looking print-outs with ease for the whole class or individuals. With proper training for instructors and full-utilization of RealGrade 5.0, all tracking and grading tasks can be accomplished by bushing a few buttons.


Version: 5.1.11
License:
Shareware
File size: 6.6 MB
OS: All Windows OS
Developer: Dr. Alaa Sadik

RealGrade 5.0

إبسون تطلق أجهزة عرض ضوئي ذات الإسقاط القصير المدى لدعم التعليم بالشرق الأوسط



أعلنت إبسون، الشركة العالمية المتخصصة في مجال إنتاج أجهزة العرض الضوئي، عن إطلاقها مؤخرا مجموعتها الأولى من أجهزة العرض الضوئي ذات الإسقاط القصير المدى والمصممة لتلبية الطلب المتنامي على أجهزة تكنولوجيا المعلومات والاتصالات سهلة الاستخدام في القاعات الدراسية. وتعد الطرز الجديدة مثالية للاستخدام مع ألواح الكتابة التفاعلية أو العادية، على اعتبار أن مسافة الإسقاط قصير المدى تقلل بشكل كبير من الوهج وتداخل الظل. ونقل بيان صحفي وزعت إبسون نسخة منه في القاهرة عن خليل الدلو مدير عام شركة إبسون الشرق الأوسط. إن قطاع التعليم والتدريب برز بوصفه سوقا مهما لنمو منتجات الشركة، خاصة في ضوء الاتجاه المتنامي في الشرق الأوسط، مع قيام القطاعين العام والخاص بشكل متزايد بتنفيذ استثمارات ضخمة في مختلف البرامج التعليمية والتدريبية.
وأضاف الدلو أن التكنولوجيا لعبت دورا هاما في تعزيز أثر التعليم والتدريب في المنطقة، وعلى ضوء ذلك تم تصميم المجموعة الجديدة من أجهزة العرض الضوئي ذات الإسقاط القصير جدا وتجهيزها بالكامل بمزايا متطورة تعمل على تعزيز عملية التعلم وتشجع على مزيد من المشاركة والتفاعل في القاعات الدراسية.

نقلاً عن: موقع جريدة الشروق الإلكتروني- مصر - 11 يناير 2009

Epson supports education in all the smartest ways. Our Brighter Futures program provides a powerful combination of consistent education discounts and education-focused services…all to help K-12 and higher education administrators and practitioners make the most of technology throughout the learning environment.

لمزيد من المعلومات يمكن زيارة
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TECH4101 DE & the Internet: Student's Portfolio



This course is designed for ILT students and focuses on the design, development, management and evaluation of distance education programs. This practical course balances fact, theory and application as it examines the advantages of telecommunications (e-mail, WWW...) in distance education. It presents theories and models relating to distance education and discusses strategies for using it, demonstrates practical applications and closes with a discussion of the value of web-based distance education.

Portfolio

Each group/student should develop a Web-based portfolio of one-single page (see attached template) with links to portfolio components, as shown in the table and figure below. You should upload your portfolio to webs.com by the end of "week 14". Late portfolios will lose 5% of the final grade for each day late, including weekends. A student who is found using materials or tools produced by others improperly will be penalized. More information will be provided in week 12 lecture, or contact Dr Alaa Sadik at alaasadik@squ.edu.om with your questions.

Students' Portfolios

1. http://asmaabayan.webs.com/portfolio.htm

2. http://83133-83267.webs.com/portfolio.htm

3. http://digitallearn.webs.com/portfolio.htm

4. http://murtadha.webs.com/index.htm

5. http://innovativest.webs.com/index.htm

6. http://abualsalt88.webs.com/index.htm

7. http://khalidandsaif.webs.com/portfolio.htm

8. http://alwardi1988.webs.com/final%20portfolio.htm

9. http://u082924.webs.com/portfolio.htm

10. http://u082910.webs.com/TECH4101 (Needs IE)