<< ><Research in Action Project>

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Huda Hammoud

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<Table of ContentsExecutive Summary................................................................................................................................................2

Revised Introduction & Background....................................................................................................................3

Introduction......................................................................................................................................3

Background......................................................................................................................................4

References........................................................................................................................................5

Revised Literature Review.....................................................................................................................................6

Introduction......................................................................................................................................6

Body.................................................................................................................................................6

Description of selected important works.........................................................................................7

Conclusion.......................................................................................................................................9

Revised Research Plan............................................................................................................................................9

Research questions...........................................................................................................................9

Intervention....................................................................................................................................10

Evaluation Research Plan..............................................................................................................11

Sample:..........................................................................................................................................11

Study Design..................................................................................................................................13

Data Sources..................................................................................................................................13

Procedures......................................................................................................................................13

Data analysis..................................................................................................................................17

Reference.......................................................................................................................................18

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Executive SummaryDigital storytelling engages and motivates students; a hypothesis established through this research

project that examines the impact of digital storytelling on students and gauges three variables; the speed at which

they learn, their level of achievement and how motivated they are by this educational technique.

This research project draws upon the established literature review, which to a great extent supported

using digital storytelling in education. Almost all the work reviewed highlights the advantages of digital

storytelling as a tool to utilize the skills students are expected to have in the 21st century. An emphasis on how to

best utilize this tool was significant since the only drawback of this subject lies in the way it is implemented.

Looking at Ohler’s rich website gave depth to the approach of studying the process of digital storytelling. Ohler

stresses the importance of the story itself rather than the technology that serves as a tool to emphasis the content

and attracts the attention of the 0-recipient; therefore a good digital story should be based on a good story. “What

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happens when you give a bad guitar player a bigger amplifier?” (Ohler, 2006). Therefore, the focus of my project

was not the fancy technology, but the way students used it as a tool to reflect on their learning. With this end in

mind, the intervention plan was designed and a pilot program was put together. Examining the examples of the

well-crafted digital stories available on the Ohler’s site gave an insight to the capabilities and potentials of

students under the right guidance. I believe that students’ abilities are often underestimated and looking at stories

made by students influenced my intervention plan to a great extent.

Matthews-DeNatale’s, is an author whose tips in the area of digital storytelling were very helpful as

they offered a detailed account of the steps of creating digital stories. I followed the suggested structure in

designing my intervention. Furthermore, tips highlighted that storytelling and learning are correlated activities. I

linked my digital storytelling project to a unit of inquiry to help facilitate the learning and make the storytelling a

process of “meaning-making.” This way digital storytelling provides ample opportunities for self-reflection on

the learning process.

My plan attempts to investigate a number of variables related to learning through digital storytelling.

The collected data provided research-based evidence of the impact of digital storytelling on students learning,

engagement and motivation. In this research project, I attempt to develop and utilize a systematic approach to the

analysis of both qualitative and quantitative data. My plan offers a chance to run a pilot program before the

implementing the actual project. The benefit of running a pilot test is to observe the project on a smaller scale

and to estimate and view any pitfalls that could be prevented in the actual run.

Revised Introduction & BackgroundMy paper started with a clear and concise research question but then slowly strayed away from it. I

believe the weakest point in my research introduction was the conclusion, which made it appear as if I have

already done the research and confirmed my hypothesis. I have made the necessary changes to take into

consideration my professor’s feedback to improve my final piece. >

Int roduction

How does the use of the Digital Storytelling (DST) impact students’ motivation, learning and

achievement? What pedagogic potential does digital storytelling foster?

My proposal for my action research project will encompass a number of different variables that I will

identify and evaluate in an attempt to enhance the learning process. My research’s focal point will be how

the implementation of DST will impact student’s motivation in learning. Furthermore, my research will

address “multiple intelligences” (Gardner, 1983) and will shed the light on different learning styles and

evaluate the impact of DST on student’s engagement and motivation. The process of making DST will be

broken into steps. (Figure 1)

1. Orientation

2. Writing (script, storyboard, drafts)

3. Creation

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4. Sharing

5. Evaluation and reflection.

Digital storytelling is a powerful learning tool that offers opportunities for students to be involved in

authentic learning, reflect on their work and to integrate technology in their learning. Moon suggests that

stories can offer a ‘vehicle to facilitate learning’, (Moon, 1999). Students will be encouraged to be

responsible for their own learning. Students will be asked to create a work plan to help them organize

their work and manage their time wisely. I will be examining the relationship between how DST facilitates

the development of digital and literacy skills and engagement of “multiple intelligences”.

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Background

As a technology specialist teacher at an IB World School, where technology is used as a tool rather than a

subject, I am always looking for new methods to integrate technology into the curriculum. My project aims to

use digital storytelling as a tool to improve literacy skills and to engage students actively in their learning.

Creating digital stories is motivational as it allows students to express themselves creatively with words,

pictures, illustrations, music and voice. I am hoping to create pleasurable and interactive ways to meet the

curriculum standards. Creating digital stories offers great opportunities to engage students in writing through

using technology. Motivating students to write can be difficult but using technology offers a great help in this

area. The National Commission on Writing recommends that educators use the Internet to motivate students to

write. When students know that their writing will be available for everyone on the Internet to see, they take

pride in their work and they make their best to make it look good. (Dennis, 2005)

Students can work individually at their own pace to create the stories after they provide the teacher with a

written work plan. Students will be required to do other related activities aimed to develop their reading and

writing skills. My goal is to have students motivated and actively engaged in the writing process. I want them to

take ownership for their creations and to have a sense of pride for publishing their work to the whole world. I

have noticed that students are usually less motivated to write when teachers isolate the writing drills form real-

life experiences.

Brophy offers suggestions to make the curriculum more rewarding to students by focusing on student

competence, emphasizing relevance of subjects, and providing opportunities for project-based learning. He

defines motivation to learn as “a student’s tendency to find academic activities meaningful and worthwhile and

to try to get the intended learning benefits from them” (Brophy, 1998)

It is vital to link literacy instruction with the content area and to provide opportunities for students to write about

real-life experiences. Therefore establishing a connection between language instructions and higher order

thinking skills. The process of creating digital stories gives students the chance to extend their imaginations and

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reach for the words to express themselves innovatively. It is essential to stress here that technology will be used

as a tool and means to serve the story and not the other way around. Ohler argued the importance of the story

itself rather than the technology used to create it. According to Ohler, a good digital story should be a good story.

“What happens when you give a bad guitar player a bigger amplifier” The problem lies in the fact that some

students focus on the technology tools to deliver their story. The author stresses the importance of the content of

the story and not the power of the technology. “The problem for many students is their focus on the power of the

technology rather than the power of their stories. Some students are engaging the medium at the expense of the

message, producing a technical event rather than a story.” (Ohler, 2006)

In summery, my project aims to give students the opportunity to express themselves through story telling and to

engage them with authentic, real-life learning. In this sense, technology will be used to facilitate project-based

learning, allowing students to integrate the content of different subject areas and establishing connections to life

outside the classroom.

References

Brophy, J. (1998). Motivating Students To Learn. Mahwah NJ: Lawrence Erlbaum Associates.

Dennis , R. (2005). The Write Motivation. Learning & Leading with Technology, 32(5), Retrieved from

http://www.teachingwithpurpose.com/Tech%20Writing%20article%20k-5.pdf  

Gardner, H. (1983). Frames of Mind: The Theory of Multiple Intelligences. New York: Basic Books.

Moon, J. (1999). Reflection in Learning and Professional Development: theory and practice, London: Kogan

Page Ltd.

Ohler, J. (2006). The World of Digital Storytelling. Educational Leadership

Revised Literature ReviewMy revised work was mainly in the overview of the literature, which at the beginning was a copy of my

annotated bibliography. I made the necessary changes to make it tell a story of the research and the key themes

in the digital storytelling.

Introduction

This project outlines a study of the digital storytelling and its influence on students’ motivation, learning and

achievement?

General overview of the literature This literature review addresses a number of issues associated with digital storytelling. The literature

that I have investigated for this Research in Action Project point out the overall trend of the importance of

digital storytelling in education and the drawbacks resulting from improper implementation. Some articles

include examples where digital storytelling has been used in the classroom and some articles explained the

steps of digital storytelling process and the importance of focusing on the story rather than the technology as

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technology tools could lead to have more focus on the technology digital story should be a good story. “What

happens when you give a bad guitar player a bigger amplifier?” (Ohler, 2006)

The rationale: Reviewing related literature was a fundamental part of the process of investigating the

impact of digital storytelling on students’ learning. At first my literature review took a quantitative research

design approach as I began investigating theoretical articles about digital storytelling such as Alterio’s article in

which the writer discusses how student’s learning is enhanced by the affective use of digital storytelling. Then I

started to look into case studies and critical studies thus moving towards the qualitative research approach.

Microsoft Tech article looked in depth at student’s crafted digital stories.

The literature review will examine a number of articles that discuss the impact of digital storytelling on

students

Body

Kinds of work reviewed: The reviewed work consists of a combination of theoretical articles, case

studies and research studies. Some of the reviewed work have a quantitative data approach such as Microsoft

Teach’s e-Book. This e-Book includes examples of student’s work as well as reports to provide evidence of

improved student’s achievement as a result using of digital storytelling.

Other reviewed work took the qualitative approach such as “Learning & Leading with Technology” article

where Levin spoke of digital stories that were created by student in an attempt to bring history to life. The

article gave a clear account on the project and go in depth of how to modify such a project to accommodate the

needs of your own student and the resource available at schools.

Description of selected important works

1. Alterio, M. (2001). Using Storytelling to enhance student learning. Retrieved from

http://www.heacademy.ac.uk

Storytelling is a powerful means of learning. It can construct new knowledge, motivate students' critical

thinking skills, encourage self-reflection, and promote cooperation and collaboration. Storytelling makes

the learning meaningful as it fosters opportunities to learn about the real world and to reflect on the

learning, a matter that assists them to view their experience from different perspectives. Furthermore,

storytelling is a powerful method of inquiry and if it used effectively, students’ learning will be enhanced in

many ways.

2. Kajder, S., & Bull, G. (2004). Digital images in the language arts classroom. Learning & Leading with

Technology, 32(4), Retrieved from http://www.digitalstoryteller.org/docs/DigitalStorytelling.pdf

Digital storytelling can provide a voice to struggling readers and writer providing an authentic means of

expression. The advantages of placing the technology in the hands of the learner are immense.

3. Levin, H. (2003). Learning & Leading with Technology. Making history come alive. 31. Retrieved from

http://www.techlearning.com

Digital storytelling creates opportunities for students to be actively engaged in a project- based

learning experience. In a digital storytelling project, students observed how their work had a direct impact

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and meaning for others outside the classroom. The project created an authentic learning experience that

was very valuable for the participants. The project allowed the students to contribute in meaningful ways

to a worldwide audience in ways that were not possible ten years ago, Levin adds. Students worked

collaboratively applying a variety of skills through out the project in ways that is essential in the learning

process. The article suggests methods of conducting similar projects and ways to customize it according to

resources available at the schools. Levin recommends to keep the technology simple and to make the

focus on the content of the story.

4. Matthews-DeNatale, G. (2008). Digital storytelling. tips and resources. Retrieved from

http://net.educause.edu/ir/library/pdf/ELI08167B.pdf

Digital storytelling is relevant to teaching and learning. The process of making storytelling and learning is

linked. When students make a story they go through many stages before they achieve the end result. Through

these stages, students examine, record, revise and reflect a process that strengthens their learning. Stories provide

great opportunities for teachers to assess student’s progress towards their learning goals. Storytelling is also a

process of “meaning-making,” The author continues to stress the importance of digital storytelling in the

learning process. He articulates that digital storytelling provides ample opportunities for self-reflection. He

explains that when students write about a learning experience they make they relate to that experience by

reflecting on thoughts, actions and emotions.

5. Microsoft Teach Tec. (2010). Tell a story, become a lifelong learner (PowerPoint Presentation), Retrieved

from http://www.slideshare.net/TeachTec/digital-storytelling-ebook

Digital storytelling approach engages the students in learning and inspires them to be life-long learner.

Reports from schools that implemented digital storytelling projects shows results in student’s engagement

with real-life issues, enthusiasm, investment, conflict resolution and much more. Teachers at these schools

noted improvement in student’s grades and involvement in their learning. Another advantage of digital

storytelling according to the book, is that it gives a voice for those who do not participate in class.

6. Standley, M. (2003, June). Digital storytelling: using new technology and the power of stories to help our

students learn – and teach. . Cable In The Classroom, Retrieved from http://www.ciconline.org

Incorporating today’s technologies with instructional strategies gives wings to the learning process.

Throughout the process of making digital stories, students get involved in activities that nourish their critical

thinking and communication skills. The writer emphasizes his viewpoint regarding the importance of

storytelling in all subject areas as it can be simply incorporated in science, math or language arts.

7. Ohler, J. (2005). The World of digital storytelling. Education Leadership Journal, 63. Retrieved from

http://www.jasonohler.com/index.cfm

The use of digital storytelling enhances the teaching power by engaging students’ interest, sharpening

their critical thinking skills and expanding the audience for their stories. He emphasizes that to make quality

digital stories teachers must focus on story before technology. He stresses that in order for digital

storytelling to be successful in deduction; stories need to be tied in to the curriculum.

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There are multiple ways to direct students in planning, writing, and orally telling their story the process

of digital presentation begins. The article presents examples of well-crafted digital stories that are linked to

the content area of the curriculum in math and science. The use of multimedia technologies in storytelling

gives voice to students who are rather quiet and do not fit in what he called the usual academic mold. Ohler

emphasizes the need to teach storytelling through writing and oral language before moving on to digital

technology. Moreover, digital storytelling yield in great benefits if it is incorporated into the curriculum.

8. Gardner, H, & Veenema, S. (1996). Multimedia and multiple intelligences. The American Prospect, 7.

Retrieved from http://www.prospect.org/cs/articles?article=multimedia_and_multiple_intelligences

Technology does not necessarily improve education. Think about a simple innovation like the pencil

and how it can be used in different ways. One can use it to write an essay, to drum away the time, or to poke

out someone's eye. Interactive technology could become a valuable education tool, but only if it is used to

capitalize on our new understanding of how the human mind works.

9. Weinshenker, D. (2005). Digital stories. Retrieved from http://davarts.org/art_storiesB.html

A joint effort between the Center of for Digital Storytelling in Denver and DAVA (Computer Art lab

summer program for middle school) gave an opportunity for the students to produce their own media and

broadcast their unique voices and experiences. The project gave students the time, the place when and where

they can be heard. What these kids needed more than anything is a chance to speak and to be heard; they

did not need the voice as they had it all along. The project seized the opportunity to make students broadcast

their own media with their unique voice. The project poses a valuable experience as today’s youth are

constantly bombarded with messages from different forms of media. Stories from the program have been

picked up by Colorado Public Radio and were broadcasted nation wide. The article included quotes from

students in the program, such as this example:

“Being able to create a movie is a new way to express our thoughts and help people understand our lives.”

Conclusion

In summary, the articles reviewed in this paper discussed how digital storytelling could be a powerful

vehicle to motivate and engage students and to enhance the learning process but only if it is efficiently

implemented. Digital storytelling process is like any other technology does not necessarily improve education

unless it is used to capitalize on our new understanding of how the human mind works. (Gardner &Veenema,

1996) Digital storytelling has the potential to provide an opportunity for authentic and cross- curricular learning

experience to engage and motivate 21st centaury students.

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Revised Research PlanMy research plan needed a little tweaking. After I received my professor’s feedback, I realized that

using students’ surveys to measure the level of engagement in the learning tasks was not enough. Data

generated by this method differ with students’ ability to correctly measure their own cognitions and behaviors.

Thus a direct observations sessions were conducted to confirm the data collected from students’ survey about the

level of engagement in the tasks.

Research questions

This project will examine Digital Storytelling (DST) as a means to increase students’ motivation, achievement

and engagement in the learning process. Key research questions that this project will revolve around are:

How does digital storytelling offer evidence of increased student’ motivation and engagement as a result

of using DST?

Does DST enhance the learning and the academic achievements?

What are the benefits of developing digital stories as perceived by students and teachers?

Intervention

This section explains the process of implementing digital storytelling in the classroom. The participants

in this research project include seventy-three Year 5 students, three teachers and myself, the researcher.

The process employs cross platform creation and publication of stories. The content of the digital stories

will be the central idea of the unit of inquiry “ Amazing Arabia” This unit of inquiry focuses on living in Arabia.

The project utilizes Voice Thread as a platform to publish digital animated stories with voice and music.

Voice Thread is a powerful tool for publishing and sharing media. Voice Thread allows students to upload

photos or videos and allowing students to leave text, voice or video comments on their own page or on the pages

of other students.

The process of digital storytelling consists of many steps, the first being the writing step, where students

write about their chosen and approved topic. The next step is making the script, followed by creating the

storyboard, which is meant for students to organize the flow of their movie. The storyboard includes a place for

the student to associate their script with visuals. At this point, students will not have yet searched for visuals,

however, the storyboarding process permits students to determine or draw the type of imagery that will be

associated with a particular portion of the script. This is an essential step in the process and when completed

properly, students will then begin to use the technology available to create the digital stories. The last stage will

be sharing the product with the world. Students usually take pride in their creations. Digital storytelling gives

students the opportunity to be global citizens and to share their work with the world “Students understand how

to shape information and ideas to best present them to any audience in the world.” (Standley, 2003)

None of the students will have had a prior experience with creating digital stories. A workshop was conducted,

for the participant teachers in this research project on using Voice Thread as a means of creating digital stories.

A pilot study was conducted prior to actual project. A pilot study was conducted with all the three

sections of Year 5. During the pilot, storytelling was implemented during Language Arts classes, which are

conducted five times a week for 50 minutes daily. The pilot allows students and teacher to get familiarized with

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the technology and to gain confidence using Voice Thread. Students wrote short stories about personal

experiences.

Changes were made to the actual research to accommodate more time for the project. The project

requires extensive booking for the use of COWS (Computers On Wheels) and/or computer labs. Data were

collected from students at this stage through interviewing students about their expectations, anticipations and

thoughts of digital storytelling. I also made changes to provide classroom teachers with support as they are using

the technology to eliminate any irrelevant elements that could impact the results.

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Figure 1

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Figure 2

Evaluation Research Plan

Data Collection: Data was generated through surveys, students’ self-reflection, personal observations and

results of student performance-based assessment.

Sample:

This form is for teachers to assess students’ engagement, motivation and other criteria. This results of

this form will be collected and studied to evaluate the impact of DST on student’ motivation in learning

outcomes. This evaluation is a Google form that allows calculating the results an easy process. /

Figure 3

Another Google form was used for students’ self-evaluation. Students responded to a series of questions

about their experience in the process of making digital stories.

A survey was also given to students to collect data on how students perceive DST in education and how what do

they think of such a hands-on project-based learning activity. Moreover, direct observation by teachers and

myself as a research was also used to confirm students’ level of engagement in the tasks. The weight of the data

yielded by conducting students’ surveys varied significantly with students' abilities to precisely evaluate their

own cognitions and behavior. A call for a direct observation at this stage was crucial to confirm students'

reported levels of engagement in learning tasks. In the observation sessions, checklists were used to record

certain behavior during a specific time. A target student was observed for 4-5 minutes before data was generated.

These sessions were repeated to cover a population of 40 students.

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Figure 4

Study Design

There were two types of data collected for this project: qualitative and quantitative. The quantitative data was the teacher and student questionnaires. The qualitative data was collected from teacher’s assessment of the final stories based on different criteria. A rubric to assess different traits of DST was created.

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Data Sources

Data for this research were collected through multiple sources:

Personal observation of students during different stages of the project,

Questionnaires/surveys completed by students.

Teacher’s assessment for academic achievement.

Teacher’s assessment of student level of engagement and motivation.

Students’ reflection on the experience of creating DST.

A pilot program

Procedures

The first stage of the project starts with students viewing examples of digital stories, researching the

topic, and writing the scripts for their digital stories. The data collected in this stage was in a form of personal

observation of students at work. Students had to chose a topic to write about. The main topic was Amazing

Arabia and students with the help of their teachers brainstormed different areas to focus on for their stories. I

believe it was very important to observe the students working on the first stage of the project. During my

observation, interacting with students and asking questions, I gathered some anecdotal notes that are valuable to

my research questions. The students were discussing which topic they wanted to learn about and they were fully

engaged in the process of selecting a topic; they were asking questions and discussing how can they generate a

story on the particular subject. In terms of my research this stage was very informative as it gave me a bird’s

eye-view on the level of engagement and motivation for this type of learning activity.

         Students spent a good of amount of time choosing the topic for their stories. Based on the knowledge I

gained during the pilot, I came to the conclusion that student’s interest in the topic was a key element in how

engaged they were in the project. We gave students the time they needed to choose the topic of their interest and

when they felt they needed to change we gave them the freedom to do so.

         Students were then introduced to Voice Thread and shown some of the features that they could use in for

their projects. This was different to what we did in the pilot study, because students in this stage are actually

using Voice Thread to upload their stories while in the pilot study they only watched a demonstration of how the

software works and its capabilities.

After creating the digital stories, students were given a survey through Google forms. Data collected

here is of a qualitative nature because it encompass student’ opinions. This survey was designed with an

intention to study how DST benefits and enhances the learning from student’ perspective. Students’ feedback is a

very important factor in this study.

/Figure 5

Another set of data is collected through teachers’ feedback and evaluation of the impact of DST on

students’ level of engagement, inventiveness, communication, reflection and execution (See Figure 6). This

evaluation is based on a rubric developed by Davis Arts. The evaluation can be found here.

Qualitative data was collected via the results of a teacher’s assessment of the final digital stories. The

teacher’s assessment evaluated the following traits.

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Story

Project planning

Research: Was the student’s project well researched and documented?

Writing

Media application

Presentation and performance

Originality, voice, creativity

These traits are based on a list of possible digital story evaluation traits recommended by Ohler (Ohler, 2005)

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Figure 6

Moreover, data was also compiled from the students’ scores according to the teacher’s digital storytelling rubric (see Figure 7). The range of scores and the mean score for each criteria is shown in Figure 6. The areas that the students performed the highest (90%) were problem solving, innovation, and content understanding. The writing was the lowest with a percentage mean of 80%. However the writing score mean is higher compared to previous records. Writing scores will be further looked at throughout the year as the development in this skill is difficult to measure precisely over a short period of time, therefore; time-series research design method will be implemented in this case and writing scores will be further studied to examine changes over time and to identify the growth on a continuum base.

Comparing these results with previous assessments results I found an increased percentage of most of these areas.

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Figure 7

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Figure 8

Data analysis

My analysis will focus on the a few variables; students’ academic achievement, enhanced learning,

student’s motivation and engagement.

In this research project, I endeavored to develop and utilize a systematic approach to the analysis of the

data I collected from multiple sources. There were two types of data collected for this project: qualitative and

quantitative. The quantitative data was through teacher and student surveys, personal observation and the pilot

program. The qualitative data was the results from the teacher’s assessments.

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I began my analysis by collecting the results of the student surveys (Figure 4). A Google form was used

for this survey. This survey was a great source of data that shade a light on how students fell and think about this

sort of project -based activity. Most of the students enjoyed and valued the project.

The next thing I looked at was the results from the teacher assessments. Comparing these results with

previous results provided by the class teachers, I noticed an increased performance in areas of problem solving,

content understanding and writing. The results were further compared through out the school year to determine

the true impact of DST on the academic achievement.

Another method I used in my data analysis was the descriptive statistic analysis. In the surveys given to

students at the end of the project, students were asked to grade themselves on the end product. Students’

predicated mean grade was 80% while teachers’ mean grade was 85%. This indicates that students actually

performed much better than they thought they would do.

Using this data set and examining the percentage of students who improved writing, content

understanding, I was able to see the impact of DST on students learning and achievement.

Calculating the results of the teacher surveys. I found the level of student’ engagement was high with 92%

percentage.

Another valuable information I collected was through students’ self- reflections recoded by the students

on their Voice Thread. The reflections indicate how engaging, motivating and enjoyable was the process of DST

for the students. Moreover, the students’ survey results gave a clear account on how students perceive DST. On

a question on what the student learns while creating DST nearly 90% of the responses reported learning

technology skills, while 83% replied that they learn more about the topic (see Figure 5). 20% of the student reported developing their time management skills as a result of the project and 40% of the student replied that they learned more problem solving techniques. This survey was informative for my research project.Upon analyzing the data collected on the process of implementing digital storytelling with Year 5 students, I strongly believe that digital storytelling is a constructive tool that engages students in the learning process, increases their motivation and develops problem solving and time management skills, promotes authentic learning experiences and fosters collaboration among students.Reference

Ohler, J. (2005). The World of digital storytelling. Education Leadership Journal, 63.

Retrieved from http://www.jasonohler.com/index.cfm

Standley, M. (2003, June). Digital storytelling: using new technology and the power of stories

to help our students learn – and teach. . Cable In The Classroom, Retrieved from

http://www.ciconline.org

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