![Mr. Ball. Were there any boxes on the ledge of this window?
Mr. Studebaker. Yes.
Mr. Ball. Did you take some pictures showing those boxes?
Mr. Studebaker. Yes.
Mr. Ball. Was that before any of them were moved?
Mr. Studebaker. That picture right there is the one that shows
them, and the other pictures show them before they were moved.
Mr. Ball. You mean Exhibit A and B?
Mr. Studebaker. A and B.
Mr. Ball. Do you have a picture that shows the boxes
themselves, just a shot of those boxes in the window?
Mr. Studebaker. This one, Exhibit A, shows that—this is the exact
—now, this print here isn't too good, but you can see the indentation
in this box right here. This is before it was ever moved, and right
down below here, you can see a staple on another box or another
negative, this isn't too good a negative here. If I had known what
you wanted, I would have brought you a better print—picked out a
better print.
Mr. Ball. Now, you say on Exhibit A it shows a box in the
window?
Mr. Studebaker. These boxes [indicating], yes, sir.
Mr. Ball. Is that the way they were piled up?
Mr. Studebaker. Yes, just exactly like that.
Mr. Ball. And you say there is an indentation on that box?
Mr. Studebaker. Right here.
Mr. Ball. That shows in the picture.
Mr. Studebaker. Yes.](https://image.slidesharecdn.com/5867154-250619114801-bccbf397/85/Advancing-Collaborative-Learning-With-Ict-Conception-Cases-And-Design-1st-Edition-19-320.jpg)
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- 6. Copyright © 2011 Ministry of Education, Singapore vision Ministry of Education logy Di a Drive Educational Techno North Buona Vist ingapore 138675 1 S First Edition arning With ICT: Conception, Cases and Design Advancing Collaborative le SBN: 978‐981‐08‐8299‐0 I ublished in Singapore P All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, recording or otherwise, without the prior written permission of the copyright owner.
- 7. Preface This monograph is written with the intent to advance collaborative learning (CoL) with information and communication technologies (ICT) in Singapore schools. As group work becomes a common approach to learn in today’s classrooms, this monograph aims to seed ideas on how group work can be characterised as collaboration. This goal is underpinned by our belief that collaborative learning is instrumental towards developing our young in this 21st century. We also hope that the contents of this book would serve as a catalyst to more productive conversations on supporting collaborative learning with ICT within the teaching fraternity. 1
- 8. 2 CONTENTS Preface 1 Table of Contents 2 List of Tables 3 List of Figures 4 Introduction 5 Chapter 1: The Concept of Collaborative Learning 6 Chapter 2: Affordances of ICT and the Support for Collaborative Learning 20 Chapter 3: Local Case Examples of Collaborative Learning with ICT 25 Chapter 4: Designing for Collaborative Learning Using ICT 38 Chapter 5: Analysing Students’ Collaborative Learning 53 Conclusion 60 Acknowledgements 61 References 61 Appendix A 68 Appendix B 69
- 9. 3 LIST of TABLES Table 1 List of ICT affordances and corresponding roles to support collaborative learning 23 Table 2 Link between ICT affordance and 12 Knowledge Building Principles 47 Table 3 Principle Axis Factoring of Subscales of Knowledge Building Focus, Teacher Directed Classroom and Collaborative Learning 55
- 10. 4 LIST of FIGURES Figure 1 Elgg homepage for Primary 5F 26 Figure 2 Task description for Activity One 28 Figure 3 A collection of pictures from an expert group research 28 Figure 4 A student sharing his research with other expert group members 29 Figure 5 Teacher probing and directing research 29 Figure 6 Sharing of research to home group members 30 Figure 7 Students probe deeper into learning by questioning what they learn 32 Figure 8 Students displaying socially apt skills as they participate in collaborative learning 33 Figure 9 Web platform giving students instructions as well as facilitating student inscription of field responses 35 Figure 10 The interface of Knowledge Forum 39
- 11. Introduction The emergence of the Knowledge‐based Economy or the Knowledge Age since the turn of last century has prompted many educators to reconsider the attitudes, skills and knowledge that the 21st century learners need. Successful workers of the 21st century are knowledge workers who add value and transform current state of knowledge to useful cognitive and/or physical artefacts (Bereiter, 2002). To assume the role of knowledge workers, 21st century learners are active and life‐long learners with a serious yet playful attitude towards ideas. They have to possess a wealth of well‐grounded knowledge. More importantly, they need the soft skills pertaining to group‐based problem solving and knowledge creation (Bereiter & Scardamalia, 2006; Partnership for 21st century Skills). Collaborative learning has been identified as one of the key strategies to cultivate the needed knowledge skills (Hong & Sullivan, 2009). The role of Information and Communication Technology (ICT) in support of the knowledge creation processes has also been well recognised by educators (Jonassen, Howland, Marra, & Crismond, 2008). In this monograph, we will define what collaborative learning is and articulate the rationale of employing collaborative learning. Next we explicate the affordances of ICT in support of collaborative learning. This will be followed by a section that will illustrate collaborative learning with ICT using local school examples. Finally we suggest design principles to facilitate collaborative learning among students and provide some guidelines on ways to analyse student learning with respect to llaboration. co 5
- 12. 1 The Concept of Collaborative Learning When students interact for the purpose of achieving better understanding about a concept, a problem or a phenomenon, or to create a novel piece of knowledge or solution that they do not previously know, they are engaged in collaborative learning. Collaborative learning can be simply defined as social interactions that are targeted towards deeper knowing (Chai & Tan, 2010). Beside knowledge outcomes, students who are engaged in collaborative learning would also acquire soft skills such as ways of seeing from their peers’ perspectives, internalised group and communication skills, and awareness of their personal strengths and weaknesses as collaborative learners if and when teachers guide them in eflection. r 6 Ideally, collaborative learning encompasses the following process. First, students encounter a phenomenon or are presented a problem or task. We refer to it as the triggering event. To resolve the questions that they encounter in the triggering event, they discuss and agree on the theme of inquiry or the identified problems. This initial discussion helps to cultivate a sense of ownership to the problem among the group of students, and it is commonly referred to as the establishment of joint activity (Stahl, Koshmann, & Suthers, 2006). With activity jointly established, students would then proceed towards further discussion that may lead to idea improvement and argumentative knowledge construction. They articulate what they perceive with regards to the subject matter or the phenomenon. Once students’ ideas and conceptions are articulated, a pool of ideas is made public within the groups and these ideas are naturally and
- 13. Other documents randomly have different content
- 14. Mr. Studebaker. It's a Graflex, a 4 by 5 Speed Graflex. Mr. Ball. Have you had some experience in operating a camera? Mr. Studebaker. Yes. Mr. Ball. How much? Mr. Studebaker. Well, on this certain camera? Mr. Ball. Yes. Mr. Studebaker. About 2 months. Mr. Ball. But you have had photography in your crime lab work? Mr. Studebaker. Yes. Mr. Ball. For how long? Mr. Studebaker. Was about 2 months. Mr. Ball. How long have you done photography altogether? Mr. Studebaker. In my lifetime? Mr. Ball. No, as one of the assistants in the crime lab, what period of years? Mr. Studebaker. 2 months. I went to the crime lab in October, the 1st of October. Mr. Ball. You did—had you done any photography before that? Mr. Studebaker. Just home photography. Mr. Ball. And the fingerprint equipment, is that the dusting powder you mentioned? Mr. Studebaker. Yes. Mr. Ball. And what else? Mr. Studebaker. Just anything we had in the truck. We have the truck complete. Mr. Ball. You have different kinds of fingerprint dusting powder for different substances?
- 15. Mr. Studebaker. Yes. Mr. Ball. How many different kinds of powder do you have? Mr. Studebaker. Well, we have a gray powder that we use for lifting prints and use under an ultra-violet light and we have a black volcano powder that we use on white or grey surfaces, and then just recently we purchased this new powder—it's a magnetic powder. It's a new type of powder that you just use something like a pen to lift your powder out of the jar that it's in and it will lift a print off of a paper better than your regular dusting powder. It's more accurate in lifting a print than anything I have ever seen. It's a new type powder —a magnetic powder is what it is, and they have a jet black and a gray and a silver-gray and different types of powder in there that you can use on different types surfaces. Mr. Ball. By "lifting the prints," you mean it stands out? Mr. Studebaker. Raising the print up, raising the invisible print which is a latent print and it will raise the moisture out of the paper that it is pressed on. It takes 7 pounds of pressure to leave a latent fingerprint and the moisture in your fingers, in the pores of your skin, is what leaves the print on the paper, but it is invisible until you put your powder on there and then it raises it. Mr. Ball. Now, on this day when you went to the Texas School Book Depository Building, did you go directly to some particular floor? Mr. Studebaker. We went to the entrance and they said it was on the sixth floor and we went directly to the sixth floor. Mr. Ball. Then, were you directed to some place on the sixth floor, as soon as you arrived there? Mr. Studebaker. No; they hadn't found anything when we got there. Mr. Ball. After you were there a little while, did somebody find something?
- 16. Mr. Studebaker. They found the empty hulls in the southeast corner of the building—they found three empty hulls and we went over there and took photographs of that. Mr. Ball. Do you have that photograph with you? Mr. Studebaker. Yes. Mr. Ball. Could I see it, please? Mr. Studebaker. Now, I took two of the photographs and Lieutenant Day took two. We took double shots on each one. These are the ones I took myself—these pictures. There's the two pictures that I took. This one was right before anything was moved. There is a hull here, a hull here, and a hull over here. Mr. Ball. Now, this picture you have just identified as the picture you took, we will mark it as Exhibit "A" in your deposition. Mr. Studebaker. Yes, sir. (Instrument referred to marked by the reporter as "Studebaker Exhibit A," for identification.) Mr. Studebaker. Yes, sir; now, on this negative right down here in the bottom corner of this negative, there is another hull—you can just barely see the tip of it right here, and when this picture was printed, the exposure of the printing left this out, but I have one—I didn't know this was like that, but I have another one that shows this hull this way. You see these boxes all right stacked up here, and you couldn't get over here to take another picture in that way, without getting up on everything and messing everything up. This is exact before anything was ever moved or picked up. There are just two different views there. You probably got one or two recopies. We printed a bunch of them. Mr. Ball. Is this the same picture?
- 17. Mr. Studebaker. That's the same picture, only you don't have it there either. Mr. Ball. It doesn't show it? Mr. Studebaker. It doesn't show the third hull laying beside this box. Mr. Ball. We have a picture which shows the three hulls, which is Exhibit A, and a picture showing the two hulls, will be marked "Exhibit B." (Instrument referred to marked by the reporter as "Studebaker Exhibit B," for identification.) Mr. Studebaker. The first pictures was shots on the southeast facing west, and this one here is facing east. Mr. Ball. In other words, Exhibit A was filmed from the east, with the camera facing west? Mr. Studebaker. Yes, sir. Mr. Ball. And Exhibit B is what? Mr. Studebaker. Facing east. Mr. Ball. You are facing east? Mr. Studebaker. We have a jacket we made up that has all of those pictures numbered in there, and I believe he made an explanation on every one of those. Mr. Ball. We will identify your Exhibit A as your No. 20 and your Exhibit B as your No. 19. Now, what other pictures did you take? Mr. Studebaker. Of the rifle? Mr. Ball. Yes. Mr. Studebaker. Yes, sir; that's why, right after these were taken, they said they had found a rifle and to bring the cameras over to the northwest corner of the building where the rifle was found and I loaded everything up and carried it over there.
- 18. Mr. Ball. Did you take a picture of that? Mr. Studebaker. Yes, sir; on these, Lieutenant Day also took pictures of those, and he also took pictures of this gun. We took two shots apiece. Mr. Ball. Let's see the shots you took of the place where the gun was located? Mr. Studebaker. I know it's mine because my knees are in the picture. Mr. Ball. Do you remember the name of the deputy sheriff that found the gun? Mr. Studebaker. No, I don't. Mr. Ball. You have handed me a picture now that I will have marked as "Exhibit C" and it is your No. 22. (Instrument marked by the reporter as "Studebaker Exhibit C," for identification.) Mr. Ball. That is a picture taken by you of the location of the gun —that was before anyone moved it? Mr. Studebaker. Yes. Mr. Ball. Do you have another shot of that other picture? Mr. Studebaker. No, we took two from the same location when we was up on top of the stack of boxes shooting down at it, before they picked it up. Actually, there was four negatives of them of the gun, but they are all in the same location, shooting straight down and they were taken on different exposures. Mr. Ball. You took some other pictures, didn't you? Mr. Studebaker. Yes, sir. Mr. Ball. Did you take a picture of the window in the southeast corner? Mr. Studebaker. Yes, sir.
- 19. Mr. Ball. Were there any boxes on the ledge of this window? Mr. Studebaker. Yes. Mr. Ball. Did you take some pictures showing those boxes? Mr. Studebaker. Yes. Mr. Ball. Was that before any of them were moved? Mr. Studebaker. That picture right there is the one that shows them, and the other pictures show them before they were moved. Mr. Ball. You mean Exhibit A and B? Mr. Studebaker. A and B. Mr. Ball. Do you have a picture that shows the boxes themselves, just a shot of those boxes in the window? Mr. Studebaker. This one, Exhibit A, shows that—this is the exact —now, this print here isn't too good, but you can see the indentation in this box right here. This is before it was ever moved, and right down below here, you can see a staple on another box or another negative, this isn't too good a negative here. If I had known what you wanted, I would have brought you a better print—picked out a better print. Mr. Ball. Now, you say on Exhibit A it shows a box in the window? Mr. Studebaker. These boxes [indicating], yes, sir. Mr. Ball. Is that the way they were piled up? Mr. Studebaker. Yes, just exactly like that. Mr. Ball. And you say there is an indentation on that box? Mr. Studebaker. Right here. Mr. Ball. That shows in the picture. Mr. Studebaker. Yes.
- 20. Mr. Ball. Will you take this pen and sort of surround that and make it look a little heavier? Mr. Studebaker. (Marked exhibit as requested by Counsel Ball.) Mr. Ball. There was an indentation in the box, was there? Mr. Studebaker. Yes, and you can tell on these boxes. We checked them all over and this box is a Second Rolling Readers—that was carried from the fourth aisle over here to over here (indicating) and there is another box that was taken off of this stack—this stack right here. Mr. Ball. Is it shown in the picture? Mr. Studebaker. It will show on another negative. Mr. Ball. You see, somebody reading this can't tell what you mean by "another box taken from this stack here." Mr. Studebaker. Well, there is a box right under this. Mr. Ball. Right under what? Mr. Studebaker. Right under this box. Mr. Ball. You mean the box that's shown in the window ledge, you mean the little Rolling Readers? Mr. Studebaker. There are two boxes stacked up here—here's one, and here's one. Mr. Ball. Were they both Rolling Readers? Mr. Studebaker. Yes; two small boxes, and then a large box with these books was underneath. Mr. Ball. It's marked "books"? Mr. Studebaker. It's marked "books" and it was underneath this box. Mr. Ball. Now, the box marked "books" was underneath the box marked "Rolling Readers"?
- 21. Mr. Studebaker. Yes; Second Rolling Readers. Mr. Ball. Now, there were two Rolling Readers boxes, weren't there? Mr. Studebaker. Yes. Mr. Ball. Where were they taken from? Mr. Studebaker. They were taken from the fourth aisle and put there. Mr. Ball. Where were they stacked in the window? Mr. Studebaker. Well, this shows as much as you can before anything was moved, and at that time, we went over to this other place—— Mr. Ball. Did you take this picture? Mr. Studebaker. Yes, sir; that was after the boxes were dusted. Mr. Ball. That's after they were moved? Mr. Studebaker. Yes, sir; that's when we was trying to get some prints right there. Mr. Ball. Do you have any pictures of the boxes before they were moved other than those you have showed me? Mr. Studebaker. Just these two. Mr. Ball. Just the two that show the cartons, and those are Exhibits A and B? Mr. Studebaker. We have probably got one down there I can get you that is a lot better print than that. If you want a better print, I can get it for you. Mr. Ball. Then, you don't have any pictures taken of the boxes before they were moved? Mr. Studebaker. No.
- 22. Mr. Ball. Now, I will show you another picture which we will mark as "Exhibit D," was that taken by you? Mr. Studebaker. Yes. (Instrument marked by the reporter as "Studebaker Exhibit D," for identification.) Mr. Ball. Does that show the position of the boxes before or after they were moved? Mr. Studebaker. That's after they were dusted—there's fingerprint dust on every box. Mr. Ball. And they were not in that position then when you first saw them? Mr. Studebaker. No. Mr. Ball. Now, take a look at it and tell me where were they with reference to the left window sill, were there boxes over close to the left window sill or in the center, or close to the right of the window sill? Mr. Studebaker. Where is your other picture—and I will show you? See this box right here—this box? Mr. Ball. We are referring now to the box shown in Exhibit B. Mr. Studebaker. That's one of these Rolling Readers there in Exhibit B, you can read it right here—it's upside down. It says, "Second Rolling Readers." Mr. Ball. That says 10. Mr. Studebaker. No; it says Second; that's that little Rolling Reader —it says "Second Rolling Readers". They don't go by this up there, they go by this right here, this little print. Now, this box was turned over on its side and you see the tape right here, the way it is wrapped around—that was laying in the window like this on the top box.
- 23. Mr. Ball. "In the window like this," you mean as shown on Exhibit B? Mr. Studebaker. It is Exhibit B. Mr. Ball. It was on the window ledge? Mr. Studebaker. It was on the window ledge, just like it is right there, and then this other box was beside it, and this box was turned up on end. Mr. Ball. You say "this box turned up on end," you've got to give us a description of "this box"—you mean the box marked "books"? Mr. Studebaker. The box marked "books"—now, we have—this thing is stapled here some place along this edge and you can see the staples in this other print. You can't see it in this print. Mr. Ball. What other print? Mr. Studebaker. When you make a negative, you have to put it on your exposure when you expose the thing, and you see, you lose part of your negative. Mr. Ball. First, let me get back to what we were talking about first. Mr. Studebaker. Well, this box was sitting right here—the first box in Exhibit A. Mr. Ball. Wait just a minute—let me direct your attention to Exhibit B, does it show a box on the window ledge? Mr. Studebaker. This box—the Second Rolling Readers. Mr. Ball. That picture was taken before the box was moved? Mr. Studebaker. Yes. Mr. Ball. That box shown in the window ledge in Exhibit B was the Rolling Readers box? Mr. Studebaker. Yes. Mr. Ball. And underneath that was another box?
- 24. Mr. Studebaker. Another Rolling Reader box? Mr. Ball. And underneath that sitting on the floor was another box? Mr. Studebaker. A box marked "books". Mr. Ball. It was larger in size? Mr. Studebaker. It was larger in size. Mr. Ball. Than the Rolling Readers box? Mr. Studebaker. Yes. Mr. Ball. Now, the one marked "books", how was that standing, was it on its end or on its side? Mr. Studebaker. It was on its end. You see, these staples right along here, these staples show in another print. They don't show in this print—this is just a bad print. Mr. Ball. When you say "in this," what is it? Mr. Studebaker. This is Exhibit—what is it? Mr. Ball. This is Exhibit A. Mr. Studebaker. Exhibit A—it was standing on end. Mr. Ball. Now, in Exhibit A—can you tell me looking at Exhibit A whether or not these boxes were over near the left-hand corner of the sill, to the left of the sill, looking out of the window, at the center, or over at the right. Mr. Studebaker. They were in the left-hand corner of the window looking towards Elm Street. Mr. Ball. How close to the edge of the sill? Mr. Studebaker. Right at the edge. Mr. Ball. Right at the edge? Mr. Studebaker. Yes, sir.
- 25. Mr. Ball. Now, you show an indentation or a mark on the top of the box shown in Exhibit A, is that a little Rolling Reader box? Mr. Studebaker. Yes, sir. Mr. Ball. Now, we have a picture here which we will mark "Exhibit E." (Instrument marked by the reporter as "Studebaker Exhibit E," for identification.) Mr. Ball. This is a picture of the fifth and sixth floor of the Texas School Book Depository taken by a photographer right after shots were fired at President Kennedy. Can you tell me whether or not the Rolling Readers box you identified in Exhibit A is shown in that picture? Mr. Studebaker. Yes, sir. Mr. Ball. Where? Mr. Studebaker. That's the top corner. Mr. Ball. Where? Mr. Studebaker. That's this corner right here. Mr. Ball. Let's put a circle around that so we can identify that. Mr. Studebaker. Have you got a ballpoint pen? (Witness Studebaker marks the instrument referred to as requested by Counsel Ball.) Mr. Ball. The circle surrounds that box, is that correct? Mr. Studebaker. Yes, sir. Mr. Ball. There is another box shown in Exhibit E here over to the right of the window as you stand looking out of the window. Mr. Studebaker. It would be these boxes back over in here—it would be the top of those boxes. Mr. Ball. How far were they away from the window?
- 26. Mr. Studebaker. I would have to look at the measurements—I have the measurements down here. This is the box you see right there, in that picture. You see, these boxes were stacked all up on top of each one. Mr. Ball. You are referring to Exhibit A? Mr. Studebaker. Exhibit A. Mr. Ball. And it is the row of boxes? Mr. Studebaker. Behind this window—that's the top of that box— that's all it is. Mr. Ball. It is the top of a box that is shown in this picture? Mr. Studebaker. Yes. Mr. Ball. And they were set back from the window 2 or 3 feet, were they? Mr. Studebaker. Yes, they were about 18 inches is all that was. Mr. Ball. Let's make two circles—one circle around the top of the Rolling Readers and one circle around the top of the other box. So, the people who read this can understand it, make the Rolling Readers circle an "X" circle and mark it out here—mark "X" and the other circle a "Y" circle. (Witness Studebaker marked the exhibit referred to as requested by Counsel Ball.) Mr. Ball. Now, the Rolling Readers box, which is shown in the "X" circle on this Exhibit E, where was that with reference to the window sill itself? Mr. Studebaker. Sitting right on the sill. Mr. Ball. And the box that is shown in the picture as around the "Y" circle of Exhibit E, that was how far from the window itself? Mr. Studebaker. Approximately 18 inches from the inside brick of the window.
- 27. Mr. Ball. And that little aisleway is shown on Exhibits A and B? Mr. Studebaker. Yes, on A and B. Mr. Ball. Now, did you at any time see any paper sack around there? Mr. Studebaker. Yes, sir. Mr. Ball. Where? Mr. Studebaker. Storage room there—in the southeast corner of the building—folded. Mr. Ball. In the southeast corner of the building? Mr. Studebaker. It was a paper—I don't know what it was. Mr. Ball. And it was folded, you say? Mr. Studebaker. Yes. Mr. Ball. Where was it with respect to the three boxes of which the top two were Rolling Readers? Mr. Studebaker. Directly east. Mr. Ball. There is a corner there, isn't it? Mr. Studebaker. Yes, sir; in the southeast corner. Mr. Ball. It was in the southeast corner? Mr. Studebaker. I drew that box in for somebody over at the FBI that said you wanted it. It is in one of those pictures—one of the shots after the duplicate shot. Mr. Ball. Let's mark this picture "Exhibit F." (Instrument marked by the reporter as "Studebaker Exhibit F," for identification.) Mr. Ball. Do you know who took that picture? Mr. Studebaker. No; I don't. Mr. Ball. Do you recognize the diagram?
- 28. Mr. Studebaker. Yes, sir. Mr. Ball. Did you draw the diagram? Mr. Studebaker. I drew a diagram in there for the FBI, somebody from the FBI called me down—I can't think of his name, and he wanted an approximate location of where the paper was found. Mr. Ball. Does that show the approximate location? Mr. Studebaker. Yes. Mr. Ball. Where you have the dotted lines? Mr. Studebaker. Yes. Mr. Ball. Now, there is something that looks like steam pipes or water pipes in the corner there? Mr. Studebaker. Yes. Mr. Ball. Where was that with reference to those pipes—the paper wrapping? Mr. Studebaker. Laying right beside it—right here. Mr. Ball. Was it folded over? Mr. Studebaker. It was doubled—it was a piece of paper about this long and it was doubled over. Mr. Ball. How long was it, approximately? Mr. Studebaker. I don't know—I picked it up and dusted it and they took it down there and sent it to Washington and that's the last I have seen of it, and I don't know. Mr. Ball. Did you take a picture of it before you picked it up? Mr. Studebaker. No. Mr. Ball. Does that sack show in any of the pictures you took? Mr. Studebaker. No; it doesn't show in any of the pictures. Mr. Ball. Was it near the window?
- 29. Mr. Studebaker. Yes, sir. Mr. Ball. Which way from the window? Mr. Studebaker. It was east of the window. Mr. Ball. Over in the corner? Mr. Studebaker. Over in the corner—in the southeast corner of the building, in the far southeast corner, as far as you can get is where it was. Mr. Ball. You say you dusted it? Mr. Studebaker. With that magnetic powders. Mr. Ball. Did you lift any prints? Mr. Studebaker. There wasn't but just smudges on it—is all it was. There was one little ole piece of a print and I'm sure I put a piece of tape on it to preserve it. Mr. Ball. Well, then, there was a print that you found on it? Mr. Studebaker. Yes; just a partial print. Mr. Ball. The print of a finger or palm or what? Mr. Studebaker. You couldn't tell, it was so small. Mr. Ball. But you did dust it and lift some print? Mr. Studebaker. Yes. Mr. Ball. When you say you taped it, what did you do, cover it with some paper? Mr. Studebaker. We have—it's like a Magic Mending Tape, only we use it just strictly for fingerprinting. Mr. Ball. Let's stick with the paper. Mr. Studebaker. Well, on the paper I put a piece of 1 inch tape over it—I'm sure I did.
- 30. Mr. Ball. After you dusted the print, you put a 1 inch tape over it? Mr. Studebaker. Yes, sir. Mr. Ball. Now, did you also lift a print off of the box? Mr. Studebaker. Yes. Mr. Ball. You lifted a print off of a box? Mr. Studebaker. Yes. Mr. Ball. Where was the box? Mr. Studebaker. The box was due north of the paper that was found, and it was, I believe, we have it that it was—I can read the measurements off of one of these things—how far it was. Mr. Ball. Fine, do that. Mr. Studebaker. It was 16½ inches from the—from this wall over here (indicating). Mr. Ball. Which wall are you talking about? Mr. Studebaker. It was from the south wall of the building. Mr. Ball. Did you take a picture of that box in place before it was moved? Mr. Studebaker. Yes. Mr. Ball. The box from which you lifted the prints? Mr. Studebaker. This box never was moved. Mr. Ball. That box never was moved? Mr. Studebaker. That box never was moved. Mr. Ball. And you took a picture of it? Mr. Studebaker. Yes, sir. Mr. Ball. And that was the location of it when you lifted the print of it?
- 31. Mr. Studebaker. Yes, sir. Mr. Ball. And may I have that, please, and we will mark it Exhibit G. Mr. Studebaker. I was with them in the corner all the time—they were with me, rather, I guess Captain Fritz told them to stay with us and help us in case they were needed. Mr. Ball. Johnson and Montgomery? Mr. Studebaker. Johnson and Montgomery—they were with me all the time over in that one corner. Mr. Ball. Now, we have here a picture which we will mark "G." (Instrument marked by the reporter as "Studebaker Exhibit G," for identification.) Mr. Ball. This is your No. 26, and that shows the box, does it? Mr. Studebaker. Yes, sir. Mr. Ball. And that was its location with reference to the corner? Mr. Studebaker. Yes, sir; that's the exact location. Mr. Ball. Can you draw in there showing us where the paper sack was found? (Witness Studebaker drew on instrument as requested by Counsel Ball.) Mr. Ball. That would be directly south? Mr. Studebaker. That would be directly south of where the box was. Mr. Ball. You have drawn an outline in ink on the map in the southeast corner. Now, that box is how many inches, as shown in this picture? Mr. Studebaker. It is 16 inches from the south wall. Mr. Ball. You say you lifted a print there off of this box?
- 32. Mr. Studebaker. Yes, sir. Mr. Ball. And now, is that shown in the picture? Mr. Studebaker. Yes, sir. Mr. Ball. What shows in the picture, can you tell me what shows in the picture? Describe what you see there. Mr. Studebaker. Well, there is a box with a partial print on the—it would be the northwest corner of the box. Mr. Ball. Was that a palm print or a fingerprint? Mr. Studebaker. A palm. Mr. Ball. It was a palm print? Mr. Studebaker. Yes, sir. Mr. Ball. And does it show the direction of the palm? Mr. Studebaker. Yes. Mr. Ball. Which way? Mr. Studebaker. West. Mr. Ball. It would be made with the hand—— Mr. Studebaker. With the right hand sitting on the box. Mr. Ball. And the fingers pointed west, is that it? Mr. Studebaker. Yes, sir. Mr. Ball. Now, you outlined that before you took the picture, did you? Mr. Studebaker. Yes, sir. Mr. Ball. And that is the outline shown in this picture? Mr. Studebaker. Yes, sir. Mr. Ball. Now, in Exhibit F, does that also show—did you attempt to show the diagram of the palm in Exhibit F; did you do that?
- 33. Mr. Studebaker. No; could I? Mr. Ball. Did you? Mr. Studebaker. Did I do this? Mr. Ball. Yes. Mr. Studebaker. No. Mr. Ball. But, does that correspond with your opinion as to the direction of the hand, the position of the hand at the time the palm print was made? Mr. Studebaker. Yes, sir. Mr. Ball. There were no fingers shown in that print, just the palm print? Mr. Studebaker. No, sir; just the palm print. Mr. Ball. Now, do you have some more pictures there to show me? Mr. Studebaker. Well, I've got a bunch of them. I made this diagram of the whole sixth floor of that building. This isn't the original, and J. B. Hicks and I measured this thing and I drew the diagram. Mr. Ball. Now, did you find a two-wheeled truck up there? Mr. Studebaker. Yes, sir. Mr. Ball. And did you take a picture of it? Mr. Studebaker. Yes, sir. Mr. Ball. Let me see that one. Mr. Studebaker. All right—it has the Dr. Pepper bottle and the paper sack that was sitting there in the picture. Mr. Ball. Let me see that one. Mr. Studebaker. (Handed instrument to Counsel Ball.)
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