Dear Distance Learning Members,

It is the first ever post on the lists...Please enjoy the article on
DIGITAL DIPLOMA MILLS, PART III, "The Bloom Is Off the Rose"
by Professor David F. Noble...

Thanks...Arun

On Thu, 3 Dec 1998, Phil Agre wrote:

> [Dave would be happy for you to forward this article to anyone who might
> be interested.  He can be contact at the phone number given at the bottom
> of the article.]
>
> =-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=
> This message was forwarded through the Red Rock Eater News Service (RRE).
> Send any replies to the original author, listed in the From: field below.
> You are welcome to send the message along to others but please do not use
> the "redirect" command.  For information on RRE, including instructions
> for (un)subscribing, see http://dlis.gseis.ucla.edu/people/pagre/rre.html
> or send a message to requests@... with Subject: info rre
> =-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=
>
>
>
>                       DIGITAL DIPLOMA MILLS, PART III
>                            The Bloom Is Off the Rose
>                    (c) by David F. Noble, November, 1998
>
> Preamble
>
> Abe and Moe run into each other on Flatbush Avenue.
> "Boy, have I got a deal for you" Moe," says Abe.
> "I've got these fancy new university courses,
> computers and everything, you can take it right
> from your own living room. What do you think?"
> "Sounds nice," says Moe, "How much?"
> "For you, my friend, a bargain," says Abe,
> "Only three hundred dollars."
>  "I'll take it" says Moe.
>
> Four months later they run into each other again.
> "Hey Abe, you crook," says Moe, "Remember that
> course you sold me?"
> "Sure," says Abe, "what about it?"
> "It was lousy," says Moe,  "I didn't learn a thing."
> "Moe, you dummy, of course you didn't," says Abe.
> "That was a buying and selling course,
> not a learning course!"
>
>
>        Far sooner than most observers might have imagined, the
> juggernaut of online education appears to have stalled.  Only a year
> ago, it seemed there was no stopping it.  Promoters of instructional
> technology and "distance learning" advanced with ideological bravado
> as well as institutional power, the momentum of human progress
> allegedly behind them.  They had merely to proclaim "it's the future"
> to throw skeptics on the defensive and convince seasoned educators
> that they belonged in the dustbin of history.  The monotonal mantras
> about our inevitable wired destiny, the prepackaged palaver of silicon
> snake-oil salesmen, echoed through the halls of academe, replete with
> sophomoric allusions to historical precedent (the invention of writing
> and the printing press) and sound-bites about the imminent demise of
> the "sage on the stage" and "bricks and mortar" institutions.  But
> today, alas, the wind is out of their sails, their momentum broken,
> their confidence shaken.
>
>       At countless campus forums on the subject throughout North
> America, the burden of proof has squarely shifted from the critics to
> the promoters.  Though still amply funded and politically supported,
> it is they who are now on the defensive, compelled, in the wake of
> repeated failures and in the face of mounting skepticism, to try
> to buttress their still lame arguments with half-baked data about
> pedagogical usefulness, economic return, or market demand.  Attendance
> at campus events has multiplied an order of magnitude as faculty and
> students have finally become alert to the administrative agendas and
> commercial con-games behind this seeming technological revolution.
>
>        Off campus, the scene is much the same.  Study after study
> seems to confirm that computer-based instruction reduces performance
> levels and that habitual Internet use induces depression.  Advertisers
> peddle platinum Mastercards and even Apple laptop computers by subtly
> acknowledging that "seven days without e-mail" is "priceless" and that
> being in touch with your office from anywhere anytime is a "bummer".
> Meanwhile, all the busy people supposedly clamoring for distance
> learning - who allegedly constitute the multi-billion dollar market
> for cyberinstruction - are curling up at night with the New York Times
> top bestseller, Tuesdays with Morrie, a sentimental evocation of the
> intimate, enduring, and life-enriching relationship between a former
> student and his dying professor.  "Have you ever really had a teacher?
> One who saw you as a raw but precious thing, a jewel that, with
> wisdom, could be polished to a proud shine?  If you are lucky enough
> to find such teachers, you will always find your way back".  So much
> for distance learning.
>
>        Above all, a spectre is haunting the high-tech hijackers of
> higher education, the spectre of faculty (and student) resistance.
> Last Fall this Digital Diploma Mills series began with the
> juxtaposition of two events.  The first, UCLA's Instructional
> Enhancement Initiative (and partnership with The Home Education
> Network), signalled the commoditization of instruction and
> commercialization of higher education by means of digital technology.
> The second, the unprecedented two-month strike by faculty at York
> University, represented the first significant sign of opposition to
> this new regime and the unholy alliance among academic administrators
> and their myriad corporate and political partners.  In this new age
> of higher education, I wrote then,"the lines have already been drawn
> in the struggle which will ultimately determine its shape".  Over the
> last year, this struggle has intensified.
>
>      At UCLA, the widely-touted Instructional Enhancement Initiative,
> which mandated web sites for all 3800 arts and sciences courses, has
> floundered in the face of faculty recalcitrance and resistance.  By
> the end of the academic year, only thirty percent of the faculty had
> put any of their course material online and several dozen had actively
> resisted the Initiative and the way it had been unilaterally inspired
> and implemented.  UCLA Extension's partnership with The Home Education
> Network (which changed its name in the Spring to Onlinelearning.net)
> ran aground on similar shoals when instructors made it clear that they
> would refuse to assign any of their rights in their course materials
> to either UCLA (the Regents) or the company.  In already up to their
> necks, the partners decided simply to claim the rights anyway and
> proceed apace, flying without wings on borrowed time.  While the
> strike at York awakened the faculty there to a new vigilance and
> militancy with regard to the computer-based commercialization of the
> university, it also emboldened others elsewhere to do likewise.  At
> Acadia University, for example, which had linked up with IBM in hopes
> of becoming the foremost wired institution in Canada, the threat
> of a faculty strike forced the administration to back off from some
> of their unilateral demands for online instruction, and faculties
> at other Canadian institutions have been moving in the same
> direction.  And even within Simon Fraser University's Department
> of Communications, home of the recently refunded Canadian flagship
> Telelearning Research Center, serious faculty challenges to the
> virtual university enterprise have emerged and gone public.
>
>         In the United States as well, resistance is on the rise.  Last
> year faculty and students in the California State University system,
> the largest public higher educational institution in the country,
> fought vigorously and effectively against the California Educational
> Technology Inititiative (CETI), an unprecedented deal between CSU and
> a consortium of firms (Microsoft, GTE, Hughes, and Fujitsu), which
> would have given them a monopoly over the development of the system's
> telecommunications infrastructure and the marketing and delivery of
> CSU online courses.  Students resisted being made a captive market
> for company products while faculty responded to the lack of faculty
> consultation and threats to academic freedom and their intellectual
> property rights.  In particular, they feared that CETI might try to
> dictate online course content for commercial advantage and that CSU
> would appropriate and commercially exploit their course materials.
>
>      Throughout the CSU system, faculty senates passed resolutions
> against CETI, tried to obtain an injunction to stop the deal, and used
> the media and public forums to campaign against it.  Together with
> students, faculty participated in widely publicized demonstrations;
> at Humboldt State University in northern California, students
> demonstrating against the deal altered the sign at the campus entrance
> to read "Microsoft University", a creative act of defiance which
> caught the attention of media around the country.  Through the efforts
> of the Internet activist group NetAction, the controversy over the
> CETI deal became a cause celebre, galvanizing opposition and leading
> to high-profile government hearings and legislative scrutiny and
> skepticism.  Opposition to the deal from California-based business
> competitors such as Apple, Netscape, and Sun (none of the CETI
> partners were California-based) also contributed to the erosion
> of legislative support for the half-baked deal (which was seen as
> probably unconstitutional under state law).  Before long, Microsoft
> and Hughes dropped out, then GTE, and the deal was dead.  A new deal
> is in the works but is sure to encounter determined and well-organized
> opposition.
>
>      Further north at the University of Washington in Seattle, a
> campus with little recent history of faculty activism, four hundred
> faculty members attended a February forum on "digital diploma mills"
> sponsored by the local chapter of the AAUP.  Later that Spring,
> Washington governor Gary Locke and Wallace Loh,his chief advisor on
> higher education, gave speeches extolling the virtues of the "brave
> new world of digital education" and outlined plans for statewide
> initiatives in that direction.  The AAUP immediately drafted an
> open letter to the governor vigorously opposing this vapid vision
> and circulated it among the faculty.  Within two days, seven hundred
> faculty from across the campus, from slavic studies to computer
> science, had signed the letter - surely a record for concerted faculty
> action of any kind.  Another two hundred signatures were later added
> and the letter was made public, in early June.  Within a week, this
> bold and eloquent faculty protest had made headlines around the
> country.
>
>       "We feel called upon to respond before quixotic ideas harden
> into disastrous policies," the faculty wrote the governor.  "While
> costly fantasies of this kind present a mouth-watering bonanza to
> software manufacturers and other corporate sponsors, what they bode
> for education is nothing short of disastrous. . . . Education is
> not reducible to the downloading of information, much less to the
> passive and solitary activity of staring at a screen.  Education is
> an intersubjective and social process, involving hands-on activity,
> spontaneity, and the communal experience of sharing in the learning
> enterprise. . . . We urge you to support learning as a human and
> social practice, an enrichment of soul and mind, the entitlement of
> all citizens in a democracy, and not a profit-making commodity to be
> offered on the cheapest terms to the highest bidder.  The University
> of Washington is a vital resource to our community, not a factory, not
> a corporation, not a software package.  Its excellence and integrity
> are not only assets that we as a community can afford to maintain, but
> also assets that we cannot afford to squander".
>
>      The widespread academic and media support engendered by this
> letter compelled the governor to meet with a faculty delegation
> and ultimately to retreat somewhat from fully embracing the virtual
> education agenda, at least for now.  "We're not unique," history
> professor Jim Gregory, one of the organizers of the letter campaign,
> told the press.  "We just may be a little more mobilized at this
> particular moment".  He was right.  All the way at the other end
> of the continent, near Ft. Myers, Florida, similar sentiments
> were emerging.  The Florida Gulf Coast University (FGCU) , the new
> tenth campus of the state higher education system, was advertised
> as the "university of the future," "built as a testing-ground for
> Internet-based instruction," where faculty are hired on short-term
> contracts without a tenure system.  In recent months the FGCU faculty
> and their union the United Faculty of Florida have begun openly to
> question the pedagogical value of online education, protest against
> the increased workload entailed in distance learning - a major
> complaint everywhere, resist the university's attempt to appropriate
> their intellectual property, and lobby for a standard tenure system
> rather than have to reapply for their jobs every two years.
>
>      In an administration survey, more than half of the faculty -
> who were hired on the understanding that the new campus would
> specialize in distance education - opposed increasing the proportion
> of distance-learning classes from 16 to 25 percent of classes.  "Some
> professors say they remain unconvinced of the method's effectiveness,"
> the Wall Street Journal reported in July.  The questionable economic
> viability of existing distance education classes has also been an
> issue.  "Some observers say significant savings can be achieved only
> if the size of distance-learning classes increases," the newspaper
> reported, but enlarging the classes only undermines the pedagogical
> promise even more.
>
>    Intellectual property issues are at the center of faculty concerns.
> Faculty became especially alarmed when the Dean of Instructional
> Technology Kathleen Davie was quoted in a Chronicle of Higher
> Education article saying that, with regard to faculty course materials
> "the first rights belong to the university".  A new draft policy on
> intellectual property, formulated without faculty involvement by Davie
> and her associates, is explicit on this point: "IP developed by FGCU
> employees (faculty, staff, and students) under university sponsorship
> or with university support shall belong to the university.  University
> sponsorship or support means the work is conceived or reduced to
> practice: as a result of the employee's duties; through the use
> of University resources, such as facilities or equipment; or with
> university funds, or funds under the control of or administered by the
> university".  In a response to a faculty member's query about this,
> Dean Davie summed up the university position: "For the most part, the
> university holds the copyrights for instructional materials created as
> part of one's compensated workload".
>
>       The creator of one course has already complained about
> the university's efforts to seek outside sponsorship without his
> permission.  Chuck Lindsay, the president of the FGCU Faculty Senate,
> noted in a letter to the Chronicle of Higher Education that the
> faculty had not been involved in the formulation of the policy and
> emphasized that "we do not subscribe to the notion that online course
> materials are, as such, a product of work for hire. . . .We hold
> that any policy that attempts to lay down across-the-board levels
> of ownership and revenue sharing for new online course materials
> reflects a perspective that ascribes an inferior status to original
> instructional creations and a work for hire mentality; both are
> contrary to the mission and guiding principles of FGCU.
>
>       FGCU is not alone in moving in this direction, of course; draft
> policies of the University of California, the University of Victoria,
> the University of Kansas, and Penn State, to name a few, reflect
> similar intent.  But here the unionized faculty have kept themselves
> abreast of the situation, have gone public with their concerns,
> and have begun to mobilize their resources for the struggle.  The
> administration is on the defensive.  In an interview this summer, Dean
> Davie acknowledged that she had personally declined a faculty request
> that I be invited to the campus to hold a forum on these issues, out
> of fear of jeopardizing her position.
>
>      The faculty actions at CSU, the University of Washington, and
> FGCU are not isolated events.  There is similar ferment throught
> academia.  This became apparent at the international Digital Diploma
> Mills conference held at Harvey Mudd College in Claremont, California
> in April.  The conference attracted well-informed faculty and student
> participants and an audience of campus activists and rank and file
> union members from throughout the United States and Canada, as well
> as Mexico.  (The keynote speaker was Mary Burgan, general secretary of
> the AAUP, who suggested that "distance makes the heart grow colder".)
> The two days of sessions critically examined the political economy,
> pedagogical value, and economic viability of online education and
> explored the implications for faculty and students, while those
> in attendance used their free time to compare notes, make contacts
> and extend their networks.  The Chronicle of Higher Education ran a
> two-page story on the conference, which ended on an revealing note,
> pointing out that "officials at Harvey Mudd took pains to distance
> themselves from the event".
>
>       At the same time, faculty and student activists have been
> holding similar forums on their own campuses.  I myself have
> participated in many such events at campuses such as the University
> of Pittsburgh, Alma College, James Madison University, Embry-Riddle
> University, George Mason University,the University of Western Ontario,
> the University of Wisconsin, the University of Washington, the
> California State University campuses in Sacramento and San Bernadino,
> California Polytechnic University in Pomona, and the University
> of California campuses at Irvine and Los Angeles.  Increasingly,
> and everywhere, faculty and students alike are waking up to the
> realization that it is High Noon for Higher Education.  They are
> overcoming their traditional timidity and parochialism to make
> common cause with like-minded people across the continent, to fight
> for their own and the larger public interest against the plans and
> pronouncements of peddlers and politicians who in general know little
> about education.  Having learned that they are not alone, faculty
> are displaying a new-found confidence in their own experience and
> expertise, and thus in their rightful capacity to decide what is a
> good education.  Socrates, they have reminded themselves, was not a
> content provider.
>
>      In the wake of this resistance, the media has caught the scent,
> publicly validating and magnifying its message.  After several years
> of puff pieces and press releases about the wonders of wired learning,
> the media is finally beginning to give the matter more scrutiny and
> critics their due.  "Virtual Classes Trend Alarms Professors," the
> New York Times reported in June; a front page article in the Wall
> Street Journal in August carried the headline "Scholarly Dismay:
> College Professors Balk at Internet Teaching Plans;" describing what
> it called the "backlash against virtual education," the Christian
> Science Monitor carried another summer story entitled "Professors
> Peer Doubtfully into a Digital Future;" the Industry Standard, "The
> Newsmagazine of the Internet Economy," began its feature article
> "Academics Rebel Against an Online Future" with the words : "Hell no
> - we won't go - online. . . .The backlash has begun".
>
>         The San Francisco Chronicle, the Seattle Times, the Los
> Angeles Times, the Boston Globe - all have run critical articles
> examining the commoditization and commercialization of university
> instruction.  In June the Industry Standard's cover story was "Ideas
> for Sale: Business is racing to bring education online.  Now academics
> fear they're becoming just another class of content provider".  The
> headline for the article read "Higher Earning: the Fight to Control
> the Academy's Intellectual Capital".  In response to the open letter
> to the governor from University of Washington faculty that same month,
> The Seattle Times ran an editorial entitled "Potential Pitfalls,"
> noting that "Signs of high tech corporate corruption are already
> sneaking into higher education classrooms".  Indeed.
>
>       If the media-annointed "backlash" against virtual education
> has prompted a bit more skepticism on the part of reporters and
> editorial writers, so too has the pitiful performance of the virtuosi
> themselves, whose market appears to have been a mirage.  After several
> years of high-profile hype and millions of dollars, the flagship
> Western Governors' Virtual University opened for business this Fall,
> offering hundreds of online courses.  Expecting an initial enrollment
> of 5000, the WGU enrolled only 10 people, and received just 75
> inquiries.  Intended to put a positive spin on this disaster, WGU
> marketing director Jeff Edward's doubletalk unwittingly hit the nail
> on the head: "it points out that students are pretty serious about
> this".  Serious enough, that is, to know crap when they see it.
>
>      It's pretty much the same story at Onlinelearning.net, the UCLA
> partner that describes itself as "one of the leading global supplers
> of online continuing education".  The company lost two million
> dollars in its first year of business and was unable to pay UCLA the
> anticipated royalties.  According to insiders, it is currently losing
> about $60,000 a month.  John Kobara, the president of the company and
> former UCLA vice chancellor for marketing acknowledged at a company
> event this month that it is indeed a very risky business.  Kobara
> noted that most apparent successes are misleading: at the Universities
> of Colorado, Washington, and Arizona, the great majority of allegedly
> "distance learning" customers "are in the dorms" while most online
> programs, such as those at Berkeley and Vanderbilt, have retention
> rates of well less than 50%.  "Retention is the challenge," Kobara
> explained.  Getting people enrolled is one thing, and difficult
> enough.  Getting them to remain enrolled and complete their courses
> is another thing entirely.  A November 2nd article in the New York
> Times entitled "More Colleges Plunging Into Uncharted Waters of
> On-Line Courses," confirmed that these were not isolated experiences.
>
>       Distance learning administrators are keeping their chins up and
> issuing upbeat press releases which are increasingly hard to believe.
> Officials at WGU, which recently joined forces with Britain's Open
> University in an attempt to improve its prospects , the Southern
> Regional Electronic Campus (SREC) which coordinates distance learning
> courses in sixteen southern states, and the California Virtual
> University, which coordinates the online offerings of one hundred
> California campuses, have all expressed optimism about the future
> of distance learning.  "We feel confident that there is tremendous
> interest, especially in the non-traditional student environment,"
> said WGU's Jeffrey Xouris.  "Figures indicate significant interest
> in distance education," said CVU's Rich Halberg.  "The dirty little
> secret," Gerald Heeger, dean of Continuing and Professional Studies
> at NYU, told the New York Times, "is that nobody's making any money".
>
>       Great expectations have yielded great expenditures, that is the
> story so far.  The high-tech hallucinations of new revenue streams
> that so enchanted administrators everywhere were conjured up by
> voo-doo demographics, which mistook distance for demand.  What was
> left out of the equation was whether or not people, on the basis of
> convenience and computer gimmickry, would be willing to pay more for
> less education.  Apparently not.
>
>        In time-honored fashion, the purveyers of this dismal product
> have turned to the taxpayer to bail them out.  They are placing their
> bets on the Distance Education Demonstration Program contained in
> the education bill recently approved by Congress and signed by Bill
> Clinton, which waives classroom requirements for federal student
> aid eligibility for distance learning customers, thereby priming
> the distance education market and providing an indirect subsidy to
> vendors.  According to existing law, students must spend a specified
> number of hours in a classroom to be eligible for student aid.
> Vendors have been lobbying for some time, against strenuous opposition
> from traditional academic institutions and unions, for a waiver
> of such requirements, which would render their customers eligible
> for student aid and them eligible for a handsome handout.  The new
> legislation grants such a waiver for fifteen organizations engaged
> exclusively in distance learning, including the Western Governor's
> University.  But, even fattened with such pork, it is unlikely that
> the distance-learning market will materialize on anything like the
> scale dreamed up by the wishful thinkers of Wall Street.
>
>          An inflated assessment of the market for online distance
> education has been matched by an abandonment of financial common
> sense, as officials recklessly allocated millions of (typically
> taxpayer) dollars toward untested virtual ventures.  Suckered by
> the siren-songs and scare-tactics of the silicon snake-oil salesmen,
> university and college officials have thrown caution to the wind and
> failed to full cost their pet projects.  As former chief university
> financial officer Christopher Oberg warned at the Harvey Mudd
> conference, administrators have suspended normal accounting practices
> at their peril, and the returns are in.  (Little wonder, perhaps, that
> the presumably more sober Certified Public Accounts Review program
> at Northern Illinois University has broken off its partnership with
> online vendor Real Education, citing questionable business practices.)
>
>      In the face of faculty and student resistance, increasing media
> skepticism, and notably lackluster performance, some university
> administrators are beginning to break ranks.  It is perhaps no
> surprise to hear a note of caution emanating from an elite private
> institution, which must retain some semblance of genuine education
> for its privileged clientele even while competing for their favors
> with high-wired acts.  Yet it is nevertheless remarkable to find it
> coming from one of the nation's premier technical institutions, which
> famously foisted all of this technology upon us in the first place.
> Last year Michael Dertouzos, director of M.I.T.'s Laboratory for
> Computer Science - home of the World Wide Web - waxed eloquently about
> the virtues of non-virtual education.  "Education is much more than
> the transfer of knowledge from teachers to learners.  As an educator
> myself, I can say firsthand that lighting the fire of learning in
> the hearts of students, providing role models, and building student-
> teacher bonds are the most critical factors for successful learning.
> These cardinal necessities will not be imparted by information
> technology. . . . teachers' dedication and ability will still be
> the most important educational tool".  And now, Dertouzos' boss,
> M.I.T. president Charles Vest, has added his voice to the chorus.
> "Even though I'm from M.I.T., I'm not convinced technology is the
> answer to everything," Vest conceded.  In particular, the relationship
> between teacher and student "is an experience you can never replace
> electronically".  Echoes of Tuesdays with Morrie.
>
>      More striking still is the recent inaugural address of J. Bernard
> Machen, the new president of the University of Utah.  The University
> of Utah is located in Salt Lake City, the headquarters of the WGU, and
> among the distinguished guests at the inauguration was Utah governor
> and WGU co-chairman Michael Leavitt, who once proclaimed that "in the
> future an institution of higher education will become a little like a
> local television station".  Formerly the provost at the University of
> Michigan, Machen forcefully decried the vocational emphasis of online
> learning and the shifting allocation of public higher education
> resources toward virtual instruction at the expense of traditional
> campus-based education.  "Let us not succumb to the temptation to
> force a college education to its lowest common denominator," Machen
> insisted.  "It inherently limits the broader, more interactive
> aspects of a university education.  Spontaneous debate, discussion,
> and exchange of ideas in the classroom are essential in developing
> the mind.  Poetry must be heard, interpreted and discussed, with
> professors and classmates.  Learning about the different professions
> and academic disciplines available at the University of Utah requires
> personal involvement, and that is only available on our campus, and
> it can only be experienced by being here. . . . The kind of education
> I am describing is not the cheapest, but it is the best".
>
>      Predictably, Machen's remarks were derisively dismissed by
> governor Leavitt's office.  "It is not the first time that we have
> heard a kind of fearful, skeptical reaction of the higher education
> community," one aide to the governor remarked, in a condescending
> manner all too familiar to faculty critics.  But they are not
> listening carefully, for this is not what they have heard before.
> The tune may be the same, but the tone has changed, dramatically.  No
> longer are students and faculty (and the rare administrator) speaking
> up for quality education out of fear and defensiveness in the face of
> a preordained and prematurely foreclosed virtual future.  Emboldened
> by recent experience (and forewarned by the diastrous demise of public
> health care), their voices now resonate with new-found conviction
> and resolve, with the confident and joyful determination to forge
> a different future.  No time for complacency, to be certain, to
> abandon vigilance or vital preparation for critical battles to come
> (especially the battle over intellectual property), but the tide
> appears to have turned.  Indeed, it is now the tired response of the
> governor's office that appears time-worn and out of touch, the damning
> words strangely hollow without the weight of history behind them.  The
> bloom is off the rose.
>
>                                            * * *
>
> David F. Noble teaches at York University.  He is currently visiting
> professor at Harvey Mudd College in Claremont, California and can be
> reached there at (909) 607-7699.
>
>
Kind Regards
Arun Tripathi
------------------------------------------------------------------------
     ARUN KUMAR TRIPATHI,c/o Braun,Luetgenholthauser Strasse 99
     44225,Dortmund,Germany    EDUCATOR: WEB SITE REVIEW WRITER
    My short bio at http://www.bfranklin.com/gld98/tripathi.htm
     Volunteer cum List Manager on Global Learn Day II Project
   Join GLD-II Ship at http://www.bfranklin.com/gld98/contents.htm
Member, World Association for Online Education: http://www.waoe.org
Internet in Education: http://www.gsh.org/wce/archives/tripathi.htm
         E-mail: <tripathi@...>
  Research Scholar, Internet Search Expert, Department of Statistics
        University Of Dortmund, EDRESOURCE Listserv Moderator
       MEMBER, IEEE Computer Society: http://www.computer.org
------------------------------------------------------------------------



------------------------------------------------------------------------
To unsubscribe from this mailing list, or to change your subscription
to digest, go to the ONElist web site, at http://www.onelist.com and
select the User Center link from the menu bar on the left.

Dear Distance Learning Members,

Welcome on board...Please help Diana..and start som fruitful
discussions...Thanks..


------- Forwarded Message Follows -------
Date: Fri, 04 Dec 1998 19:41:32 +0200
From: dianal@... (Diana Leskovska)
X-Mailer: Mozilla 4.04 [en] (Win95; I)
MIME-Version: 1.0
To: tripathi@...
Subject: Topic on distance learning
Content-Type: text/plain; charset=koi8-r
Content-Transfer-Encoding: 7bit
X-PMFLAGS: 34078848

Dear Arun Tripathi,
My name is Diana Leskovska. I work in University Computer Center, Sofia
University, Bulgaria as a head of one of its divisions Educational and
Research Services.
I subscribed for the list distancelearn-research@....
I'm not quite sure, but it seems to me that currently no topic is under
discussion.
I'm sorry if I didn't get right.
May be it would be useful to start a topic.
I'm working now on a project for delivering instruction on biochemistry
(lecture notes with pictures) and doing on-line tests using Internet
technologies (web site). The intention is to use these (lecture notes
and tests) as tools for self preparation and self assesment for distance
learners. We are now in the process of designing our prototype. Next
step will be testing of the prototype, reviewing, changing and updating.

For me it would be interesting if someone from the list could share
ideas, point some theory or good examples how to measure impact of using
new technology in delivering instruction.
I'm not writing this to the list, because I'm not sure - may be this
topic was already on the list. If you find that the topic of measuring
impact of new technologies on distance learners is reasonable, you could
use it (even edit it as necessary).
Greetings, Diana Leskovska
----------------------------------------

Kind Regards
Arun Tripathi

hello, diana,
my name is Glenn Groulx. i was teaching english as a foreign language in
Poland from feb 1992 till 1998 at the Technical University in Szcecin. i
had developed materials for students and its impact was quite positive. if
you would like more details about the project, EngLab, i would be pleased
to send you an article i wrote for the well-connected educator, and give
you the website address.
The main principles i considered while creating this content was to provide
enough "help" while students did their reading and writing exercises. I
used javascript to make the exercises more interactive (the check, show and
clear buttons, use of forms, and mouseover functions) . The other main
principle was that these materials supplemented classwork and added value
to the experience for my students, many of whom used computers at home and
at school ---in most cases, from 20 to 30 hours a week. This way students
practiced reading, writing and listening English outside the classroom, and
could write Emails to me as well.

The potential for creative language practice is super!!! webpages,
non-linear fiction, scrapbooks, a class ezine, getting students to set up
their own commercial pages as consultants, creating catalogues, and so
on...amazing and truly a pleasure to evaluate. (students sit down with me
and show me their projects, and explain it all in English and demonstrate
it to me)

I also taught English at a distance using 121 DCC, or one-to-one direct
chat channel :)  and it offers great promise for those so inclined--IRC is
so often abused by students but its possiblilities, combined  with a text
offering various choices that link to different parts of the text, an
accompanying audio clip, graphs, photos, and self-check exercises and/or
surveys adds to the learning experience in a way that the classroom lecture
cannot.

While doing a seminar for teachers over the Internet at the university of
saarlandes in Germany I participated in conferences with other teachers.
The role of the learner has to change from being essentially passive to one
of active partner and team player. Not even teachers interested in the
internet could all readily adapt to the requirements, and so about 2/3 did
not complete the seminar.
Please bear this important point in mind: choices in how the learner wishes
to participate must be offered: Email with the instructor, conference
boards in groups, listserv, or discussion list, and  IRC.
I was under the impression that the differing modes require the use of
different skills and are favoured by different learning types. Yet the
Internet learning experience must provide a balance of learning strategies
to be most worthwhile from a social and pedagogical standpoint.

Welcome to the list, diana!
this is my first post to this listserv, too.  :)))
Glenn Groulx

This part of the Digital Diploma article needs some references, which I
suspect will not be forthcoming:

> Study after study seems to confirm that computer-based instruction
>reduces >performance levels and that habitual Internet use induces
>depression.

This part of it:
> Above all, a spectre is haunting the high-tech hijackers of
>> higher education, the spectre of faculty (and student) resistance.


is well especially well known to the agents of change, one of whom is Dr.
Saba, copied here.

The rest seems to reflect that which is commonplace in the early days of
any revolution:  ups and downs; scumbags and visionaries; risk takers and
nay sayers.

The only question I have is how soon the word "distance" will be dropped.
IMHO, within five years, those who do not take the bulk of their courses by
"distance" means, probably won't get much education.

For more on that, readers are invited to skim the enclosed where Peter
Drucker forecasts that universities will be 'relics' in 30 years.

Dear Diana and Rest of the Distance Learners,

Here is again the posting from Glenn Groulx, I am resposting again,
because many of you might not be able to read the previous e-mail from
him..Well Done Glenn, It is great that you are here... Please read the
below mail.!!

Thanks...

Kind Regards
Arun Tripathi
------------------------------------------------------------------------
     ARUN KUMAR TRIPATHI,c/o Braun,Luetgenholthauser Strasse 99
     44225,Dortmund,Germany    EDUCATOR: WEB SITE REVIEW WRITER
    My short bio at http://www.bfranklin.com/gld98/tripathi.htm
     Volunteer cum List Manager on Global Learn Day II Project
   Join GLD-II Ship at http://www.bfranklin.com/gld98/contents.htm
Member, World Association for Online Education: http://www.waoe.org
Internet in Education: http://www.gsh.org/wce/archives/tripathi.htm
         E-mail: <tripathi@...>
  Research Scholar, Internet Search Expert, Department of Statistics
        University Of Dortmund, EDRESOURCE Listserv Moderator
       MEMBER, IEEE Computer Society: http://www.computer.org
------------------------------------------------------------------------


---------- Forwarded message ----------
Date: Fri, 4 Dec 1998 22:01:22 -0800
From: glenn groulx <englab@...>
Reply-To: distancelearning@onelist.com
To: distancelearning@onelist.com
Subject: [distancelearning] Re: Topic on distance learning and Its Impacts

hello, diana,
my name is Glenn Groulx. i was teaching english as a foreign language in
Poland from feb 1992 till 1998 at the Technical University in Szcecin. i
had developed materials for students and its impact was quite positive. if
you would like more details about the project, EngLab, i would be pleased
to send you an article i wrote for the well-connected educator, and give
you the website address.
The main principles i considered while creating this content was to provide
enough "help" while students did their reading and writing exercises. I
used javascript to make the exercises more interactive (the check, show and
clear buttons, use of forms, and mouseover functions) . The other main
principle was that these materials supplemented classwork and added value
to the experience for my students, many of whom used computers at home and
at school ---in most cases, from 20 to 30 hours a week. This way students
practiced reading, writing and listening English outside the classroom, and
could write Emails to me as well.

The potential for creative language practice is super!!! webpages,
non-linear fiction, scrapbooks, a class ezine, getting students to set up
their own commercial pages as consultants, creating catalogues, and so
on...amazing and truly a pleasure to evaluate. (students sit down with me
and show me their projects, and explain it all in English and demonstrate
it to me)

I also taught English at a distance using 121 DCC, or one-to-one direct
chat channel :)  and it offers great promise for those so inclined--IRC is
so often abused by students but its possiblilities, combined  with a text
offering various choices that link to different parts of the text, an
accompanying audio clip, graphs, photos, and self-check exercises and/or
surveys adds to the learning experience in a way that the classroom lecture
cannot.

While doing a seminar for teachers over the Internet at the university of
saarlandes in Germany I participated in conferences with other teachers.
The role of the learner has to change from being essentially passive to one
of active partner and team player. Not even teachers interested in the
internet could all readily adapt to the requirements, and so about 2/3 did
not complete the seminar.
Please bear this important point in mind: choices in how the learner wishes
to participate must be offered: Email with the instructor, conference
boards in groups, listserv, or discussion list, and  IRC.
I was under the impression that the differing modes require the use of
different skills and are favoured by different learning types. Yet the
Internet learning experience must provide a balance of learning strategies
to be most worthwhile from a social and pedagogical standpoint.

Welcome to the list, diana!
this is my first post to this listserv, too.  :)))
Glenn Groulx

Dear Distance Learning Members,

This might be interested to the Distance educators...Please see below.

Thanks.

On Sun, 6 Dec 1998, Simpson Communications wrote:

> WASHINGTON Ed.Net Briefs,   December 7, 1998
>
> Sponsored By
> Computer Curriculum Corporation
> http://www.cccnet.com/info/
>
> Ed.Net Briefs is a free weekly education newsletter sent to subscribers via
> e-mail each Monday, September-June.  FOR A FREE SUBSCRIPTION send an e-mail
> message to <wabriefs-request@...>, leave the subject area of
> your e-mail message blank, and type "subscribe" (or "unsubscribe") as the
> message (without quotation marks).  Visit our Web site
> (http://www.edbriefs.com) and review our lists of on-line education
> resources, educators' book store, and more.
>
> MICRON INTERNET SERVICES K-12 PARTNER PROGRAM
> Micron Internet Services, a division of Micron Technology, Inc., has
> announced the launch of their K-12 Partner Program in cooperation with the
> Boise (Idaho) School District. The K-12 Partner Program provides members
> who have a student enrolled in a Boise school discounted monthly Internet
> access. Additionally, the member's school of choice will earn funds each
> month based on the member's continued participation in the program. Micron
> pays these funds to each school in cash with no restrictions on how they
> are used. Beyond the financial benefits of the program, the member also
> receives a special "hot link" to the selected school via their personal
> control panel in Micron's online Subscriber's Toolbox. Beginning the week
> of Dec. 7, 1998, students of the Boise School District will receive a K-12
> Program packet containing a Net.Now!® Internet Access software CD and a
> letter explaining the program. The program is also available to faculty and
> staff of the Boise School District. Micron will introduce the K-12 Program
> in other school districts in the coming months. For more information on the
> K-12 Partner Program, visit the K-12 Partner Program Frequently Asked
> Questions Web page (www.micron.net/partners/kppfaq.html) or call
> (208.368.5400).
>
>         Micron Technology, Inc. Press Release
>         (http://www.micron.net)
>
>
> FOR A FREE SUBSCRIPTION send an e-mail message to
> <wabriefs-request@...>, leave the subject area of your e-mail
> message blank, and type "subscribe" as the message (without the quotation
> marks).  Visit our Web site at (http://www.edbriefs.com) and review our
> lists of on-line education resources, our educators' book store, and more.
> ______________________________________________________________
>
> Copyright  December 7, 1998, Dr. Steven W. Simpson, Simpson Communications
>
> Dr. Steven W. Simpson
> http://www.edbriefs.com/
> simpson@...
> 360.385.4387
> To unsubscribe to wabriefs, send mail to 'wabriefs-request@...'
> with 'unsubscribe' in the *BODY* of the e-mail, *NOT* the *SUBJECT LINE*
> of the e-mail.

Kind Regards
Arun Tripathi
>
------------------------------------------------------------------------
     ARUN KUMAR TRIPATHI,c/o Braun,Luetgenholthauser Strasse 99
     44225,Dortmund,Germany    EDUCATOR: WEB SITE REVIEW WRITER
    My short bio at http://www.bfranklin.com/gld98/tripathi.htm
     Volunteer cum List Manager on Global Learn Day II Project
   Join GLD-II Ship at http://www.bfranklin.com/gld98/contents.htm
Member, World Association for Online Education: http://www.waoe.org
Internet in Education: http://www.gsh.org/wce/archives/tripathi.htm
         E-mail: <tripathi@...>
  Research Scholar, Internet Search Expert, Department of Statistics
        University Of Dortmund, EDRESOURCE Listserv Moderator
       MEMBER, IEEE Computer Society: http://www.computer.org
------------------------------------------------------------------------

Dear Distance Learning Members,

   I am compiled some of world class organizations....Thanks..Arun

A.) ABOUT ASCD:-
    ------------
ASCD is a nonprofit, nonpartisan education association located  in Alexandria,
Va. We are an international organization, although the large majority of our
members are in North America. We have approximately 150,000 members, most of
whom are K-12 educators. Our members include principals, teachers,
administrators,
curriculum specialists, superintendents, professors, students, etc.

Benefits of ASCD membership include our magazine, *Educational Leadership*, and
two newsletters, *Education Update* and *Curriculum Update*. ASCD also produces
books, video and audio tapes, and other publications on education topics. (Not
to mention an online newsletter.) We also provide professional development
training. Each year we hold a huge Annual Conference. For information on
joining ASCD, visit <http://www.ascd.org>. Or send e-mail to
<member@...>.

*******************************************************
ABOUT *ASCD EDUCATION BULLETIN*

This online newsletter includes short items of interest to people who
care about K-12 education (including early childhood). We cover topics of
continuing concern to ASCD, including curriculum, instruction, assessment,
technology, equity, diversity, and maintaining strong support for public
schools. Previous issues can be viewed and searched at http://www.ascd.org
by clicking on "Publications" at  the main menu. This publication presents
a variety of viewpoints. The opinions expressed in this publication are
not necessarily official positions of ASCD.

*******************************************************
To subscribe to this newsletter, send an e-mail message to
listserv@... (leave the subject line blank).

Your message should say: "subscribe bulletin" (but don't use the quotation
marks). You can drop your subscription by sending the message: "unsubscribe
bulletin" (again, without the quotation marks).

This newsletter is free to members and nonmembers of ASCD, so  please encourage
others to subscribe!

Please send us feedback on *Education Bulletin* by e-mail <bulletin@...>.
*******************************************************

B.) AACE--Association for the Advancement of Computing in Education:-
    -----------------------------------------------------------------

http://www.aace.org

The Association for the Advancement of Computing in Education (AACE),
founded in 1981, is an international, non-profit educational organization.
The Association's purpose is to advance the knowledge, theory, and quality
of teaching and learning at all levels with information technology. This
purpose is accomplished through the encouragement of scholarly enquiry
related to technology in education and the dissemination of research
results and their applications through high-quality, peer-reviewed
publications, conferences, and other opportunities for thr professional
growth.

AACE has topical and regional divisions/societies/chapters, major
journals, conferences, Educational Technology Review (the Association
magazine), books, and CD-ROMS.

AACE, PO BOX 2966 * Charlottesville VA 22902, USA

AACE--Online
The web site is: http://www.aace.org
E-mail: aace@...

Note: Next time you will all see about the Important Journals,
publications and the conferences.

C.)ISTE: International Society for Technology in Education:-
    -------------------------------------------------------
http://www.iste.org


Connecting Technology-Using Educators to Dependable Resources

The International Society for Technology in Education Web site is located
at http://www.iste.org.

ISTE is the largest nonprofit organization supporting technology using
educators in the world. ISTE is a leading supporter of the Annual National
Educational Computing Cocnference (NECC)---the United States foremost K-16
educational technology conference. ISTE has been involved with NECC as a
sponsoring society since the conference's inception in 1979, and continues
to provide it with program guidance, publishing support, and workshop
coordination. ISTE 's  exclusive contacts with top ed-tech leaders, engaging
teachers, and national speakers also help NECC resonate with quality program
content.

**NECC 1998 takes place June 22-24, 1998, in San Diego, California.**
          For Details, please see at http://necc98.csusm.edu

ISTE has been the presenter of the groundbreaking International Tel-Ed
Conference since 1989. ISTE has a solid reputation among educators who
have participated in the Tel-Ed Conferences and professional activities
around the world. The first ever Tel Ed Conference was being held in
Jerusalem, Israel in the year 1989.

ISTE is also preparing and transforming schools to meet the educational
needs of the Information Age--a daunting task. As educational  stakeholders, all
the Internet educators need a vision that is clear and  solutions that are
practical. In this respect, educators can turn to ISTE with confidence to aid
all the other educators in meeting this challenge.

ISTE offer a superior selection of books to articulate and justify future
visions; It also lays out policy and a process for restructuring,  discusses the
reform research and practice, and provides tools for  planning, funding, and
staff development.

Preview Guide--The 1998 Educational Software Preview Guide, a guide to quality
educational software programs. For information about this book, go to http://
www.iste.org and click on Publications. There you will see a link for the
Preview Guide.

For free, Information Over the Resources and Services for Techniques Using
Educators can be found at http://isteonline.uoregon.edu/scripts/infoform.html

The Journals:
--------------
a.) Learning & Leading with Technology
http://www.iste.org

The articles in Learning & Leading With Technology (L&L), are written by
educators for educators--including classroom teachers, lab teachers,
technology coordinators, and teacher educators. L&L emphasizes practical
ideas for learning about technology and integrating its use into the K-12
curriculum. The content focuses on using technology where it can make a
difference--easing the teacher's job, saving time, motivating students,
and helping students who have varying abilities and backgrounds.

L&L is an essential ingredient in every educator's success with technology.

b.)Journal of Research on Computing in Education
http://www.iste.org/, click on Publications

The Journal of Research on Computing in Education (JRCE) is one of the
leading publications in the field of research on educational technology.
Each quarterly issue contains articles reporting on the latest research
findings related to classroom and administrative uses of technology.
International in scope and thourough in its coverage, JRCE helps its
readers stay informed on the ever-changing world of technology in
educational environments. Its original research reports and detailed
system and project evaluations define the state of the art and future
horizons of educational computing.

D.)The World Association for Online Education (WAOE):-
    ---------------------------------------------------
The World Association for Online Education (WAOE) is a new
educators' organization dedicated to turning online education
into a professional discipline. WAOE is being incorporated as
a non-profit organization in California which nevertheless
operates almost entirely online. Elected officers hail from
four regions of the world, east and west coast U.S. WAOE is now
open to all committed to pedagogical principles and interested
in networking with other online educators worldwide. Currently
WAOE offers free trial memberships at least through June 1999.

Educators concerned with online education in the broadest sense
see their institutions cutting deals and their scholarly judgement
over the curriculum undercut. Web-literate educators have their
regional and disciplinary organizations, but when they reach out
to the wider world through the Internet, they sense that the new
medium holds great promise, but also that essentials are lacking
in comparison to the face-to-face medium. Wandering from list to
list, Website to Website, like so many nomadic masterless samurai,
what online educators have been missing is a real organization.
This need was realized at the Third Annual Teaching in the
Community Colleges Online Conference based at the University of
Hawaii, particularly the April 7th, 1998 Keynote Address by
Professor Steve McCarty in Japan. As a result of continuing online
discussions, international Steering Committee members have
submitted Articles of Incorporation and Bylaws to the State of
California in Sacramento. California has already recognized
WAOE as a nonprofit, tax exempt organization, evidently
approving bylaws stating that WAOE will be fully operational in
electronic media. Its acronym WAOE is thus pronounced "Wowee!"

WAOE plans to bring online educators together for mutual support
as well as to evaluate online courses and resources in any branch
of learning. With the cooperation of many institutions already,
a minimum of expenditures on material things, and the voluntaristic
spirit of educators, dues are waived for the time being, and expertise
can continue to be provided in lieu of dues. WAOE aims to be most
global and accessible to non-Westerners and non-native users of
English, promoting multilingualism and intercultural understanding.
Focusing on online education since the advent of Web-based approaches,
WAOE is working to turn online education into a new professional
discipline. Please register your interest or questions by e-mail to
<waoe@...> or visit Websites including <http://www.waoe.org>.

*******

TO JOIN the World Association for Online Education (WAOE),
which is currently free of charge, please fill out the membership form
as explained below. Among many WAOE activities there is a discussion
list WAOE-VIEWS and an announcements list WAOE-NEWS. Both are
archived on the WWW, while members have the option of joining both or,
to receive a minimum of e-mail, just WAOE-NEWS, as it is moderated.

To join WAOE, please go to:
http://www.waoe.org/membshp.html
and click on:
Show Me The Membership Registration Forms

For more information see:
http://www.kagawa-jc.ac.jp/~steve_mc/WAOE-founding.html
and the WAOE home page:
http://www.waoe.org/

WAOE-NEWS is a moderated list for occasional WAOE announcements.
To subscribe to WAOE-NEWS, send an e-mail message to:
Majordomo@...
with only the following as the body of your message:
subscribe waoe-news

WAOE-VIEWS is an unmoderated list for general WAOE discussions
of interest to all members.

To subscribe to WAOE-VIEWS, send an e-mail message to:
Majordomo@...
with only the following as the body of your message:
subscribe waoe-views

Both lists will automatically ask for confirmation,
so please REPLY with only the following as the body of your message:
ok

*******

WAOE is thankful to the following institutions for their
supportiveness, aside from mentioning volunteers, donors
and WAOE's virtual domain (http://www.waoe.org/):

New York University -- Journal of Online Education (JOE):
http://www.nyu.edu/classes/keefer/waoe/waoej.html
California State University, Sacramento --
officers' discussion list and WAOE Incorporation documents:
http://www.csus.edu/indiv/s/seehaferj/waoe/index.htm
University of Idaho -- WAOE-NEWS list, archived on the Web:
http://www.uidaho.edu/list-archives/waoe-news/
MIKSIKE, Estonia -- http://www.miksike.com
WAOE-VIEWS discussion list archived on the Web by eGroups:
http://www.egroups.com/list/waoe-views/
Quinebaug Valley Community-Technical College, Connecticut --
http://155.43.48.225:2020/walnklst.html (and so forth)
Embry-Riddle Aeronautical University --
e-mail WebBoard and real-time Web chat rooms:
http://www2.ec.erau.edu:8080/~waoe
Kagawa Junior College, Japan:
http://www.kagawa-jc.ac.jp/~steve_mc/WAOE-founding.html
*******************************************************************

Best of Regards
Arun Tripathi
------------------------------------------------------------------------
     ARUN KUMAR TRIPATHI,c/o Braun,Luetgenholthauser Strasse 99
     44225,Dortmund,Germany    EDUCATOR: WEB SITE REVIEW WRITER
    My short bio at http://www.bfranklin.com/gld98/tripathi.htm
     Volunteer cum List Manager on Global Learn Day II Project
   Join GLD-II Ship at http://www.bfranklin.com/gld98/contents.htm
Member, World Association for Online Education: http://www.waoe.org
Internet in Education: http://www.gsh.org/wce/archives/tripathi.htm
         E-mail: <tripathi@...>
  Research Scholar, Internet Search Expert, Department of Statistics
        University Of Dortmund, EDRESOURCE Listserv Moderator
       MEMBER, IEEE Computer Society: http://www.computer.org
------------------------------------------------------------------------

Dear Distance Learning Members,

In the recent issue of CAUSE/EFFECT, which is published online there
is one article which may be of interest of WAOE members.

An Interview with Lucinda Roy on the "Technology and the Learning
Environment" ..the required website is at:
http://www.educause.edu/ir/library/html/cem9825.html

Best of Regards
Arun Tripathi

Dear Distance Learning Members,

At the request of Prof. Zane L. Berge, Ph.D. <berge@...>, I would
like to add one more article to my contributions...Thank you Prof.Berge.

Kind Regards
Arun Tripathi

On Mon, 7 Dec 1998, Zane L. Berge, Ph.D. wrote:

>
> You may also not another DE article in CAUSE/EFFECT:
Sure, I am sorry for overlooked your article.
>
> Berge, Z.L. & Schrum, L. (1998). Strategic planning linked with
>  program implementation for distance education.
>  CAUSE/EFFECT.  21(3), pp: 31-38.  [Online.]
>  http://www.educause.edu/ir/library/html/cem9836.html
>
> Regards,
> Zane
>
>
> On Mon, 7 Dec 1998, Arun-Kumar Tripathi wrote:
>
> > From: Arun-Kumar Tripathi <tripathi@...>
> >
> > Dear Distance Learning Members,
> >
> > In the recent issue of CAUSE/EFFECT, which is published online there
> > is one article which may be of interest of WAOE members.
> >
> > An Interview with Lucinda Roy on the "Technology and the Learning
> > Environment" ..the required website is at:
> > http://www.educause.edu/ir/library/html/cem9825.html
> >
> > Best of Regards
> > Arun Tripathi
> >
>
>      ***************************************************************
>      *  Zane L. Berge, Ph.D.                       berge@...  *
>      *  Director, Training Systems,                                *
>      *      ISD Graduate Program                                   *
>      *  UMBC--Department of Education                              *
>      *  1000 Hilltop Circle                  phone:  410-455-2306  *
>      *  Baltimore MD 21250  USA                fax:  410-455-3986  *
>      *-------------------------------------------------------------*
>      *         Co-Editor, CMC and the Online Classroom             *
>      *     Wired Together: CMC in the Online K-12 Classroom        *
>      *  Publisher, Interpersonal Computing and Technology Journal  *
>      *                 The Moderator's Home Page                   *
>      *          http://star.ucc.nau.edu/~mauri/zane.html           *
>      ***************************************************************

In a message dated 98-12-07 01:52:28 EST, Hibbs wrote:

<<
  The only question I have is how soon the word "distance" will be dropped.
  IMHO, within five years, those who do not take the bulk of their courses by
  "distance" means, probably won't get much education.
   >>

Hibbs, Arun, and all,

What is the consensus now on when learning will simply, by default, be global
and not restricted in anyway to a single school/institute or region?

Thomas Fortenberry
Editor-in-Chief of Mind Fire [http://www.geocities.com/~mind-fire]
Editor-in-Chief of Morphiseum [http://www.kakuta.com/morphiseum]
Coeditor of Phic-shun [http://www.kakuta.com/phic-shun]
Contributing Editor of Maelstrom [http://www.geocities.com/~readmaelstrom]
Faculty member of Young Writers Association
[http://www.homeschoolzone.com/writer]
Third Party Productions [http://www.kakuta.com/thirdparty]
homepage [http://www.kakuta.com/thomas]

Dear Captain, Thomas, ALL,

Thank you very much for your responses..

On Mon, 7 Dec 1998 Kurvanas@... wrote:

> From: Kurvanas@...
>
> In a message dated 98-12-07 01:52:28 EST, Hibbs wrote:
>
> <<
>  The only question I have is how soon the word "distance" will be dropped.
>  IMHO, within five years, those who do not take the bulk of their courses by
>  "distance" means, probably won't get much education.
>   >>
>
> Hibbs, Arun, and all,
>
> What is the consensus now on when learning will simply, by default, be global
> and not restricted in anyway to a single school/institute or region?

The above point is really admireable. The learning should be global, so that
many people could be reached. I mean, Global means without the boundaries,
out of the boundaries of the Classroom. I would like to mention one nice
proverbial sayings from a Great Learner-Philosopher Plato, he mentioned--
"Learning exists in mind, independent of time and space". And, GLDII is
having this motive and also Horizon website is having the motivation of
Global Learning (http://horizon.unc.edu)

>
> Thomas Fortenberry
> Editor-in-Chief of Mind Fire [http://www.geocities.com/~mind-fire]
> Editor-in-Chief of Morphiseum [http://www.kakuta.com/morphiseum]
> Coeditor of Phic-shun [http://www.kakuta.com/phic-shun]
> Contributing Editor of Maelstrom [http://www.geocities.com/~readmaelstrom]
> Faculty member of Young Writers Association
> [http://www.homeschoolzone.com/writer]
> Third Party Productions [http://www.kakuta.com/thirdparty]
> homepage [http://www.kakuta.com/thomas]
>
>

Best Regards
Arun Tripathi
------------------------------------------------------------------------
     ARUN KUMAR TRIPATHI,c/o Braun,Luetgenholthauser Strasse 99
     44225,Dortmund,Germany    EDUCATOR: WEB SITE REVIEW WRITER
    My short bio at http://www.bfranklin.com/gld98/tripathi.htm
     Volunteer cum List Manager on Global Learn Day II Project
         Join GLD-II Ship at http://www.bfranklin.com
Member, World Association for Online Education: http://www.waoe.org
Internet in Education: http://www.gsh.org/wce/archives/tripathi.htm
         E-mail: <tripathi@...>
  Research Scholar, Internet Search Expert, Department of Statistics
        University Of Dortmund, EDRESOURCE Listserv Moderator
       MEMBER, IEEE Computer Society: http://www.computer.org
------------------------------------------------------------------------

The Science & Mathematics Education Centre (Curtin University,
Perth, Western Australia) has created a free WWW site for junior
and senior high school science and computing teachers.  It
contains several components of four of our graduate courses in
science and computing ed, vetted links to hundreds of useful web
sites, reviews of teaching CD-ROMs, an Introduction to Geographic
Information Systems, a How to Write a Report Manual, and more.

Many of these modules are available as free downloads, that may
be used by anyone for non-profit educational purposes. You are
welcome to place these materials on your own intranet, modify the
html to suit your own needs, etc. All we ask is feedback.

You may create your own account - free - from our Internet
Professional Development page at:

http://www.curtin.edu.au/curtin/dept/smec/ipd
--
Stephen R. Kessell, Associate Professor
National Key Centre for School Science and Mathematics
Curtin University of Technology, Perth, Western Australia 6845
s.kessell@...
WebPD@...
Tel +61 8 9266 7297 (S Kessell);  +61 8 9266-3365 (general
inquiries)
Fax +61 8 9266-2503

MY NAME IS PATTI WEEKS. I WORK WITH A COMPANY CALLED ED-X LLC BASED IN
AUSTIN, TEXAS. DUE TO MY RELATIONSHIP WITH THIS COMPANY I HAVE A HIGH
INTEREST IN DISTANCE LEARNING. TO FOLLOW IS A VERY BRIEF DESCRIPTION OF
WHAT WE OFFER AND OUR URL.

     Ed-X LLC has launched the first global, portal web site for distance
learning. Ed-X Distance Learning Channel offers an educational exchange for
distance learning with a searchable database for students and learners to
investigate all types of on-line education. Our URL is http://www.ed-x.com.
     Ours is a new company. Our marketing campaign is advancing rapidly. We
are scheduled for local television, newspaper and magazine interviews
within the next two weeks. Our national and international publicity
campaign will become effective by January 1st.
     We are in the process of research and gathering process for our
database. If you know of any distance education programs we feel we should
consider, please e-mail me at patti@... or fax them to me at (512)
373-7705. I would also appreciate any feedback you may have of our site.
Thank you.

Regards,
Patti B. Weeks
Ed-X Distance Learning Channel
Austin, Texas  USA
(512) 383-1661
Fax (512) 373-7705
http://www.ed-x.com

I just this second sighted this....if you want publicity from the
world's greatest distance education event, you should contact me by
phone, but not before visiting:  http://www.bfranklin.edu  and clicking
to GLOBAL LEARN DAY.


We should be talking!:  619 230 0212


At 12:27 PM -0500 12/10/98, Patti Weeks wrote:

<excerpt><bold><color><param>FFFF,0000,0000</param>MY NAME IS PATTI
WEEKS. I WORK WITH A COMPANY CALLED ED-X LLC BASED IN AUSTIN, TEXAS.
DUE TO MY RELATIONSHIP WITH THIS COMPANY I HAVE A HIGH INTEREST IN
DISTANCE LEARNING. TO FOLLOW IS A VERY BRIEF DESCRIPTION OF WHAT WE
OFFER AND OUR URL.


</color></bold>    Ed-X LLC has launched the first global, portal web
site for distance learning. Ed-X Distance Learning Channel offers an
educational exchange for distance learning with a searchable database
for students and learners to investigate all types of on-line
education. Our URL is http://www.ed-x.com.

     Ours is a new company. Our marketing campaign is advancing rapidly.
We are scheduled for local television, newspaper and magazine
interviews within the next two weeks. Our national and international
publicity campaign will become effective by January 1st.

     We are in the process of research and gathering process for our
database. If you know of any distance education programs we feel we
should consider, please e-mail me at patti@... or fax them to me
at (512) 373-7705. I would also appreciate any feedback you may have of
our site. Thank you.


Regards,

Patti B. Weeks

Ed-X Distance Learning Channel

Austin, Texas  USA

(512) 383-1661

Fax (512) 373-7705

http://www.ed-x.com

</excerpt>

John W. Hibbs

Benjamin Franklin Institute

   of Global Education

Tel/Fax 619-230 0212

http://www.bfranklin.edu

for Global Learn Day visit

http://www.bfranklin.edu/timetable.html.

Dear Distance Learning Members,

Here is the current list of conference papers which I am sure will aid
discussion for the last couple of weeks.

Areas include:

- Vocational Education
- APEL and Flexible Learning
- IT in Education
- WWW and Internet as tool for Teaching
- Adult Education
- Distance Learning
- Higher Education Policy and Practices
- Graduate Competencies

PAPERS ON WELCOME PAGE:  http://www.mcb.co.uk/services/conferen/nov98/vuj/
under discussion papers:

1.Bridging the Gap between formal and informal leanring (Background
Paper:  Sam Bailie, Celia O'Hagan, Gerry McAleavy)

2. Adult Education: who will benefit from new structures and policies?
(Michael Strain)

3.Is it time for Change? (Michael Young)

4.Graduate Competencies in Higher Education: Implementing Vocational
Models (Sam Bailie & Celia
O'Hagan)

5.Virtual and Flexible Learning Methods (Gerry McAleavy) Accrediting
Prior Experiential Learning in Higher Education (Sam Bailie, Celia O'Hagan,
Gerry McAleavy)

6.Graduate Competencies in Higher Education: Implementing Vocational
Models (Sam Bailie & Celia O Hagan)

7.Virtual presencing and the emergence of distributed pedagogy: research
implications for professional development

8.The functionalist paradigm in educational policy and practice (Michael
Strain)

9.Implications of Internet Education (Arun Kumar Tripathi)

10.The Design of Telematics-based Vocational Distance Learning Programmes
for Industrial Supply Chain Competitiveness. (T. L. Nolan)

11.The Great Uncashed (Tony Wailey and Robert Simpson)

12.  World Wide Web Based Teaching in Industrial Relations:  Potential,
Pitfalls and Challenges for the Future (John Rice and Neal Ryan, School
of Management, Queensland University of Technology)....paper to be put on
by end of week.

13.  Online Support and Assessment:  the use of Electronic Profiles in
Higher Education
(Celia O'Hagan)

The convener of the VUJ conference is Prof. CELIA OHAGAN
<C.OHagan@...>


Kind  Regards
Arun Tripathi
------------------------------------------------------------------------
     ARUN KUMAR TRIPATHI,c/o Braun,Luetgenholthauser Strasse 99
     44225,Dortmund,Germany    EDUCATOR: WEB SITE REVIEW WRITER
    My short bio at http://www.bfranklin.com/gld98/tripathi.htm
     Volunteer cum List Manager on Global Learn Day II Project
         Join GLD-II Ship at http://www.bfranklin.com
Member, World Association for Online Education: http://www.waoe.org
Internet in Education: http://www.gsh.org/wce/archives/tripathi.htm
         E-mail: <tripathi@...>
  Research Scholar, Internet Search Expert, Department of Statistics
        University Of Dortmund, EDRESOURCE Listserv Moderator
       MEMBER, IEEE Computer Society: http://www.computer.org
------------------------------------------------------------------------

Dear Distance Learning Members,

It might be interested to many of you, I received this mail from Prof.
Larry S. Anderson of NCTP at <lsa1@...>

FYI-- --Larry
(P.S.  I will be teaching one of these courses--"Seminar in Planning for
Instructional Technology" (SIP)--and will be using WebCT for the very
first time.  So, come one, come all! Let's have a blast!)

Courtesy:--
Larry S. Anderson, Ed.D.                              LSA1@...
Assoc. Prof., Dept. of Technology & Education       Voice: (601) 325-2281
Founder, National Center for Technology Planning      Fax: (601) 325-7599
                     Mississippi State University
Chair, Council for Education Technology              State of Mississippi
          My personal home page URL-- http://www2.msstate.edu/~lsa1
                     NCTP web page -- http://www.nctp.com

---------- Forwarded message ----------
Date: Thu, 10 Dec 1998 16:33:49 -0600
From: Kathleen Olivieri <KOlivieri@...>
Subject: Distance Learning Courses

Below is information about the instructional technology distance learning
courses offered by the Department of Technology & Education.  Please send this
information to appropriate listservs and students.

Thanks,
Kathleen

Mississippi State University
Department of Technology & Eduation
And the
Division of Continuing Education

Spring 1999 Distance Learning Courses


TKT 4713/6713   Hypermedia for Instruction
Students will experience a hands-on study of object-oriented programming
applied to instruction, Using HyperStudio as a tool
Method of Delivery:  Internet
Class Dates:  January 11 - April 26


TKT 4753/6753   Electronic Presentation
This course involves the use of various electronic technologies in the
development of visual electronic presentations.  Students need to have a
good working knowledge about computers and the software program,
PowerPoint 97.  The majority of the class will be taught by Internet.
However, there will be two class meetings taught through the Mississippi
Interactive Video Network on January 27 and February 3 from 5:30 - 9:30
PM.  Students will also come to Starkville for a mid-semester and final
presentation.  The two dates for the on-campus presentations will be
agreed upon by the students once the class begins.  This course has a
prerequisite of TKT 4743/6743 or the consent of the instructor.
Method of Delivery:  Internet/Mississippi Interactive Video Network
Class Dates:  January 13 - April 28
Time:   6:00 - 9:00 PM


TKT 4990        Special Topics in Technology Teacher Education:
Telecommunications
Students will be actively involved in the design of Web-based
environments for instructional purposes.
Method of Delivery:  Internet
Class Dates:  January 11 - April 26


TKT 8733        Telecommunications:  Application sin Scholarships
Students will be actively involved in the study and application of
telecommunications as applied to professional scholarship and research
endeavors.  Students will complete a project as part of this class.
Method of Delivery:  Internet
Class Dates:  January 11 - April 26


TKT 8763  Seminar in Planning for Instructional Technology
This course involves an analytical study of technique and strategies
contributing to the establishment and effective operation of functional
instructional technology as it relates to educational or business
establishments.
Method of Delivery:  Internet
Class Dates:  January 11 - April 26


TKT 8990  Special Topics in Technology Teacher Education:  Methods in
Distance Learning
Techniques for teaching distance classes will be explored and
demonstrated.  Distance learning technologies will be evaluated and will
be utilized for effective instructional use.
Method of Delivery:  Mississippi Interactive Video Network
Class Dates:  Mondays, January 11 - April 26
Time:  6:00 - 9:00


Computer Requirements
Students must have a computer with a reliable Internet connection,
preferably at home.  Previous experience shows that students who have
access to the Internet at home are more likely to be successful than
those who depend on the lab environment.
*  Access to a 4.0 or better Internet browser, Netscape or Internet Explorer
*  Access to an e-mail application with an e-mail address
*  HyperStudio 3.1 (TKT 4713/6713 only)
*  Access to a scanner and computer microphone (TKT 4713/6713, 4753/6753,
4993, 8733 only)
*  PowerPoint 97 (TKT 4753/6753 only)


Tuition and Fees
For classes taught through the MIVN, the tuition is $375 for graduate
credit and $282 for undergraduate credit plus a $100 distance learning
fee per course.  For classes taught by Internet, the tuition is $375 for
graduate credit and $282 for undergraduate credit.  There is no distance
learning fee for classes taught by Internet.

In addition to the tuition and fees, there is a $25 scheduling fee per
semester, not per class.  To secure space in a class, a $50
non-refundable deposit that is applied towards tuition and fees is
required.


For More Information and Registration
To enroll in distance learning courses, you must preregister with the
Division of Continuing Education at Mississippi State University.  Early
preregistration is strongly encouraged because a minimum number of
students must be enrolled to offer a course.  Registration will be
accept4ed until the class begins if a minimum number of students are
enrolled by the preregistration deadline.

To preregister, send preregistration form by December 21, 1999.
Registrations will be accepted until January 11, 1999.  You may mail a
check or call in your credit card information.
Phone:  601-325-1558
Email:  distance@...
Web:  http://distance.ce.msstate.edu
Mail:  Distance Learning Programs, PO Box 5247, Mississippi State, MS,39762

Preregistration Form
Enroll Me in the following course (s):
Name:
SS#
Address:
City, Sate, Zip:
Phone (daytime):
Email:

Mississippi State University does not discriminate on the basis of race,
color, religion, national origin, sex, age, disability or veteran status.
*********************************
Kathleen C. Olivieri, PhD
Instructional Design Specialist
Division of Continuing Education
Mississippi State University
phone:  601-325-1558
fax:  601-325-8578
email:  kolivieri@...
****************************


Best Regards
Arun Tripathi
------------------------------------------------------------------------
     ARUN KUMAR TRIPATHI,c/o Braun,Luetgenholthauser Strasse 99
     44225,Dortmund,Germany    EDUCATOR: WEB SITE REVIEW WRITER
    My short bio at http://www.bfranklin.com/gld98/tripathi.htm
     Volunteer cum List Manager on Global Learn Day II Project
         Join GLD-II Ship at http://www.bfranklin.com
Member, World Association for Online Education: http://www.waoe.org
Internet in Education: http://www.gsh.org/wce/archives/tripathi.htm
         E-mail: <tripathi@...>
  Research Scholar, Internet Search Expert, Department of Statistics
        University Of Dortmund, EDRESOURCE Listserv Moderator
       MEMBER, IEEE Computer Society: http://www.computer.org
------------------------------------------------------------------------

> At 12:27 PM -0500 12/10/98, Patti Weeks wrote:
>
>      MY NAME IS PATTI WEEKS. I WORK WITH A COMPANY CALLED ED-X LLC BASED IN
AUSTIN, TEXAS. DUE TO MY RELATIONSHIP WITH THIS COMPANY I HAVE A HIGH INTEREST
  IN DISTANCE LEARNING (snip)


We are a post-graduate only faculty (Science and Mathematics
Education Centre), with 390 students doing Post Graduate Diploma,
Masters of Science, Doctor of Science Education, and PhD.  Nearly
90% are part-time and distant.

We are the largest faculty of its kind in the world, and have
only become really (serious) about teaching via the WWW in the
last two years.  Nearly all of our new courses are on the WWW.

Overview of the Centre, degrees, etc. at:
http://www.curtin.edu.au/curtin/dept/smec

Overview of new WWW courses (and access to a free demo site) at:
http://www.curtin.edu.au/curtin/dept/smec/ipd

Happy to provide more info if you want; didn't want to bombard
you with too much at this stage.

Kind regards,
Steve Kessell
--
Stephen R. Kessell
Associate Professor and Internet Teaching Coordinator
National Key Centre for School Science and Mathematics
Curtin University of Technology, Perth, Western Australia 6845
s.kessell@...
WebPD@...
Tel +61 8 9266 7297 (S Kessell);  +61 8 9266-3365 (general
inquiries)
Fax +61 8 9266-2503

Dear Distance Learning List Members,

Enjoy the conferences....Thanks.

UPCOMING EDUCAUSE CONFERENCES:

      THIS WEEK!!! - CAUSE98, "The Networked Academy," December 8-11, 1998,
Seattle, Washington. Steve Jobs, Charles Garfield, and Molly Broad are the
featured speakers. See http://www.educause.edu/conference/c98/c98.html and
make plans to be there!

      Institutional Opportunities for Advanced Networking, January 7-9, 1999,
Austin Texas. This is a  workshop for information technology and policy
professionals in higher education on how best to prepare the broader higher
ed community for the advanced networking technology, lessons, and
opportunities presented by the Internet2 and NGI initiatives.
http://www.educause.edu/netatedu/contents/events/jan99/

EDUPAGE ... is what you've just finished reading.  To subscribe to Edupage:
send a blank message to edupage-subscribe@.... To unsubscribe
send a blank message to edupage-unsubscribe@.... You can also
subscribe, unsubscribe or change your settings by visiting
http://educause.unc.edu. If you have subscription problems, send mail to
manager@....

[Note:  Edupage editors John Gehl & Suzanne Douglas also write the
newsletter Innovation;  for a free trial subscription see
http://www.newsscan.com/ .]

EDUCOM REVIEW ... is a bimonthly print magazine on information technology
and education  ...   Subscriptions are $18 a year in the U.S.;  send mail
to: er-subs@....

CAUSE/EFFECT ... is a quarterly practitioner's journal about managing and
using information resources on college and university campuses. See the
publications section at http://www.educause.edu.

TRANSLATIONS & ARCHIVES... Edupage is translated into Estonian, French,
German, Greek, Hungarian, Korean, Portuguese, and Spanish.  For accessing
instructions, send a blank message to translations@....
Archives of Edupage can be found at
http://webserv.educom.edu/edupage/edupage.html.

EDUCAUSE Online is a weekly e-mail notification system that summarizes news
and information found on the EDUCAUSE Web site. To subscribe send a message
to:  LISTSERV@....  Leave the subject area blank and in
the body of the message write: SUBSCRIBE EDUCAUSE-ONLINE.

Kind Regards
Arun Tripathi
------------------------------------------------------------------------
     ARUN KUMAR TRIPATHI,c/o Braun,Luetgenholthauser Strasse 99
     44225,Dortmund,Germany    EDUCATOR: WEB SITE REVIEW WRITER
    My short bio at http://www.bfranklin.com/gld98/tripathi.htm
     Volunteer cum List Manager on Global Learn Day II Project
         Join GLD-II Ship at http://www.bfranklin.com
Member, World Association for Online Education: http://www.waoe.org
Internet in Education: http://www.gsh.org/wce/archives/tripathi.htm
         E-mail: <tripathi@...>
  Research Scholar, Internet Search Expert, Department of Statistics
        University Of Dortmund, EDRESOURCE Listserv Moderator
       MEMBER, IEEE Computer Society: http://www.computer.org
------------------------------------------------------------------------

Dear Distance Learning Members,

****************** THE EUROPEAN SCHOOLNET TEACHER'S NEWS ******************

WHAT is the EUN?
The EUropean SchoolNet is network-of-networks in Europe whose aim is to
promote the use of Information and Communication Technologies among schools
in Europe by:
  Supporting collaboration between schools
  Offering a broad range of educational content and services
  Promoting good practice and experience
  Advancing concertation and standardisation processes in education.

  For unsubscribing, or for subscribing to any of the EUN's other Newsletters,
visit:

         http://www.eun.org/eng/subscribe-en.html
         or send an email to: news@...

If you wish to see your project, your news or your call for partners
announced, please send us your project description and we'll try to promote
your work. Don't forget to specify the type of project and age groups
concerned and any other helpful details. When you ask for partners, please,
give us information about your own school and contact emails. Don't forget
to keep an eye on our News, Teachers and Pupils pages, they are regularly
update in many languages:
http://www.eun.org/

The European Schoolnet is supported by the European Commission by grants from
The Socrates (DG XXII), Telematics Application (DG XIII), Esprit (DG III) and
TEN-Telecomm (DG XIII) programmes and from ISPO (DG XIII).


Thanks for your time.

Best Regards
Arun

I am new to this list and have several questions to ask.  This is my
second semester teaching music appreciation in a long-distance format.
What I am finding (and when I talk to colleagues in music at other
universities, they concur) is that students taking long-distance courses
1) make lower grades, 2) do not understand the time management needs of
long-distance courses, e.g., they tend to put off until the last minute
preparing for exams or other assignments, which in the case of the course
I am teaching, will not work.

I seek ideas about helping students understand the difference in
long-distance courses regarding planning and working ahead to allow time
to understand material more like what we do in traditional teaching
settings.  I find for myself, that I have to work harder, carefully
evaluate each step of my instructions, seek new ways to replicate what I
do in a classroom especially when verbal presentations do not suffice.
For example, music vocabulary is very contextual and in a traditional
classroom, we give the students many musical examples played in class--at
the piano or on CD or LD--tied to vocabulary.  I think I have found two
ways to try to do this aspect better next semester.  Students last spring
were very candid in criticizing themselves for poor time mgt and said this
was their first experience taking a course taught long-distance and
expressed the opinion that they would do better the next course they took
in this format.  Is this typical?  (The first course is a surprise to
them in its time and planning demands?)  Have any of you had the same
students for more than one course to observe improvement?

I tried expressing these thoughts on this semester's syllabus but the
current class is doing no better as a whole than the one last spring. I
believe I know how to improve the instruction to communicate material
better but I am open to any suggestions about how to improve students'
time mgt and motivation other than discussing this in the printed material
that goes to the student or talking about this on the syllabus.

thanks,

Larry Peterson, music
University of Delaware
302 831-8134
peterson@...

Hello, everyone,
i am writing  a letter responding to larry peterson's letter asking about
the question of student procrastination on distance courses. i found this
to be true of my students when they did writing exercises for English over
the internet. So what i did was break down the tasks into smaller projects
and gave progress grades to my students--badgering them and coaxing did
some good too, but there were always a few who did not like doing the
assignments till the night before. And there were always one or two who
forgot, or, especially if this was a friday, said sth happened with their
computer :) or got their diskette wiped, or whatever, and wanted a grace
period of the weekend. so i decided never to put assignment due dates on
Friday. :)  Wednesday is the perfect day for deadlines. so the students
procrastinating did a terrible job and wasted only one night over  it
instead of three. For teaching English, the online discussions were the
most important source for the evaluation, and the marking scheme reflected
this: 50 % for online work...no excuses, no lates, no extensions.
So, the best way to combat procrastination is to outline your expectations
to your students for minimum levels of performance, provide smaller
projects, and tell your students procrastinating is for fools, and you
explain to them why.

you should give them a deadline to complete the tasks and allow a grace
period....just as they then have to allow you a grace period to get their
assignments graded and returned to them. they say, oh right, i see what you
mean....and it helps them to realize that it is a question of courtesy and
fair play and not an issue of rules and regs being set down and obeyed. i
also tell them such lateness is not accepted without a reason, and
eliminate the problem of procrastination by requiring regular work to be
submitted each week. no work handed in that week, no progress grade.

I wonder if it is such a good thing for adults to be rewarded with progress
grades for participation, but all my first year students have needed to be
conditioned to expect that they need to participate regularly on an ongoing
basis. The essay is an outmoded form for online evaluation; and i take the
discussion of the topic on the listserv, the cumulative effect of
information gathering and discussion, as just as, if not more important
than, the final product...offering students clear tasks that don't require
long periods of concentration (starting with a comment of about 100 words
on a listserv 3 times a week; then getting them to build up a portfolio
gradually in stages over the school year) is more effective than getting
them to do one essay--it also rewards  participation because i then post a
speaking test questions list which is based on the work done on the
listserv. The final interviews are based to a large part on what the
students have been discussing--so, as i tell my students-it is hard to
study for sth you have not prepared for in advance. And so students know
late projects will be evaluated in another manner later on.
Another thing i found that worked is that students are given a set of tasks
to complete to achieve a certain grade for a project. for the student who
just wants to get by a clear set of goals is laid out.
This allows for excellence and for the passing grade.
a lot of this may not apply to regualr courses, but i found this worked
with my advanced students, and i found that students who procrastinate will
do so under any situation anyway.. and in those cases the consistent
application of  consequences (lower grades) can be the only result.

As an aside, i found that when i was taking an online course, i was n't
sure sometimes whether to take the bull by its horns and start sth off in
group projects, or wait till sb else started out first. And this has
nothing to do with procrastination, but may explain why some groups fail to
hand in projects on time. In groupwork, project leader needs to be
assigned, tasks have to be laid out and progress should be monitored..i am
sure that if a survey was given to participants before group work began
about their expected roles and responsibilities, a lot of wasted energy
would be saved.
Which leads to a good question: what roles and responsibilities should
online students have?
sincerely,
glenn groulx


> From: Larry W Peterson <peterson@...>
>
> I am new to this list and have several questions to ask.  This is my
> second semester teaching music appreciation in a long-distance format.
> What I am finding (and when I talk to colleagues in music at other
> universities, they concur) is that students taking long-distance courses
> 1) make lower grades, 2) do not understand the time management needs of
> long-distance courses, e.g., they tend to put off until the last minute
> preparing for exams or other assignments, which in the case of the course
> I am teaching, will not work.
>
> I seek ideas about helping students understand the difference in
> long-distance courses regarding planning and working ahead to allow time
> to understand material more like what we do in traditional teaching
> settings.  I find for myself, that I have to work harder, carefully
> evaluate each step of my instructions, seek new ways to replicate what I
> do in a classroom especially when verbal presentations do not suffice.
> For example, music vocabulary is very contextual and in a traditional
> classroom, we give the students many musical examples played in class--at
> the piano or on CD or LD--tied to vocabulary.  I think I have found two
> ways to try to do this aspect better next semester.  Students last spring
> were very candid in criticizing themselves for poor time mgt and said
this
> was their first experience taking a course taught long-distance and
> expressed the opinion that they would do better the next course they took
> in this format.  Is this typical?  (The first course is a surprise to
> them in its time and planning demands?)  Have any of you had the same
> students for more than one course to observe improvement?
>
> I tried expressing these thoughts on this semester's syllabus but the
> current class is doing no better as a whole than the one last spring. I
> believe I know how to improve the instruction to communicate material
> better but I am open to any suggestions about how to improve students'
> time mgt and motivation other than discussing this in the printed
material
> that goes to the student or talking about this on the syllabus.
>
> thanks,
>
> Larry Peterson, music
> University of Delaware
> 302 831-8134
> peterson@...
>
>
> ------------------------------------------------------------------------
> To unsubscribe from this mailing list, or to change your subscription
> to digest, go to the ONElist web site, at http://www.onelist.com and
> select the User Center link from the menu bar on the left.

Larry Peterson finds his distance learning students earning poorer grades
than oncampus students, poorly motivated, and unable or unwilling to
organize their study habits to conform to the calendar requirements of his
course.

I, for one, would find it valuable if Larry were willing to share his
pedagogy with us so that we might determine how much of this problem is
intrinsic to distance learning, and how much a function of course
organization and design.

If Larry is willing, here are some questions:

1. Is his course guide or syllabus online, and is it organized by weeks so
students know what is expected of them each week or assignment?

2. Does he use course authoring software that includes a calendar that
summarizes when assignements are due, tests scheduled, etc?

3. Does the course include asynchronous discussions each week, and are
students required to participate?

4. Are there brief assignments that students submit via email, so that the
instructor gets early warning of any student who is falling behind?

5. Does his online software allow for occasional realtime chat?

Clearly there is an assumption behind my questions:

Often we attribute to "distance learning" and distant learning students
abilities and tendencies that are not so much endemic to distance learning
as they are to the specific instructional design and strategies that are
used.

Steve Eskow

Dr. Steve Eskow, President
The Pangaea Network
Cliff Plaza House
1933 Cliff Drive
Santa Barbara, CA 93109
Phone: 805-692-6998
http://www.pangaeanetwork.com/
 


> -----Original Message-----
> From: Larry W Peterson [mailto:peterson@...]
> Sent: Friday, December 11, 1998 6:38 AM
> To: distancelearning
> Subject: [distancelearning] Questions: time mgt/motivation
>
>
> From: Larry W Peterson <peterson@...>
>
> I am new to this list and have several questions to ask.  This is my
> second semester teaching music appreciation in a long-distance format.
> What I am finding (and when I talk to colleagues in music at other
> universities, they concur) is that students taking
> long-distance courses
> 1) make lower grades, 2) do not understand the time
> management needs of
> long-distance courses, e.g., they tend to put off until the
> last minute
> preparing for exams or other assignments, which in the case
> of the course
> I am teaching, will not work.
>
> I seek ideas about helping students understand the difference in
> long-distance courses regarding planning and working ahead to
> allow time
> to understand material more like what we do in traditional teaching
> settings.  I find for myself, that I have to work harder, carefully
> evaluate each step of my instructions, seek new ways to
> replicate what I
> do in a classroom especially when verbal presentations do not suffice.
> For example, music vocabulary is very contextual and in a traditional
> classroom, we give the students many musical examples played
> in class--at
> the piano or on CD or LD--tied to vocabulary.  I think I have
> found two
> ways to try to do this aspect better next semester.  Students
> last spring
> were very candid in criticizing themselves for poor time mgt
> and said this
> was their first experience taking a course taught long-distance and
> expressed the opinion that they would do better the next
> course they took
> in this format.  Is this typical?  (The first course is a surprise to
> them in its time and planning demands?)  Have any of you had the same
> students for more than one course to observe improvement?
>
> I tried expressing these thoughts on this semester's syllabus but the
> current class is doing no better as a whole than the one last
> spring. I
> believe I know how to improve the instruction to communicate material
> better but I am open to any suggestions about how to improve students'
> time mgt and motivation other than discussing this in the
> printed material
> that goes to the student or talking about this on the syllabus.
>
> thanks,
>
> Larry Peterson, music
> University of Delaware
> 302 831-8134
> peterson@...
>
>
> --------------------------------------------------------------
> ----------
> To unsubscribe from this mailing list, or to change your subscription
> to digest, go to the ONElist web site, at http://www.onelist.com and
> select the User Center link from the menu bar on the left.
>

>

>From: Larry W Peterson <peterson@...>
>

>I seek ideas about helping students understand the difference in
>long-distance courses regarding planning and working ahead to allow time
>to understand material more like what we do in traditional teaching
>settings.

The way that I do this is to build in small low-risk assignments which
students must submit at pre-determined intervals. For instance, they must
journal (in the form of a post to the message board or an email message to
me) twice per week so that I know that 1)they are continuously making
progress toward the project completion and 2) so that I may informally
evaluate their understanding of the subject matter. This way students have
less opportunity to "forget" the class until something is due. I attach a
"grade" to this journaling...but it is simply pass/fail each week...you get
it or you don't. I think this helps the student avoid procrastination.

Lee


Lee Hodges,
Visiting Project Coordinator/Web-based Activities
Continuing Education
Mississippi State University
lhodges@...
*****************************************************
Life only avails...not the having lived.
                                 -Ralph Waldo Emerson

Larry,
A simple way is to break up your course with twice-montlhly deadlines
for tasks completed.  Then students will be aware very quickly, that
they are not managing.  Another way is to send out daily questions to be
answered.  They will mount up if students do not complete them and give
you an idea of who is managing.  They will also realize that they are
not managing.
Of course, this too requires some effort, but if organized well after
the first class, it should run more smoothly.
Rory

-----Original Message-----
From: Larry W Peterson [mailto:peterson@...]
Sent: Friday, December 11, 1998 10:38 AM
To: distancelearning
Subject: [distancelearning] Questions: time mgt/motivation


From: Larry W Peterson <peterson@...>

I am new to this list and have several questions to ask.  This is my
second semester teaching music appreciation in a long-distance format.
What I am finding (and when I talk to colleagues in music at other
universities, they concur) is that students taking long-distance courses
1) make lower grades, 2) do not understand the time management needs of
long-distance courses, e.g., they tend to put off until the last minute
preparing for exams or other assignments, which in the case of the
course
I am teaching, will not work.

I seek ideas about helping students understand the difference in
long-distance courses regarding planning and working ahead to allow time
to understand material more like what we do in traditional teaching
settings.  I find for myself, that I have to work harder, carefully
evaluate each step of my instructions, seek new ways to replicate what I
do in a classroom especially when verbal presentations do not suffice.
For example, music vocabulary is very contextual and in a traditional
classroom, we give the students many musical examples played in
class--at
the piano or on CD or LD--tied to vocabulary.  I think I have found two
ways to try to do this aspect better next semester.  Students last
spring
were very candid in criticizing themselves for poor time mgt and said
this
was their first experience taking a course taught long-distance and
expressed the opinion that they would do better the next course they
took
in this format.  Is this typical?  (The first course is a surprise to
them in its time and planning demands?)  Have any of you had the same
students for more than one course to observe improvement?

I tried expressing these thoughts on this semester's syllabus but the
current class is doing no better as a whole than the one last spring. I
believe I know how to improve the instruction to communicate material
better but I am open to any suggestions about how to improve students'
time mgt and motivation other than discussing this in the printed
material
that goes to the student or talking about this on the syllabus.

thanks,

Larry Peterson, music
University of Delaware
302 831-8134
peterson@...


------------------------------------------------------------------------
To unsubscribe from this mailing list, or to change your subscription
to digest, go to the ONElist web site, at http://www.onelist.com and
select the User Center link from the menu bar on the left.

Dear Distance Learning Members,

  This I am posting again, because many of you might be unable to read this
message previously..Thanks.

PS: PLEASE DO NOT POST THE MESSGAE TO THE LISTS IN THE HTML FORM. Thanks.

---------- Forwarded message ----------
Date: Fri, 11 Dec 1998 14:43:40 -0800
From: glenn groulx <englab@...>
Reply-To: distancelearning@onelist.com
To: distancelearning@onelist.com
Subject: [distancelearning] Re: Questions: time mgt/motivation

Hello, everyone,
i am writing  a letter responding to larry peterson's letter asking about
the question of student procrastination on distance courses. i found this
to be true of my students when they did writing exercises for English over
the internet. So what i did was break down the tasks into smaller projects
and gave progress grades to my students--badgering them and coaxing did
some good too, but there were always a few who did not like doing the
assignments till the night before. And there were always one or two who
forgot, or, especially if this was a friday, said sth happened with their
computer :) or got their diskette wiped, or whatever, and wanted a grace
period of the weekend. so i decided never to put assignment due dates on
Friday. :)  Wednesday is the perfect day for deadlines. so the students
procrastinating did a terrible job and wasted only one night over  it
instead of three. For teaching English, the online discussions were the
most important source for the evaluation, and the marking scheme reflected
this: 50 % for online work...no excuses, no lates, no extensions.
So, the best way to combat procrastination is to outline your expectations
to your students for minimum levels of performance, provide smaller
projects, and tell your students procrastinating is for fools, and you
explain to them why.

you should give them a deadline to complete the tasks and allow a grace
period....just as they then have to allow you a grace period to get their
assignments graded and returned to them. they say, oh right, i see what you
mean....and it helps them to realize that it is a question of courtesy and
fair play and not an issue of rules and regs being set down and obeyed. i
also tell them such lateness is not accepted without a reason, and
eliminate the problem of procrastination by requiring regular work to be
submitted each week. no work handed in that week, no progress grade.

I wonder if it is such a good thing for adults to be rewarded with progress
grades for participation, but all my first year students have needed to be
conditioned to expect that they need to participate regularly on an ongoing
basis. The essay is an outmoded form for online evaluation; and i take the
discussion of the topic on the listserv, the cumulative effect of
information gathering and discussion, as just as, if not more important
than, the final product...offering students clear tasks that don't require
long periods of concentration (starting with a comment of about 100 words
on a listserv 3 times a week; then getting them to build up a portfolio
gradually in stages over the school year) is more effective than getting
them to do one essay--it also rewards  participation because i then post a
speaking test questions list which is based on the work done on the
listserv. The final interviews are based to a large part on what the
students have been discussing--so, as i tell my students-it is hard to
study for sth you have not prepared for in advance. And so students know
late projects will be evaluated in another manner later on.
Another thing i found that worked is that students are given a set of tasks
to complete to achieve a certain grade for a project. for the student who
just wants to get by a clear set of goals is laid out.
This allows for excellence and for the passing grade.
a lot of this may not apply to regualr courses, but i found this worked
with my advanced students, and i found that students who procrastinate will
do so under any situation anyway.. and in those cases the consistent
application of  consequences (lower grades) can be the only result.

As an aside, i found that when i was taking an online course, i was n't
sure sometimes whether to take the bull by its horns and start sth off in
group projects, or wait till sb else started out first. And this has
nothing to do with procrastination, but may explain why some groups fail to
hand in projects on time. In groupwork, project leader needs to be
assigned, tasks have to be laid out and progress should be monitored..i am
sure that if a survey was given to participants before group work began
about their expected roles and responsibilities, a lot of wasted energy
would be saved.
Which leads to a good question: what roles and responsibilities should
online students have?
sincerely,
glenn groulx


> From: Larry W Peterson <peterson@...>
>
> I am new to this list and have several questions to ask.  This is my
> second semester teaching music appreciation in a long-distance format.
> What I am finding (and when I talk to colleagues in music at other
> universities, they concur) is that students taking long-distance courses
> 1) make lower grades, 2) do not understand the time management needs of
> long-distance courses, e.g., they tend to put off until the last minute
> preparing for exams or other assignments, which in the case of the course
> I am teaching, will not work.
>
> I seek ideas about helping students understand the difference in
> long-distance courses regarding planning and working ahead to allow time
> to understand material more like what we do in traditional teaching
> settings.  I find for myself, that I have to work harder, carefully
> evaluate each step of my instructions, seek new ways to replicate what I
> do in a classroom especially when verbal presentations do not suffice.
> For example, music vocabulary is very contextual and in a traditional
> classroom, we give the students many musical examples played in class--at
> the piano or on CD or LD--tied to vocabulary.  I think I have found two
> ways to try to do this aspect better next semester.  Students last spring
> were very candid in criticizing themselves for poor time mgt and said
this
> was their first experience taking a course taught long-distance and
> expressed the opinion that they would do better the next course they took
> in this format.  Is this typical?  (The first course is a surprise to
> them in its time and planning demands?)  Have any of you had the same
> students for more than one course to observe improvement?
>
> I tried expressing these thoughts on this semester's syllabus but the
> current class is doing no better as a whole than the one last spring. I
> believe I know how to improve the instruction to communicate material
> better but I am open to any suggestions about how to improve students'
> time mgt and motivation other than discussing this in the printed
material
> that goes to the student or talking about this on the syllabus.
>
> thanks,
>
> Larry Peterson, music
> University of Delaware
> 302 831-8134
> peterson@...
>

Kind Regards
Arun(Distance Learning Moderator)
------------------------------------------------------------------------
     ARUN KUMAR TRIPATHI,c/o Braun,Luetgenholthauser Strasse 99
     44225,Dortmund,Germany    EDUCATOR: WEB SITE REVIEW WRITER
    My short bio at http://www.bfranklin.com/gld98/tripathi.htm
     Volunteer cum List Manager on Global Learn Day II Project
         Join GLD-II Ship at http://www.bfranklin.com
Member, World Association for Online Education: http://www.waoe.org
Internet in Education: http://www.gsh.org/wce/archives/tripathi.htm
         E-mail: <tripathi@...>
  Research Scholar, Internet Search Expert, Department of Statistics
        University Of Dortmund, EDRESOURCE Listserv Moderator
       MEMBER, IEEE Computer Society: http://www.computer.org
------------------------------------------------------------------------

We here are running an in-service course for English teachers
(methodology), and find our students serioous and punctual. Perhaps this
is due to the fact that many of them live in areas, or have  life
schedules, that excllude participatiing in regullar coourses.
Lily
> ----------
> From:  Steve Eskow[SMTP:seskow@...]
> Sent:  ?éåí ùéùé 11 ãöîáø 1998? 21:49
> To:  distancelearning@onelist.com
> Subject:  [distancelearning] Re: Questions: time mgt/motivation
>
> From: "Steve Eskow" <seskow@...>
>
> Larry Peterson finds his distance learning students earning poorer
> grades
> than oncampus students, poorly motivated, and unable or unwilling to
> organize their study habits to conform to the calendar requirements of
> his
> course.
>
> I, for one, would find it valuable if Larry were willing to share his
> pedagogy with us so that we might determine how much of this problem
> is
> intrinsic to distance learning, and how much a function of course
> organization and design.
>
> If Larry is willing, here are some questions:
>
> 1. Is his course guide or syllabus online, and is it organized by
> weeks so
> students know what is expected of them each week or assignment?
>
> 2. Does he use course authoring software that includes a calendar that
> summarizes when assignements are due, tests scheduled, etc?
>
> 3. Does the course include asynchronous discussions each week, and are
> students required to participate?
>
> 4. Are there brief assignments that students submit via email, so that
> the
> instructor gets early warning of any student who is falling behind?
>
> 5. Does his online software allow for occasional realtime chat?
>
> Clearly there is an assumption behind my questions:
>
> Often we attribute to "distance learning" and distant learning
> students
> abilities and tendencies that are not so much endemic to distance
> learning
> as they are to the specific instructional design and strategies that
> are
> used.
>
> Steve Eskow
>
> Dr. Steve Eskow, President
> The Pangaea Network
> Cliff Plaza House
> 1933 Cliff Drive
> Santa Barbara, CA 93109
> Phone: 805-692-6998
> http://www.pangaeanetwork.com/
>  
>
>
> > -----Original Message-----
> > From: Larry W Peterson [mailto:peterson@...]
> > Sent: Friday, December 11, 1998 6:38 AM
> > To: distancelearning
> > Subject: [distancelearning] Questions: time mgt/motivation
> >
> >
> > From: Larry W Peterson <peterson@...>
> >
> > I am new to this list and have several questions to ask.  This is my
> > second semester teaching music appreciation in a long-distance
> format.
> > What I am finding (and when I talk to colleagues in music at other
> > universities, they concur) is that students taking
> > long-distance courses
> > 1) make lower grades, 2) do not understand the time
> > management needs of
> > long-distance courses, e.g., they tend to put off until the
> > last minute
> > preparing for exams or other assignments, which in the case
> > of the course
> > I am teaching, will not work.
> >
> > I seek ideas about helping students understand the difference in
> > long-distance courses regarding planning and working ahead to
> > allow time
> > to understand material more like what we do in traditional teaching
> > settings.  I find for myself, that I have to work harder, carefully
> > evaluate each step of my instructions, seek new ways to
> > replicate what I
> > do in a classroom especially when verbal presentations do not
> suffice.
> > For example, music vocabulary is very contextual and in a
> traditional
> > classroom, we give the students many musical examples played
> > in class--at
> > the piano or on CD or LD--tied to vocabulary.  I think I have
> > found two
> > ways to try to do this aspect better next semester.  Students
> > last spring
> > were very candid in criticizing themselves for poor time mgt
> > and said this
> > was their first experience taking a course taught long-distance and
> > expressed the opinion that they would do better the next
> > course they took
> > in this format.  Is this typical?  (The first course is a surprise
> to
> > them in its time and planning demands?)  Have any of you had the
> same
> > students for more than one course to observe improvement?
> >
> > I tried expressing these thoughts on this semester's syllabus but
> the
> > current class is doing no better as a whole than the one last
> > spring. I
> > believe I know how to improve the instruction to communicate
> material
> > better but I am open to any suggestions about how to improve
> students'
> > time mgt and motivation other than discussing this in the
> > printed material
> > that goes to the student or talking about this on the syllabus.
> >
> > thanks,
> >
> > Larry Peterson, music
> > University of Delaware
> > 302 831-8134
> > peterson@...
> >

> To unsubscribe from this mailing list, or to change your subscription
> to digest, go to the ONElist web site, at http://www.onelist.com and
> select the User Center link from the menu bar on the left.
>

On Fri, 11 Dec 1998, Steve Eskow wrote:

> From: "Steve Eskow" <seskow@...>
>
> I, for one, would find it valuable if Larry were willing to share his
> pedagogy with us so that we might determine how much of this problem is
> intrinsic to distance learning, and how much a function of course
> organization and design.
>
> If Larry is willing, here are some questions:
>
> 1. Is his course guide or syllabus online, and is it organized by weeks so
> students know what is expected of them each week or assignment?

Yes, it is online.  I use SERF, developed here at the University of
Delaware.  The SERF template includes my syllabus indicated by time
increments, most often a week at a time, dates when everything is due, a
sequence of "logs" where I respond to their work, then later in the
course, "logs" where other students respond.  The expectations are
indicated.  I am very active and have been so, for 20 years in our Center
for Teaching ... have taught workshops on preparing syllabi.  I'm very
committed to good instruction.... but the long distance format is new to
me..... only teaching my second course in this format.

> 2. Does he use course authoring software that includes a calendar that
> summarizes when assignements are due, tests scheduled, etc?

Yes, Serf does this.  Also, it gives instant feedback to the student
regarding their course average.

> 3. Does the course include asynchronous discussions each week, and are
> students required to participate?

No, not each week.  There are four such discussion sessions in the first
half of the course but none later.

> 4. Are there brief assignments that students submit via email, so that the
> instructor gets early warning of any student who is falling behind?

Yes, and I have even been able to meet all but one of the students for
one-on-one help sessions.  One student lives in another state.... the rest
are all within the county where I am.

> 5. Does his online software allow for occasional realtime chat?

Not really.  But I interact via e-mail and telephone and in-person.

> Clearly there is an assumption behind my questions:
>
> Often we attribute to "distance learning" and distant learning students
> abilities and tendencies that are not so much endemic to distance learning
> as they are to the specific instructional design and strategies that are
> used.

Your questions are good ones and ones I should have anticipated.  But
my original questions stand.....

Besides doing everything I do in my "traditional" instruction to make my
teaching successful, I still am surprised at the grades and the lack of
motivation and time management that I associate only with the two classes
taught in a long distance format.

Larry Peterson
Delaware

Dear Online Distance Educators and GLDII Educators,

This I received on Online-Ed mailing lists..at <online-ed@...>
from Dr. Mark Bullen <mark.bullen@...> with regards to the Online
Courses and Distributed Learning..Thanks.

Online Post-Graduate Certificate In Technology-Based Distributed Learning
--------------------------------------------------------------------------
The University of British Columbia

Online registration is now open for two courses in this online
certificate program:

SOCIAL ISSUES IN TECHNOLOGY-BASED DISTRIBUTED LEARNING(ADED 501)

This course will focus on the social issues related to the use of
technology-based distributed learning in higher education and
training courses.  Students will be asked to examine critically the
increasing use of technology-based modes of delivery, to question some
of the assumptions behind their use, and to consider the social,
cultural, and economic impact of technology-based distributed learning
in various educational contexts.

Instructors: Dr. Mark Bullen, Diane Janes, M.Ed.

SELECTING AND USING TECHNOLOGIES FOR DISTRIBUTED LEARNING (EDST 561g)

This course uses the Internet and a CD-ROM to enable participants to
analyze the selecting and use of educational technologies at both an
institutional and a course level of decision making.  For this analysis,

the course provides participants with a set of criteria and guidelines
linked to different approaches to teaching.  With the additional
material from required textbooks and selected readings, participants
will explore the different uses of new technologies for distributed
learning, and apply criteria for their selection and use within specific

contexts.

Instructors: Dr. Tony Bates, Dr. Mark Bullen, Diane Janes, M.Ed.

Courses start January 11.

For detailed course information and registration, visit the web site:
http://itesm.cstudies.ubc.ca/info/

To receive registration updates by email, send an email to:
heather.francis@...

To receive a program brochure, record your address at:  (604) 822-8889

PLEASE REGISTER EARLY AS ENROLMENT IS LIMITED!

- --

Mark Bullen, Ph.D.
Assistant Director
Distance Education & Technology
Continuing Studies
University of British Columbia
1170-2329 West Mall
Vancouver, BC, CANADA
V6T 1Z4

Phone: 604-822-5079
Fax: 604-822-8636
http://courses.cstudies.ubc.ca/~bullen


Best Regards
Arun Tripathi

------------------------------------------------------------------------
     ARUN KUMAR TRIPATHI,c/o Braun,Luetgenholthauser Strasse 99
     44225,Dortmund,Germany    EDUCATOR: WEB SITE REVIEW WRITER
    My short bio at http://www.bfranklin.com/gld98/tripathi.htm
     Volunteer cum List Manager on Global Learn Day II Project
         Join GLD-II Ship at http://www.bfranklin.com
Member, World Association for Online Education: http://www.waoe.org
Internet in Education: http://www.gsh.org/wce/archives/tripathi.htm
         E-mail: <tripathi@...>
  Research Scholar, Internet Search Expert, Department of Statistics
        University Of Dortmund, EDRESOURCE Listserv Moderator
       MEMBER, IEEE Computer Society: http://www.computer.org
------------------------------------------------------------------------

What about the debit system?  Start everyone off with 100% and as they
do their assignments on time and meet other criteria they are able to
maintain the 100% standing.  It seems that most Americans understand
everything from a win/lose; profit/failure; poor/rich model.

peace and love,

mm

Marvin Muhammad
Second Creation, Inc.
P.O. BOX 37583
Cincinnati, Ohio 45237
gimani@...
513 631 2555 (O)
513 772 7661 (F)

Steve has soemthing there.  I took courses online and sometimes it was
not the student who was the problem the lack of system or careful
planning on the part of the instructional team.  Careful design is so
important.

mm

Marvin Muhammad
Second Creation, Inc.
P.O. BOX 37583
Cincinnati, Ohio 45237
gimani@...
513 631 2555 (O)
513 772 7661 (F)