patth@sci.ccny.cuny.edu (Patt Haring) (03/19/90)
Online Journal of Distance Education & Communication, March 1990
............ ...........
........... .......... THE
........... . .......... ONLINE JOURNAL
.......... . . . .......... OF DISTANCE EDUCATION
.......... . . .......... AND COMMUNICATION
........... . ..........
........... .......... March 1990
............ ...........
In the industrial age, we go to school. In the information age,
school can come to us. This is the message implicit in the media
and movement of distance education.
Volume #3, Issue #3
March 1990
Editor: Jason Ohler.........Educational Technology Program Director
University of Alaska Southeast
11120 Glacier Highway
Juneau, Alaska 99801
Phone: 907-789-4538, 4417
BITNET USERID: JFJBO@ALASKA
Technical Coordinator................................Paul J. Coffin
716 Taschereau
Ste-Therese, Quebec
J7E 4E1
Phone: 514-430-0995
BITNET USERID: JSPJC@ALASKA
FROM THE EDITOR:
---> I used to attend Marshall McLuhan's modern poetry class at the
University of Toronto (-he was first and foremost a poetry teacher-)
to listen to him talk on and on about the nature of the media,
how it impacted the way we behaved and turned us into the people we were
becoming. Much of what he said had very little to do directly with
poetry, but that didn't bother my colleagues and me. Besides, McLuhan
convinced most of us by the end of the year that life, most importantly,
WAS poetry, a living metaphor telling us what we thought was important
as a culture.
One day he decreed (he didn't suggest anything- he decreed it,
like Zeus, with absolute certainty and authority) that reading the
newspaper was for most a pleasant experience, like stepping into a warm
bath. The comment drew an immediate objection from one of the students
who said that given all of the bad news in the paper, reading it was
more like stepping into a pit of warm sludge (or something to this
effect). "Not at all," McLuhan smirked in his typically self-righteous,
condescending manner. "There's plenty of good news- that's what the ads
are."
Thus, McLuhanistically speaking, this issue is filled with "good news,"
because it consists mostly of announcements, as close as we get to ads
in a public interest journal. I normally wait until I have five good
articles before publishing, but because announcements rapidly become
dated, I am publishing now. I am considering in the future releasing
announcements independent of articles.
---> WE ARE ALWAYS INTERESTED IN CONSIDERING YOUR CONTRIBUTIONS.
Please limit articles to 4 screens (2 pages) maximum if it's
possible.
***********************
THIS ISSUE AT A GLANCE:
====== Item #1:
Subject: Computer-Mediated Writing and the Writer In Electronic Residence
From: Trevor Owen, USERNBSP@SFU
====== Item #2:
Subject: An excerpt from "Personal Computing in the CEMA Community: A Study
of International Technology Development and Management"
From: Dr. Ross Alan Stapleton, STAPLETON@ARIZMIS
====== Item #3:
Subject: ANNOUNCEMENTS & REQUESTS
From: The readers
------- Announcement #1 --------
Subject: Sixth Annual Conference on Distance Teaching/Learning
From: Chris Olgren, 608/262-5525
------- Announcement #2 --------
Subject: LINKING FOR LEARNING, a distance education publication from
the US Congress
From: Patt Haring, patth@sci.ccny.cuny.edu
------- Announcement #3 --------
Subject: Empire State College Position
From: Lowell Roberts <ELHR@SNYCENVM>
------- Announcement #4 --------
Subject: Computer-Mediated Communication in Education: An Electronic
Conference
From: Teri Harrison, Associate Professor & Comserve Co-Editor,
SUPPORT@RPIECS
------- Announcement #5 --------
Subject: Electronic Networking Association Conference
From: KIDSNET@pittvms
------- Announcement #6 --------
Subject: Regents College is looking for distance education material
From: Kate Gulliver, NYS001@ALBNYVMS
------- Announcement #7 --------
Subject: Looking for ways to reach the USSR via email
From: Bob Lewis, R.A.Lewis@EXETER.AC.UK
------- Announcement #8 -------
Subject: ICDE world conference on distance education
Reply-To: Chris Clark, GCC1@PSUVM.BITNET
------- Announcement #9 -------
Subject: Courses in social work offered online
From: Tzipporah BenAvraham, cmcl2!dasys1!tzippy%harvard@harvunxw.BITNET
------- Announcement #10 ------
Subject: Editor looking for materials about using computer mediated
communication as a tool for conflict resolution, negotiation,
or intercultural communication. See DISTANCE EDitorial
From: The editor
====== Item #4:
Subject: DISTANCE EDitorial: Using Computer Mediated Communication as an
Intercultural Communication Tool.
From: The editor
====== Item #5:
Subject: ABOUT THE JOURNAL
From: The editor
* * * * * * * * * THE ONLINE JOURNAL * * * * * * * * *
====== Item #1:
Subject: Computer-Mediated Writing and the Writer In Electronic Residence
From: Trevor Owen, USERNBSP@SFU
THE WRITER IN ELECTRONIC RESIDENCE
by
Trevor Owen
Riverdale Collegiate
1094 Gerrard Street East
Toronto, Ontario
BITNET: USERNBSP@SFU
At Riverdale Collegiate Institute, an inner city secondary
school in Toronto, technology is used for writing in the English
classroom, and for extending that experience by communicating
with others, primarily students, writers, and teachers throughout
Canada, North America and the world. Our work in language-based
computer-mediated communication is known as "Computer-Mediated
Writing." The "Writer In Electronic Residence" projects, which
form the centerpiece of our program, have been supported by the
Faculty of Education at Simon Fraser University for three years.
WRITING, NOT COMPUTERS
Students compose original works and commentary using word
processors, and then incorporate telecommunications into the
process, connecting directly to the host computer at Simon Fraser
and posting their writing in an electronic conference that has
been established for them. Most of the original writing is poetry
and short fiction, but other issues emerge from time to time that
encourage writing in other forms.
These language-based programs are about writing and
communication, and embrace word processing and telecommunications
as desirable applications in the English classroom for two
reasons: [a] the nature of on-line interaction is textual and,
therefore, appropriate to writing and commentary; and, [b] the
on-line forum provides a certain equity of use, placing students
in control of what to write, when and where to send it, and how
to respond.
In each case, the goal of the program has been to place
students in control of the media before them, and to utilize
these media to broaden the shape and scope of the classroom
experience. In this way, our program overcomes distance and time
to bring the world to the classroom.
THE PROJECTS
The first project, ELECTRO-POETS, was undertaken with poet
LIONEL KEARNS from British Columbia in 1988. ELECTRO-POETS
involved two classes: one from Riverdale, and the other from
Cariboo Hill Secondary School in B.C. Over the four month period
that the project operated, the students clearly embraced the
online program as part of their daily classroom experience. They
generated some two hundred pages of original text and commentary.
The second project, NEW-VOICES, operated in 1989 with poet
DAVID McFADDEN, and science fiction writer GUY GAVRIEL KAY.
Novelist and short fiction author KATHERINE GOVIER joined in near
the end of the project. NEW-VOICES expanded the role of online
activity within existing classroom-based curriculum, involving
more schools from Ontario and B.C.
Our current project, WIRED.WRITERS, is operating with
KATHERINE GOVIER, who returned for a second electronic residency,
and poet LORNA CROZIER, who also served as writer in residence at
the University of Toronto (UofT) during the fist half of this
academic session. WIRED.WRITERS involves ten schools and has been
operating since the end of January.
WHAT HAVE WE LEARNED?
We know now that CMC links offer meaningful opportunities
for language development and proficiency. Students control their
own experiences and gain a very real understanding of themselves
and one another through this control. Tolerance is promoted as a
natural result of attempting to see the world as another might.
"LOCAL SHAPE"
But we know, too, that a need exists to interpret experience
within a meaningful context. To this extent, it is clear that CMC
offers an oral possibility--especially when the telecommunicated
experience is incorporated into an existing constituency, like a
classroom. We believe that we have encountered this because we
are dealing with students in classrooms, as distinct from, say,
distance education models of delivery, which tend to flow out
from a central source in a so-called "one-to-many" arrangement.
We have identified this need to interpret experience within
the established, participating constituencies as "local shape".
We have learned much from our projects in which language
links were made possible using telecommunications, and we believe
that many, meaningful opportunities to summon language flow
naturally from these links--both online and as a result of having
been online.
KEY IDEAS
We think there are some key ideas that may promote this
interaction using telecommunications. The projects emphasize
task, not technology, and they are language-based, involving
participants in actively summoning language appropriate to the
tasks at hand, and particular language in particular situations.
Accordingly, they seek to empower learners by offering direct and
personal access to activities that are relevant now. And they
promote equity, seeking to increase access across constituencies
by extending our reach out into the world and bringing what we
find there back into the classroom--to meet existing curricular
goals.
LANGUAGE ACTIVITY
At Riverdale, we view the telecommunicated experience as a
language activity, and we believe that many meaningful
opportunities to summon language flow naturally from these
links--both online and as a result of having been online. And
students agree.
"What a WONDERFUL learning experience it has been," wrote
student Yit Yin Tong, who is currently in grade twelve at
Riverdale. "It has given me a new perspective on learning, and
learning how to learn. With other writers of the world, we have
all responded and contributed to one another. I see this as
something that has changed my life." She adds that "education
shouldn't always be within classroom walls."
Ritz Chow, who currently attends the Faculty of Pharmacy,
UofT, has worked with us online for three years now. She writes:
"There is a transition from thoughts to words, a mechanical
process of the brain that fills a 7" by 10" screen. I discovered
that the best part about writing is writing. And being read is
rather fun, too. In the past electronic writing conferences, I
was most surprised by the reactions of those who read my pieces.
I came to realize that when someone read my piece, the words were
no longer my own, but rather the reader's. It was the reader's
concept of my words, not the words themselves, that had life. The
static sentences travelled in the interpretations of the readers.
The small screen of the computer holds a great view. Not only can
we glimpse the world through the computer screen, but the world
can gaze back, into our rooms, into our faces, into our words."
References:
Riverdale Collegiate. (1988, August). Computers and word-
processing in the English classroom, 3(1). [Annual documentation
of the school's telecommunications activities.]
Chow, R. (1989, August). The computer-mediated writer. Paper
presented at the International Society for Technology in
Education conference, Telecommunications in Education, Jerusalem,
Israel.
Owen, T. (1989). Computer-mediated writing and the writer in
electronic residence. In R. Mason and A. Kaye (Eds.), Mindweave:
Communication, computers and distance education (pp. 208-211).
Oxford: Pergamon Press.
Owen, T. (1990). Waiting to connect: The writer in electronic
residence, The Computing Teacher, (17)5, 46-49.
====== Item #2:
Subject: An Excerpt from "Personal Computing in the CEMA Community: A Study
of International Technology Development and Management"
From: Dr. Ross Alan Stapleton, STAPLETON@ARIZMIS
Editor's Note: There has been a surge of interest in Soviet computing from
many sectors of society, including the distance education community. A number
of joint educational telecommunications projects using email connections with
the Soviet Union are emerging. Dr. Stapleton brings us up to date on the
status of computing within the CEMA community. Contact him if you are
interested in receiving his entire report on the subject.
Author's Note: "CEMA" is one of several accepted acronyms for the East Bloc
(formerly) the equivalent of the EEC. In Russian it is the "Soviet
Ekonomicheskoy Vzaimopomoshchi." That translates most closely to "Council of
Economic Mutual Assistance," hence "CEMA." Also used is "SEV" (the Russian
acronym), "CMEA" (reshuffling of CEMA preferred by a minority) and "Comecon."
I have used it, as do others, because it avoids the military stigma of
"Warsaw Pact," embraces all of the East European countries (also includes
Mongolia, Cuba, North Korea, etc., though...) and actually does form the
framework for multilateral economic cooperation. It is probably best
to describe it as I have in the first three sentences of this paragraph, and
mention that it is their vehicle for multilateral cooperation. There
have been discussions recently over the desires by members like Hungary
to move toward a more market-based relationship, which may severely
diminish the role of the CEMA.
------------------------------
>From "Conclusions and Directions for Future Research" section:
It is readily apparent that the CEMA community is inferior to the West in
the creation and application of personal computing resources, and that that
inferiority is comprised of both a developmental lag, and qualitative and
quantitative factors. It has always been extremely difficult to give a
figure for "how much the CEMA community lags the West in personal
computing" (though the question is often asked), because the deficiencies
are not measurable on a strictly linear scale. This has become even more
the case as personal computing has been transformed from a high technology
to a mass commodity outside: the CEMA community.
This raises two points. The first is that the CEMA community should not
be evaluated merely on "lag evidence," e.g., "What density of memory chip
has been achieved by what time, and how does that compare with the West?"
A more comprehensive evaluation of the breadth and capacity of
industries, the availability of information, and many other factors must be
made, and the conclusions may not be reducible to anything approaching a
one-dimensional scaling of East against West.
The second point is that the CEMA community is being presented with
increased opportunities for interaction with the world markets, and that
this interaction need not be as much a cause for concern to either side as
it has been in the past.
There is an inordinate degree of reluctance in some portions of the CEMA
community (the USSR being a prime example) to rely on non-CEMA sources for
intermediate and final products. Some CEMA countries, on the other hand,
have turned sharply toward the West, as if to make up for CEMA deficiencies
at any cost. A partial explanation for the former behavior lies in the
fact that Western export controls have indeed had an impact on the CEMA
economies in these areas. Despite some CEMA claims to the contrary, export
controls have made the indigenous growth of some technologies much more
difficult, though not impossible. More importantly, Western export control
policies have had an apparent effect on trade even where technologies are
outside the restrictions. The real and perceived problems, including
delays in license applications and the potential for a calculated or even
capricious readjustment of the control limits, have certainly not encouraged
closer interaction. Simultaneously, however, the global markets (excluding
the CEMA countries) have become much more open. The US has gone from a
position of relative isolation as a majority, if not monopoly, supplier of
PC technology to a major consumer of products from Japan and the NICs.
It may be too strong to say that Western export control policies have
discouraged those CEMA countries that are overly self-isolating from
more closely integrating themselves into world markets. But they have
probably contributed to the inertia. Gorbachev's "perestroika" is
an attempt to restructure the slow-moving industries, putting internal pressure
on organizations and bureaucratic structures that have shown themselves
incapable of reacting well to external change. And export controls may have
served as much as an excuse for inaction as they have been a deterrent to
growth. CEMA officials have often made the claim that the trade restrictions
have only served to build up the CEMA technological base, by requiring
indigenous solutions. But many of the CEMA "solutions" would be utterly
noncompetitive if all barriers were removed, and the CEMA planners,
researchers and designers have been underinformed and unimaginative.
The rapid change and growth in the computer industries of the West over the
last decade caught the CEMA community, the Soviets in particular,
flatfooted.
Perestroika, whether or not it succeeds, is designed to substantially
alter the situation. There is little the West can do to influence that process,
but its success would not necessarily be a bad thing from a Western perspective.
Western companies have shown great interest in dealing with the CEMA community,
and the transformation of personal computing to a commodity good makes trade
acceptable, even desirable, in light of the stated intentions of Western export
control policies. But there remain enormous barriers on the CEMA side, both
economic and political. Whether or not the Gorbachev administration can survive
in the wake of the changes it is inducing is a question for other researchers,
though it is clear that the Soviet Union is far from an absolute
dictatorship, and political opposition to the current policies is a matter
of record. Important limitations also exist in the ability of the Soviets
to raise funds for international trade, and in the rate at which
organizations can be made to change.
====== Item #3:
Subject: ANNOUNCEMENTS & REQUESTS
From: The readers
-------- Announcement #1 --------
Subject: Sixth Annual Conference on Distance Teaching/Learning
From: Chris Olgren, 608/262-5525
Presentation proposals are invited for the Sixth Annual Conference
on Distance Teaching/Learning, to be held August 8-10, 1990, in Madison,
Wis. The conference theme, "Echoes from the Future: Challenges for New
Learning Systems," examines how distance education is responding to
social and technological change. For example, what are new learning
needs and organizational roles? How does the future affect today's plans
and actions? What are current responses?
Proposals for 50-minute informational sessions may be submitted in
a number of areas, including the learning process, teaching/training
approaches, learner assessment/support, instructional design, program
management and organizational change. Proposals are due March 1, 1990.
The annual Distance Teaching Learning Conference focuses on
applications of educational technology--telecommunications, computers,
tape or print--to bridge geographic boundaries. As a national forum on
distance education and training, the conference is attended by people from
throughout the United States, Canada and other countries.
For more information contact Chere Gibson at (608) 262-8611 or
Chris Olgren at (608) 262-5525; University of Wisconsin, Department of
Continuing and Vocational Education, 225 North Mills Street, Madison, WI
53706.
-------- Announcement #2 --------
Subject: LINKING FOR LEARNING, a distance education publication from
the US Congress
From: Patt Haring, patth@sci.ccny.cuny.edu
[Excerpted from LINC NOTES, December 1989
Published by LINC Resources Inc.
4820 Indianola Avenue
Columbus, Ohio 43214
(614) 885-5599]
"Linking for Learning" A New Course for Education," a study of
distance learning requested by the Senate Committee on Labor
and Human Resources and endorsed by the House Committee on
Education and Labor, is available for $9 from the
Superintendent of Documents,
U. S. Government Printing Office
Washington, D.C. 20402-9325, GPO #052-003-01170
-------- Announcement #3 --------
Subject: Empire State College Position
From: Lowell Roberts <ELHR@SNYCENVM>
ADULT/DISTANCE EDUCATION POSITIONS:
Empire State College's (State University of N.Y.) new Center for Learning &
Technology is developing a multi-media delivery system to support student/
faculty learning, link students/faculty to learning resources & promote
development/implementation of innovative applications of technology. The
Center is now accepting applications for 3 positions: USER SUPPORT COORDINATOR
to support faculty academic computing (state-of-art knowledge of micros &
design analysis exp.); TRAINING COORDINATOR to design, develop, coordinate
faculty/staff telecom training; LEARNING RESOURCES COORDINATOR to work with
faculty to identify & secure access to mediated resources (including elect-
ronic libraries). Positions located in Saratoga Springs, NY, & pay mid-30s
(US). Complete descriptions & qualifications from elhr@syncenvm.bitnet or
Janet Zimmer, Dir. of Personnel, 1 Union Ave., Saratoga Springs, NY 12866,USA.
To apply send letter & resume to Ms. Zimmer. Review 1/23/90 ff. until filled.
-------- Announcement #4 --------
Subject: Computer-Mediated Communication in Education: An Electronic
Conference
From: Teri Harrison, Associate Professor & Comserve Co-Editor,
SUPPORT@RPIECS
Computer-Mediated Communication in Education:
An Electronic Conference
edited and moderated by
Professor Norman Coombs,Rochester Institute of Technology
sponsored by Comserve
Interested individuals are invited to participate in an
electronic conference addressing the uses of computer-mediated
communication for educational purposes. The conference will
explore how electronic mail and computer conferencing can be
integrated into college education. Among the topics addressed
will be: uses of electronic mail and computer conferencing to
deliver information, conduct class discussions, handle questions
and answers; the techniques and technologies that are currently
being used and new ones that are envisioned; how these
educational technologies influence course content, teaching
style, student participation; and studies that have explored the
success of these applications.
The conference will be edited and moderated by Professor
Norman Coombs of the Rochester Institute of Technology. Prof.
Coombs has used electronic mail and computer conferencing to
teach college courses for the last four years and conducts
research in the educational applications of information
technology. In 1989, Prof. Coombs won a Masters of Innovation
Award from Zenith for his innovative use of computer
conferencing in an educational program for deaf students.
The conference is scheduled to begin January 15, 1990 and
continue throughout the Spring semester. Individuals with
experience in computer conferencing applications in education,
individuals who are interested in exploring such applications,
and graduate students are encouraged to participate. The
conference is sponsored by Comserve (the online information and
discussion service for the communication discipline) and will
take place over the CommEd (Communication Education) Hotline.
Those interested in participating in the conference must
subscribe to the CommEd Hotline. To subscribe, send an
interactive message to Comserve@Rpiecs with the following
command:
Subscribe CommEd First_Name Last_Name
as in
Subscribe CommEd Mary Smith
or you may send this command (with no other punctuation or
words) in an electronic mail message addressed to:
Comserve@Rpiecs (Bitnet)
or
Comserve@Vm.Ecs.Rpi.Edu (Internet)
For more information about Comserve, send an interactive
message or electronic mail message to Comserve@Rpiecs containing
the word "help" (without quotation marks).
Further information about the conference will be sent to
subscribers when the conference begins. However, if you have
other questions about how to subscribe to the conference, send
an electronic mail message to Comserve's editors at
Support@Rpiecs, or write:
Comserve
Dept. of Lang., Lit., & Communication
Rensselaer Polytechnic Institute
Troy, NY 12180
-------- Announcement #5 --------
Subject: Electronic Networking Association Conference
From: KIDSNET@pittvms
ELECTRONIC NETWORKING ASSOCIATION MEETS IN SAN FRANCISCO, MAY 23-26, 1990
"Online Networking: Collaboration in the Global 90s" is the theme of the
fourth face-to-face conference of the Electronic Networking Association which
will meet May 23-26, l990 in San Francisco. ENA is the hub of knowledge
exchange about the rapidly advancing collaborative computer-based
communication technologies--the technology itself, the impact of that
technology on organizations and individuals, and its global potential for
productivity and learning.
A phenomenal growth in the use of electronic messaging has occurred in the
past five years as users have skyrocketed from 1m to 8.6m with messages
exceeding 1.5 billion in l989. Beyond messaging, another level of group
interactive communications offers great possibilities for productivity gains,
team and project enhancement, strategic scanning, and consensus building, on
these emerging group applications and their impact on organizations. ENA
Online, a computer conferencing and information service to be developed for
the meeting, will provide a unique gateway to multiple conferencing,
videotext and other online information systems. Available from a bank of
computers on-site or from personal computers in the hotel, this network will
permit attendees to explore and compare features and advantages of many group
communications services. Vendors interested in having their product or
service included on the conference system should contact Mark Graham, Pandora
Systems,(415) 346-4188,online via MCI Mail: Pandora; Internet:
mark@Pandora.sf.ca.us.
This year's program will showcase leading applications of computer
conferencing and groupware from corporations, small businesses, education,
government, not-for-profit organizations and public Interactive examination
of critical issues facing the industry in diverse areas, including cultural
differences in online communications around the Pacific Rim, electronic
technology transfer, government regulation, access and equity, electronic
nets in social and political action, online learning, global online
communications between East and West,technical issues of gateways and
intersystem connectivity, and multimedia in telecommunications.
The entire conference is planned to enable a high degree of networking and
valuable personal exchange. Aided by electronic and hypermedia systems
attendees will be able to locate and meet persons with similar interests. The
presentation tracks are designed to allow time for interaction with experts
and other conferees. Events will be arranged to enable clusters of people to
gather easily for informal sharing.
PRE-SESSIONS PROVIDE BRIEF INTENSIVE LEARNING
On May 22-23 pre-sessions will be offered on groupware, how to select
computer conference systems for business and organizations, strategic
planning for the introduction computer conferencing into organizations,
skills for moderating conferences, computer-assisted meetings, and
"excellence networks."
WHAT DOES THE ELECTRONIC NETWORKING ASSOCIATION OFFER?
The Electronic Networking Association offers the broadest exposure to the
total context of computer-supported group work and communications. In a field
that is rapidly evolving, ENA brings together visionaries with planners,
applications designers with user-group pioneers, organizational development
specialists with in-house champions, sysops with strategic planners,
groupware developers with client companies. The dynamic interaction which
results provides insights as well as and strategic planners,
MIS/DP/telecommunications managers, network systems developers and operators,
communications managers, network administrators.
% Organizational consultants, executives and administrators who must
prepare organizations, workgroups or individuals to use the rapidly advancing
collaborative computer-based technologies and who must understand the impact
of the technology on people and people on the technology.
% All persons responsible for planning, implementing or managing
telecommunications and information systems who want to learn more about
interactive groupware applications and computer conferencing.
% Educators, administrators, trainers and organizers who want to select and
initiate systems for group computer communications, learning and information
retrieval.
HOW DO I GET MORE INFORMATION?
For the additional conference information, call the registrar's office on
East Coast (215) 821-7777 or the West Coast conference office (415) 8TO-CONF
(886-2663). Online: through InterNet to ENA@pandora.sf.ca.us. (Ask your
sysop for assistance if you need it.) Compuserve 71500,3635 or MCI Mail: MTA.
Fax: 415-582-4826.
-------- Announcement #6 --------
Subject: Regents College is looking for distance education material
From: Kate Gulliver, NYS001@ALBNYVMS
Regents College, the external degree college of The University State of New
York, is seeking information on college-level courses available at a distance
using some technological delivery medium such as computer or video. This
information is needed for DISTANCELEARN, a database of distance learning
opportunities designed for use by adult learners and by organizations that
provide educational information to them (such as libraries, military education
centers, and colleges).
A course qualifies under the distance availability criterion if it:
- has no site-based requirement, and
- is available at least within the entire state of
origination, and preferably throughout the U.S., and
- has some technological component (video, audio, computer)
Initially, the database contains credit-bearing courses from
regionally accredited colleges. At a later time some non-credit
courses may be added as well.
If your institution offers courses that meet these criteria,
please contact Kate Gulliver, Director of Learning Technologies,
or Donn Aiken, Systems Manager, to obtain a survey form for
course information. They can be reached at Regents College,
Cultural Education Center, Room 5D61, Albany, New York 12230; the
telephone number is (518) 486-1907.
DISTANCELEARN is supported in part by a grant from the Annenberg/CPB Project.
-------- Announcement #7 --------
Subject: Looking for ways to reach the USSR via email
From: Bob Lewis, R.A.Lewis@EXETER.AC.UK
I asked on RUSTEX which deals with Russian language wp matters and
more general matters concerned with links to the USSR for any information
about US schools' email links with Soviet schools. It was suggested
that DISTED members would be likely to know what was happening.
My reason for wanting to know what is going on in the US of A is that
going between schools here (Exeter, Devon, UK) and schools in our twin Soviet
city of Yaroslavl'.
Does anyone have any information on schools with links? on which Soviet cities
may be involved? on how email is transmitted - e.g vis modems and inter-
national telephone calls, or using an 'email line'?
Bob Lewis
Editor's Note: Since I started the World 2000 project which supports an email
link with a high school in Moscow, I have collected a number of different ways
to reach the Soviet Union via email. If you know of any, please let me know. I
will add this to the file which I will publish in the Online Journal.
-------- Announcement #8 -------
Subject: ICDE world conference on distance education
From: Chris Clark 814-863-3778, GCC1@PSUVM.BITNET
THE AMERICAN CENTER FOR THE STUDY OF DISTANCE EDUCATION
announces a preconference workshop
RESEARCH IN DISTANCE EDUCATION:
SETTING A GLOBAL AGENDA FOR THE NINETIES
In Caracas, Venezuela --- Fri.-Sun. Nov. 2-4, 1990
in conjunction with the
XV WORLD CONFERENCE OF THE
INTERNATIONAL COUNCIL FOR DISTANCE EDUCATION
One of the major goals of ICDE is to promote and conduct research
and scholarship on distance education. A workshop on international
research in distance education sponsored by the American Center for
the Study of Distance Education in conjunction with ICDE will be held
November 2, 3, and 4, immediately prior to the World Conference in
Caracas. The objectives are to exchange information on current research
initiatives around the world, and to lay the foundation for future
collaborative research. There will be three days of thought-provoking
sessions, information-sharing time, and idea-generating discussion
with world leaders in distance education research.
It is hoped that projects conceived at the workshop will help formulate
ICDE's agenda for research for the period 1990-1992 and will qualify for
preliminary funding as official ICDE projects. Participants should plan
to bring a short, written statement of their research ideas.
-------------------------------------------------------------
-- PROVISIONAL AGENDA --
DAY ONE: International Research in Distance Education
9:00-12:00 "The World of Research." An overview of world research in
distance education. (Panelists include Borje Holmberg,
Dan Coldeway, and Michael Moore.)
2:00- 4:00 Small group discussion: What's missing / what's needed?
Emphasis on international, cooperative, and
collaborative research.
4:00- 6:00 Plenary and panel discussion of small group reports.
7:00- 9:00 * Cooperative project planning.
DAY TWO: Techniques and Communications
9:00-11:00 Workshop on methods - Four methods and presenters;
choose one to attend. (Moderator: Peter Cookson)
11:00-12:00 "Getting Research Published." Discussion with a panel of
journal editors. (Including Allan Tait and Michael Moore.)
2:00- 3:30 "Computer Communications Networking." (Panelists include
Chris Clark and Robin Mason.)
3:30- 5:30 "Proposing an Agenda for 1990-1992." Plenary session.
8:00-10:00 Beach party with local entertainment.
DAY THREE: Work Session
9:00-12:00 * Cooperative project planning.
* Research consultants, space, and equipment available.
-------------------------------------------------------------
The workshop will take place minutes from Caracas Airport at a hotel
near the beach. An informal party is planned for Friday night. It is
expected that the total cost of the workshop, including hotel and meals
will not exceed $200 US.
To assure maximum benefit to all participants, participation in the
workshop will be limited to fifty people, on a first come, first served
basis. Potential participants are invited to send $25.00 (U.S. currency)
to reserve a place. This may be refunded until June 1. The balance must
be sent by August 1. All new registration forms received after JUNE 1,
1990 must be accompanied by full payment in US funds. Some financial
assistance may be available for individuals in difficult circumstances.
If you would like to be considered, please explain the nature of your
need in a letter to be attached to your registration.
Make all checks payable to Penn State University. Send the form
below and your payment to:
ACSDE Workshop
205 Rackley Building
Pennsylvania State University
University Park, PA 16803 (USA)
-------------------------------------------------------------
Registration Form -- PLEASE TYPE!
-------------------------------------------------------------
Dr/Mr/Ms/Mrs ____ Name ______________________________________
Position ____________________________________________________
Employer ____________________________________________________
Address ____________________________________________________
____________________________________________________
City ____________________________________________________
Country ____________________________________________________
Daytime Phone __________________________
Fax or Telex __________________________
Other __________________________
Briefly describe any distance education research you have COMPLETED:
Briefly describe any projects you are CURRENTLY carrying out:
Briefly describe any plans you have for FUTURE research:
Rank order (1 = greatest) areas of interest for FUTURE research:
____ Learners & Learning ____ Delivery systems
____ Course Design ____ Management/Administration
____ Other - ______________________
-------- Announcement #9 ------
Subject: Courses in social work offered online
From: Tzipporah BenAvraham, cmcl2!dasys1!tzippy%harvard@harvunxw.BITNET
HOME STUDY COURSES IN SOCIAL WORK AVAILABLE FROM BUTTON AND DIETZ, INC.
Button and Dietz, Inc., P.O. Box 19243, Austin, TX 78760-9243
Toll Free at 1-800-876-4244 (In Austin call 444-9822)
Note: All courses are approved for Continuing Education Units (CEU) for
Texas social work re-certification, and most are also approved for
training hours for Texas adult and juvenile probation officers. Other
states with CEU requirements have accepted credits earned by taking
these courses. Please check with us for additional information. (1.0
CEU is the same as 10 hours of training, thus a course granting 0.6 CEU
provides 6 hours of training).
Course offerings:
__ Social Work Ethics and Professional Practices, .6 CEU
__ Adolescent Conduct Disorders, .8 CEU
__ Clinical Issues in Working With Troubled Families, 1.0 CEU
__ Understanding Suicide Among Children and Adolescents, .8 CEU
__ Understanding Child Sexual Abuse Victims, 1.0 CEU
__ Responding to Anger and Hostility, .6 CEU
__ Active Participation in the Texas Legislative Process, .6 CEU
__ Introduction to Family Violence Issues, .8 CEU
__ Managing Stress Effectively, .8 CEU
__ Working with Clients in Poverty, .8 CEU
__ Developing Supervision Skills, .8 CEU
------- Announcement #10 ------
Subject: Editor looking for materials about using computer mediated
communication as a tool for conflict resolution, negotiation,
or intercultural communication.
From: The editor, JFJBO@ALASKA
See the following editorial. If you have information about any of the topics
with which the editorial deals, I would appreciate hearing from you.
====== Item #4:
Subject: DISTANCE EDitorial: Using Computer Mediated Communication as an
Intercultural Communication Tool
From: The editor
I am looking for references, projects, or people who might shed some
light on the research described below. Note: CMC means Computer Mediated
Communication and includes electronic mail, bulletin boards, and
computer conferencing, as well as permutations and hybrids of these.
--------
After working with CMC for the past five years I have come to believe
that it has great potential for bringing together people or groups of people
who ordinarily don't, can't or won't communicate with each other because of
perceived intercultural, intracultural, or interpersonal divisions or
differences. This potential can be realized in a number of ways, from using
CMC as a tool to link groups who often don't communicate because of
inhibitions or constraints imposed by social structures, to using it to
connect people of different religions, cultures, spiritual aspirations, or
political convictions for the purpose of discussing the often emotional issues
surrounding their differing belief systems. CMC's separation in time and
space, as well as the appearance of each participant as text on a screen,
create a non-confrontational forum in which people are often induced to speak
more freely, openly, and rationally than they might in a face-to-face setting.
In fact, CMC is potentially ideal for a number of intra- or intercultural
encounters in which participants either need distance in order to be able to
exchange views in a rational manner, or have distance forced upon them due to
a variety of geographic, social, or personal reasons. And CMC's near
instantaneous delivery allows relationships (one-to-one as well as group-
based) to be created and sustained with relative ease.
CMC can be used to facilitate the kind of communication described above
in five ways:
1- Bridge gaps in non-integrated community structures.
Example: I am currently helping facilitate a project called The Online
Talent Bank that connects elementary students with their state legislators in
an effort to involve them in the political process, a "culture" they are
essentially excluded from because of their age and position in life. Funding
willing, I will assess changes in the students' attitudes toward government,
government accessibility, and personal empowerment due to involvement in the
political process.
2- Change attitudes about cultural stereotypes and increase tolerance toward
or respect for other cultures.
Example: Margaret Riel (formerly of UCSD and now running the ATT Learning
Circle Project) led a project a few years ago in which middle school and high
school students from about a half dozen countries were linked together to
discuss what is unique and universal about their cultures. She reported, among
other things, a new understanding of and respect for the diversity of world
cultures on the part of those involved.
3- Broaden or alter one's sense of citizen identity, making participants feel
less nationalistically inclined and more like global citizens.
Example: I am helping facilitate project World 2000, which links 9th grade
students in Moscow, USSR, and Juneau, Alaska for the purpose of discussing
global environmental health issues. I expect to find that the students will
identify more with the earth than their country as "home," and be more
concerned about threats to both countries (and hopefully the world) than to
just their own.
4- Aid conflict resolution between individuals.
Example: A telecommunications student of mine used CMC to finally
resolve long standing hostility with a former relationship partner. In one
another's presence, both would escalate emotionally, precluding the
possibility of a rational discussion. Using CMC they managed to work towards
resolution.
An adjacent concept, using CMC to overcome intrapersonal conflict, is
also worth exploring. In this case, an individual uses CMC to work through a
highly personal problem by involving others "safely." An example is Alcoholics
Anonymous' use of an electronic bulletin board to help people overcome an
inability to face the reality of addiction and to eventually convince them to
attend AA meetings.
5- Aid conflict resolution among groups by creating a non-threatening
bargaining table for them to come to.
Example: I know of no specific example here, but recognize CMC's potential
in this area. For example, Jews and Moslems, often so mutually antagonistic
that face-to-face meetings are a near impossibility, might attend an
electronic meeting in which a number of "face saving" issues were not present.
Using CMC as a healing or peace building tool in this respect is particularly
exciting.
Research Issue
In each of the five applications described above, CMC encourages
participants to assume an expanded viewpoint, to respect or absorb some of the
other participants' culture and become more global in their outlook in order
to 'create community' and facilitate action toward a common goal. My research
seeks to assess the degree to which CMC encourages or enables this kind of
personal change by analyzing programs or projects whose participants use CMC
as an inter- or intracultural communication tool. Pertinent research questions
in this area are:
To what degree does the use of inter- or intracultural CMC change
participants' perceptions of themselves in relation to society, social
structures, or the world?
To what degree does the use of inter- or intracultural CMC change
participants' attitudes toward other cultures? Towards their own?
To what degree and/or in what ways do inter- or intracultural CMC
participants "shed the unconscious grip of culture" (Hall) and become
more comprehensive and universal in their consideration of issues?
It should be noted that research may in some cases reveal the opposite, that
is, that CMC makes participants more heterogeneous or determined to remain
culture bound. It should also be noted the above questions can be modified in
order to apply to inter- or intrapersonal communication as well, and that
valuable research can be carried out with that focus as well.
Impinging upon the two cultures that would be studied, there are four other
cultures that are present whose effects must be considered :
1. The culture of the computer. Inherent in the computer is a particular
language, mind set, and approach to the world.
2. The culture of testing or analysis. Built into any analytic approach
are assumptions about the world, people's abilities to take tests and respond
to questionaires. For example, as I plan to use metric multi-dimensional
scaling as one measurement technique and as MMDS depends upon a participant's
ability to use ratios, I need to ask what the inclination of the participant's
culture is to using ratios. Would children use them as well as adults? Are
ratios understood equally well by people from less developed countries? etc.
3. The culture of I, or, my particular bias. My personal bias and world
view affect everything I do. Therefore, part of my methodology will include an
explication of my personal biases and methodological assumptions, as well as I
can understand and explain them, and an exploration of how that affects my
analysis.
4. The culture of class. While cultures may be different, they may also
be part of an overall structure which gives one an advantage over the other,
affecting the willingness of some to communicate, as well as the nature of the
communication.
The above frames my research. If anyone has any comments about it, I would
appreciate hearing from you.
====== Item #5:
ABOUT THE JOURNAL
WHAT IS THE ONLINE JOURNAL OF DISTANCE EDUCATION
AND COMMUNICATION ?
[What follows is an excerpt from the first issue of the Journal.]
This first issue will be primarily concerned with the Journal
itself. Once we provide an idea of the Journal's identity and
direction, we hope you will contribute to this rapidly growing
field of education and communication.
THE MEDIUM
==========> We want short contributions, 4 screens maximum. Rather
than trying to compete with a paper-based magazine which does a much
better job of presenting long articles, we want contributions that
present overview information. Based upon information gleaned in
contributions, readers can directly contact the author for
more details.
THE MESSAGE
===========> The issues that the Journal is concerned with fall into
four basic content areas:
Content Area #1- *** Distance Education ***
The Journal is interested in distance education as the
organized method of reaching geographically disadvantaged
learners, whether K-12, post secondary, or general enrichment
students. Areas of interest include:
* delivery technologies,
* pedagogy,
* cross cultural issues implicit in wide area education
delivery,
* distance education projects that you are involved with,
* announcements, workshops, or programs of study,
* anything else regarding the theory and practice of
distance education.
Content Area #2- *** Distance Communications ***
The Journal recognizes that education encompasses a broad area
of experience and that distance education includes distance
communications that fall outside the domain of formal learning.
The Journal welcomes contributions that deal with serving people
at a distance who aren't necessarily associated with a learning
institution. The Journal welcomes information about, for
examples:
* public radio and television efforts to promote cultural
awareness,
* governmental efforts to inform a distant public about social
issues,
* or the many training programs run by private business to
upgrade employee skills.
Content Area #3- *** Telecommunications in Education ***
Once the distance education infrastructure is solidly in
place, local learners will want to tap into it, because they
simply prefer learning in a decentralized setting or because
they want to expand their learning opportunities and resources
beyond those immediately available to them. This phenomenon,
which we call 'bringing distance education home,' will grow in
the coming years and we look forward to hearing from people
about telecommunications in education, as a tool or a content
area.
Content Area #4- *** Cross Cultural Communication Efforts ***
--> Particularly Between the US and the USSR <--
The Journal is interested in projects concerned with
overcoming cultural barriers through the use of electronic
communication. The Journal particularly looks forward to
contributions concerning:
* efforts to improve electronic communication between the USSR
and the US
* international electronic conferences
* cultural domination through the inappropriate use of media
* the use of telecommunications to promote understanding of the
human condition
* * * * * * * * * *
To subscribe to The Online Journal of Distance Education and
Communication, send the following command to LISTSERV@UWAVM :
SUB DISTED your_full_name
All contributions should be sent to JADIST@ALASKA
Any other questions about DISTED can be sent to: Jason B. Ohler, Editor
JFJBO@ALASKA
or
Paul J. Coffin
JSPJC@ALASKA
Disclaimer: The above were the opinions of the individual contributors
and in no way reflect the views of the University of Alaska.
* * * * * * * * * ** *
** End of the Online Journal of Distance Education & Communication **
--
Patt Haring patth@sci.ccny.cuny.edu
"Truth is tough. It will not break, like a bubble, at a touch. Nay,
you may kick it about all day, and it will be round and full at
evening." -- Oliver Wendell Holmes, Sr.