UPFRONT: CONGRATULATIONS! A UW-Madison professor was among three professors who were recently awarded EDUCOM medals for their efforts in using information technology to improve undergraduate instruction. PAUL F. SCHATZ, Director of the Organic Laboratories at UW-MADISON, was recognized for developing software that helps students learn chemistry. Other winners were from the University of Pittsburgh and Duke University.

DESIEN AS A RESOURCE: CHRIS OLGREN, Director of the Distance Education Certificate Program will be using selected DESIEN articles as an information resource for Certificate Program students.
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DESIEN - (Issue 1-2 Addendum 3 - Compressed Video Questions) (Part 4)

6. What will the remote sites be like and who will be my contact personnel?

Since all Compressed Video sites are capable of both origination and reception, in the "ideal world" all sites should be equal. In the "real world", while all sites are equal in function, they are usually not equal in design.

Sites come in all sizes and shapes and with a wide variety of distinguishing features. Some sites are rooms that have been used for other purposes and have been adapted for Compressed Video use. Some sites are multipurpose technology rooms that are sometimes used for Compressed Video and sometimes for Audiographics, ETN or satellite program viewing. A few are rooms that have been designed specifically for Compressed Video.

When planning a course or program, it is essential to contact each remote site that you will be working with and to plan a Compressed Video site orientation session. During the orientation you should test the equipment, become familiar with each site's accommodations, help personnel make the "most" of their site and work with site coordinators and technicians to give them a clear understanding of their roles and responsibilities.

Some of the important site characteristics to be aware of that can add to or deter from the effectiveness of a Compressed Video course or program are:

. location - is the site located in a relatively quiet area or will there be periodic noise from hallways, air-conditioners, heating units, outside traffic, etc.?

. appearance - will the site have a pleasing appearance over Compressed Video and within the frame of the monitor? Do the colors in the room translate well over the medium? Is there clutter that may be visible? Are there surfaces that may reflect?

. function - how are the acoustics in the room? Can furniture be reconfigured for the needs of various activities? If there are windows in the room, can they be covered? Is there carpeting on the floor to eliminate the noise of furniture moving? Is the carpeting compact enough to allow
equipment to be easily moved?

. comfort - is the furniture comfortable? Do students have enough room to move around? Is is all right to have refreshments in the room for breaks during long sessions?

. personnel - is there adequate technical support and site facilitation? Have the personnel been through a training session? Do they know what is expected of them?

. resources - are required resources available i.e. the technical and facilitation support, access to fax, e-mail, phone, requested handouts, library materials, etc.?

Remember that remote sites are an extension of your classroom, in reality a part of your "virtual classroom." It is important to make every effort to think of them in this way.

7. How do I evaluate my distance education course?

Evaluation should never be an afterthought, but an integral part of the course design. "Formative Evaluation," implemented prior to and during your course, will help you shape the course, as will the "Continuous Feedback" you receive from your students and the site coordinators. "Summative Evaluation" will measure the effectiveness. If implemented again, after a period of time has passed, it can also measure impact (Shaeffer et al, 1993).*

Because distance education is a multifaceted learning experience, the evaluation of your course over Compressed Video should also be multi-faceted. Think about developing evaluation for these three areas:

. participant evaluation
. instructor evaluation and the overall course experience
. site coordinator evaluation

Evaluation should be planned, budgeted and implemented just as are the course objectives, format and strategies.

Continuous Feedback will help students, coordinators and you, the instructor, reassess and modify your learning and teaching, as well as the roles and responsibilities of all participants.

ICS has developed a number of evaluation and feedback forms for distance education technologies that may serve as a guide for your evaluation and feedback development.

* Shaeffer, J. and Farr, C. "Evaluation: a Key Piece in the Distance Education Puzzle," T.H.E Journal. April, 1993, 79-82.

FYI

INTELLECTUAL PROPERTY DISCUSSION: Beginning yesterday (9 Nov 95) Commissioner Bruce Lehman will use the Law Journal Extra site to present question-and-answer sessions on intellectual rights in the electronic age and on the Clinton Administration's White Paper on
protecting intellectual property (New York Times 6 Nov 95 C2.)

ENDNOTES: NEW in the next issue!! Michele Jacques, Project Coordinator Distance Education Clearinghouse/WWW, will begin a monthly column called NETNEWS - New sites and information appear every day on the Internet. In this column, the Distance Education Clearinghouse will highlight a few ofthese each month.

Michele will also write an in-depth FOCUS article in a future DESIEN issue.
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MID-NOVEMBER DESIEN ISSUE FOCUS: "Distance Education Issues and Concerns" (expressed in the 1994 Distance Education Symposium Reports.)

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