UPFRONT - Interaction and Distance Learning
FOCUS - Interactivity in a Distance Learning Environment - Karen Mantyla of Quiet Power
UW NEWS - Brown Named Senior Consultant for Learning Technologies Research and Development, Web-based Research Tutorial Completed, Research Help Needed, UTLG Grants, TTT Special Issue
LINES - April News Highlights
ED - The New School, $5,000 Cash for IT Teachers, Four-Part Prediction Series (cont'd)
BIZ/ED - Masie Selected to Tour Dept. of Defense, Just-in-Time Learning, The Cenquest Way
FUNDS - FCC Allots $2.25 Billion to Wire Libraries and Schools
TOOLS AND NEW TECH - Opto-Chips to Increase DataSpeed, Internet2
TRENDS - New Study Provides Benchmarks for Quality Distance Education Resource: Useit.com
ISSUES - Traditional or Electronic Publishing? Reading Book Publishing's Future READS - Report on Intellectual Property Rights In Academe, Recommended Reading, How to Be a Successful Distance Student
RESOURCES - MathGoodies Featured
POSITIONS - UW-Madison
NEW ON THE LIST - Welcome to New Subscribers
FYI - News, Institutes, Conferences, Events
ENDNOTE - John Dewey

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MAY DESIEN FOCUS ­ Designing for Online Learning ­ Martha Mealy of Learning Innovations

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UPFRONT - Interaction is at the core of distance learning. During the past decade, interactive distance learning environments have been acknowledged to increase learning, content retention and learner satisfaction. In 1989, Moore... "held that interaction is a key theoretical concept in distance learning and he distinguished between learner-content, learner-instructor and learner-learner interactions." More recently other types of interaction have been noted, learner-media (Hillman, Willis and Gunawardena, 1994) and learner-context (Gibson, 1998).

In Interactive Distance Learning Exercises That Really Work! (Mantyla, 1999) Karen Mantyla and other researchers/practitioners build on the importance of distance learning interaction. Karen discusses media selection, lays out a framework for making a transition from on-site exercises to the distance learning exercises and illustrates with a variety of case studies and lessons learned. In this month's FOCUS article, Karen gives you a taste of what to expect her book - a "must read" for those involved with, or anticipating involvement in distance learning. Rosemary Lehman

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Gibson, C. (1998). Distance Learners in Higher Education: Institutional Responses for Quality Outcomes. Madison, WI: Atwood.

Gunawardena, et.al (1994). "Learner-Interface Interaction in Distance Education: An Extension of Contemporary Models and Strategies for Practitioners." The American Journal of Distance Education, 8(2), 30-42.

Kelsey, K. (2000). "Participant Interaction in a Course Delivered by Interactive Compressed Video Technology." The American Journal of Distance Education, 14(1) 63-74).

(Mantyla, K. (1999). Interactive Distance Learning Exercises that Really Work! Alexandria, VA: ASTD.

Moore, M. (1989). "Three Types of Interaction." The American Journal of Distance Education, 3(2), 1-6.

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FOCUS

Interactivity in a Distance Learning Environment
Karen Mantyla, President
Quiet Power, Inc. www.quietpower.com

Let's start with the learners, always the best way to start anything in distance learning! What do learners think about when they get ready to learn via distance learning? Take a quick survey of learners getting ready for their first distance learning experience (and also try to remember back when you were doing it for the first time). Ask them:
1) "What is your understanding or perception of how you will be interacting with others in this distance learning course or event?"
2) "How do you think that your participation during the learning experience will be different from a face to face classroom experience?"

And, then take a quick survey of those learners who have already taken several distance learning courses. Ask them:
1) "Did you expect to actively participate prior to the learning experience?"
2) "How did you feel about your level of personal participation during the learning experience? Did you feel self-motivated to participate? If so, what were the benefits to you? If you did not actively participate, why not?"

The answers to these questions are very telling and provide excellent feedback as we work to create the best distance learning experience for our learners.

Based on my own experience as a distance learner, I sure did not realize how important my own participation was to my successful outcome(s) of the course or event. My own initial perception was that I would sit back and listen (or, read, or, watch), take some notes and go home, or, if I was home, put the notes away and go make a sandwich. I really was not sure how I would participate, or even if I wanted to! I initially thought of distance learning as a passive learning experience.

I found out in talking with many distance learning students that many of them had similar perceptions. After I took several distance learning courses, I saw for myself, in addition to watching and talking with hundreds of learners, the vital role that interactivity plays in the success of any course delivery.

The importance of interaction simply can't be overstated. Adult learners, just like K-12 learners, need to be actively engaged in learning activities in order to help maximize their understanding and real-world application of what you are trying to offer to them.

Success of any distance learning course, event, or usable knowledge object is measured by the remote students. If they like it and learn, you have achieved success. As it relates to interactivity then, how can you, as an instructor or designer, help the remote learner have a successful experience?

Interactivity is a key component in getting learners to participate in an active learning event. The key word centered around all of this is the word "active". When I took the Distance Learning Certificate Program at UW-Madison, I remember reading over and over again:
1) Design for short segments of 10 or 15 minutes
2) Design for a minimum of 30% interaction, and preferably more towards 50%, (that is, a program should devote 30-50% of the time to interaction)

Sometimes veteran instructors have a challenging time taking their hours of lecture and "interactiveizing" it. Yet, it must be done if we are to be of help to the learner. We are facilitators of learning and need to find creative ways to weave interactivity into every 10 minute chunk of learning content.

Adults do what adults do, that is, we need to understand and be able to actively apply what we have learned to our present situation. Theory is good and has it's place, but the "how to's" and application to our real world scenarios are the bottom line and answer the "what's in it for me" aspect of learning.

How many learners perceive that they are less likely to be called upon to contribute their comments, findings, suggestions, etc. to others in a distance learning environment? In working with many learners across the country, there is still a perception that they are less likely to be called upon or have to contribute to these optional ways of learning. It's simply a mindset perception and one we as educators can help change.

Here's a framework to think about as you make the transition to designing, developing and facilitating successful interactive distance learning activities. This framework is an excerpt from my book "Interactive Distance Learning Exercises That Really Work" presented to you with permission and published by the American Society for Training & Development, © 1999 Alexandria, VA. www.astd.org. This book is designed to explain how to convert classroom exercises that will be delivered via different distribution methods, such as, videoconferencing, satellite, web based, CD ROM, audio, etc. However, the framework that follows can be used as a foundation for any distribution method or blending of methods that you may use.

Getting Started - The process begins by selecting the audience you want to reach and the exercises you want to teach. Following are some of the key steps in the process:
- Identify the target audience and one or more locations where the learning will take place
- Select the course you want to adapt and review existing interactive exercises
- Analyze feedback from the learners and instructors for effectiveness
- Identify all instructional methods used (e.g. games, role play, group collaboration, simulation, etc.)
- Identify all presentation methods used (e.g. video, CBT, print, audio, etc.)

Understand the Differences Between On-Site Interactivity and Distance Learning - As you plan your distance learning activities, carefully think about the ways learner perceive the differences between on-site interactivity and distance learning. Following are some important differences:
- Not being in the same physical location as the trainer
- Not having the opportunity to network with peers for on-site collaboration
- Having to use technology to complete the learning-interactivity process
- Often being unsure about how to interact
- Not being sure what the trainer expects
- Not knowing how to ask questions (or appearing stupid "in front" of many people)
- Being unsure about how to clarify learning content

Focus on the Learner - Because of the differences in perception, you'll want to do the following:
- Be able to identify and understand the learner and different learning styles
- Ensure that exercise instructions are clear and easy for learners to understand
- Make sure learners understand their role or roles in completing exercises
- Provide learners with clear instructions on how to use any equipment or software applications
- Review what the instructor expects of participants
- Review with the learners how they can apply the lessons learned to their real-world jobs and/or environment
- Design the exercises to be both enjoyable and beneficial to the learner
- Tell the learners how to get help for any questions or any support they need
- Put fun into learning exercises

Prepare Instructors for the New Interactive Experience - The following three guiding principles will help you when you are going to train the trainer:
- Reach them with their love to instruct
- Provide a means for voicing issues and concerns
- Instruct via the technology so new instructors experience the experience

Distance learning instructors can be most effective if they do the following:
- Know the environment
- Work as a team player
- Create instructor support tools and procedures
- Integrate support with all team members
- Monitor programs, course materials and learners' feedback for quality

Because you must find ways to connect with learners you may never see face-to-face, be sure to develop formats and strategies for interactive exercises and create the following:
- A mixture of different types of exercises to retain learners' interest
- Interactive exercises that are personalized
- Interactive activities, visuals, and print materials
- Learner support tools and procedures
- Learner interaction between 30-50% of the time, preferably more towards 50%

Ask yourself key questions to help adapt your exercises for distance learning:
1) Can the learners complete the exercises on their own without an instructor or facilitator?
2) Will the learners:
- Need any specific guidance as they go along?
- Need to see a visual or any reference material in order to complete the exercise?
- Need to collaborate with team members or other learners?
- Have a way to ask questions during the exercise or learning experience?
- Be tested along the way or at the end of an exercise?
- Receive feedback on their answers as they complete the exercise?
- Know how to apply the learning content to their own jobs?

Put yourself in the learner's seat and look at how you can create successful learning outcomes. When the learner succeeds, everyone wins.

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LINES - April News Highlights

- President Clinton is demonstrating efforts to close the digital divide by bringing computers and the Internet to low-income areas. Part of this effort was a tour of the Navajo Nation in NM where only 22.5 percent of homes have phones. In addition, FCC Chairman William Kennard has unveiled plans to help bring the Internet to 300,000 low-income Native
American households and Gateway has announced plans to fund computer training for 75,000 U.S. teachers.
(USA Today, 17 Apr 00)

- Vice President Al Gore recently called for government action to help bridge the digital divide in computer use between white and minority Americans, urging that every student be computer literate by the eighth grade. Several recent studies indicate that the digital divide threatens to widen racial gulfs in the areas of education, employment and income.
(New York Times, 4 Apr 00)

- U.S. companies will be unable to fill more than 840,000 IT jobs this year, according to an Information Technology Association of America study. The offering of high-tech employee, student training and scholarships by many companies does not appear to be meeting the needed goals. To better meet these needs, Rep. Lamar Smith (TX) has proposed suspending the cap on visas for foreign high-tech workers for the next three years. (Investor's Business Daily, 13 Apr 00)

- The American Association of University Women (AAUW) has released a study urging changes in high-tech culture to make the field more appealing to girls and women. At present women account for only 28 percent of the bachelor's degrees in computer science, and just 20 percent of IT workers. Increasing female interest in technology could help ease the shortage of high-tech workers and close the wage gap between men and women, the study says. (Knight Ridder, 10 Apr 00)

- Despite the recent concern over a shakeout among online companies, MBA students are still frantically working to launch dotcoms Unfazed by the troubles of dotcoms, students say the Internet has become an indispensable part of business that offers boundless opportunities. Recent skepticism about dotcoms simply means startups need to work faster and smarter. (Wall Street Journal, 10 Apr 00)

- The Daniel Jenkins Academy in Polk County, Fla., will become the nation's first school to offer students a completely online curriculum in a classroom. Florida High School, which previously only served individual students, will be the subcontractor for Jenkins' online system. The promise of small classes and individualized, self-paced education has swayed many parents. Students will still share lunch and hallway interactions and will also have the opportunity to do away-from-school projects, take field trips and participate in extracurricular activities at a nearby high school. (USA Today, 6 Apr 00)

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UW NEWS

BROWN NAMED SENIOR CONSULTANT FOR LEARNING TECHNOLOGIES RESEARCH AND
DEVELOPMENT - Judy Brown, emerging technology analyst for the Wisconsin Technical College System, has been named senior consultant for learning technologies research and development, a position shared by UW System and UW-Extension. The position is effective March 27. Brown will work on partnership development, research, assessment, planning and procurement, and coordination and communication for learning technology. Among her specific duties will be working with industry, government and educational information technology leaders to identify emerging technologies and select technologies for research development pilots and projects.

WEB-BASED RESEARCH TUTORIAL COMPLETED - Librarians from the UW campuses have completed a web-based Research Tutorial. Check it out at: http://www.wils.wisc.edu/tutorial/.

This tutorial is intended for new users of university-level libraries who will be taking one or more courses at a distance. It will provide library research assistance to students who do not have easy and immediate access to traditional bibliographic instruction.

Two main objectives for the development of the tutorial were:
1) that it would run easily and quickly on a low-end computer and
2) that it would not be specific to any one library or library automated system.
The University of Wisconsin Collaborative Nursing Program students are being used as field testers. As evaluations are received from the students and comments analyzed, changes will be made to the Research Tutorial. (Debbie Cardinal, Wisconsin Library Services (WILS) cardinal@wils.wisc.edu, http://www.wils.wisc.edu)

RESEARCH HELP NEEDED - Nancy Diekelmann and a group of researchers at the UW-Madison School of Nursing outline a DE research study they are conducting and are soliciting help in contacting appropriate people. A preliminary report of the study was called: Exploring the Experiences of Distance Education: The Common Experiences of Teachers, Students and Technology Specialists. Nancy will now expand this study. She uses a qualitative approach - Heideggerian Hermeneutics that results in conclusions grounded in the stories of the participants. If you would like to participate or recommend someone, please contact her at: nldiekel@facstaff.wisc.edu.

UTLG GRANTS - The UW System Office of Academic Affairs is pleased to announce the merger of two System-wide grant programs into a new program: the Undergraduate Teaching and Learning Grant Program (UTLG). This new grant program represents the merger of UTIG, UTIC's Undergraduate Teaching Improvement Grant Program, and the Undergraduate Initiative Grant Program. Feedback from UW System institutions had long alerted UTIC to the similarities in criteria and objectives for these two programs. The new Undergraduate Teaching and Learning Grant Program, or UTLG, is designed to consolidate UW System resources and better meet the needs of the institutions as they apply for System funds.

The program is currently requesting proposals for projects to be carried out in 2001-2002. It will distribute up to $370,000 annually and will consider both large and small projects for funding. The guidelines have been sent out to Provosts' offices, but you may download them at: http://www.uwsa.edu/acadaff/utlg.

UTLG proposals are due at the UW System Office of Academic Affairs by December 1, 2000. (Rebecca Karoff)

NEW PROGRAM - The new Program for Collaborative Research on Technology Uses in PK-12 Schools encourages scholarship development and collaboration among PK-12 educators and UW faculty/staff, expands the ongoing PK-16 Initiative which focuses on professional development and supports the UW System priority for working with schools on technology issues. The program will fund collaborative research projects that examine the impact of technology infusion on learning and teaching in PK-12 schools. In the 2000/01 fiscal year, $44,000 will be available on a competitive basis for joint research projects involving UW institutions and PK-12 schools. This request for proposals is also available online at the VIT2AL Web site: http://vital.wisconsin.edu.

TTT SPECIAL ISSUE: TECHNOLOGY AND ACCESSIBILITY includes the following articles:
* "Captioning and Visual Description for Video: Considerations for Accessibility" by Bob Christiaansen, Prof. of Occupational Therapy, Dept. of Kinesiology, UW-Madison
* "Project IMPACT and Introductory Design Tips for Increasing the Accessibility of Web-based Courses" by Todd Schwanke, Bhagwant Sindhu, and Roger Smith, UW-Milwaukee
* "UW-Madison Joins Nationwide DoIT Prof Project, Pursues other Avenues for Accessibility and Accommodation" by Alice Anderson, Div. of Information Technology, UW-Madison
* "Access for Everyone, Everywhere: The Web Accessibility Initiative of the World Wide Web Consortium" by Lisa Jansen, Learning Support Services, UW-Madison
* "Managing Graduate School with a Learning Disability: A Profile of Judy Risch, UW-Madison," by Jennifer Smith

(TTT is a monthly, online publication of the Office of Learning and Information Technology, UW System. See the Web site at:www.uwsa.edu/olit/ttt/.)

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ED

THE NEW SCHOOL - Andy Rosenfield founded UNext.com in the hopes that it would become an elite Internet University serving people around the world who are unable to attend conventional schools, and people who already have degrees, but need additional education to advance their careers. Experts from four elite universities - Columbia, Stanford, Carnegie Mellon and the London School of Economics - are helping to develop the coursework, which will at first focus on business, and later expand to other disciplines. The courses are put together in an interactive style that can feel more like a video game than a boring lecture. Students have a variety of interactive tools at their disposal as they try to solve realistic business problems. They can also engage in live chat with classmates or professors, and view video debates between top professors and economists. The faculty already includes three Nobel laureates and Oracle's Larry Ellison is among the major investors. UNext expects to spend $100 million before it even goes live, but when it does, its creators are hoping to have developed a whole new way of teaching online. (Newsweek, 24 Apr 00 - EduPage 24 Apr 00)

$5,000 CASH BONUSES FOR IT TEACHERS - Two initiatives are aimed at supporting technology in education. The Information Technology Act of 2000, led by Sen. Kent Conrad (D-ND), would provide $5,000 bonuses to teachers who acquire certification in an IT course. In this initiative, $500 million would be earmarked for the bonuses over a five-year period. In addition, $100 million would be set aside over the next fiscal year for federal matching grants for the private sector and higher education to provide IT training for veterans, senior citizens, dislocated workers and other groups that lack a strong presence in the IT field. Some Republicans say the initiative assumes too much control over the way in which states spend money and also detracts from resources for hiring new teachers. A second initiative would boost resources of two existing school technology programs through an amendment to the National Digital Empowerment Act, a program that aims to bridge the digital divide. This plan would double the resources (from $75 million to $150 million) of the Preparing Tomorrow's Teacher to Use Technology program, for training future K-12 teachers to use technology in the classroom. (eSchool News Online, 10 Apr 00)

FOUR-PART PREDICTION SERIES (cont'd) - 16 Predictions for Higher Education

9. Cities will expect colleges and universities to pay taxes or a "voluntary" equivalent for services rendered by the city.

10. The US government will continue to certify institutions for access to student financial aid. By 2010, the number of eligible institutions will jump from 7,000 at present to more than 10,000.

11. Faculty in traditional colleges and universities will revolt against technological delivery of courses and programs and against the emerging expectations for faculty. Unionization and strikes will increase as faculty fight a rearguard action to try to slow down or stop the inevitable.

12. Accreditation and program approval will be based more on educational outcomes. Testing programs will be put in place by discipline organizations, federal and state governments, corporations and testing companies. Large corporations will develop their own approval systems. By 2025, there will not be one national accreditation system, although the US Department of Education will provide a basic safety net for quality.

TO BE CONTINUED...
(Samuel L. Dunn, VP for Academic Affairs and a professor of business and mathematics at Northwest Nazarene University, Nampa, ID)

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BIZ/ED

MASIE SELECTED TO TOUR DEPT. OF DEFENSE - Elliot Masie of the Masie Institute has been selected by Secretary of Defense William Cohen to take an intensive one week tour of the United States Department of Defense capabilities next week. He will be part of a small group of civilian leaders from the worlds of finance, entertainment, education, labor and business, to meet with Secretary Cohen and the Joint Chiefs of Staff and visit key military installations across the country. His focus will be on the ways in which the Department of Defense is training and preparing the troops for the Digital Age. More in the next DESIEN Newsletter. (TechLearn Trends Special, 28 Apr 00)

JUST-IN-TIME LEARNING - By offering substantial time and money savings, as well as the most current content, e-learning training programs are becoming increasingly popular with corporations trying to keep their staff knowledgeable about industry developments. The electronic, just-in-time learning market is expected to reach $11.4 billion in 2003, up from over $1 billion last year, according to International Data (IDC). IBM, which offers its employees and business partners satellite- and Web-based e-learning programs, estimates that it saved $200 million last year in internal training costs, says IBM's Rick Horton. The Web-based Sales Compass application and 10-channel global satellite system keep IBM sales personnel, business partners and other employees supplied with the latest information on customers, industry trends and technology developments. Although online learning will not likely replace traditional classroom- based training, it does offer advantages in some instances, particularly in the IT industry, where all training is "essentially perishable," says IDC analyst Cushing Anderson. (Computerworld, 3 April 2000 ­ Edupage 7 Apr 00)

THE CENQUEST WAY - Cenquest, an Internet-learning company is offering online business graduate classes to employers. Cenquest provides more than 100 sites under its Business School 3.0 program, where students can receive an interactive education. Per student fee is $470 for each credit hour or $25,000 for all of the Internet-based classes and a
degree from Oregon Graduate Institute. Extra benefits add another $5,000 for a total of $30,000. Revenues are shared with Cenquest's four partner institutions - Oregon Graduate Institute, the University of Texas, Australia's University of Adelaide and Mexico's TEC/Monterrey Tech. This concept may be part of a growing trend. International Data estimates that the Internet education market will grow from the less than $200 million it in 1997 to over $7 billion in 2002. Cenquest is anticipating that companies may leverage services to retain employees and are therefore directing its services toward human resource specialists. (Business Journal of Portland Online, 27 Mar 00)

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FUNDS

FCC ALLOTS $2.25 BILLION TO WIRE LIBRARIES AND SCHOOLS - The FCC announced that it will provide full funding - $2.25 billion - to the e-rate program this year. The e-rate program, now in its third year, wires U.S. schools, libraries and communities for Internet access. The new funding means that about 1 million U.S. classrooms will be connected to the Internet, said Vice President Al Gore. The e-rate program generated more than 36,000 requests for funding this year and FCC Chairman William Kennard says that although not all these requests will be met, the new funding will further the goal of eventually providing Internet access to every classroom in the nation.
(Associated Press, 13 Apr 00 ­ Edupage 14 Apr 00)

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TOOLS AND NEW TECH

OPTO-CHIPS TO INCREASE DATA SPEED - Researchers recently announced a breakthrough technology - opto-chips, that could increase fiber networks' ability to provide high-bandwidth Internet access. An Opto-chip is an electro-optic modulator that sends data as light signals through fiber-optic networks at 10 times the rate of current modulators, and the new technology needs only 0.8 volts to operate, compared to the 5 volts today's modulators require. In addition, the opto-chip retains more of the data, with less disruption to the data streams. The new modulator is made from polymers, while modulators now in use are grown as crystals from lithium niobate. Opto-chips could allow fiber-optic networks to provide very high-speed. The technology could be commercially available in two years and provide Internet access to unlimited numbers of customers, if it passes long-term testing. Providing it passes the testing and other component technologies are developed, opto-chips would enable users to instantaneously download movies and music files.
(Los Angeles Times, 7 Apr 00)

INTERNET2 - Significant advances in Internet2's high-speed networks and digital video at the Spring 2000 Internet2 meeting. Attendees saw a live C-Span2 news conference of Sen. Trent Lott (R-MS) discussing a proposed constitutional amendment. The International Center for Advanced Internet Research research plans to join with C-Span, IBM and Internet2 to create an indexing and retrieval system for a digital archive of C-Span broadcasts and to develop a digital video portal site to rapidly locate any archived C-Span broadcast. An effort is also underway to build a prototype for storing videoconferencing addresses for students and faculty in a central campus directory.
(Chronicle of Higher Education Online, 30 March 00)

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TRENDS

NEW STUDY PROVIDES BENCHMARKS FOR QUALITY DISTANCE EDUCATION - This week the Institute for Higher Education Policy released its new study of quality distance education programs. Entitled "Quality On The Line," the study explored best practices at six experienced distance higher education providers - Brevard Community College, Regents College, the University of Illinois at Urbana-Champaign, the University of Maryland University College, Utah State University and Weber State University - and drew conclusions about common benchmarks of quality. An executive summary detailing the 24 proposed benchmarks of quality is currently available online; the full report will follow shortly. It includes some surprises. For instance, the study did not find class size to be a significant factor in quality online learning, nor did it find that attempts to coax reticent faculty online paid dividends for institutions. Rather, it advises those responsible for distance learning programs to work with faculty who are already online and exploring the possibilities of networked learning. Read the executive summary in PDF format at: http://www.ihep.com/qualityonline.pdf. (Requires Adobe Reader)

Download Adobe Reader

RESOURCE: USEIT.COM - With user data mounting and advertisers calling into question the effectiveness of banner ads, a revolution in the thinking of leading website consultants is under way. The old buzzwords, "click-throughs" and "eyeballs," are being replaced by "usability," "customer loyalty," "personalization," and "online communities." For continuing higher education websites, this boils down to throwing out the eye-catching graphics and the staff-designed directories and building websites around the needs and interests of actual and prospective students. To make this process easier, website usability guru Jakob Nielsen has put many of his articles and best-selling books online free of charge at http://www.useit.com.

(These two articles are from UCEA Distance Learning News, 5 April 00 DL@LISTSERV.NUCEA.EDU.)

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ISSUES

TRADITIONAL OR ELECTRONIC PUBLISHING?

In "The Rattle of Pebbles" [THE NEW YORK REVIEW OF BOOKS, April 27, 2000], Jason Epstein predicts that in the next decades the book publishing industry as we know it will be "altered almost beyond recognition." In his vision of the future the "obstacles imposed between readers and writers by traditional publishing technologies ... will wither away." The entire article is available online at http://www.nybooks.com/nyrev/WWWarchdisplay.cgi?20000427055F.

The New York Review of Books [ISSN: 0028-7504] is published by The New York Review of Books, 1755 Broadway, 5th Floor, New York, NY 10019-3780 USA; Web: http://www.nybooks.com/nyrev/subscriptions.html. Annual subscriptions are $58/US, $78/Canada, $88/all other countries.

John Cole, director of the Library of Congress Center for the Book, argues for a collaboration between digital technology and the book community ["Printed Knowledge: Myth of the Dying Book," CIVILIZATION, THE MAGAZINE OF THE LIBRARY OF CONGRESS, April/May 2000]. While he believes that the traditional book will remain a staple in many fields (fiction, poetry, humanities, arts), Cole sees new technologies creating opportunities for new kinds of books. The article is one of several exploring the issue's theme of "The Knowledge Age." The issue is available on the Web (until the next issue is published) at http://www.civmag.com/.

Civilization [ISSN: 1077-9795] is published bimonthly under a licensing agreement with the U.S. Library of Congress. Annual subscriptions are available for $20 US from Civilization, P. O. Box 420235, Palm Coast, FL 32142-0235 USA; tel: 800-829-0427; Web: http://www.civmag.com/subscribe.html.

(These two articles are from CIT - INFOBITS Apr 00 No. 22.)

READING BOOK PUBLISHING'S FUTURE - Several online book publishers have recently sprung into existence, and their appearance has some questioning whether the future of publishing may lie on the Internet. To date, iUniverse has published 1,500 titles, charging authors a single upfront fee of $99 to publish a manuscript in digital or print format. Barnes & Noble holds a 49 percent share of the online publisher, and iUniverse also has a partnership with the Ingram Book Group and its subsidiary Lightning Print (LPI). LPI provides iUniverse with a print-on-demand system that enables iUniverse to print manuscripts much faster and cheaper than previously possible. Using the system, iUniverse can fulfill new requests within 48 hours and print a run of hard copies within 30 days. The print-on-demand system allows iUniverse to earn profits on print runs as small as 100 copies and also, because the company does not lose large amounts of money if a title is not well received, to scout for undiscovered writing talent and consequently publish a more diverse array of manuscripts. (Red Herring, May 2000 ­ Edupage 17 Apr 00)

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READS

REPORT ON INTELLECTUAL PROPERTY RIGHTS IN ACADEME - The Learning Technologies Report, "The Rights Stuff: Ownership in the Digital Academy" (Fall 1999), examines the intellectual property policies at thirty North American institutions and draws on interviews with faculty, administrators, and legal counsel to determine "what is at stake for creators of intellectual property and for the institutions that employ them." Articles in the report cover the basics of copyright and patents, how online technologies have affected intellectual property owners, and the "digital divide" between faculty and administrators over online course materials. The report is accessible online for $90 (Canadian) or $63 (US) from The Node Learning Technologies Network, 410 Dufferin Avenue, London, ON Canada N6B 1Z6; Tel: 519-457-4659; email:
sales@node.on.ca; Web: http://thenode.org/ltreport/. (from CIT - INFOBITS available online on the World Wide Web site at: http://www.unc.edu/cit/infobits/infobits.html [HTML] and at http://www.unc.edu/cit/infobits/text/index.html [plain text])

RECOMMENDED READING - "Recommended Reading" lists items that have been recommended to Infobits or that Infobits readers have found particularly interesting and/or useful. Send your recommendations to:
carolyn_kotlas@unc.edu for possible inclusion.

The complete text of the book Moths to the Flame: The Seductions of Computer Technology by Gregory J. E. Rawlins (Cambridge, MA: The MIT Press, 1996. ISBN: 0-262-18183-5), which was mentioned in last month's column, is available on the Web at: http://mitpress.mit.edu/e-books/Moths/. Thanks to Infobits reader Arun Tripathi for pointing this out.

"What Makes a Great Web Site?" by WebReference.com, http://www.webreference.com/greatsite.html. "What are the essential traits of great Web sites? After you visit a site and find yourself staying awhile, what makes you stay? A sense of humor helps. Flashy graphics are nice. But the fundamental traits that make a site work are more elusive. This article will break down the essential characteristics of great Web sites into some easily followed rules of thumb."
(from CIT - INFOBITS available online on the World Wide Web site at: http://www.unc.edu/cit/infobits/infobits.html [HTML] and at http://www.unc.edu/cit/infobits/text/index.html [plain text])

HOW TO BE A SUCCESSFUL DISTANCE STUDENT, by Marguerita McVay, ISBN # 0-536-01711-5; Simon & Schuster Custom Publishing - This primer is based on Professor Maggie McVay's several years of experience as a virtual professor for Franklin University, in Ohio and is among the few books available that aim to help a new generation of computer-equipped, older students learn how to study effectively online. The book begins with a clear introduction to the world of online learning and how it differs from the world of face-to-face learning. Perspective online students should find Professor McVay's exercises and directives extremely helpful in determining if they are good candidates for distance learning before they invest in online learning for the long-haul. Crucial issues such as peer learning, adapting one's style to online delivery, researching effectively online, and learning to see the teacher as mentor and guide rather than as sage on the stage, our all covered. Virtual instructors should read this guide for invaluable insights on how to teach new students to learn better online while new online students should keep a copy of this primer next to their PCs at all times. This is a solid, commonsense guide that goes a long way toward demystifying higher education in the electronic ether. [Order from Pearson Custom Publishing at 800-922-0579; Contact the author, Maggie McVay at mcvaym@franklin.edu.]
(From Virtual University Gazette at: http://www.geteducated.com vol. 3, #4, Apr 00)

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RESOURCES

Math Goodies is being featured in two major newspapers this week! On Friday, April 14, it was featured as the Site of the Day in the New York Times Learning Network: http://www.nytimes.com/learning/parents/siteofday/20000414.html.

It was also featured as a Geometry site in the LA Times Launch Point: http://www.latimes.com/news/learning/launch/geometry.htm

(from Gisele Glosser)

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POSITIONS

The UW-Madison Geography Department is seeking an outreach specialist to manage a multi-year distance education project (3+ years). The salary range is $35,000-$48,000. The PVL is posted at: http://wiscinfo.doit.wisc.edu/ohr/pvl/pv36973.html. The project will create a DE version of an existing graduate certificate in Geographic Information Systems. Details on the project can be found at:
http://www. ftp://solim.geography.wisc.edu/OUT/jburt/DeProject.doc. Details on the GIS certificate are available at:
http://feature.geography.wisc.edu/giscertificate/brochure.html.

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NEW ON THE LIST

Welcome to: Judy Brown, Mark Oehlert, Jack Reed, Paula Keller, Anne Archambault, Bo Yan, Ke Zhang, Karen Mantyla, Michael Busch, Toby Nish, Dave Black, Robert Slider, Tariq Iqbal, Leonardo Cavari Nancy Rebholz and Bob Hails.

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FYI
News, Institutes, Conferences

* The Masie Group is partnering with ASTD in a Digital Collaboration Conference with a focus on corporate collaboration. It will be held in Texas May 22 to 24th. The conference will look at how organizations will leverage technology and new processes to link and collaborate with employees and customers. On-line registration and information is at:
http://www.masie.com/digital/.

* MultiMediaCom will hold its 2000 conference, June 20-23, at the San Jose Convention Center in San Jose, CA. The emphasis will be on ­ audio, video and multimedia over IP networks. Registration and further information are at: http://www.multimediacom2000.com.

* NUTN2000 will be held June 24-27 in Toronto, Canada. "Fostering Globalization: Piecing the Puzzle Together," is the conference theme. A pre-conference workshop is scheduled for Saturday, June 24: "Shining a Flashlight on Educational Uses of Technology," with Steve Ehrmann of the TLT group. For more information see:
http://www.odu.edu/nutn/preconference_workshop.html.

* E D - M E D I A 2000, World Conference on Educational Multimedia, Hypermedia & Educational Telecommunications, is scheduled for June 26 - July 1, 2000 in Montreal, Canada. ED ­ MEDIA is organized by AACE - Association for the Advancement of Computing in Education and hosted by the Computer Research Institute of Montreal (CRIM), Concordia University, McGill University, LICEF Research Center (Tele-université), University of Montreal and Université du Québec à Chicoutimi. For more information see: http://www.aace.org/conf/edmedia/sampling.htm and
http://www.aace.org/conf/edmedia/advprog.htm.

* Join the TLT Group 6th Annual Summer Institute, July 13-17, 2000 in Phoenix. For more information on the Summer Institute see: http://www.tltgroup.org/SI2000.

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ENDNOTE

According to a recent article by Peshe Kuriloff, professor of English at the University of Pennsylvania, if John Dewey were alive today, he'd be a webhead. That is, in fact the title of the article in The Chronicle of Higher Education, 28 Apr 00. Dewey's dedication to experience is described...."Computer manufacturers and software developers are already following Dewey's lead. They don't even bother to provide detailed instructions for their products. We are supposed to learn by doing. If we get stuck and can't figure something out on our own, we can call for help. But the self-starters who persist and learn on their own quickly become tomorrow's technological elite.

(For the entire article in the Chronicle, see: http://chronicle.com/free/v46/i34/34a07201.htm.)

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NEXT DESIEN ISSUE: May 31, 2000
FOCUS ARTICLE - "Designing for Online Learning" Ð Martha Mealy of Learning Innovations