NO BOUNDARIES FOR THE JOURNEYS OF THE MIND, by Arun Kumar Tripathi
Ubiquity: An ACM IT Magazine and Forum, vol. 2, issue 27, 11-17 Sept 01

What makes the new technologies worth embracing? Why should institutions of higher
education undertake the major investments that are involved? What makes the Internet more
than just the latest in a long chain of technological innovations - including radio and television -
that have fallen short of inflated expectations in the realm of advanced learning?" Tripathi's
essay is a preview from a forthcoming anthology on digital education. The article is available
on the Web at: http://www.acm.org/ubiquity/views/a_tripathi_1.html (CIT INFOBITS #39
ISSN 1521-9275, Sept 01. Visit the CIT INFOBITS Web site at:
http://www.unc.edu/cit/infobits/)

IRRODL - The International Review of Research in Open and Distance Learning (IRRODL)
is a refereed electronic journal dedicated to the advancement of theory, research and practice
of open and distance education worldwide. More important, this rigorous academic journal
provides research and insights relevant to distance educators around the world, and it is offered
free of charge. No single country or geographic region is given priority over another in this
journal. The scope is the worldwide landscape of open and distance learning. In the current
edition of IRRODL, explore the many voices of open and distance education perspectives
from Australia, Spain, Korea, Canada, China, Bahrain and the Middle East. Also included are
conference notes, book reviews and news from around the world. Share your research,
insights and opinions with fellow academics and colleagues around the world by submitting
your work for publication in future issues of IRRODL. For access to this free journal go to:
http://www.irrodl.org/

FLIGHT SEPT 2001 - offers three case studies on Transformative Assessment through
interviews with leaders at three institutions, the University of Central Florida, Mount Royal
College (Calgary, Canada) and Washington State University. The interviews suggest several
lessons about the transformative use of assessment: 1) "transformation" may be a misnomer,
to the people involved the issue is educational improvement and usually a relatively specific
improvement; 2) because technology is a tool, the improvement theme itself may not even be
explicitly technology-related; 3) the assessment effort gains power when it is integrally
related to other means of advancing the improvement rather than being seen as an add-on,
and 4) this integral relationship is essential. For the full article see:
http://www.tltgroup.org/resources/FLIGHT/f-light_Sep2001.html (FLIGHT, 4 Sept 01