CONTENTS

UPFRONT - Design is Key
FOCUS - The Whole is More Than the Sum of the Web Parts - part two of a two-part
series by Alan G. Chute
UW - Introducing Portal Wisconsin, ICS Trains VUC Personnel in Latvia via
Videoconferencing, Compete in WebFair, UW-Stout Receives Reward, TTT, 2002
Teaching and Learning with Technology (TLT) Grant

LINES - January News Highlights
ED - New Push for Support of Ed Tech in the Classroom, OpenCourseware: Simple
Idea-Profound Implications, Solutions for Overcoming Online Limitations, Building
Your Campus Portal: Advice from the Field
BIZ/GOV/ED - Digital Copyright Listserv, Mergers in the Learning World, 2002
"Codie" Awards Announced, Exceeding Disability Standards
TECH/TOOLS - Palm Acts to Advance Technology on Wireless Links, Latest Design
Tools, New Educational Handheld Unveiled, Database Sharing, Researchers Test
Small-Dish Satellite Links for Distance Ed
READS/RESOURCES - Leadership for Our Century, Keeping e-Learners from
e-Scaping
POSITIONS - Two Instructional Design Positions-UW-Milwaukee

NEW ON THE LIST - Welcome to New Subscribers
FYI - News, Events, Conferences
ENDNOTE - A Simple Synchronous Tip
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FEBRUARY DESIEN ISSUE - Gerard Hanley and a co-author, both members of the
Merlot administrative team will write about the Merlot Repository for Learning Objects.
______________________________________________________________________

UPFRONT - In the November issue of DESIEN issue Alan Chute of Advanced Learning
Systems discussed the challenge for educational and training organizations to develop
tools for knowledge resources and provide appropriate access to this information. But this
is only part of the story. The other critical part is the integration of innovative tools and
instructional strategies. This is key to making the full learning experience "greater than the
sum of its Web parts. Rosemary
______________________________________________________________________

FOCUS

The Whole is More Than the Sum of the Web Parts
(part two of a two-part series)
by
Alan G. Chute, Ph.D., President, Advanced Learning Systems
Adjunct Faculty of The Union Institute and University

Background
Web vendors are beginning to realize what educators have known for years. Lots of
content and easy access do not make a complete learning environment. I can recall an
experience back in 1967 when I first entered the University of Wisconsin to pursue a
degree in Mathematics. While walking across campus a fellow student pointed out the
UW Memorial Library and noted that it was one of the largest collections of scholarly
works in the world with over six million books. The student suggested that the university
could just issue me a library card and I could spend my time browsing my way through
the library and in four years I would have acquired enough knowledge to be awarded my
degree. As I gazed at the immense library complex in front of me I reflected on the
suggestion: there was all the content I needed and I did have the access card, but I
intuitively knew that my whole education experience would be greater than just the
access and content parts.

Content Management Systems
Today in 2002 some web vendors are suggesting that Content Management Systems
(CMS) are all you need to support learning and enable performance on the job. With a
CMS they can amass a huge repository of documents; some organizations now have
more that ten million documents and they track utilization by measuring hits on individual
web pages. This is a library approach to knowledge management It is necessary but not
sufficient. To truly enable learning, the web resources need to be woven into the context
of the total learning and performance environment in ways similar to those an experienced
classroom teacher uses to weave the events of instruction into lessons. Classroom teachers
are taught that effective learning occurs when an appropriate combination of instructional
event are designed into the learning experience; events such as: activating attention,
informing the learner of objectives, directing attention, stimulating recall, guiding learning,
enhancing retention, promoting transfer, eliciting performance and providing feedback.
(Gagne, 1975, p.132)

Another problem inherent with many CMS is that they are built on proprietary
technologies that do not integrate well with other systems that are already part of
the learners' environment. These other subsystems such as: job tracking systems,
organizational calendars, employee communications channels, human resource
systems, compensation systems, etc. are equally important components in a total
knowledge management system. At a minimum, the web content management
solutions should use standard platforms like XML, SQL and Java, or better yet, Java
Enterprise Edition (J2EE) so that interoperability and back office systems integration
is possible.

A Case Study for Knowledge Management
So how do you begin to create an effective and efficient Knowledge Management System
(KMS) for your organization? Three years ago we created a KMS at Avaya Inc. that we
have evolved continuously to keep pace with changing user requirements. Annually the
KMS experiences over eight million hits, 188,000 unique visits and over 6.8 trillion bytes
of information downloaded. We discovered that one of the keys to success was to first
spend sufficient time understanding the employees' needs for information, learning
resources and on the job performance support. We also conducted a technology audit to
determine what other systems were in place or planned that needed to be taken into
account as we constructed a comprehensive KMS. Then we built a road map and formed
an implementation team to take us from where we were to where we wanted to be.

Here is a summary of salient user requirements. Employees wanted easy access to
information at a time and place convenient to them. We found that more and more the
Internet is becoming the vehicle that education providers rely on for providing reference
materials and up-to-date information from subject matter experts. The Internet has also
become the preferred method for email communication for learners, instructors and
experts. Learners like the ability to get their questions answered at a time and place
convenient to their needs. Invariably when learners who use email regularly are asked
if they found an Internet-based course to be interactive, they respond that the Internet
course provided them more access to their instructors and other learners than their
face-to-face courses. However, there are a variety of interaction issues instructors and
educational providers need to consider in order to ensure the amount and quality of the
interaction is appropriate to the learning context.

Learners wanted multimedia content hosted on the web that was interactive and relevant.
The instructor needed to determine what portions of the course should be posted on the
Internet. An entire course need not be hosted; some content is best delivered in other
forms. It is important to incorporate some multimedia technology into the learning
experience because it will provide the learner with a variety of methods to learn
information. Incorporating technology such as audio, video, graphics and email interaction
will provide a stimulating learning experience for the learner; however, multimedia should
be an enhancement to the course design, not a distraction.

Education providers will often want to validate the students' learning. Testing on the
Internet can be easily accomplished using traditional methods such as true/false, multiple
choice, matching and short response questions. Learners can take the test at a time and
place convenient to them and get immediate "knowledge of results" feedback. Teachers
know that the testing experience itself can be a valuable learning activity. Some teachers
have designed multiple testing activities in their courses that are intended mainly to
facilitate student collaboration and reinforce learning. When two or more learners get
together to take a quiz, they are actually collaborating in a manner that would not have
taken place in the traditional face-to-face instruction. Through collaboration, other
viewpoints regarding a particular subject are encouraged and can enhance the learning for
the study group. Online student collaboration sessions are easy to set up and because of
their interactive nature they can be a very positive and appealing learning activity.

Virtual Library Resources
Students want access to Virtual Library Resources in their KMS. Just as the campus
library today provides an expansive repository of indexed information for residential
students, the virtual library of the future can provide seamlessly integrated voice, video
and data resources for the distance learner. The virtual library will allow instructors and
earners to incorporate multimedia artifacts into teaching and networked learning
environments. In fact, education providers should encourage learners to create their own
personalized virtual libraries which they can access and refer to long after the formal
course experience is completed. As more instructors and learners used the virtual libraries,
the amount of valuable content hosted in the virtual library will begin to grow. A
knowledge resource nominated by one learner should be made visible to other learners
seeking to address related content. An affinity link feature such as "People who have
accessed this resource have also found these resources valuable" is an easy way to link
related content in a virtual library. Virtual libraries need to be open, dynamic, customizable
and linkable.

The learner may also want to engage live or online virtual mentors to obtain advice on the
performance of a specific job task. In an Electronic Performance Support System (EPSS),
the learner can interact with an electronic mentor whenever they need coaching. While
trying to complete a task, the learner may encounter unknown situations and need to ask
the system for help. The system has to interpret the question and generate a response that
prescribes references and training modules and then allows the learner broader access to
more expansive knowledge resources. For example, the learner may be a stock broker who
is trying to determine what long-term savings options make the most sense for a client
based on new tax laws. The stock broker can put specific client information into an expert
system, get advice, see examples and create a report to help the client understand the
recommendations.

As innovative tools such as collaboration, affinity links, communities of practice,
mentoring and group-testing are integrated into knowledge management systems, many
new types of knowledge resources and instructional strategies can be integrated into
robust virtual libraries. With these enhanced capabilities there are also new challenges
for instructors as they select the most appropriate learning resources for inclusion in the
KMS and as they design the overall learning experience. Instructors and educational
providers alike need to begin thinking about and planning for the tools they will employ
to make these virtual libraries powerful agents for creating virtual learning environments.
Effective design is truly the key to making the whole learning experience greater that the
sum of the web parts.

Demonstration Site
Most of the knowledge management capabilities described in this article were built into
a KMS that we created called the Avaya Solution Knowledge Center or ASK Center.
The intent of the ASK Center was to be the place for people to "JUST ASK" and
receive the information they needed to do their jobs. For over three years the ASK
Center has been an extremely valuable resource for distance learning, knowledge
management and e-Learning for the internal employees of Avaya. A viewable public
version of a KMS similar to the ASK Center can be browsed at http://www.aboutq.net

* Gagne', R.M. Essentials of Learning for Instruction. New York: Dryden Press, 1975.
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UW

INTRODUCING PORTAL WISCONSIN - This sophisticated new Web site is the
collaborative effort of seven Wisconsin arts and cultural organizations. The site,
portalwisconsin.org, was launched January 14, 2002 and has already gained state and
national attention. Visit the site to see online galleries, tours of Wisconsin historic sites
and children's activities. Chat with artists and view extensive calendar listings. The site is
non-profit and carries the credibility of its partner organizations: The Wisconsin Academy
of Sciences, Arts and Letters; Wisconsin Arts Board; Wisconsin Historical Society;
Wisconsin Humanities Council; Wisconsin Public Radio; Wisconsin Public Television
and UW-Extension. Grants and startup money will help the site to expand through spring
2003 when it is expected to become self-sustaining. Visit the site at:
http://www.portalwisconsin.org

ICS TRAINS VUC PERSONNEL IN LATVIA VIA VIDEOCONFERENCING - The
Instructional Design department of Instructional Communications Systems (ICS),
UW-Extension, recently trained 12 administrators, instructors and staff at Vidzeme
University College (VUC), Latvia, in the use of videoconferencing. Training was done via
the technology and was coordinated with the assistance of B. Dean Bowles, Emeritus
Professor, University of Wisconsin-Madison, and visiting professor at VUC.

COMPETE IN WEBFAIR - WebFair is a competition for students in kindergarten
through post-secondary. Post-secondary winners will be awarded: Grand Prize - $1,000;
2nd Place - $500; 3rd Place - $250. For more information go to:
http://www.webfair.wisc.edu

UW-STOUT RECEIVES AWARD - The University of Wisconsin-Stout recently
received the Malcolm Baldrige National Quality Award in the newly established
education category. For this award, applicants must detail their achievements in the areas
of leadership, strategic planning, student and stakeholder focus, information and analysis,
faculty and staff focus, process management and performance results. The university
cited launching Datatel, an integrated system that provides campus users widespread
access to data, in applying for the award. For more information, visit:
http://www.quality.nist.gov

TTT - The December issue of Teaching with Technology Today (TTT) is now on the web
at: http://www.uwsa.edu/olit/ttt/new.htm Articles include:

* What Constitutes an LTDC? by Kathy Finder and Donna Raleigh, UW-Eau Claire
http://www.uwsa.edu/olit/ttt/raleigh2.htm

* Teaching Dogs to Talk: Bill Cerbin on Technology and Student Learning (Presentation
to the UW System Instructional Technology Summit, Wisconsin Dells, September 13,
2001) http://www.uwsa.edu/olit/ttt/cerbin.htm

* Involving the Deaf Community in Distance Learning Using Blended Technologies
and Learning Objects by Rosemary Lehman, UW-Extension, and Simone Conceição,
UW-Milwaukee http://www.uwsa.edu/olit/ttt/lehman2.htm

* IT Info: The Latest Online Resources for Educators by Glenda Morgan
http://www.uwsa.edu/olit/ttt/news.htm

* Meet the Experts! Featuring Rosemary Lehman, Instructional Communications
Systems, UW-Extension http://www.uwsa.edu/olit/ttt/meet/lehman.htm

You may have noticed that the last two pieces are new to TTT and will become regular
features on our Web site. We hope you enjoy reading them. TTT is located at:
http://www.uwsa.edu/olit/ttt/new.htm\ (Tammy Kempfert, TTT Editor, UW System)

2002 TEACHING AND LEARNING WITH TECHNOLOGY (TLT) GRANT - This
grant supports faculty and academic staff in creating new pedagogies that use
instructional technology to enhance teaching and learning in a credit course. A total of
$100,000 will be awarded this year. Deadline is April 3, 2002. For details, please visit the
web site at: http://wiscinfo.doit.wisc.edu/ltde/grant/index.htm#doit
______________________________________________________________________

LINES - November News Highlights

- Online universities are not likely to cancel out nonprofit and state supported higher
education institutions. According to Dr. Kurt R. Linberg, Dean of the School of
Technology at Capella University, a for-profit online university, for-profits will not have
a future large market share. Capella does expect to more than double its enrollment next
year, going from 3,000 to 8,000, but due to high marketing costs, will still not be
profitable. (Teaching OntheNet, 15 Jan 02)

- Teaching OntheNet recently conducted a national survey asking for the average number
of students in online classes. More than 400 professors were surveyed with the following
results:
1-10 students 15.44%
11-19 students 30.64%
20-30 students 36.34%
31-49 students 9.98%
50+ students 7.6%
Two surprises in the results were: 1) nearly 18% of classes are over 30 students,
2) about 46% of classes are small, under 20 students. (Teaching OntheNet, 15
Jan 02)

- In approximately five years, the Chinese language is expected to surpass English as the
most-used language on the Internet, according to a United Nations World Intellectual
Property Organization (WIPO) conference in Geneva. At present, English speakers are
in the majority of the world's 460 million Web users. By 2002, non-English speakers are
expected to hold the majority. Domain names are now available in Chinese, Japanese,
Russian and Arabic scripts, with accents of Europe's romance languages now also
available. (Financial Times, 7 Dec 01)

- The Scottish Higher Education Funding Council has announced that it will support
a feasibility study for an International Virtual Medical School. The project would use
e-Learning to provide training software for medical students, access to seminars and
sharing of expertise from around the world. To date, eight British, eight North American
and four Australian medical schools have been involved in the venture; China has
indicated that it would also like to participate. Cooperation will be supported among the
schools and "a repository or bank of reusable learning objects" will be developed.
(Guardian of London, 4 Dec 01)
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ED

NEW PUSH FOR SUPPORT OF TECH IN THE CLASSROOM - Educators are
being called on to use technology to enhance the educational experience. Rod Paige
Department of Education Secretary stated this view at a National Coalition for
Technology in Education and Training. He advised schools to collaborate with the
private sector, and noted that the White House's $860 million education reform bill
earmarks $15 million to learn about how education can be improved through technology.
Roy Pea of Stanford University, however, cautioned that most studies have not provided
solid conclusions on the effectiveness of technology-enhanced instruction. (Newsbytes,
25 Jan 02)

OPENCOURSEWARE: SIMPLE IDEA-PROFOUND IMPLICATIONS - MIT's
OpenCourseWare (OCW) project is an effort to freely disseminate content for over
2,000 undergraduate and graduate courses over the Web (as reported previously in
DESIEN.) Anyone in the world can make use of the course materials, but the exact nature
of OCW has stirred confusion. OCW does not offer online degrees, or even enrollable
courses; it also lacks the student-faculty interaction critical for learning. Rather, it
provides insight, either from faculty or the university itself, into the kind of material
needed to achieve an MIT education. Furthermore, MIT's often harried faculty only have
10 years to post all the material online; the learning objects have yet to be rendered
reusable and the site must be designed to offer both individuality and scalability for
content development. OCW is meant to counterbalance the increasing privatization of
education. Participation "reflects the idea that, as scholars and teachers, we wish to share
freely the knowledge we generate through our research and teaching," according to S.
Miyagawa, professor of linguistics at MIT. (Syllabus, Jan 02)

SOLUTIONS FOR OVERCOMING ONLINE LIMITATIONS - In recent articles in
The Chronicle of Higher Education, two professors express concerns that the technology
they use to connect with their students also can isolate them from their students. Rather
than abandoning technology in their teaching, they offer some solutions to overcome
limitations of online communication. Frank W. Connolly, professor of computer science
and information systems at American University, writes that while email has expanded his
ability to communicate with his students, it has also had an isolating effect. He wishes that
he had "been more vigilant and seen the consequences." These consequences have caused
him to incorporate more personal interaction with his students within his classes in the
hope of compensating for the professor/student contact that has been lost outside the
classroom. Jaron Lanier, coiner of the term "virtual reality" and the chief scientist for the
National Tele-Immersion Initiative, a collaborative project involving several colleges and
private laboratories, says that he has "never learned to feel fully comfortable lecturing to
remote students. I've used various systems, and I try to really be there for students if I'm
giving a lecture. To me, teaching is the ultimate performing art, and all performing arts are
interactive. You always have to connect with the people, you don't just present, you have to
connect." He sees the future of virtual-reality technology as a way to improve the
instructor/student connection in distance learning. The complete interview is available
online at: http://chronicle.com/free/2001/12/2001122001u.htm (CITINFOBITS 21 Dec
01)

BUILDING YOUR CAMPUS PORTAL: ADVICE FROM THE FIELD - Attendees of
the 3rd Annual Portal Technology Symposium gathered in San Diego to discuss the
many issues involved in designing and executing campus portals. There was agreement
among participants that planning a portal is just as important as planning a building or
computer infrastructure. Campuses should also carefully evaluate how useful the data
they plan to put on the portal will be before implementing design and content decisions,
according to Educause senior research fellow Diana Oblinger. The school can boost
both internal and external relationships by integrating different "touch points." Campus
Pipeline's Scott Doughman suggested that "systems must be flexible and drive for unity,
simplicity, customization and personalization." University of Minnesota vice provost
Robert Kvavik declared that a campus-wide portal is more cost effective than stand-alone
portals, but it must be supported by a comprehensive business strategy. (Converge, Nov
01 - Edupage 3 Dec 01)
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BIZ/GOV/ED

DIGITAL COPYRIGHT LISTSERV - To meet the developing application of copyright
laws in the online environment, The Center for Intellectual Property is proud to announce
the new listserv Digital-Copyright, a discussion group that provides a forum for the
analysis of topics such as copyright law and policy, technologies and federal information
law and policies that impact higher education, particularly digital distance education. In
addition to ongoing discussion of critical and theoretical issues, the list will contain:
postings on upcoming conferences, calls for papers, legislative news announcements and
many other matters which should be of interest. To subscribe go to:
http://www.umuc.edu/distance/odell/cip/listserv.html

MERGERS IN THE LEARNING WORLD - Mergers in the learning world is a theme
in early 2002. Keep your eyes open for a wide range of mergers and acquisitions in the
next eight weeks. There are a number of serious discussions underway between learning
vendors which will lead to mergers or buyouts. Some have already taken place, being
driven by a shortage of cash in the banks of some learning startups. Others are natural
combinations of players in the field. The two most recent are: 1) Element K acquired
the intellectual property of Mentor Technologies http://www.elementk.com and
2) Blackboard announced acquisition of Prometheus from The George Washington
University: http://www.blackboard.com (TechLearn Trends, #226, 8 Jan 02)

2002 CODIE AWARDS ANNOUNCED - The Software & Information Industry
Association (SIIA) has picked finalists for its 2002 "Codie" awards, honoring excellence
in software products and services. The awards will be announced at the SIIA annual
conference on April 15 and are the only peer-recognition awards in the software industry,
says SIIA, which represents 1,200 companies.

In the category of "Best Post-secondary Instructional Solution," the finalists were:
- Blackboard 5.5 from Blackboard Inc.
- EndNote V5, from ISI Research
- LexisNexis Current Issues Universe, from LexisNexis
- Mobile Mentor Software from Palm Inc.
- Office HoursLive.com, from HorizonLive
In the category of "Best Educational Total Comprehensive
Solution," finalists were:
- Campus Pipeline 3.0 Web Platform from Campus Pipeline
- McGraw-Hill Learning Network from McGraw-Hill Inc.
- Netschools Orion from Netschools Corp.
- Plateau 4 Learning Management System from Plateau
- SchoolNet, from SchoolNet Inc.
In the category of "Best New Education Solution,"
finalists were:
- academic.com from Academic Systems
- KnowledgeBox from Pearson Broadband
- SchoolNet, from SchoolNet
- www.classroom.com, from Classroom Connect
- www.learning.com, Learning.com
For more information, visit: http://www.siia.net. (Syllabus News, Resources, and
Trends, 31 Dec 02)

EXCEEDING DISABILITY STANDARDS - Courseware developer eCollege said the
software it will release this month will exceed Section 508, the federal accessibility
standard for information technology. The company said its software targets student users
as well as disabled faculty authoring online courses. It will also provide a support staff
trained in assistive technologies. The software will be available without requiring a new
version purchase, upgrade or implementation, the company said. Mike Gibson,
coordinator of the Professional Training in Adaptive Technology Program at the
Colorado Center for the Blind, said, "working with an e-Learning company that is
proactive in understanding and meeting the needs of the blind helps us to change what it
means to be blind." (Syllabus eNews, Resources, and Trends for 11 Dec 01)
______________________________________________________________________

TECH/TOOLS

PALM ACTS TO HELP ADVANCE TECHNOLOGY ON WIRELESS LINKS - Palm
unveiled kits designed to help software developers create programs that support the
emerging Bluetooth wireless technology standard. Palm's release of the kits effectively
opens the door for approximately 175,000 developers registered to write software for
the Palm operating system to develop new Bluetooth applications. "This is the last step
necessary before Bluetooth programs start shipping," said Michael Mace, chief
competitive officer for Palm's software unit. Palm released free software tools, but also
will offer a hardware kit for $199 that includes adapters for connecting to its handheld
devices. Palm officials said they hope the gesture will help the firm fulfill its vision of
users synchronizing their handheld computers with their personal PCs and cell phones,
as well as sharing documents and playing video games against other Palm users. (New
York Times, 15 Jan 02 - Edupage 16 Jan 02)

LATEST DESIGN TOOLS - A new program that will integrate the use of traditional
analog design tools with new media will become part of a fall design studio for third-
year architecture undergraduates. Integrating with Autodesk Architectural Studio, a
conceptual design tool to be commercially released in early 2002, and Autodesk VIZ
4, an advanced visualization tool for use in modeling, rendering and lighting studies, it
will be possible for students to receive traditional design critiques remotely. Architecture
professor Don Greenberg stated, "we're embarking on a new way of teaching architecture
in the 21st century." For more information, visit:
http://www.graphics.cornell.edu/academic/archartpcg/

NEW EDUCATIONAL HANDHELD UNVEILED - Texas Instruments last week
announced the launch of an educational handheld computer, dubbed the Voyage 200
personal learning tool (PLT). The company said the unit combines the functionality and
three times the Flash memory of the TI-92 Plus, a graphing tool for college advanced
math. The computer comes with an icon desktop, which enables users to navigate among
handheld applications, a large display with 128 by 240 pixel imaging and a QWERTY
keypad. Other features of the unit include Cell Sheet, a spreadsheet application;
StudyCards, an electronic flash card application; Notes, an application for taking notes;
and Statistics with List Editor, an analytical program that can be used with data collection
for performing inferential and advanced statistical analyses. For more information, visit:
http://education.ti.com/voyage200 (Syllabus News, Resources, and Trends, 8 Jan 02)

DATABASE SHARING - Researchers at the University of Illinois at Chicago have built
a "Web of Data" using infrastructure technology called DataSpace. The Web of Data is
designed to facilitate file sharing between huge databases. Such information sharing is
currently limited to sluggish FTP technology or putting the data on tapes and mailing
them out, noted Robert Grossman of the university's Laboratory of Advanced Computing.
He said the project could reveal insights into data sharing over high-speed networks and
lead to significant changes in data warehousing and distributed decision support
techniques. DataSpace, created by Grossman and colleagues, uses data-transfer-protocol
software, open-source server software XML and remote data access and analysis
technology. Researchers are now testing DataSpace software's remote data mining and
analysis capabilities, as well as its interaction with large data sets. The university will
soon attempt to run the testbed on Starlight, an optical network with a maximum
transmission speed of 2 Gbps. (InformationWeek, 31 Dec 01)

RESEARCHERS TEST SMALL-DISH SATELLITE LINKS FOR DISTANCE ED -
Internet2 Technology Evaluation Center researchers have started to collect data for a
project to provide fast, affordable Internet connections for distance education using small-
dish satellite technology. The project is part of a larger effort from the American Distance
Education Consortium to use Internet-satellite technology to extend distance education to
poor, rural areas. These connections can only be established through "hybrid networking"
that integrates several technologies, according to consortium CEO Jane K. Poley. The
National Science Foundation has earmarked $4 million for the consortium's research. The
Internet2 Evaluation Center is focusing on problems such as developing reasonably priced
satellite dishes and 24-hour Internet satellite service, noted director Pankaj Shah. He also
said the center is devising a way to make broadband Internet2 technologies such as
multicast videoconferencing function in a medium characterized by signal delays and
bandwidth limitations. (Chronicle of Higher Education Online, 17 Dec 01 - Edupage 17
Dec. 01)
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READS/RESOURCES

LEADERSHIP FOR OUR CENTURY - Leadership for the 21st Century Learning:
Global Perspectives from Educational Innovators, Colin Latchem and Donald E.
Hanna, eds. London: Kogan Page, 2001 was highly recommended in the latest issue of
The American Journal of Distance Education, Vol. 15, No 3, pp.79-81. In the
publication's Book Review section, the reviewer, Don Olcott Jr., stated that this book on
distance learning "...transcends the obvious, embraces the difficult and provides a
synthesis of theory, practice and innovation that brings all of the pieces of the puzzle
into focus." (p. 79) According to Olcott, the book focuses on ways in which visionary
and entrepreneurial leadership can help an institution position itself to be responsive to
market demands and changing priorities. Chapters 1-5 are written by the editors and
include an overview of various approaches to open and flexible learning; the challenges
and choices of responding to an increasing demand market; the challenges of developing
an entrepreneurial culture in a traditional environment and an examination of various
processes of organizational change and criteria for leadership in open flexible learning.
Chapters 6-23 include a series of significant interviews with successful international
leaders who have guided their organizations in open and flexible learning. The final
chapter is a synthesis and summary of both leadership concepts and key strategies.
Olcott summarizes, "Latchem and Hanna have written and edited a "leadership
handbook" for open and flexible learning professionals at all levels. On a rating scale of
1-10, Latchem and Hanna deserve a 12." (p. 81)

KEEPING e-LEARNERS FROM escaping - Authors of "How to Keep e-Learners
from escaping," Journal of Interactive Instruction Development, vol. 14, no. 1, Summer
2001, pp. 8-11), Jim Moshinskie and the eLITE Think Tank,, present techniques for
getting, motivating and keeping online students. Although the paper focuses primarily on
online corporate trainers, the ideas are transferable to any online learning environment.
The article features techniques for: before, during and after the online course. For more
information see: http://www.lti.org/ The article is not available on the Web. (CIT
INFOBITS, 21 Dec 01)
______________________________________________________________________

POSITIONS

The University of Wisconsin-Milwaukee has two Instructional Design Positions in
Academic Affairs, The Learning Technology Center. Duties, responsibilities and details
are available at: http://www.uwm.edu/Dept/LTC
______________________________________________________________________

NEW ON THE LIST - Welcome to new subscribers: Efrat Pieters, Lucy Hausner,
Robert Sanders, Garry Robins, Jill Abbott, Leslie Keeler, Bonnie Yeh, Howard James,
Brian Stewart, Linda Allison, Dave Demonie, Inita Sakne, Genovega Vilumsone, Aigars
Plotkans, Ilze Grinfelde, Daina Larmane, Sarma Cakula, Dace Jansone, Ilgvars Abols,
Vineta Silkane, Richard Baerug, Dean Bowles, Atis Rudzitis, Ilona Budule, Ieva Valaine
and Cal Shepard.
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FYI - News, Events, Conferences

* The Center for Intellectual Property at the University of Maryland University College
is hosting an upcoming seminar titled COPYRIGHT MANAGEMENT IN HIGHER
EDUCATION Access, Control and Use April 4-5, 2002. For more information see:
http://www.umuc.edu/distance/odell/cip/copy_manage2002/

* THE e-LEARNING EXPO is being held April 8-11 in Washington D.C. at the
Washington Convention Center. To register see: http://www.elearningexpos.com
The 5th Annual Business of Learning Conference & ThinkTank in Washington, DC will
be held on April 8 and 9 in conjunction with the conference. Complete information is
available at: http://www.masie.com Registration will include a pass to the eLearning Expo
and to the keynotes, including Mayor Rudy Guiliani.

* UCEA's 87th Annual Conference, "New Designs for Learning," will be held April
17-19, 2002 at the Sheraton Centre Hotel in Toronto Canada. Twelve tracks have been
designated to assist you in following your interests. For complete information visit the
Web site at: http://www.nucea.edu

* The EDEN 2002 Annual Conference, "Open and Distance Learning in Europe and
Beyond, Rethinking International Cooperation" is scheduled for June 16-19, 2002 at the
University of Granada Spain. Visit the EDEN Web site at: http://www.eden.bme.hu for
updated conference details.

* The National University Telecommunications Network (NUTN) seeks nominations for
the annual research award. The conference theme is "Advancing Digital Learning."
Research papers should address advancing digital learning. Individuals may nominate
themselves or submit a paper of a colleague. The recipient of the Research Award will
present their paper at the NUTN Annual Conference in Washington, DC, June 22-25,
2002, and receive a cash award of $100 USD. Submit papers electronically to:
nutn@odu.edu by February 15, 2002. Notification will be by March 30, 2002.

* ED-MEDIA 2002 World Conference on Educational-Multimedia, Hypermedia &
Telecommunications will be held June 24-29, 2002 in Denver, CO The conference is
organized by the Association for the Advancement of Computing in Education (AACE).
For complete information go to: http://www.aace.org

* The SYLLABUS 2002 annual summer conference will be held July 27-31 at the Santa
Clara Convention Center in Silicon Valley, CA. The conference covers a wide variety of
topics relevant to technology in higher education. For complete information see:
http://www.syllabus.com/cfp2002/index.asp

* A Call for Proposals for the 18th ANNUAL CONFERENCE ON DISTANCE
TEACHING AND LEARNING has been issued and a new event announced. New this
year is an Online Course Showcase. This new proposal category is an informal
presentation and discussion in which attendees will move from computer station to
computer station to view different online course demonstrations. Each presenter will
have a computer station and an Internet connection to provide a brief online "course
tour" that highlights key course features. Proposal deadline is January 31, 2002. The
conference will be held August 14-16, 2002 at the Monona Terrace Convention Center
in Madison, WI. For full information, go to: http://www.uwex.edu/disted/conference/
______________________________________________________________________

ENDNOTE - A simple tip for people leading synchronous online presentations - add
some breathing to your virtual classrooms. Take a few breaths! Allow your participants
breathing time. No need to fill every moment with voice noise. Breathe and allow
breathing. Then tape your sessions and watch them for personal feedback. (Techlearn
Trends #277, 24 Jan 02)
______________________________________________________________________

FEBRUARY DESIEN ISSUE - Gerard Hanley and a co-author, both members of the
Merlot administrative team will write about the Merlot Repository for Learning Objects.
______________________________________________________________________

DESIEN ARCHIVE: An Archive has been created for past issues and interaction
comments. To access the archive go to: http://www.uwex.edu/disted/desien/

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