CONTENTS

UPFRONT - Learning Objects - More Than Just a Trend
FOCUS - Developing, Archiving, and Disseminating Learning Objects: the Process by
Rosemary Lehman and Simone Conceição
UW - GWETC 2002, TTT, Effective Practices Publication/Web Site

LINES - September News Highlights
DID YOU KNOW? - The Smiley Emoticon :-) Turned 20 This Month
ED - U of South Dakota Extends Palm Initiative, Academics Can Custom-Build Their
Own Content, Faculty Want Limits to Distance Education Workload, Top Ten Distance
Education Issues of the Year, 12-Hour Rule Revision
BIZ/GOV/ED - The Economy of Learning, Strong ROI for e-Learning and e-Business
COPYRIGHT - House Passes Bill With Expansion of Fair Use
ACCESSIBILITY - New Tool for the Blind
DIGITAL DIVIDE - TFA: Accessibility for All?
TECH/TOOLS - AMD Claims Smallest Transistor Ever
READS/RESOURCES - CIT INFOBITS August Issue, September F-Light

POSITION - UW-Green Bay: Academic Affairs Webmaster
NEW ON THE LIST - Welcome to New Subscribers
FYI - News, Events, Conferences
ENDNOTE - Imagine...
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OCTOBER DESIEN FOCUS ARTICLE - WiscNet - Building Interstate Partnerships by
Andrea Deau
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UPFRONT - Learning objects, "digital resources that can be used to support learning"
(Wiley, 2000), are a hot item in both the academic and business world. During the past year
they have been prominent in conference presentation topics. This week and last, they have
been the center of attention in numerous workshops at the MERLOT conference in Atlanta,
Georgia. MERLOT is an international cooperative for high quality, peer-reviewed resources
to improve teaching and learning (see February, 2002 DESIEN issue article on MERLOT at:
http://www.uwex.edu/disted/desien/2002/0202/index.html Presentations at the conference
included learning object demonstrations in areas ranging from the Sciences, through Teacher
Education, Psychology, and World Languages. This month's DESIEN issue begins with a
FOCUS article on one of the MERLOT presentations that takes you through the process
of the development of video-based American Sign Language learning objects for use and
sharing via four different delivery formats. The month's issue ends with an ENDNOTE that
suggests an innovative use of learning objects for the consumer market.

Learning objects are here to stay and will take on many forms and styles as they continue
to evolve. As they do, MERLOT plans to extend its network, alliances, and interest in
providing criteria and reviews to ensure the level of quality that is essential in any
teaching/learning setting.

(Wiley, D. A. Learning Object Design and Sequencing Theory. June 2000. Retrieved
from the World Wide Web, September 29, 2001:
http://reuseability.org/read/chapters/wiley.doc)
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FOCUS

Developing, Archiving, and Disseminating Learning Objects: the Process
by
Rosemary Lehman, University of Wisconsin-Extension
and
Simone Conceição, University of Wisconsin-Milwaukee

Abstract
As distance education advances, mandates for accessibility and appropriate instructional
design for instructors/learners with special needs are becoming critical. This article presents
a distance education American Sign Language (ASL) pilot course that blended the Internet,
videoconferencing, and streaming video-based "learning objects" posted on the web for the
purpose of learner practice. Because of the success of the course's learning objects, they
were later archived on CD-ROM, imported into a Compaq® iPAQ™ for mobile use, and
placed in a knowledge repository for global use.

Background
In 2001 an American Sign Language (ASL) course was developed by University of
Wisconsin-Milwaukee to be taught via the blended technologies of videoconferencing and
Blackboard® to learners in Milwaukee and at the University of Wisconsin-Extension Pyle
Center in Madison. This ASL level one course was a pilot project. The design team included
a deaf instructor, a deaf site coordinator, a deaf evaluator, and instructional design and
technology consultants from UW-Milwaukee and Instructional Communications Systems (ICS).
The course involved one meeting of three hours once a week via videoconferencing during a
seven-week period, along with instructional activities on the web using Blackboard® and a
streaming video server. In addition to the synchronous and asynchronous nature of the course,
351 video-based "learning objects" of the ASL signs were developed and placed on a
streaming video server so that learners could practice the signs before and after each
videoconferencing session.

Following the completion of the course, the learning objects were edited, reformatted,
and tagged for sharing through the Academic Advanced Distributed Learning (ADL)
Co- Lab global knowledge repository. Further, other innovative ways to use the learning
objects were explored to allow increased accessibility. This article addresses the process
and challenges of the development of video-based learning objects, their use as web
resources, their revision for handheld devices, and CD-ROM, and their preparation for
sharing through knowledge repositories.

Video-Based Learning Objects
"Learning objects" is a term that originated from the object-oriented paradigm of
computer science. The idea behind object-orientation is that components ("objects") can
be reused in multiple contexts (Wiley, 2000). For the purpose of our project, we define
learning objects as video-based digital files that are available via the Internet where
individuals may access and use them simultaneously with a course or program, accessible
through a CD-ROM for individual use via a computer at the person's own pace, retrievable
from a knowledge repository for global sharing, and viewable on a handheld device for
individual mobile use.

According to Wiley's (2000) learning objects taxonomy, the ASL video-based learning
objects fall into the category of combined-closed type of learning objects because they are
single purpose and provide users with instruction and practice. Each ASL video-based
learning object is an entity unto itself. The parts that comprise each learning object (text
and video images) cannot be separated or they would lose their meaning. Without the
text the user would not know the meaning of the sign, and without the visual image, there
would be no sign.

Description of Process
The process of developing, archiving, and disseminating the ASL video-based learning
objects involved four phases. Each phase utilized a different mode of accessibility for the
use of the video-based learning objects.

Phase One: Creation of 351 video-based learning objects for use on the web with the
ASL pilot project course. Phase Two: Editing of the video-based learning objects for
global sharing and use through a repository of knowledge. Phase Three: Placement of
the video-based learning objects on a CD-ROM for the purposes of storage as well as
learner use when the Internet was not readily accessible. Phase Four: Revision of the
video-based learning objects for mobile use in a handheld device.

Phase One: Creation of Video-Based Learning Objects
During this phase of the process, the instructor was videotaped performing the ASL
signs. The signs were then edited into a video clip format in the following sequence:

o Sign description (text) on black
o A mid-shot of the instructor performing the sign
o A close-up shot of the instructor performing the sign
o Sign description (text) on black repeated

Signs were grouped into units and then into categories (e.g. nouns, verbs, sentences).
The video sequence units and categories were then saved as RealMedia™ and stored
on a RealMedia™ server. A link to the RealMedia™ server was created in the
Blackboard® component of the ASL course for retrieval by learners. The ASL learning
objects served as a major review and rehearsal component of the course.

Phase Two: Editing of Video-Based Learning Objects for Global Sharing
During this step of the process, the categories of video-based learning objects created
for the ASL course were divided and edited into individual signs for database searching
purposes. Each learning object sequence was formatted in the following order using
Adobe® Premiere®:

o 15 seconds of black at the opening
o Sign description (text) on black
o A mid-shot of the instructor performing the sign
o 15 seconds of black
o A close-up shot of the instructor performing the signs
o Sign description (text) on black repeated
o 15 seconds of black at the end

To ensure that the learning objects had high video quality, were readily accessible from
different locations and across platforms, and provided rapid retrieval through modem,
network, cable, and other high-speed connections, a prototype of four video-based
formats (e.g., MPEG, Windows Media™, RealOne™ Media, and QuickTime®) was
developed before making them available for the repository.

An evaluation chart assisted five evaluators in deciding on the effectiveness of the learning
objects video format for the web-based repository. As a result of the evaluation,
RealMedia™ was selected for use. After the selection of the video format, all of the
video-based learning objects were tagged using the following descriptions:

o Asset Name: 001_test_copyme.mov
o Asset Description: video and text
o Content Type: American Sign Language
o Imported By: Technician
o Date: Imported: Asset Version: 1
o Is Latest Version: Yes
o Source: Reference
o Source: Physical Type
o Source: Physical Location

One of the challenges we found was to decide on the description of the meta tags in order
to provide an intuitive and accurate depiction of each sign. We tried to maintain the basic
meaning of each sign. The learning object files were then transferred to the RealMedia™
server.

Phase Three: Placing the Video-Based Learning Objects on a CD-ROM
We decided to place the edited video-based learning objects on a CD-ROM to allow
storage, archiving, and retrieval by learners who were not able to access the learning
objects through the Internet.

Phase Four: Use of the Video-Based Learning Objects in a Handheld Device
In order to reach out to a wide variety of users who like to learn in a self-paced and
mobile learning environment, the video-based ASL learning objects were tested on a
handheld device. Initially the video-based learning objects were designed to run at 30
frames per second. It was necessary to rework the previously-used format for the
handheld device.

After testing, the video-based learning objects were reedited from 30 to 15 frames per
second for memory capability. This made it possible to load all 351 video-based learning
objects into the handheld device. During this revision, as with the revision for the
repository, we inserted several frames of black in the beginning and end of the learning
objects and between the two shots of the instructor signing. These insertions increased
clarity-setting off the text and more clearly differentiating between the two shots of the
instructor and the text that explained the sign.

An important challenge was the selection of the handheld device that would offer the best
picture and motion quality, as well as memory capability. Research by technical staff
resulted in the selection of the Compaq® iPAQ 3870™ handheld device because of its
picture and motion quality and extensive memory. The learning objects were loaded into
the iPAQ™ using iPAQ™ software. Further steps and challenges included devising a
way to bulk import the video-based learning objects into repositories, populating the
metadata specifically for the objects, and exploring other issues such as compatibility
with learning management systems.

Lessons Learned
There is a growing need for the use of learning objects to provide educational resources
for faculty that enable them to enhance the learning experiences of their students. Our
experience in developing the video-based learning objects made us realize how flexible
and accessible these learning objects could be when used with a variety of technologies.
When we first made the learning objects available, they were limited to the use on the
web site by learners in the specific ASL course. Because participants of the course gave
high ratings to the video-based learning objects, we decided to pursue new ways to
disseminate and share them.

Development of the ASL video-based learning objects has heightened our awareness
of the need to design these objects to fit flexible modes of instruction to enhance their
accessibility and use for learners. This process requires the use of standards, tests,
evaluation, and often revision.

The actual use of the learning objects in the iPAQ™ has highlighted some new
considerations. For example, while using the iPAQ 3870™ we discovered several
accessories that would enhance the use of the learning objects: 1) one accessory
provides additional memory which will allow us to use 30 frames per second for the
video sequences, providing an even better video quality for the learner; and 2) another
accessory will allow the learning objects to be projected from the iPAQ™ to a large
screen. This is an excellent way to demonstrate the instructional uses of the iPAQ™
to a large crowd.

Next Steps
Because of the value of the ASL learning objects, we are now considering developing
ASL video-based signs for all levels of American Sign Language (currently there are six.)
In addition, we hope that our experience will serve as a model for other designers and
educators to create learning objects for other content areas.

The creation of the ASL video-based learning objects was partially funded by University
of Wisconsin System and has become the collaborative effort of UW System,
UW-Milwaukee, UW-Extension, UW-Stevens Point, and the Academic ADL Co-Lab.

References
ADL Co-Lab: http://adlnet.org

Wiley, D.A. "Connecting Learning Objects to Instructional Design Theory: A Definition,
a Metaphor, and a Taxonomy." In DA Wiley, ed. The Instructional Use of Learning
Objects: Online Version (2000). Retrieved August, 2002 from:
reusability.org/read/chapters/wiley.dc
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UW

GWETC 2002 - Register now for the Tenth Annual Governor's Wisconsin Educational
Technology Conference (GWETC 2002,) to be held October 8-10 in Madison,
Wisconsin at the Alliant Energy Center. The conference includes more than 150
workshops, and concurrent and spotlight sessions, along with over 110 vendor booths.
Two outstanding keynote speakers have been selected for this year's conference:
David Warlick, principal consultant of The Landmark Project, a professional
development and Web design firm in Raleigh North Carolina and Bernajean Porter,
author of Grappling with Accountability: Resource Tools for Organizing and Assessing
Technology for Student Results and Evaluating Student Computer-based Products.
GWETC is designed for K-higher education, government agencies, non-profits, and
business. For complete information and registration go to: http://www.gwetc.org

TTT - This month's "back to school" issue (vol. 9 no 1) of Teaching with Technology
Today has just been completed. This issue of (TTT) includes:

* The Sights and Sounds of Learning: Designing a CD-ROM to Enhance your Online
Course by Susan Brantly, Scandinavian Studies, University of Wisconsin-Madison
* A University of Wisconsin First: UW-Stout Becomes a Laptop Campus
by Tammy Kempfert, TTT Editor
* Book Review - The Digital University: Building a Learning Community
Reviewed by Patricia Ploetz, UW-Stevens Point
* IT Info submitted by Glenda Morgan, Office of Learning and Information Technology
* Meet the Experts! featuring UW Colleges' Pat Fellows

TTT is at: http://www.uwsa.edu/ttt/ Tammy Kempfert, editor, University of Wisconsin
System.

EFFECTIVE PRACTICES PUBLICATION/WEB SITE - Using Distance Education
Technology: Effective Practices will be back from the printer on October 7. The book
includes 25 effective practice stories written by faculty and trainers who have successfully
used a wide variety of technologies - videoconferencing, webconferencing, online courses,
streaming video, assistive technology, and blended technologies. Beginning October 7 you
can find out more about the book, access the companion web site, or purchase the book
by going to: http://www.uwex.edu/disted/training/effect
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LINES

- Cyber Corps, a program begun during the Clinton Administration, offers students free
tuition, a monthly stipend, valuable experience, and a guaranteed job after graduation. The
program is now available at 11 colleges and universities and is being expanded to include
at least four more. Those taking part in the program, agree to work for two years for one
of several government agencies after earning a degree in cybersecurity. With the boost in
attention after 9-11, there are more applicants than there are slots to fill -
http://www.siliconvalley.com/mld/siliconvalley/4135141.htm (San Jose Mercury News,
23 Sept 02)

- Nextel, Sun Microsystems, and Motorola are offering more than $45,000 in
scholarships and grants to students who develop the best Java 2 Platform, Micro Edition
(J2ME) applications tailored to making university life easier. This "University Wireless
Developer Contest" runs through Nov. 1, 2002 and is a first for the group. Contestants
must be either full-time undergraduate/graduate students or faculty at an accredited US
university and will be judged on university application relevance, sophistication and the
business model - http://developer.nextel.com/

- Sun Microsystems will give software worth more than $650 million to ministries of
education in Europe and South Africa, with a plan underway to for US schools as
well. Similar donations have been given to Asia. The hope is to bring StarOffice to
students from elementary school to college and unseat Microsoft Office as the
prevalent software for word processing and spreadsheets. This move should find
favor with school administrators who have been upset with Microsoft's recent price
changes - http://online.wsj.com/article/0,,SB1032211962474404435,00.html (Wall
Street Journal, 17 Sept 02)

- A recent survey conducted by Statistics Canada indicates that people seeking IT
employment need both formal education and work experience. The survey was for
IT employees in the areas of insurance, architecture, engineering, related services,
and computer systems design. Students hoping to enter the IT workforce should
have a grounding in the "why" of technology, not just the "what," because the "what"
changes every 18 months. They should also obtain real-world experience and consider
which industry interests them, since IT work is so different from one industry to
another - http://www.idg.net/ic_945107_1794_9-10000.html (ITWorld, 5 Sept 02)
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DID YOU KNOW? - The "smiley emoticon" :-) turned 20 this month. The first smiley was
created by Dr. Scott Fahlman - then a computer science research professor at Carnegie-
Mellon University, now an IBM researcher - to prevent the frequent misunderstandings
that occurred when one person's joke or sarcasm posted to a local electronic bulletin
board was unwittingly taken seriously by others. Widely distributed over the primitive
computer networks of the day, the smiley has spawned an entire vocabulary of smiles,
retorts, and graphic elements constructed from a line of keyboard characters. Fahlman's
colleagues at CMU recently unearthed the original email and discussion from Sept. 19,
1982, which can be viewed along with other "smiley lore" via links at his website. See:
http://www-2.cs.cmu.edu/~sef/ (Syllabus News, Resources, Trends for 24 Sept 02)
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ED

U OF SOUTH DAKOTA EXTENDS PALM INITIATIVE - The University of South
Dakota started the second year of a two-year pilot program to determine how handheld
computers could enhance the educational experience. Under USD's Palm Initiative,
the university is exploring how mobile technology would help students develop
organizational skills, gain better access to course materials, improve communication with
faculty and peers, and encourage the use of other types of technology. About 2,500 Palm
devices have been distributed to students and faculty. Also, server-based data
synchronization software from Extended Systems Inc. has been incorporated into the
network, allowing students to access and update via Infrared ports around campus,
email course material and information from faculty and peers, notes taken during
lectures, homework assignments, and appointments.(Syllabus News, Resources, Trends,
20 Sept 02)

ACADEMICS CAN CUSTOM-BUILD THEIR OWN CONTENT - Online Custom
Books, recently launched by Kluwer Academic Publishers (KAP) offers online users the
ability to create individualized content from its electronic books collection. The
company's six-step process lets instructors choose chapters they want, title their
creation, and decide how they want the custom book delivered, electronically or
printed and mailed as a perfect-bound paperback. Available subject areas can be
browsed, individual chapters selected from different books, previewed and combined
in any order. Books electronically delivered are available in Adobe Acrobat e-Book
format. For more information, visit: http://www.kluweronline.com

FACULTY WANT LIMITS TO DISTANCE EDUCATION WORKLOAD - A
faculty union in Massachusetts is working to establish a collective-bargaining agreement
with the University of Massachusetts to ensure its members are not overloaded with
extra work when they teach in the university's distance education program.
Understanding that distance education programs often require significant additional
work from faculty, the Massachusetts Society of Professors wants an incentive system
to attract faculty, rather than a coercion system, according to the president of the group.
Professors are paid extra when they develop distance education courses or teach them,
but other issues will face negotiators, including enrollment caps and the potential for
administrators to "eavesdrop" electronically on a distance education course without the
professor's knowledge. For the full article see:
http://chronicle.com/free/2002/09/2002091201t.htm (Chronicle of Higher Education,
12 Sept 02 - Edupage 13 Sept 02)

TOP TEN DISTANCE EDUCATION ISSUES OF THE YEAR - The Faculty
Advisory Council of Teaching OntheNet recently ranked the Top Ten 2002 Issues of
the Year for faculty teaching online:

1. Course quality and evaluation standards
2. Institutional support for online courses
3. Student retention
4. Technical support
5. Development time and cost (Down from #2 last year)
6. Teacher pay (Up from #8 last year)
7. Who owns the course (Up from #9 last year)
8. Class size (Down from #1 last year)
9. Impact of shareable content objects (SCOs)
10. Facilitating online discussions (down from #6 last year)

Dropping off the list from last year's top issues were:
- Online classroom platforms
- Cheating online
- Testing online
- Role of f2f teaching

(Teaching OntheNet Sept 02)

12-HOUR RULE REVISION - 12 hours per week of in-class work may be on the
way out. The Department of Education is close to eliminating the rule which stipulates
12 hours per week in-class to receive federal financial aid. Few programs, however,
plan to change their current course offerings because the revised criteria from the
Department of Education still require "one day" of in-class instruction per week.
Though "one day" has not been defined, courses that allow students to study as much
and whenever they want would likely be disqualified, e.g. the University of Maryland
University College and the University of Phoenix. Both schools have fought to end
the 12-hour rule, but say they have no plans to change their programs. See the full
article at: http://chronicle.com/free/v49/i02/02a04301.htm (Chronicle of Higher
Education, 6 Sept 02)
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BIZ/ED/GOV

THE ECONOMY OF LEARNING - How do a workers within your organization
indicate they need and desire to learn something or to acquire knowledge? What are
the actions that a worker takes when they discover that they have a knowledge gap or
a need to learn a new skill? We know that there is an informal process, where people
reach out to their peers, work neighbors, or supervisors for immediate information or
knowledge. But, what if the knowledge gap is larger than an informal conversation.
Then, we know that the learner might go "shopping" for a class or course, in the
classroom or online. But, what if the list of available courses does not contain the
right stuff for the learner? In those situations, how do learners "post" or "declare" their
learning or knowledge requests? The MASIE Center is investigating how the
"economy" of learning is playing out in organizations - on the "demand" side. Most
of the action in Learning Systems (LMS and LCMS) is focused on the "supply" side.

Elliott Masie imagines a feature that might appear on people's workstations that
would allow them to "submit" a learning or knowledge request or demand. This
could be categorized by the content area (e.g.. Manufacturing information), the type
of knowledge requested (e.g.. procedure, examples, or opinions) and even the level
of urgency. These could either be received and acted on by a learning desk, by an
automated function or other process. "We have to reach across the line from
e-Learning into Knowledge Management," says Masie, "to view ways in which we
can leverage these two fields together for the learning benefit of the workforce."
Send ideas to: emasie@masie.com

STRONG ROI FOR e-LEARNING AND e-BUSINESS - Nucleus Research
Inc. recently issued a report that indicates that this year IT investments in both
eLearning and e-Business have a strong return on investment (ROI). Other areas,
says the report, like customer relationship management (CRM) and content
management, have been less successful. The reasons why, according to the report,
are that "modest" eLearning investments can show savings from reduced travel costs
and human resources overhead; e-Business integration returns savings from building
on existing IT investments and streamlining operations. CRM projects, however,
are typically multi-year initiatives, and many companies "overbuy" what they need.
Both are factors that work against a positive ROI. For the complete article see:
http://www.idg.net/ic_944536_1794_9-10000.html (ComputerWorld, 4 Sept 02)
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COPYRIGHT

HOUSE PASSES BILL WITH EXPANSION OF FAIR USE - The House of
Representatives passed an appropriations bill that includes language that would expand
the fair use of copyrighted material in academic settings. The language was originally
part of the Technology Education and Copyright Harmonization (TEACH) Act, which
passed the Senate last year. Specifically, the bill would allow online-education instructors
to use recordings of dramatic literary and musical works under fair-use provisions of
copyright law. A conference committee from the House and the Senate will now decide
if the copyright language remains in the appropriations bill, which must have President
Bush's signature before it goes into effect. For full information see:
http://chronicle.com/free/2002/09/2002092701t.htm (Chronicle of Higher Education,
27 Sept 02)
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ACCESSIBILITY

NEW TOOL FOR THE BLIND - Students in a software engineering class at the University
of North Carolina at Chapel Hill, with the help of their professor, have developed a tool that
will enable the blind and visually impaired to read maps. The Blind Audio Tactile Mapping
System (BATS) uses a trackball to move a cursor around on a map. As the cursor passes
over different parts of the map, the system plays audio information so the user can "read"
the map. Names of places on the map are pronounced by a voice synthesizer. When the
cursor goes over water, the user hears the sound of crashing waves; over land, the user
hears horses galloping. The professor teaching the class in which the tool was developed
said it could become an open-source application, and it can be downloaded now from the
project's site. See: http://www.cs.unc.edu/Research/assist/bats/ (Wired News, 25 Sept 02)
__________________________________________________________________________

DIGITAL DIVIDE

TFA: TECHNOLOGY FOR ALL? - (TFA), a national non-profit organization that
brings technology to low-income communities, will use the CentraOne Web collaboration
platform to provide administrators in 300 community-based organizations across the
United States with technology training to help them build local workforce-development
programs. Using the Centra eMeeting application from Centra Software Inc. of
Lexington, TFA will connect 15 to 20 organization administrators in weekly, real-time,
virtual classroom sessions designed to teach them how to deliver and manage
technology-training programs in their communities. The virtual classroom platform
enables voice and data communication, application sharing, and other features that
allow far-flung groups to learn and collaborate in real time via the Internet.

TFA president William S. Reed says the project will further his organization's mission
to bridge the digital divide by allowing TFA to scale resources, reach low-income
populations that don't have the same level of access to job training, educational, or
economic opportunities that other communities have. For more information, visit:
http://www.techforall.org or Centra at: http://www.centra.com (eLearning, July 02)
__________________________________________________________________________

TECH/TOOLS

AMD CLAIMS SMALLEST TRANSISTOR EVER - Advanced Micro Devices (AMD)
claims it has developed the smallest double-gate transistor that uses industry-standard
manufacturing processes. Transistors relay data in a binary mode as electrical currents are
switched on and off, and the gate is the point on the transistor through which the current
passes. Double-gate transistors can transmit twice the electrical current of a single-gate
transistor. The size of the new transistor could allow chips that currently hold 100 million
transistors to hold as many as 1 billion. AMD said that the new transistors, which were
developed in cooperation with researchers at the University of California at Berkeley and
supported by the Semiconductor Research Corporation, are not yet ready for the market
but that details of the research will be presented in December at the International Electron
Devices Meeting. See the article at: http://www.newsfactor.com/perl/story/19370.html
(NewsFactor Network, 11 Sept 02 - Edupage 11 Sept 02)
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READS/RESOURCES

CIT INFOBITS AUGUST ISSUE - The August issue of CIT INFOBITS is a wealth of
information for instructors who teach online. Included in this excellent issue are articles
on:

* Faculty Attitudes Toward Electronic Resources
* More on Increased Faculty Workload and Online Technologies
* Tips for Online Instructors
* Future of E-Books
* Student Personalities and Instruction Delivery

To access the newsletter go to: http://www.unc.edu/cit/infobits/ (HTML format) and at
http://www.unc.edu/cit/infobits/text/index.html (plain text format). Carolyn Kotlas who
edits the newsletter was the author of last month's DESIEN FOCUS article,
"Developing Accessible Web Sites."

SEPTEMBER F-LIGHT - the September issue of F-LIGHT, the electronic newsletter of
Flashlight includes the following articles.

* Key ideas from the exciting second edition of the Flashlight Cost Analysis Handbook; how
cost studies can be used to increase the time faculty can spend helping students learn
* Dissertation and grant proposal ideas (in this issue, how we might chart the impact of word
processing uses on the ways undergraduates learn to think)
* A new menu of ways to use benefits of Flashlight Network subscriptions
* EDUCAUSE and other Flashlight-related events coming up

For the complete issue see: http://www.tltgroup.org/resources/f-light/2002/Sept.html
(FLIGHT, 25 Sept. 02)
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POSITIONS

UW-GREEN BAY: STUDENT AFFAIRS WEBMASTER - this position is responsible
for designing, maintaining, and troubleshooting websites for Student Affairs and
Intercollegiate Athletics. The full position announcement is at:
http://www.uwgb.edu/hr/jobs/hr_jobsmain.htm The contact is Michael Stearney, Search
Committee Chair, UW-Green Bay SS1930, 2420 Nicolet Drive, Green Bay, WI 5431,
email: stearnem@uwgb.edu, phone: 920-465-2977, fax: 920-465-2954. First screening
is October 15, 2002.
__________________________________________________________________________

NEW ON THE LIST - Welcome to new subscribers: Mare OToole, Karen Buller, Patricia
Ploetz, Carolyn Kotlas, Dawn Gundermann, William McGraw, Chris Leong, Nelly Ivanova,
Scott Feldstein, Sharon Porterfield, Pamela Deering, Cesar Nunes, Dennis Maloney, Tom
Rolfes, Daph Crane, Stephen Gary, Raejean Young, Richard Nysse and Sue Sawkins.
__________________________________________________________________________

FYI - News, Events, Conferences

* Outreach Scholarship Online Learning Community and Outreach Scholarship 2002:
Catalyst for Change Conference is October 6-8, 2002, Worthington, OH Join colleagues
from around the country for discussion of outreach scholarship in higher education. There's
no cost to participate, simply confirm your interest with Heidi Watson, the portal facilitator,
by emailing her at: haw6@outreach.psu.edu. Heidi will then send you your log-in name
and password for the site: http://www.outreachscholarship.org

* GWETC 2002 - Register now for the Tenth Annual Governor's Wisconsin Educational
Technology Conference (GWETC 2002,) October 8-10 in Madison, WI GWETC is
Wisconsin's premier educational technology conference bringing together all areas of
educational technology and distance learning. For more information see the UW Section of
this month's DESIEN, to register go to: http://www.gwetc.org

* The 8th Sloan-C International Conference on Asynchronous Learning Networks (ALN),
The Power of Online Learning: The Faculty Experience will be held at the Rosen Hotel,
November 8-10, 2002 in Orlando, FL The conference is being hosted by the University
of Central Florida in cooperation with the Sloan Center for Online Education (SCOLE) at
Olin and Babson Colleges, American Distance Education Consortium (ADEC), and The
Pennsylvania State University. For registration or more information about the conference,
visit: http://www.sloan-c.org

* SSGRR - Scuola Superiore G Reiss Romoli (SSGRR) has issued a call for papers and
participation for its 2003 conference. The conference will be held January 6-12 at the
Congress Center, Telecom Italia Learning Services, L'Aquila (near Rome), Italy. For
complete information and registration go to: http://www.ssgrr.it
__________________________________________________________________________

ENDNOTE - Imagine... if every product's bar code (often called an SKU) had a matching
Learning SKU that pointed to a web-based learning or knowledge set of modules. Suppliers
would create these Learning SKU's for every item in their inventory and retailers could
compile or personalize them for either employee or customer training. Every product SKU
would have a learning SKU. As customer learning grows, conversations are starting about
the creation of learning objects that would match each retail product in a store. (TechLearn
Trends #242, 6 Sept 02)
__________________________________________________________________________

OCTOBER DESIEN FOCUS ARTICLE - WiscNet - Building Interstate Partnerships by
Andrea Deau
__________________________________________________________________________

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/

DESIEN includes subscribers from institutions and organizations around the globe.
DESIEN encourages information exchange of distance education issues concerned with:
1) distance education progress and course/program development, 2) team development
and collaboration, 3) technology, 4) policy, 5) funding and 6) research. Subscribers
outside of the UW System are encouraged to submit information and contributions.

* To submit articles or questions, email: lehman@ics.uwex.edu
* Encourage your colleagues to subscribe to DESIEN. To subscribe they
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Creator/Editor: Rosemary Lehman, Ph.D.
lehman@ics.uwex.edu
Copyright 2002 Board of Regents
University of Wisconsin