CONTENTS

UPFRONT - Effective Practices, a Five-Part Series
FOCUS - Web Authoring Training via the World Wide Web by Molly Immendorf
UW - UW Seeks One Course Management System, TTT, ESEA Planning Grants
Funds Available

LINES - December and January News Highlights
ED - Educause and MERLOT Form Alliance on eLearning, Michigan State U
Adopts Angel, Survey on Internet/Library Importance, Virtual Physics Lab for
Simulation
BIZ/GOV/ED - Wi Fi as Urban Renewal, First Virtual Commencement for Navy,
Partnerships for Third World Development
LEGISLATION - Technology Measures in 108th Congress, Bush Signs
eGovernment Act

ACCESSIBILITY - Open-Captioned Video Via the Internet
TECH/TOOLS - Circuits Get Smaller
READS/RESOURCES - F-Flight, Europe's First Quarterly Report 2001/2002,
UNESCO Report, Readings from CIT INFOBITS

NEW ON THE LIST - Welcome to New Subscribers
FYI - News, Events, Conferences
ENDNOTE - The Agile Thumb - a Digital Evolution?
_______________________________________________________________________

FEBRUARY DESIEN FOCUS ARTICLE - Using Streaming Video at UW-Stevens Point
by Patricia Ploetz, University of Wisconsin-Stevens Point
_______________________________________________________________________

UPFRONT -What makes distance education programs effective? During the next five
issues you'll be hearing from five instructors who would like to share their perspectives on
that question. Their stories come from the areas of higher education, government, business,
and K-12. In their FOCUS articles they will share information about their - courses and
programs, rationale for creating them, design process, delivery method, concerns and
mistakes, and lessons learned. Several of the authors focus on one particular technology,
others use a blended approach, incorporating several technologies where appropriate.

Whatever your area of interest - administration, instruction, instructional design, technical
support, or end-user, I think you will find that these stories add a valuable perspective to
your concept of effective distance education. The first story is by Molly Immendorf, a
Cooperative Extension technology training specialist who, among other things, teaches
Web authoring training via the World Wide Web. (Rosemary Lehman)
______________________________________________________________________

FOCUS

Web Authoring Training via the World Wide Web
by
Molly Immendorf
Technology Training Specialist, Cooperative Extension Technology Services
University of Wisconsin-Extension

Abstract
Since 1999, Cooperative Extension Technology Services (CETS) has been offering its
popular classes via the web using course management systems, WebCT and Blackboard.
This has saved travel time and expenses and has enabled participants to pace themselves
through the material and activities.

Introduction
Cooperative Extension Technology Services (CETS), formerly Wisplan Computer
Services, began offering face-to-face computer skills training classes to Cooperative
Extension employees and their support staff in 1997. These classes were taught in
many different locations around the state of Wisconsin to fulfill the computer training
needs of state-wide staff. The computer training classes were very popular, but required
travel often both by instructors and the participants. Some county-based employees
were unable to attend classes because of restrictions on the time they could spend
outside of their county. In addition, in less densely populated areas of the state, the
numbers of potential participants would not support a full class.

In September 1999, the first web-based online training class, Web Essentials, was
offered as a pilot class to 32 participants located throughout the state. We used the
course management tool, WebCT, to provide this class.

Since January 2000, another course management tool, Blackboard, has been available
for online course delivery. Blackboard has been the course management tool used by
CETS. We have found it meets our needs and is more intuitive to use than WebCT
for both the instructor and participants. In addition, the University of Wisconsin
System has provided support for Blackboard users, both instructors and participants,
via a 24-hour helpdesk and server support since September 2001.

Since September 1999, CETS has taught 25 online classes with 383 participants
covering eight different topics, mainly web authoring/publishing and Microsoft Office
productivity. These classes, three to eight weeks in duration, cover topics typically
taught in a face-to-face classroom for a total of six to twelve hours of instruction.

Creating an online course
Criteria for a CETS online class included that the class would be self-paced and
instructor-supported. Each lesson or activity should not take more than 10-20
minutes to complete. The objectives for the online class would be the same as
for the face-to-face class.

I did an analysis of who a typical participant was likely to be. From my assessment,
I concluded that a participant of a CETS online course would likely access that class
in small chunks of time, because there are many distractions when in the office.
Also, participants wouldn't always access the class from the office, they may be
"on the road" or participating from home during non-typical business hours.

I then looked at my training materials that I had created for my face-to-face classes.
I realized that there were many holes that needed filling in, if I was going to use those
materials for online instruction. In the course of a typical face-to-face class there is
a lot said and demonstrated that may not be in the written materials. Those "extras"
would have to be included in the materials for the online class.

In redesigning the materials for an online audience, I also needed to reorganize some
of the sequencing of lessons and activities. For example, since this was teaching web
authoring and publishing, I needed to provide a way for the participants to show me
their completed activities. To accomplish this, I created a web server and had the
participants publish their activities (web pages) to the web server. Typically in a
face-to-face class, participants would learn this skill as one of the last web publishing
skills - only after they had learned quite a bit about web authoring. For the online
class, the web publishing skills were taught much earlier and were utilized more often
because this was a logical way for participants to show me their work. I could give
them feedback after I looked at their published activities.

Another part of redesigning the materials was to make lessons and activities that
could be completed within 10-20 minutes each. This was often shorter time segments
than was allotted for a face-to-face class. Some lessons and activities had to be totally
redesigned into much smaller "chunks." For example, a more complicated, lengthy
lesson from the face-to-face class would be broken down into an introductory lesson,
skill lessons and an activity following each skill lesson, culminating in a final activity for
the lesson that produced the final result.

For some of the more traditional "lecture" lessons, I developed quizzes to test
knowledge and understanding of the material of the participants. In the face-to-face
class, I had given learning objectives for the whole class, which would be reviewed
at the beginning of each class. For the online version of the CETS classes, I included
learning objectives for each lesson. To help participants navigate through the course
each lesson and activity would begin and end with a reminder of the next lesson or
activity to complete. In addition, the activities include highlighted reminders of what
files the participant should have on their computer, once an activity is completed.

I used the Discussion Board for the main interactive communication between the instructor
and the participants. I added four forums to each class: Introductions, Technical Problems,
Activities Done, and Lesson Questions and Discussion. Participants were encouraged to
look at each other's completed activities.

Delivering an online class
A few work days before a CETS online class is to begin, participants receive a reminder
that they have agreed to participate in the class. The day before the class begins, they
receive another reminder that outlines what they should expect from the instructor the first
day of the online class. The morning of the online class, the participants receive an email
with instructions on where and how to access the online class. This email also includes
support information including how to contact the 24-hour helpdesk if they have trouble
accessing the class.

Once a participant is logged into the Blackboard server, they choose the class and they
are at the Announcements screen. The first announcement is usually an introduction to
using the course management system, i.e., where to find course materials, activities and
the discussion board.

Another announcement includes a link to an Adobe Acrobat version of the class content
and activities which the participant can download and print out for use during the class
and as a reference for the future. This has been cited by participants as a very useful
feature of the online class.

A CETS online class typically is from three to eight weeks in length. All of the course
material is available from the first day and each participant is expected to set his/her
own pace to complete the work. As activities are completed, the participant will post
a message in the discussion board announcing that he/she is ready for the instructor to
check his/her work. As the instructor, I then check the work and post a reply message
to the participant. Once the participant has successfully completed all of the activities,
they have completed the class.

Lessons learned
Many false assumptions were dispelled by my experiences as an online instructor.

1. Online courses are less work for the instructor than a face-to-face session. In a
face-to-face class, all of the participants are moving along at the same pace. In the
online class, I never knew each day how many questions or work to which I would
need to respond. Some days, especially on Mondays, I would face 30-40 posts to
which I needed to respond. Other days, there would be no postings at all.

2. No development time is needed if the course was already developed as a face-to-
face class. I found that I needed to rework and redesign my class materials to fit in an
online environment. This took many hours and testing to make sure that the class still
flowed from one lesson to the next.

3. Everything will run smoothly. The course management server would sometimes
"crash" and not be available. Of course this would happen over the weekend, when
there wasn't a support person available. Thankfully, this didn't happen once we
started using the UW System Blackboard server.

4. All the participants will have the appropriate software loaded on their computer.
It can be very frustrating for the participant and the instructor if the materials aren't
matching what is on the participant's computer. CETS has tried to address this by
creating an online class user's guide which states that the user must have the
appropriate software to be successful in the online class.

5. Students will manage their time effectively. Because I made all of the materials
available to the user over an extended period of time, usually four to eight weeks,
some users would procrastinate and start the course the last day and try to complete
it or ask for an extension from the instructor. This time management issue is also
addressed in the CETS online class user's guide. We encourage users to pace
themselves over the duration of the class.

Participant feedback
For many participants, the online class was a great experience. Here are just a few
of many positive responses to the online classes I've received:

"Having the learning experience at a 'home' setting, where you could work and save
things to review later. No rush!"

"I feel being able to work on the class at your own speed was a great advantage. It
was nice to be able to do a few lessons and take a break and then come back to it."

"I like the flexibility and the ability to move at my own pace. I found myself
experimenting during exercises which would not have been possible were I taking the
course in a classroom setting."

"It's nearly impossible for me to travel to another site for in-person classes or to have
an entire day free. Also, I think that at least for me, as this was entirely new material,
the online class probably allowed me to work at a slower pace than to try to absorb
all this new material in one day. For me, I think this means that by the end of the final
activity, I retained more and have more solid skills available to go out and 'do it' at my
own pace"

(This article was first published in Using Distance Education Technology: Effective
Practices (2002) Madison, WI: Instructional Communications Systems, and is reprinted
with permission. The book site is at: http://www.uwex.edu/disted/training/effect)
______________________________________________________________________

UW

UW SEEKS ONE COURSE MANAGEMENT SYSTEM - A UW task force to initiate
an investigation of course management systems (CMS) was named in spring of 2002. The
plan is to decide on one course management system. Four CMS products are being
considered: WebCT, Blackboard, Granada, and Desire2Learn. Demonstrations of the
products are being conducted over the Webconferencing system, Placeware. The
demonstration sessions and extensive evaluations are being implemented during the
months of January and February, 2003.

TTT - The January 28, 2003 issue of Teaching with Technology Today (TTT) vol 9,
no 3 at http://www.uwsa.edu/tt includes:

* Reading Images on the World Wide Web by Marguerite Helmers, UW-Oshkosh
http://www.uwsa.edu/ttt/articles/helmers.htm

* Saving Dollars and Making Sense of Common Systems by Tammy Kempfert,
TTT Editor http://www.uwsa.edu/ttt/articles/common.htm

* eLearning System Demonstration Schedule
http://www.uwsa.edu/ttt/articles/demosched.htm

* Faculty Development at a Distance: The Ways of Knowing and Ways of Practice
Experience by Tammy Kempfert, TTT Editor
http://www.uwsa.edu/ttt/articles/courter.htm

* IT Info submitted by Tammy Kempfert, TTT Editor
http://www.uwsa.edy/ttt/news.htm

* Meet the Experts featuring Alan Aycock, UW-Milwaukee
http://www.uwsa.edu/ttt/meet/aycock.htm

ESEA PLANNING GRANTS FUNDS AVAILABLE - The No Child Left Behind
Act of 2001 reauthorized the Elementary and Secondary Education Act of 1965
(ESEA). This process eliminated the Eisenhower Higher Education Professional
Development Program and replaced it with the ESEA Title II Higher Education
Professional Development Program. This change provides new opportunities and new
requirements. The most important change is the requirement that all grant proposals be
submitted by a partnership, consisting of K-12 faculty and higher education faculty from
both the school of education and a department in the school of arts and sciences.

The UW ESEA review committee set aside a portion of the 2002-03 funds to support
the development of these partnerships and the planning necessary to meet this new
requirement. They recommended that a Planning Grant of up to $5000 be provided to
each Wisconsin institution of higher education with a DPI-approved teacher-licensing
program. The purpose of the award is for higher education faculty and K-12 personnel
to explore, plan, and develop professional development programs that will enhance
student learning. The expected outcome from the activities supported by the Planning
Grant is that one or more proposals will be submitted for the 2003 ESEA Higher
Education Professional Development competition. Meetings will be held in March
with July-August proposal writing. Refer questions to: makuratp@uww.edu
______________________________________________________________________

LINES - December and January News Highlights

- MIT has invited 60 people from 16 countries to convene in Cambridge, MA February
6-7, to explore higher education in developing countries by leveraging the Internet,
television, and radio technologies. The two-day workshop plans to establish LINC,
the Learning International Networks Consortium, an MIT-managed project that will
bring together academics and practitioners concerned about eLearning in developing
countries - http://ken.mit.edu/linc

- The latest wide-scale Internet attack exploited a weakness in Microsoft's SQL Server
2000 and used network connections rather than email to propagate itself. The "Slammer"
or "Sapphire" worm that hit last weekend, slowed down Internet traffic significantly. The
worm can be defeated simply by turning off an infected machine, but other measures must
be taken to prevent the machine from being reinfected. (Associated Press, 27 Jan 03) - http://www.nytimes.com/aponline/technology/AP-Internet-Attack.html

- Several hundred high-level programmers attended a conference at the Massachusetts
Institute of Technology (MIT) devoted to the latest tactics to fight spam. According
to Ferris Research, spam costs businesses in the United States $8.9 billion and in
Europe $2.5 billion annually. The conference centered on a language touted as nearly
100% effective, that "hashes" messages by matching incoming phrases with previous
text sent by the user, thereby identifying inconspicuous spam. Another programmer is
working on code that will recognize disguised text as spam. (New York Times, 18
Jan 03) - http://www.nytimes.com/aponline/technology/AP-Ending-Spam.html

- The 2.25 billion eRate program has helped to connect thousands of schools and
libraries to the Internet (particularly in rural and impoverished communities,) but a
recently released report by the Center for Public Integrity in Washington states that
implementation of the program may be filled "with fraud." Recent investigations by
the Federal Communications Systems have revealed a number of questionable incidents.
eRate was created in 1996 by Congress to offer subsidies like Internet connection
fees and wiring classrooms. More money is being considered for auditing and oversight. http://www.nytimes.com/2003/01/10/education/10FRAU.html?todaysheadlines (New
York Times, 10 Jan 03)
_____________________________________________________________________

ED

EDUCAUSE AND MERLOT FORM ALLIANCE ON eLEARNING - The National
Learning Infrastructure Initiative (NLII), a program of Educause, and the Multimedia
Educational Resource for Learning and Online Teaching (MERLOT) formed an
alliance to share information and to develop joint programs that advance online
learning. The alliance will support national and campus-based initiatives in faculty
development, technology use in teaching and learning, shared learning tools, and online
community facilitation. Educause Vice President Carole Barone, who leads the NLII,
said, "This alliance will result in an extension of expertise and focused action plans
between two programs singularly dedicated to the transformative role that technology
plays in education." (Syllabus News, Resources, Trends, 24 Jan 03) For more
information visit: http://www.educause.edu/

MICHIGAN STATE U ADOPTS ANGEL - Angel, an open enterprise course
management system has been adopted by Michigan State U as its online course
management solution. Angel is a Web-based, enterprise course management system
that can manage course material for distance learners. The platform was developed
by CyberLearning Labs Inc., which grew out of Indiana University's Advanced
Research and Technology Institute after Angel was developed by faculty at
Indiana University-Purdue University Indianapolis. (Syllabus News, Resources,
Trends, 24 Jan 03)

SURVEY ON INTERNET/LIBRARY IMPORTANCE - A survey by McGraw-Hill
Ryerson found that Web technology is considered by higher-ed faculty to be the most
effective resource in encouraging student success, outweighing traditional resources
such as the library and tutoring. The survey, which followed three years of data
collection at US and Canadian universities, found that:
- 83% of higher-ed faculty believe Web technology is a key contributor to student
success
- 62% of faculty now use Web content for course preparation
- 56% use the Internet to supplement textbooks
- 51% use the Web to ensure up-to-date course content
Use of the Internet in course preparation jumped to first place in terms of importance,
with 91% of faculty ranking it extremely important. McGraw-Hill said this reflects the
increasing amount of current Web-based information available and students'
expectations about it being used in their courses. ( E-News from UCEA - Jan 03)
For a summary go to: "Research" at:
http://www.mcgrawhill.ca/highereducation/administrators/index.php

VIRTUAL PHYSICS LAB FOR SIMULATIONS - a virtual physics laboratory is
being built by the University of North Carolina at Greensboro. In the lab, simulations
will take the place of lab equipment, the professor, and other students as online students
test principles of physics. The lab, called Learn Anytime Anywhere Physics, is designed
to help distance-education students meet an introductory science lab requirement.
According to project director Gerald Meisner, a physics professor at Greensboro, the
lab will recreate as much of the lab experience as possible in a virtual environment.
(Chronicle of Higher Education, 16 Dec 02.) For full information go to: http://chronicle.com/free/2002/12/2002121601t.htm
______________________________________________________________________

BIZ/ED/GOV

PARTNERSHIPS FOR THIRD WORLD DEVELOPMENT - Course Management
System provider Blackboard Inc., has teamed with two international education services
companies to help the development of teachers in rural schools throughout Africa, Asia,
Latin America, and the Middle East. Under the partnership, training firm World Links
Inc. will offer teacher training in the use of technology and the Internet to improve
teaching and learning via the Blackboard Learning System ML, the multi-language
edition of the company's market-leading course management system. In addition,
LearningMate, Inc. a Mumbai, India-based eLearning company, will use
Blackboard's Building Blocks technology to develop a tool that provides offline
access to Blackboard course content. (Syllabus News, Resources, Trends, 17
Dec 02)

WI-FI AS URBAN RENEWAL - Some US cities are setting up Wi-Fi networks as
part of urban renewal programs designed to attract businesses and visitors. Long Beach,
California, has announced that it plans to deploy a wireless network in its downtown area.
The network will eventually include the city's airport and marina. The city will pay the
$2,500 annual cost for the Internet connection, and the network is funded in part by
equipment donations from several local companies. Similar networks are being
considered by cities including San Francisco, Seattle, and Jacksonville, Florida.
Proponents of such wireless networks argue that Wi-Fi availability in a business district
sends a clear and attractive message to potential businesses. C. Brian Grimm of the
Wi-Fi Alliance said, "It's high visibility and high value, and it permits a municipality to
easily serve its residents." (New York Times, 5 Jan 03)
http://www.nytimes.com/2003/01/06/technology/06WIFI.hml

FIRST VIRTUAL COMMENCEMENT FOR NAVY - the first Navy nuclear
officer graduates of Old Dominion University's unique Master's of Engineering
Management (MEM) degree program graduated virtually on Dec. 15, 2002.
Connecting the university's "TELETECHNET" and the Navy's "USN-USMC VTT"
distance learning networks with two-way audio and video broadcast via satellite,
Old Dominion conferred degrees upon 10 Navy officers present in the university's
television studio and 14 other officers located from San Diego CA and Kings Bay,
GA; to Bangor, WA; Newport, RI; and points in between. The virtual graduation
was the first of its kind within Navy education. (MEM Virtual Commencement Press
Release, Jan 03)
____________________________________________________________________

LEGISLATION

TECHNOLOGY MEASURES IN THE 108TH CONGRESS - While the 107th
Congress left dozens of technology-related bills on the table when it adjourned,
observers expect renewed attention and interest in measures dealing with spam,
copyright, and Internet taxes from the 108th session of Congress. A bill that would
significantly alter the Digital Millennium Copyright Act was recently reintroduced
Tuesday. The bill would affirm users' rights to circumvent copy-protection measures
in the name of fair use of legally purchased products. Last year Sen. Fritz Hollings
introduced a bill that would force makers of computers and consumer electronics
to install copy-protection technology, but the bill died, in part due to opposition from
Sen. Patrick Leahy and Rep. Dick Armey. In the new Congress, however, Leahy
has lost his chairmanship of the Judiciary Committee and Armey has retired, signaling
a possible reintroduction of the Hollings bill. A recent announcement that the Direct
Marketing Association will support anti-spam measures, coupled with a continued
rise in the amount of spam and associated costs, could lead to spam-limiting legislation
from this session of Congress. View: (CNET, 8 January 2003 - Edupage 9 Jan 03) http://news.com.com/2100-1023-979623.html

BUSH SIGNS eGOVERNMENT ACT - President Bush recently signed the
eGovernment Act of 2002, which is intended to foster more effective and efficient
electronic communication among government agencies and with government
employees and the public. The bill creates an Office of Information, within the
Office of Management and Budget, which is directed by a federal chief information
officer. Groups such as the Information Technology Association of America
supported the bill and said its passage relatively soon after the September 11
attacks - which highlighted breakdowns in government systems - was coincidental.
The bill also won support from privacy groups, which typically are opposed to
measures that facilitate greater and easier gathering and sharing of personal
information among government agencies. (CNET, 17 Dec 02 - Edupage 18 Dec
02) See: http://news.com.com/2100-1023-978297.html
____________________________________________________________________

ACCESSIBILITY

OPEN-CAPTIONED VIDEOS VIA INTERNET - The National Association for the
Deaf (NAD) recently announced that it will begin the first-ever Internet video
streaming of open-captioned educational videos. No other streamed material of this
kind is captioned. Therefore, 28,000,000 Americans with a hearing loss are the
potential beneficiaries of this historic media event. Over the past four decades,
free-loan captioned media have been provided to deaf and hard of hearing persons,
their families, and others who work with persons with a hearing loss. This through-
the-mail service will now be supplemented by the latest in digital technology." For
this program, RealPlayer will be needed and can be downloaded at:
http://www.cfv.org Approximately 450 titles will be streamed. There is no
registration fee, and registered users may also borrow from the collection of over
4,000 open-captioned videos. For an example of a captioned streamed video, visit:
http://www.cfv.org, choose the Media Room section and view a captioned TV-PSA
segment.
______________________________________________________________________

TECH/TOOLS

CIRCUITS GET SMALLER - Researchers at the University of Toronto have created
what could be the smallest circuit ever built, capable, they say, of being closed by a
single electron. Al-Amin Dhirani, lead researcher for the project, said, "Such a circuit
could make possible a biosensor that is activated by the reaction of just one molecule."
The device works by sending electrons from a metal tip to an extremely small cantilever
coated with gold. An electron on the lever then pulls the lever to the tip, closing the
circuit. Some nanotechnology experts were skeptical of the new device, saying the
methods used to observe the nanoparticle circuits are suspect. Others, however,
defended the research as an important step in opening doors for new applications in
a potentially wide range of fields of study. (NewsFactor Network, 6 Jan 03 - Edupage
6 Jan 03) http://www.newsfactor.com/perl/story/20377.html
______________________________________________________________________

READS/RESOURCES

F-LIGHT - The new issue of F-LIGHT, an assessment newsletter about the benefits
and costs of educational uses of technology can be viewed at:
http://www.tltgroup.org/resources/F-LIGHT/2003/Jan.html The feature abstract in this
issue is from SE Missouri State, an institution that gathered data which indicated that
its way of helping faculty use of technology was helping the university serve students
more distant from the campus. In this issues research idea column of the newsletter
you will find a study of the costs and benefits of different strategies for helping faculty
use technology in their teaching. (F-LIGHT Jan 03)

EUROPE'S FIRST YEARLY REPORT 2001/2002 - The IST annual report is
distributed by the European Distance Education Network (EDEN). The report
"Change in European Education and Training Systems related to Information
Society Technologies (IST)", was published by Middlesex University Press in
October 2002, and provides an overview of the current situation and future
evolutions and challenges for the development of quality eLearning in Europe.
Market strategies, policy impact, innovative practices, and research developments
relevant to the issue of innovation in education and training are the main themes
addressed by the report, which is the main result of the first year of activity of the
European Union. The DG Information Society funded the project. For more details
and to order, visit: http://www.eden.bme.hu/contents/publications/100.html

UNESCO REPORT - This past December the United Nations Educational, Scientific,
and Cultural Organization (UNESCO) Division of Higher Education published a
report: "Open And Distance Learning: Trends, Policy, And Strategy Consideration."
The paper's objective is "to review open and distance learning in the context of
present challenges and opportunities, examine relevant concepts and contributions,
outline current global and regional trends, suggest policy and strategy considerations,
and identify UNESCO's initiatives in open and distance learning, including its role in
capacity-building and international co-operation." The complete report is available at:
http://unesdoc.unesco.org/images/0012/001284/128463e.pdf

READINGS FROM CIT INFOBITS:

* WEB PORTALS AND HIGHER EDUCATION - A book that focuses on a
variety of technology issues related to portals and their implications for colleges and
universities. Go to: http://www.educause.edu/asp/doclib/abstract.asp?id=pub5006

* 2002 POCKET GUIDE TO U.S. HIGHER EDUCATION - This guide is a useful
introduction to higher education today, with current statistical data and listings of
key associations and resources. See:
http://www.educause.edu/asp/doclib/abstract.asp?ID=PUB2201

(CIT INFOBITS, No. 54, ISSN 1521-9275, Dec 02. CIT INFOBITS is at:
http://www.unc.edu/cit/infobits/text/index.html )
______________________________________________________________________

NEW ON THE LIST - Welcome to new subscibers: Andrew Chambers, Paul Edison-
Swift, Jean Blues, James Tischler, Carmen Strigel, Bill Siddells, Colt Alton, Molly
Immendorf, Ann Knackeaf, Kathy Onarheim, Molly Baker, and Ernest Koh.
_______________________________________________________________________

FYI - News, Events, Conferences

* The Online Workshop: Preventing Plagiarism in the Online and Face-2-Face
Classrooms will be at: http://www.umuc.edu/odell/cip/ipa2002/ Moderated by Gary
Pavela, Director of Judicial Programs and Student Ethical Development at the
University of Maryland-College Park, this workshop will run from February 10 to
February 28, 2003. The Center for Intellectual Property and Copyright at University
of Maryland University College is also pleased to announce a "Live Chat Session"
with Patrick Scanlon, Professor of Professional and Technical Communications,
Rochester Institute of Technology. This is an online, asynchronous seminar -
http://www.umuc.edu/odell/cip/ipa2002/

* Training Magazine's 26th Annual Strategies and Technologies for Improving
Learning and Performance Training 2003 Conference and Expo will be held
February 24-26, 2003 at the Georgia World Congress Center, Atlanta, GA -
http://www.vnulearning.com

* Elliott Masie's eLearning Experience: a Blended Seminar will be held online at:
Boston, Washington, Chicago, and San Jose. Highlights include: An In-Depth
eLearning Update, What Works & What Doesn't, Blended Learning Approaches,
Workforce and Customer Learning, New Roles for Classrooms, Benchmark and
Network, and Changing Roles and Careers. The seminar will include: a One-Day
Online Seminar, a Self-Study Component, Virtual Classroom Sessions, eCommunity
of Learning, and a Resource CD - http://www.masie.com/experience/

* SITE 2003, The Society for Information Technology and Teacher Education
International Conference is scheduled for March 24-29, 2003 in Albuquerque,
NM at the Albuquerque Convention Center -
http://www.aace.org/conf/site/advprog.htm

* The 2003 EDUCAUSE Midwest Regional Conference "Strategic IT Leadership
in Challenging Times" will be held March 24-26, 2003 in Chicago, IL -
http://www.educause.edu/conference/mwrc/2003/

* The University Continuing Education Association (UCEA), The Next University
Emerging Agendas, is scheduled for March 28-30, 2003 in Chicago, IL -
http://www.ucea.edu

* Call for Papers- The TLT Group Track proposal deadline is February 10th for
the International Conference on College Teaching and Learning, April 1-5, 2003,
Jacksonville, FL - http://www.tltgroup.org/ICCTL/2003/Workshop-Home.htm

* The National University Telecommunications Network (NUTN) announces
NUTN 2003 Digital Learning: The Whole Enchilada, June 1-3, 2003. The
conference will be held at La Mansion del Rio Hotel in San Antonio, TX -
http://www.odu.edu/dl/nutn

* The European Distance Education Network (EDEN) 2003 annual conference is
scheduled for June 15-18, 2003 at the Rodos Palace Hotel, Rhodes, Greece - http://www.eden.bme.hu/contents/news.html#1

* The EDUCAUSE 2003 Call for Proposals is December 31 for preconference
seminars and February 17 for conference presentations. The conference is scheduled
for November 4-7, 2003 in Anaheim, CA -
http://www.educause.edu/conference/annual/

* The Fourth International Conference on Education, Technology and Training, Virtual
Education 2003, will be held June 18-20 at the Miami Convention Center in Miami, FL
The conference has an Inter-American and Global focus -
http://www.educoas.org/virtualeduca/
______________________________________________________________________

ENDNOTE - According to a recent study of mobile-phone users in nine cities
worldwide, the computer age is altering the form and function of the human hand for
Generation Next. The thumb is replacing the index finger as the favorite tool for manual
tasks like dialing cell phones and typing wireless messages."They are instinctively using
(the thumb) where the rest of us use our index fingers," says Dr. Sadie Plant, the study's
author. The "digital revolution has caused a digital evolution." Video games have improved
the agility and strength of the thumb muscles. (Seattle Times, Dec 02)
_______________________________________________________________________

FEBRUARY DESIEN FOCUS ARTICLE - Using Streaming Video at Stevens Point
by Patricia Ploetz, University of Wisconsin-Stevens Point
_______________________________________________________________________

DESIEN ARCHIVE: An Archive has been created for past issues and interaction
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Copyright 2002 Board of Regents
University of Wisconsin