CONTENTS

UPFRONT - Effective Practices, a Five-Part Series
FOCUS - Second in a Five Part Series: Streaming Audio and Video at UW-Stevens
Point by Patricia Ploetz
UW - ADL Co-Lab Issues First SCORM COC, WebFair 2003, GWETC Proposal
Deadline, WiscNet Future Technologies Conference, TTT

LINES - February News Highlights
ED - Web Site for College Textbooks Shows Dynamic Sales Increase, Digital Repositories
and Links Growing Rapidly, Distance Education Students and Attrition Rates
BIZ/GOV/ED - Collaboration to Provide Cable Training Program, West Point Puts
Cadets and Instructors on Wireless Net

ACCESSIBILITY - Kurzweil to Offer Assistive Technology Training
TECH/TOOLS - Electrical Outlets Offer Potential for Internet Access, Microsoft Offers
Grants and Programming Tools to Universities, Study Says Open-Source Code is Higher-
Quality Code, Visualization
READS/RESOURCES - F-Light, The Next Great Wave in Higher Education

NEW ON THE LIST - Welcome to New Subscribers
FYI - News, Events, Conferences
ENDNOTE - Call for FOCUS Articles
_______________________________________________________________________

MARCH DESIEN FOCUS ARTICLE - Third in a Five-Part Effective Practices Series:
Milwaukee Public Schools - Using Videoconferencing to Connect Courtrooms to
Classrooms by Anne Kanackert (an effective use of technology that helps middle school
students understand the role the court system plays in the lives of citizens.)
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UPFRONT

If technology programs are well-designed and effectively managed they can play widely
varied and important roles in our lives. Last month, in the first of our Five-Part Series on
Effective Practices Molly Immendorf described the step-by-step process of designing the
successful computer-skills classes being taught to University of Wisconsin (UW) Cooperative
Extension faculty and staff via the computer. This month, we hear from Patricia Ploetz,
UW-Stevens Point (UWSP) who, along with UWSP technical staff, has guided the university
faculty and staff through the process of using streaming audio and video in innovative and
effective ways. Don't miss her story in this issue!

Next month, Anne Kanckert will talk about her innovative use of videoconferencing,
connecting her Milwaukee classroom of middle school students to the city's courtrooms.
In the fourth of our series, UW-Extension Small Business Development Center staff will
describe their dynamic use of Webconferencing to share "entrepreneurship" information
and expertise statewide and nationally. Rounding out the series will be an article that
looks at blending a variety of technologies, synchronous and asynchronous to engage
learners. Rosemary Lehman
______________________________________________________________________

FOCUS

Streaming Audio and Video at UW-Stevens Point

Patricia Ploetz, Instructional Technology and Multimedia Educator/Coordinator
Information Technology, University of Wisconsin Stevens Point

Abstract
In order to demonstrate the effect of music in video, a University of Wisconsin-Stevens
Point (UWSP) music professor needed to transport large numbers of video and audio
tapes back and forth to his class. In addition, for every tape (example) he wanted his
students to see or hear he would have to run up and down two sets of stairs to a
projection booth, located at the very top of the auditorium-like classroom, to insert a
new tape. Each interruption would break the mood he had worked so hard to create.
Could technology help? In the fall of 1998 with little, if any, fanfare UWSP streamed its
first audio for the Music in Video course. Six months later streaming video was added; all
audio and video for the course could now be accessed from the course web site. The
professor no longer carries tapes to class nor does he have to interrupt his class to change
a tape. With the push of a button his audio and video examples are instantly available as he
demonstrates how music in video creates an environment that affect how and what we see.

In retrospect, the activities leading to and from that event are momentous and have
influenced a number of exciting educational opportunities for faculty, staff, and students.
What began as an effort to utilize available technologies to increase faculty efficiency has
resulted in some unexpected consequences.

Introduction
As the Instructional Technology and Multimedia Educator/Coordinator for UWSP, I was
invited to attend a Music in Video class to better understand the classroom experience, in
order to make suggestions that would address logistical and educational problems. At the
end of that first class it was clear that what this class needed was a better way to bring
audio and eventually video into the physical environment. The classroom in question had a
computer and projector that were easily accessible, however, the VCR and audio cassette
player, which were critical to the success of the course, were not. Here was an opportunity
to utilize new steaming technologies to solve both a practical and educational problem. With
the push of a computer button streamed audio and video could be easily accessed through
the course web page, thus eliminating the need to bring audio and video tapes to class while
utilizing the room's resources in the best way possible.

The idea to utilize streaming audio was presented to the professor who was as excited as
we were about the possibilities of streaming technology. During the spring and summer
of 1998 a streaming server was installed and the professor learned how to "capture, edit,
and encode" selected audio clips. After a summer of hard work the course web site and
its streaming audio links were ready for face-to-face and ITV instruction. In spite of a
few bumps, streaming audio for the Music in Video course was a huge success and
streaming technology was on its way to becoming an essential part of UWSP's
technological offerings.

The next logical step for our Music in Video class was the addition of streaming video.
Capturing, editing, and encoding video was more complicated and difficult than audio.
However, the three of us (the faculty member, technical support person, and I) were a
committed team and by spring of 1999 had a process in place to stream both audio and
video.

Utilizing streaming video meant that faculty needed to understand video basics as well as
internet protocols and be able to work in several different software environments. Faculty
also needed to understand the limitations that both they and their students faced when
listening or viewing streaming technology outside the campus environment. We learned a
lot from these first attempts…and soon realized that while we could control what happened
on campus, off campus access to streaming technology was not always successful for any
number of reasons, most of which were beyond our control. As our "need to know" list
grew longer and longer our ability to synthesize and instruct became more and more
important; it wasn't the technology or the hardware that needed our attention, faculty
support would be critical to our success.

It wasn't long before our first "streaming volunteer" was presenting at a national conference
on the instructional use of streaming technologies. As more faculty become involved, staff
and students began to ask questions about streaming technologies as well. Could the student
radio station broadcast their content over the streaming server? Would a staff member be
able to videotape and then stream her TV program for placement on a web site? Would
UWSP be willing to serve streaming video to other campuses? These unintended
consequences challenged our abilities and moved us ever further into new and exciting areas.
We serve them all and continue to explore new opportunities to meet the streaming audio
and video needs of UWSP faculty, staff, and students as we look for new collaborations
between our sister institutions.

Description of Process
A quarter time multimedia technical support person and I immersed ourselves in streaming
technology and soon realized that we needed to address streaming from three perspectives:
1) physical support of the hardware, 2) human support of the hardware and software, and
3) faculty support. Funding our streaming venture was also an issue. While many are anxious
to use the latest and greatest technologies, it's often difficult to find financial support to test
these emerging tools. Therefore cost was an issue and would be a factor in the choices we
made.

Physical hardware support included the purchase, housing, and backup needed to maintain
our streaming server. Did we have sufficient space to add another server? Could we
maintain daily backups of server content? What hardware/software would we need to
support our venture? We started out small. Our first streaming server was nothing fancy
or exotic; in reality a repurposed staff workstation easily met our needs. Utilizing the free
streaming and encoding software made available through Real Systems' web site provided
us with a cost effective method for supporting limited streaming services. Limited in this case
meant the total number of persons that could access the server at the same time, not the
services themselves. Content backup would be handled by adding the streaming server to
the UWSP "server farm;" the streaming server would be included in UWSP's normal backup
regime. However, should the project flourish, additional backup tapes and another DAT drive
would need to be purchased.

We had no idea how much human support would be required to take care of the server
hardware and software. Again by starting small we were able to get an estimate of staff time
devoted to this endeavor. Once we had the server up and running and determined how it
would be managed (faculty would maintain their own server space and the content on it,) we
found that the server itself required minimal human support.

Most of our preparatory time was spent pre-testing various codecs and streaming formats.
Identifying what video looked best under what streaming conditions helped assure us that
our recommendations would result in the best possible videos. Faculty were urged to visit
our test web site to compare codecs and streaming formats.

Faculty support was the critical issue. How could one instructional technology support
person meet the needs of so many? Faculty would need to learn how to capture, edit, and
encode video, they would also learn how to upload and maintain their own content on the
streaming server, and be able to insert a web page link to their streamed content as well.

"If you tell me, I might forget. If you show me, I might remember. If you
involve me, I will understand." - Chinese Proverb

With these guidelines in place and a philosophy in which to work, I set out to determine
what faculty needed to know and how to simplify the process so that faculty would not have
to become technology experts to create streaming video unless, of course, that is what they
were interested in doing. The following outline identifies topics for instruction, or what faculty
"needed to know."

Pre-Streaming Instruction

o What is Streaming Video?
1. Definition
1. TCP/IP vs. RTSP
2. What are Streaming Protocols?

o Is Streaming Video Right for You?
1. Video Mediums - The advantages and disadvantages of each.
2. How does your choice to stream course content affect your students?

o Do You Have a Plan?
1. Does your streaming video support your educational goal, is its use pedagogically
sound. Does it demonstrate, dramatize, provide visual proof or create a mood.
2. "An Ounce of Storyboarding is Worth a Pound of Production." By exploring how
and where your video is going to be used you save time and effort. Knowing exactly
what role your video clip will play in your instruction will also help you identify video
requirements.
3. Determine your video display requirements, length, screen size, and frame rate, etc.

o What Video Resources Need to be Gathered?
1. Pre-recorded ( tape or computer)
a. Copyright
2. Recording your own or having it done
a. Use resources available to you (avoid duplication)
b. Quality ( GIGO)
c. Basic Videography
d. Limit complexity - the more complex the video the more resources are needed

The "How To" of Streaming:

o Creating Streaming Video
1. Video Capture, Editing and Exporting
a. Capturing video
b. Editing video
c. Exporting or "standardizing" video
2. Encoding
a. What does an encoder do and what encoder should I use?
b. How do I know what codec will work best?
4. Publishing
a. Creating the Web Page
b. Uploading your media to the Real Streaming Server

Video workshops are offered in half day increments, with the first half of the session
devoted to "Pre-Streaming" Instruction and the second half the "How To" component.

Results
While no formal studies have been completed we view the results of our streaming efforts
as positive:
o Each semester new departments are added to the list of those using streaming technology
in their instruction: Music, Dance, Communication, Communicative Disorders, Business,
Economics, Geography, and Geology are among them. Our early adopting "faculty
volunteers" have become "streaming experts" supporting their peers as they enter the video
streaming arena.
o Streaming video workshops continue to draw large audiences, casting an
ever wider net of technological expertise across the campus.

In retrospect, the activities leading to and from our first streaming venture have influenced
a number of exciting educational opportunities for faculty, staff, and students. What began
as an effort to utilize available technologies to increase faculty efficiency has resulted in
some unexpected consequences:
o The use of video streaming technologies has helped support the acquisition of a
multimedia lab where students capture, edit, and stream class projects.
o Student video work can now be viewed on the web, made possible by streaming
technologies.
o Video streaming technologies have expanded to include staff usage as well. A number
of UWSP staff are now using streaming video to promote campus activities.
o Collaborations with other campuses continue to promote and expand streaming
technologies across the state.

Lessons Learned and Tips
o Start small, keep your project as uncomplicated as possible.
o Don't expect everyone to jump on the new technological bandwagon along with you.
Plan to wait a year or two for the majority of faculty to become involved.
o Streaming web content forced us to confront copyright and copyright issues, proving
how important it is to include copyright as a topic in the instructional process.
o Becoming involved in new technologies can be fun and you never know what can be
done until you try!
______________________________________________________________________

UW

ADL CO-LAB ISSUES FIRST SCORM COC - The WebMentor Learning Management
System (LMS) of Avilar Technologies Inc. has been issued the first certificate of compliance
(COC) with the SCORM specification, version 1.2, under the new certification program
administered by the Academic ADL Co-Lab in Madison, WI To be certified, an authorized
Certification Testing Center must independently verify and validate the successful processing
by the LMS of the SCORM Test Suite, Version 1.2.3. WebMentor passed the test at Run
Time Environment level 3, which is the highest level of compliance. The Center auditors
certifying WebMentor are from the Madison Area Technical College and UW-Learning
Innovations of Madison, WI (ADL Co-Lab)

GWETC PROPOSALS DEADLINE - You are invited to submit a proposal to present
an information session or workshop at the 11th Annual Governor's Wisconsin Educational
Technology Conference (GWETC). Conference presenters provide attendees from all
areas of education - K-12, Technical Colleges, Public & Private Higher Ed - with the
critical vision they need in today's technology-centered world. The proposal deadline is
Friday, March 28. GWETC is looking for presenters who can discuss essential success
factors and inventive applications in educational technology. GWETC brings attendees
cutting edge information on major issues, from technology infrastructure to curriculum
integration. To review the guidelines, prepare your proposal, and fill out the online
application go to: http://www.gwetc.org

WISCNET FUTURE TECHNOLOGIES CONFERENCE - May 5-6, 2003 is the
date for the next WiscNet Future Technologies Conference, at the Monona Terrace
and Convention Center in Madison. The Future Technologies Conference offers a
preview of emerging technologies and their potential applications for education. Learn
more about future networking directions, IP video, learning objects and digital
content, online professional development offerings, networkable gaming, fighting
spam, Grid computing, and more.

Jaron Lanier will keynote the first day. Jason coined the term 'Virtual Reality', in
the early 1980s co-developed the first glove device for virtual world interaction,
and was the first to study full hand interactions with virtual objects. Jaron
currently serves as Lead Scientist of the National Tele-immersion Initiative, a
coalition of research universities studying advanced applications for Internet 2. The
second day keynote is Bill St. Arnaud, Senior Director of Advanced Networks
for CANARIE Inc., Canada's advanced Internet development organization, a not-
for-profit corporation supported by members, project partners, and the Federal
Government. Bill will speak about eScience and the Third Wave of the Internet.
Details are at: http://www.wisc.net (Andrea Deau, WiscNet)

WEBFAIR 2003 - Teachers and Students: Here's a great opportunity for students to
get recognition for their web design skills! The Wisconsin Webfair 2003 competition
registration deadline has been extended to March 15, 2003. The on-line registration
form only takes about 10 minutes to fill out and submit. Go to http://webfair.wisc.edu.
You have until April 1, 2003, when judging begins, to complete the rest of the
requirements.

TTT - Teaching With Technology Today's (TTT) special February issue, vol 9,
no 6, on global studies and technology is now on the TTT web site at:
http://www.uwsa.edu/ttt and includes:

* Digital Education for a Global Village by Douglas Savage, UW System Institute for
Global Studies
* Like Catching Waves Upon the Sand: The Challenges of Designing for the Web by
Pamela O'Donnell, UW-Madison
* On the Road: Bringing the Maya World to UW Students by Brett Greider, UW-
Eau Claire
* Learning Objects in a Constructivist Curriculum by William Washabaugh, UW-
Milwaukee
* TTT Global Studies Sampler by Tammy Kempfert, TTT Editor
* Meet the Experts Featuring Karin Bast, UW-La Crosse

(Tammy Kempfert, TTT Editor, UW System, 27 Feb 03, )
______________________________________________________________________

LINES - February News Highlights

- The University of Pennsylvania's Wharton School of Business signed an agreement
with educational publisher and distributor Pearson Addison Wesley to produce a series
of interactive software simulations for business, finance, and economics education, based
on the principle that students need to learn through experience developed in real-world,
real-time scenarios. Software the school is currently accessing includes: Wharton
Securities Exchange (a trading environment simulation;) Fare Game (an airline price
simulation;) the Online Trading and Investment Simulator (a buy and sell of equities
using real-time market data;) and Oil Production Equilibrium (OPEQ) (an oil-producing
decision-making simulation) - http://www.pearsoneduc.com/

- A new project announced last week by the Library of Congress will preserve large
amounts of material that exist only in electronic formats. Initial funding of $100 million,
enough to get started, will come from Congress. The Congressional appropriation
anticipates matching contributions of up to $75 million from federal agencies, libraries,
research institutions, and commercial interests. Early planning for this National Digital
Information Infrastructure and Preservation Program, has included officials from Kodak,
the American Institute of Architects, Elsevier Science, Random House, the Andrew
W. Mellon Foundation, and some universities -
http://chronicle.com/free/2003/02/2003021702t.htm
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ED

WEB SITE FOR COLLEGE TEXTBOOKS SHOWS DYNAMIC SALES
INCREASE - The web site Service Plus (The Thomson Corp) over a three-year
period has increased its sale of books to colleges from $10 million to more than
$104 million, an increase of almost 1,000%. The service provides US college
bookstores with round-the-clock online account management tools, title research
capabilities, and a powerful ordering function. The web site is designed to handle
basic customer inquiries, such as pricing and availability. Live chat with a customer
service representative is also available. During the busiest ordering period in 2002
more than 10,500 online order-status inquiries were received. See details at:
http://www.thomson.com/learning/learning.jsp

DIGITAL REPOSITORIES AND LINKS GROWING RAPIDLY - The number
and variety of digital collections or digital repositories or "referatories" of instructional
resources is growing rapidly, as are the number of individual links on the Web to
attractive instructional resources. According to Tom Carey, co-chair of the board for
the highly respected MERLOT collection: http://www.merlot.org "We need to
develop alternatives to the existing choice of 'free for all' academic repositories
versus 'fee for all' commercial collections. We need to generalize from exemplary
learning objects to frameworks which would allow others to re-use the instructional
design with their own content." Carey will co-lead a free Webcast on this topic
March 11, 2003. For registration (required in advance for free Webcast)
see: http://www.tltgroup.org/collectionsregistration.htm For more info about collections,
see: http://www.tltgroup.org/resources/Collections/Home.htm
(TLT-SWG, no 60, Collections and Repositories, 26 Feb 03)

DISTANCE EDUCATION STUDENTS AND ATTRITION RATES - The growth
of distance education has been accompanied by high attrition rates. Since college and
university funding depends on enrollment, understanding the underlying causes of attrition
is extremely important. In "Identifying Predictors of Academic Persistence in Distance
Education" (USDLA JOURNAL, vol 17 no 1, Jan 03) Angie Parker, Associate Dean
of Distributed Learning for Yavapai College, describes her research into attrition rates in
distance education programs. Her study indicates that there is a correlation between locus
of control (the level of self-motivation) and academic persistence. For the complete article
see: http://www.usdla.org/html/journal/JAN03_Issue/article06.html (CIT INFOBITS
January 2003)
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BIZ/ED/GOV

COLLABORATION TO PROVIDE CABLE TRAINING PROGRAM - The Society of
Cable Telecommunications Engineers (SCTE), New Jersey Institute of Technology (NJIT)
and AM Communications, Inc. recently announced five new CATV Training Programs.
The Alliance will offer CATV Training Programs via instructor-led online (eLearning) in
English and Spanish to an international audience of CATV professionals. Online programs
that require hands-on experience will be offered both in classrooms and via eLearning -
depending upon the course content and other logistics to maximize professional
development opportunities for SCTE members and industry professionals worldwide.
New courses leading to certification and employment are in the high demand cable TV
industry. Five courses will be introduced from March through July 2003: Cable 101:
Introduction to Cable Telecommunications, Digital and High-Speed Data, Broadband
Telephony, Cable Telecommunications Installation, and Customer Service for Technical
Personnel.Course descriptions and registration details are available online at:
http://www.scte.org in the Training and Certification section under Online Learning.

WEST POINT PUTS CADETS AND INSTRUCTORS ON WIRELESS NET -
The Military Academy at West Point has installed 802.11a wireless access points in
more than 350 classrooms and labs across campus, part of a pilot project that is
enabling about 450 students and teachers to tap a wireless campus network using
notebook computers. The project paves the way for the entire incoming freshman
class of 2007 to be issued notebook computers outfitted with 802.11a adapters in
the fall semester. Class of 2006 students will have the option to upgrade their
notebook computers with 802.11a adapters. The network is being provisioned by
SMC Networks. "Since we're using this as an active part of classroom learning, we
need bandwidth," said Col. Donald J. Welch, West Point's associate dean for
information and educational technology. "One thousand cadets starting English classes
at 7:30 each morning will all connect at the same time to access the same activities
and information from multiple classrooms." (Syllabus News, Resources, and Trends,
18 Feb 03)
____________________________________________________________________

ACCESSIBILITY

KURZWEIL TO OFFER ASSISTIVE TECH TRAINING - Kurzweil Educational
Systems, which makes reading technology systems for people with learning and visual
disabilities, has launched a "professional development program" to train educators in
integrating its latest platform, the Kurzweil 3000, into classrooms. The company is
offering hands-on basic and advanced workshops in both half-day and full-day formats
for groups of 20. The basic workshop is designed to introduce teachers to Kurzweil's
reading features, writing supports, study skills tools, test taking, and scanning. The
advanced workshop is designed to take educators who are familiar with the technology
to the next level, including: customizing Kurzweil, accessing the Internet with the
product, performing text and zone editing, learning about curricular supports, and
managing student files. (Syllabus News, Resources, and Trends, 11 Feb 03)
______________________________________________________________________

TECH/TOOLS

ELECTRICAL OUTLETS OFFER POTENTIAL FOR INTERNET ACCESS - St.
Louis-based Meren Corp. and other utilities are testing a technology that would provide
high-speed Web access through power lines, potentially making every electrical outlet a
connection to the Internet. Federal regulators support the concept as a means of
bolstering broadband access, among other benefits, and tout the advantage of employing
an existing infrastructure of power lines. Broadband providers, meanwhile, point out that
the idea has been around for years without concrete results. Network interference,
transformers, and surge arrestors have hindered broadband delivery, although improved
technology over the past few years has reduced many of these problems. Tests to date
have been small, and none of them has demonstrated the concept's technical and financial
viability. http://www.nandotimes.com/technology/story/757525p-5471954c.html
(Nando Times, 9 Feb 03 - registration req'd)

MICROSOFT OFFERS GRANTS AND PROGRAMMING TOOLS TO
UNIVERSITIES - Microsoft this week announced a series of grants to two dozen
academic research projects. The grants total $3.5 million, including one to a professor
at the Georgia Institute of Technology who is studying the uses of mobile computing
devices in "nonmobile" situations, such as in an office. The software company also
announced a new, academic version of Visual Studio.Net that individuals can purchase for
$99. The academic version of the programming tool will include Assignment Manager, an
application that helps manage workflow of student assignments. Microsoft said it will
make the source code for Assignment Manager available to academics. The full article is
at: http://news.com.com/2100-1001-985305.html (CNET, 20 Feb 03 - Edupage 21
Feb 03)

STUDY SAYS OPEN-SOURCE CODE IS HIGHER-QUALITY CODE - A consulting
firm that offers software inspection services, the Reasoning company, found fewer errors
in the networking TCP/IP code in Linux than in five other closed-source operating systems.
Per 1,000 lines of code, the Linux defect rate was 0.1, compared to between 0.6 and
0.7 for general-purpose operating systems (two of three were UNIX versions) and
between 0.1 and 0.3 for two embedded operating systems. Reasoning obtained access
to proprietary software for the test but would not disclose the names of the operating
systems that were compared to version 2.4.19 of the Linux kernel. Offered through
Red Hat and SuSE, Linux competes with Microsoft Windows and UNIX-based
operating systems such as Sun Microsystems' Solaris, IBM's AIX, and Hewlett-
Packard's HP-UX. The study bolsters the view that open-source software is better than
proprietary code because it allows for wider scrutiny, which translates to quicker
identification and resolution of software problems. For complete information see:
http://news.com.com/2100-1001-985221.html

VISUALIZATION - Ghent University, a leading institution of higher education in the
Benelux region of Belgium, Luxembourg, Netherlands, signed a deal to use
SolidWorks three-dimensional computer-added design (3-D CAD) software in its
engineering design curriculum. Using the software, a team of two students working in
cooperation with the school's department of medicine redesigned a dentist chair in
only a few weeks, a feat that would have required almost a full semester using 2-D.
About 100 Ghent University students and 15 faculty members are currently using and
learning SolidWorks. For details about the software see: http://www.solidworks.com/
______________________________________________________________________

READS/RESOURCES

THE NEXT GREAT WAVE IN HIGHER EDUCATION - In "The Next Great Wave
in American Higher Education" (Planning for Higher Education, vol 31 no 2, 2002-03,
pp 52-59), James Ottavio Castagnera, Associate Vide President for Academic Affairs
at Rider University, predicts that the Internet and new media forms will soon cause major
changes. "When the shakeout is complete, higher education will not be populated
exclusively by e-educators. Nor will the landscape of higher education boast only the
largest and wealthiest bricks-and-mortar institutions." Some of the results of the wave
that Castagnera believes will occur include partnerships between nonprofit and for-
profit institutions, colleges merging to pool resources, and U.S. universities forming
international institutional relationships. The article is available online at:
http://www.scup.org/phe.htm under the "Read" links. (CIT INFOBITS, no 56,
ISSN 1521-9275, Feb 03)

F-LIGHT - The February issue of F-LIGHT is online, posted at:
http://www.tltgroup.org/resources/F-LIGHT/2003/Feb.html

The featured article describes a study at South Dakota State University that
helped reshape the way that they trained Student Technology Fellows (a corps of
undergraduates who help faculty use technology in teaching and learning).

The Research Ideas column describes recent work on "transformative assessment"
(use of assessment data to help guide major program improvements) and suggests
some basic research on how this activity really happens in colleges and universities.

Six upcoming workshops, conferences, and free webcasts are described and the
issue concludes with brief notes about new materials being added to the TLT/Flashlight
Collection for our 300+ subscriber institutions (e.g., new faculty development materials
for using technology to foster the 'seven principles of good practice,' second edition of
the STA Program workbook, and the second edition of the Flashlight Cost Analysis
Handbook. The Journal homepage is at: http://www.aace.org/pubs/ijel/ (F-Light
Feb 03)
______________________________________________________________________

NEW ON THE LIST - Welcome to new subscibers: Cecilmarie Cancel, Hope Liu, Larry
Fruth, Pieter Perrett, Erica Kauten, Nancy Morris, Janine Kroner, Michael Burke, Talia
Donafrio, and Thom Chad-Lawrence.
_______________________________________________________________________

FYI - News, Events, Conferences

* COPYRIGHT SEMINAR - The Center for Intellectual Property at the University
of Maryland University College is hosting its 2003 seminar titled Copyright in the
Digital Age: Challenges Facing the Academy at the Greenbelt Marriott in MD The
seminar dates are April 3-4 - http://www.umuc.edu/odell/cip/seminar/

* 7th World WSEAS Multiconference - WSEAS will be held on Corfu Island,
Greece, July 7-10, 2003. Deadline for papers/sessions submissions is April 10,
2003. The multiconferences include: 1) Conference on Circuits, 2) Systems,
3) Communications, 4) Computers, 5) the Web, 6) Algorythims, 7) Scientific
Computing, 8) Modeling, 9) Simulation, 10) Telecommunications and Informatics,
and 11) Applications of Electrical Engineering - http://www.wseas.org

* ICCE 2003 - ICCE will be held December 2-5, 2003 in Hong Kong. The
conference theme is "Second Wave" and the papers deadline is April 16, 2003.
The international conference is organized by the Asia-Pacific Chapter of the
Association for the Advancement of Computing in Education (AACE) and is
jointly hosted by The Hong Kong Institute of Education, The University of Hong
Kong, The Chinese University of Hong Kong, Hong Kong University of Science
and Technology, City University of Hong Kong, Education and Manpower Bureau,
and the Hong Kong Association for Computer Education - http://www.icce03.org

* ONLINE CONFERENCE - Four keynoters and 12 online workshop sessions
highlight a new online conference June 24-26 on the Internet. You can listen to
the audio presentations, see PowerPoint slides, take virtual tours, and participate
in online discussions about each of the topics. Participate anytime day or night.
There will be additional online forums for "Open Discussion" and "Hot Tips" for
even more networking opportunities with your colleagues -
http://www.teachingonthenet.org/conference/

* DIVERSE CONFERENCE - The Third International DIVERSE Conference on
Video and Videoconferencing in Higher Education will be held at the University of
Derby, England, June 30 to July 2, 2003. The conference will explore the interfaces
between pedagogy and technology, and is both a showcase and a critical forum on
mainstream and innovative practices. The call for contributions follows below. To
register or attend email: c.m.ohagan@derby.ac.uk A web site with online
submission and registration will shortly be available. Submissions deadline is
March 28.

* EISTA 2003 - The International Conference on Education and Information
Systems: Technologies and Applications (EISTA) will be held in Orlando, FL July
31 and August 1-2, 2003 - http://www.confinf.org/eista03

* E-LEARN 2003 - The E-Learn 2003 World Conference on E-Learning in
Corporate, Government, Healthcare, and Higher Education is scheduled for
November 7-11, 2003 in Phoenix, AZ Papers/sessions submission deadline is
April 30, 2003. The conferenced is organized by the Association for the
Advancement of Computing in Education (AACE) and co-sponsored by the
International Journal on E-Learning - http://www.aace.org/conf/elearn/call.htm
_____________________________________________________________________

ENDNOTE - DESIEN is issuing it's annual call for proposals for FOCUS articles. Send
a 150 word abstract to: lehman@ics.uwex.edu Accepted proposals will receive article
guidelines. Articles will appear in the July-November, 2003 and January-May, 2004
issues. Topics may address any area of distance education and/or related issues. For
samples of past articles see the DESIEN archives at: http://www.uwex.edu/disted/desien/
DESIEN looks forward to hearing from you. Rosemary Lehman - lehman@ics.uwex.edu
______________________________________________________________________

MARCH DESIEN FOCUS ARTICLE - Third in a Five-Part Effective Practices Series:
Milwaukee Public Schools - Using Videoconferencing to Connect Courtrooms to
Classrooms by Anne Kanackert (a use of technology that helps middle school students
understand the role the court system plays in the lives of citizens.)
______________________________________________________________________

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
should do the following:

To: listproc@uwex.edu
Subject: (leave blank)

In the body of the message:

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_____________________________________

Creator/Editor: Rosemary Lehman, Ph.D.
ICS, UWEX
lehman@ics.uwex.edu
Copyright 2002 Board of Regents
University of Wisconsin