Transcript of the live chat session that took place Thursday, January 8, 1998. These sessions are normally scheduled for 12 noon-1 PM Eastern Time (GMT -5) every Thursday.
These sessions are hosted by Richard Seltzer. If you would like to receive email reminders of our chat sessions, simply send a blank email message to businessonthewebchats-subscribe@yahoogroups.com or go to http://groups.yahoo.com/group/businessonthewebchats and sign up there.
For transcripts of previous sessions and a list of future topics, click here .
For an article on how to make "business chat" work (based on this experience), click here .
Since the chat itself happens at a rapid pace, it's often difficult to note interesting facts in particular URLs as they appear on-line. Here's a place to take a more leisurely look. I've rearranged some of the pieces to try to capture the various threads of discussion (which sometimes get lost in the rush of live chat).
Please send email with your follow-on questions and comments, and suggestions for topics we should focus on in future sessions. So long as the volume of email responses is manageable, I'll post the most pertinent ones here for all to see.
Julie -- Hi, I'm a professional speaker, interested in Distance Learning.
Nancy -- Hi Folks, I'm here in MA on break from teaching Business Writing on the Web for UMass Lowell. It's been fun and a challenge!
Nancy -- If anyone is interested in seeing UMass Lowell's Cybered home page, it's "cybered.uml.edu"
lynn lee -- Hi all. Lynn here from New Hampshire, where we're having a 2-day (so far) ice storm. I've been interested in online learning for a long time, so I was glad to see the topic on your chat, Richard (BTW, I participated with you in the Placeware event a few months ago.)
Wendy -- Hi from Alberta, Canada. I'm a graduate student doing research on CHATS and thought this might be interesting.
Richard Seltzer -- Wendy -- how did you hear about us? (I'm always interested in how the word spreads. e.g., it looks like one person from Hungary and another from Myanamar tried to connect early this morning, confusing the time slot.)
Wendy -- Richard..I saw the announcement on a Listserve. Probably DEOS.
Maureen -- Hi! I am a graduate student interested in education on the web and was pointed here by Richard!
Ken Merwin -- from Wisconsin! I'm interested in the subject and am currently looking for a way to get graduate credit but want a program that is sensitive to issues in so-called "developing countries" AND is available via distance education. I'm volunteering some time to the Benjamin Franklin group; they sponsored the "Global Learn Day" event this past Columbus Day weekend and are planning a larger event in 1998. I've jumped into a number of mail lists, including GKD97, DEOS, EDTECH and our own Global Learn Day mail list just started. Regards, Ken Merwin
Bob@CottageMicro.Com -- Hi from "COLD" Dallas Texas. I'm an independant consultant and Internet presence provider.
Nancy -- Bob, How COLD is Dallas, Texas? I look out the window here in central Massachusetts and see ice on the trees and a snow covered yard!
Bob@CottageMicro.Com -- Nancy, in the 40's has snow this morning, but no accumulation. This would be a perfect day for online education.
Robert -- Hello Richard, Just beginning to look at using Web-based training to help get selling partners and sales teams focused on some new technology and markets. Glad you chose this topic.
Richard Seltzer -- Robert -- what kind of company do you work for? High tech? Internet-related? It certainly makes good sense to use the Internet for training when the subject matter relates to the Internet.
Robert -- Richard, New responsibility here at high-tech and definitely Internet-related. Great topic and very timely.
Barry -- Hello Richard. Barry Rosen from Digital. We are beginning to work with some customers who are looking at distance learning through their intranets.
Tracy -- Hi all, I'm Tracy Marks, Internet trainer. Though I teach Internet courses I start my first primarily online workshop next week on conferencing and chat...
Ken Merwin -- Tracy Marks; your collection of search tools, etc. on your WindWeaver site is invaluable...one of my frequently used bookmarks. Recall your posts some months ago on EDTECH.
Tracy -- Thanks to whoever welcomed me from EdTech. Was it Ken? The message scrolled out of site as soon as I arrived....
Ken Merwin -- Tracy - it was me; your posts to EDTECH were very useful; I shared your Windweaver site in a class I took in Wis.-Whitewater. Ken
hduggan -- Tracy, where will you be teaching?
Tracy -- Heather, is it...? It's a Cambridge Center for Adult Ed course but we're meeting both in person and at home online...
hduggan -- oops, missed my intro this week. I'm Heather Duggan. I run an online forum on virtual workspaces. We've been exploring distance education recently as part of forming virtual workgroups.
Michael Quinn -- Hello from Galway - Michael Quinn and Declan Doyle here.
Tom Dadakis -- Hi, my name is Tom Dadakis. I am the web manager for a large Wall Street firm who is putting all of their training online. Sorry to be late
Richard Seltzer -- Welcome, Tom, actually we began by following up on the distinction you made last week about synchronous and asynchronous...
Ron Grosz -- Greetings. Ron Grosz here. Was with US Agency for Int'l Development for many years...now independent consultant trying to help put people, process & technology together for lifelong learning (sigh!)...
Richard Seltzer -- All -- today we want to focus on distance education. We see enormous activity in this area. While correspondence courses, TV etc. have been around for a long time, suddenly the interactivity of the Internet promises to make the distance education experience at least as good as if not better than the old traditional experience. And in fact, most colleges are going out of their way to add these same on-line techniques to their on-campus courses, because of the obvious benefits. We'd like to hear about your experiences -- as students, as teachers, as observers of what's going on. While the potential is there, it seems this is not a one-size-fits-all arena. What is the right set of ingredients for what particular circumstances?
Richard Seltzer -- It's great when so many people connect so early. All -- please dive in and reply and question in whatever way feels comfortable to you. This is a very peer-to-peer environment. There is no way that I could possibly respond to everyone, but there are plenty of knowledgeable people here, and hopefully your questions will get answered and your insights responded to. And then, after the fact, I'll put together an edited transcript and post it at my site (http://www.samizdat.com/#chat) so you can read all the messages that flew by too quickly while we're live.
Phil -- Hello, Phil Grove from Digital joining. Internet Marketing.
Tracy -- My experience so far is that asynchronous communication is better for in-depth focused discussion whereas chat easily becomes a free-for-all unless it's highly focused and structured. What do the rest of you think?
Wendy -- Our faculty is involved in a number a of distance education courses and have tried to combine both synchronous and asynchronous activities. Seems to work well for many of the students
Tracy -- Wendy, could you say more about how you've combined asynchronous and synchronous activities, and which worked best for what purposes?
Wendy -- We find the students often impose their own structure on the CHAT making it an effective communication tool for their particular group.
Richard Seltzer -- Tracy -- I'm delighted you were able to make it. Thanks again for all the great followup messages you've been sending. Regarding synchronous and asynchronous, I believe that a mixture works best. For instance, while not everyone can make it at noon on Thursday for this chat, those who can and do get a very intense experience and wind up contributing far more than they would in a procrastination prone forum. Ideally, transcripts of sessions like these should be posted in forums, for detailed, thoughtful continuations of the discussion. Do any of you know of instances where that's done today?
Barry -- What I have seen thus far (outside this company) is that most of the "formal" instruction was given asynch. The class "gatherings" were done synch but with an instructor/TA moderating and directing the questions at certain participants.
Wendy -- Tracy, We find that decision-making sessions where groups must come to a consensus often are aided by the use of a CHAT.
lynn lee -- Tracy, about asynch vs. synch, I agree. The only times I'm inclined to use chat (or other synch forms) is when a group needs to interact in real time to coordinate or perform some task, when I'd like to pose questions and be able to develop a dialog that feels like a give-and-take, or to socialize/banter. The immediacy of it is important. The rest of the time, I prefer to use threaded conferences or transcripts.
Tracy -- Makes sense about decision-making and chat, Wendy. My experience is that the time-delays are too great with email and forum messages, esp. when there's a group deadline.
Tom Dadakis -- Richard, I was just catching up with the previous posts. The important difference between synchronous (everybody at the same time) and asynchronous (anytime, anywhere) is convenience.
Wendy -- Nancy, Do you think the weekly chats contribute to sense of community more so than the asynchronous discussions?
Nancy -- Wendy, Yes, I think the Chat sessions provide more of a sense of community but it is difficult coordinating a time for students to meet. The most I've had is 3 out of 15.
Tom Dadakis -- Also as Richard can attest to: moderating a synchronous session can extremely demanding on the leader. We are hearing that the leader feels it is more demanding by a factor of 2-3 times. In addition, a real time class seems to lose effectiveness with more than 6-12 participants. What are others experience?
Ken Merwin -- Tom: this is my first session on this chat; just read prior log...Richard really stays on top of things...Ken
Tracy -- Tom, I've found at least in classes I've taken online that real time classes that are large work if students are divided into small groups most of the time...
Richard Seltzer -- Tom -- if a chat were set up as one expert and an audience of neophytes, then it would be very difficult to manage more than 6-12 participants in text-based chat. But when it works in peer-to-peer fashion, like this one, it seems like the more the merrier. We've had over two dozen active participants (and an unknown number of lurkers) in some of our best chats. For instance, today, there are already more than a dozen of us at it. I find it far more exhilarating and productive with lots of folks connected. Then the transcript and followup notes can be the opportunity for more thoughtful, detailed comments and continuations; and also provide an opportunity for those who couldn't make it to the live event.
Wendy -- Tom... I read a paper recently (author slips my mind right now) where a number of courses with 17+ students used synchronous discussion very effectively. It was a matter of "choreographing" the responses.
Tom Dadakis -- Tracy, Wendy & Richard- I agree if the participants are experienced 'chatters,' it can work with more than a dozen. Look at AOL. Keeping the discussion focused and on track takes a lot of work for the leader. Some of our current instructors do not yet have that skill.
Jonny -- hduggan: however, when you accompany the class with online testing via web enabled databases and the like, the monitoring of students is simple.
Tracy -- One experience with chat...it can be difficult when dealing with vulnerable emotional issues...in psych-type support groups. I've been in a few experiences where a member felt like he was being interviewed by a firing squad....It's hard to stay really receptive in this mode. One can feel a bit schizophrenic...
lynn lee -- A limitation of chats is that they tend to require small bits of dialog -- sort of like "sound bites." Short paragraphs. Seems difficult to get into depth in any area. Richard is that your experience on your chat?
Maureen --In regards to lynn lee, that is what this seems like to me...a chat newbie
Tracy -- Wendy and Nancy - my experience is the same in regard to the difficulties in scheduling. Especially if many students are in time zones that are far apart...
hduggan -- The round robin approach for chat is interesting. Teachers in offline settings manage to accomplish quite alot in real time by imposing different rules at different times--now just the instructor talks, now the class can have a discussion, now we break into workgroups. Knowledge of moderating rules are just evolving in online education.
Tracy -- In one group I was in, where members were taking turns bringing up sensitive issues, each person directed the discussion when it was his turn, and went in order, asking member 1 to speak, then member 2 etc. It worked well with this kind of structure, and more depth was possible. This was for a serious and quite emotionally sensitive discussion, where some kind of boundaries were really needed.
hduggan -- Tracy, It's *very* hard to hold attention without the implicit rules of offline classes--attend to the speaker, don't get up and start wandering about, and so on. Either you have to compensate for that by providing a rich experience, maybe using visual/audio tools, or you have to create some reward for continual engagement, mostly through interaction.
Richard Seltzer -- Heather -- that sounds like an excellent idea -- a variety of rules that apply at different times and in different circumstances. That helps bring out the fact that this is a very flexible medium, that many different experiences can be orchestrated using the same basic software.
Richard Seltzer -- Heather -- I'm fascinating by the notion of "rules" -- do you know of classes that have such rules and procedures posted? Is there a URL you could point us to? I'd like to get a better sense of the range of possiblities.
hduggan -- Richard, let me scope around a little and see what I can find on rules. We've been involved in a long discussion about varying rule sets for more free-form forum discussions, but our knowledge on formal courses is more rudimentary.
Richard Seltzer -- Michael -- welcome. Are you still in Ireland? I'd also like to see people's lists of top institutions. Just by reputation, I'd mention Nova Southeastern University, the U. of Phoenix, CyberEd (at U. of Mass.)...
Barry -- The "potentially" largest that I have seen was the Western Governor's University (which suprisingly Calif did not join).
Richard Seltzer -- Barry -- how big is the Western Governor's University (in terms of number of students)? how does it work? how much does it cost? is that for course credit/degrees or continuing education? how much of what they do is Internet-based on how much TV?
Barry -- So far, they have about13 states signed-up. Each institution may charge whatever they want for a course. We saw tuitions that ranged from $150USD to $650USD for the course catalog they showed us (on-line). I do not remember if they stated the current student enrollment but they did say that the majority (but not all) of their students were part time attendees. They offer BOTH continuing ed and now degrees. What was interesting was that one can enroll and take courses at more than the "host" school with the permission of both schools. [Didn't get into mechanics details with them.] What they told and showed us was a mixture of enrolling for classes given in various formats (the course and "hardware" pre-requisites were listed for each course). It looked like the "snippet" that we were shown had more and more multi-media based instruction but they made it a point to tell us that high bandwidth was not a requirement (although I was told there were a couple of exceptions where one needed to visit a place with much bandwidth).
Barry -- Also, an institution that has been doing DL for some time (under various names) is the Maricopa County Community College District (second only to LACCC in size) in the USA.
Michael Quinn -- I hear utexas world lecture hall is a great resource also
Nancy -- Michael Quinn, I'm not sure about nationally, but the UMass Lowell's CyberEd Program I believe is leading in the state. It has grown from about 5 the first offering to 20 classes this spring semester.
Robert -- I do have a general question about testing and "certification" results, tips, ideas for using the web as a training tool. Any thoughts?
Richard Seltzer -- Ken -- Have you checked Nova Southeastern University? I don't know about specifics regarding developing countries -- but they do have many students outside the US, and they have been doing distance education in one form or another for decades. http://www.nova.edu This semester I'll be acting as a tutor (support person) for one of their courses, intended to familiarize teachers with on-line teaching resources and techniques.
Ken Merwin -- Richard, I'll check them out; thanks. My goal is to do some teaching, etc. over in one of the east african countries, Kenya, Tanzania, etc. Ken
Tracy -- Ken, I took the teaching online course at http://www.cybercorp.net with several people teaching in Abu Dhabi. I could give you their email addresses if you want...
Ken Merwin -- Tracy - please do; that is one place I want to go...Ken
Nancy-- I have taught Business Writing on the Web since CyberEd originated at UMass Lowell in the Fall of 96. So far it's been successful. I created the sessions at home and sent them to UML where they link the sessions to the internet on a weekly basis. The students use a password to log on. We have weekly chat sessions, otherwise the work is asynchronous meeting many student schedules.
Richard Seltzer -- Bob@Cottage -- I believe that uol is University on Line. I took a quick look at their site last month and was surprised to find just lots of static content. I couldn't find any interaction at all -- not by forum and not by chat, at least. Are there capabilities like that buried there? or are they simply providing a textbook on the Web and correspondence course on the Web type experience?
Bob@CottageMicro.Com -- Richard, actually UOL is UOL Publishing, Inc.
Richard Seltzer -- Welcome, Ron. By the way in working with the World Bank, is language a major barrier? If so, have you tried out the new free translation service at AltaVista Search? You can get there by doing a search at http://www.altavista.digital.com and then clicking on "translate" next to any item on your list of matches. Or you can go directly to http://babelfish.altavista.digital.com and type or cut-and-paste any text into the translation form. That might prove handy for email and forums etc. among people with different native languages. Now handles translation between English and French, Spanish, German, Italian, and Portuguese. All very fast, and free.
Tracy -- I was just investigating chat rooms on the Net, looking for ones to take students too, and I found at least two that have instant translations so people can speak in several dozen languages and understand each other...
Ken Merwin -- Regarding World Bank: The GKD97 mail list/archives has a lot of posts regarding languages, etc. Anyone wanting the URL of archives can e-mail me...Ken
Richard Seltzer -- Ken -- I would appreciate that URL regarding languages.
Ken Merwin -- Try http://www.globalknowledge.org The archives are linked. World Bank was one of the sponsors. I learned a lot about "global" issues and the mail list continues with less activity and a good weekly digest. Ken
Ron Grosz -- For world bank list, email majordomo@tristram.edc.org and type in body subscribe gkd97
Ron Grosz -- right now want to help assuage concerns about moving from traditional face-to-face training to including distance learning applications....so they want to know about mgt steps others have taken, key challenges others have had to face.....ideas where to find such???
Bob@CottageMicro.Com -- CBT -Cyber Based Training has a long way to go. I see few standards in the area of course development or objectives. Seems like the offerings I have seen thus far have chosen a particular "technology" and tried to exploit it as the way to go. I believe true training has to be a conglomeration of ALL available technologies and methods. Such as: 1.Chat, 2.Email, 3.Video Conf., 4.Online testing 5.Online content.
Richard Seltzer -- Bob@Cottage -- Amen. We need to combine technologies -- and not just Internet technologies; non-Internet techniques as well. That's what makes this so interesting -- trying to come up with the right recipe for meeting particular goals. (And the recipe includes people as well, not just instructors, but support staff as well to help answer questions and stimulate dialog.)
Richard Seltzer -- Wendy and Tom -- We need to keep in mind that there are many different kinds of educational experiences, from those that are intended to impart specific facts or skills, to those that are intended to stimulate your creative thinking and help you look at problems in new ways. A course on how to fix a disk drive is naturally very different from one on how to be an effective marketing manager. I believe that Internet capabilities can help in many circumstances, but in very different ways. e.g., to learn how to fix a disk drive, I'd like a live two-way video link with the instructor to see exactly what he's doing and hear what he has to say and to be able to show him what I'm doing. For the management type class, text-based chat and forums and email might be great. And in both instances there might be a need or desire for a little face-to-face interaction at some point.
Ken Merwin -- Combine technologies - that seems to be the theme I see over and over across DEOS, stuff from our Univ. of Wis. "Clearinghouse" site, etc. Infrastructure (or lack thereof) and basic economic limitations may drive less than optimum delivery...that's what I see on my reading of issues in Africa, etc.
Richard Seltzer -- Ken -- Interesting. I've heard a lot about DEOS, and should subscribe. I wish we had some of our international participants on-line now so we could get some perspective on what it's like take a course from across an ocean. I'm sure that in that environment -- with line delays and time zone differences -- asynchronous plays a very important role.
Ken Merwin -- Yes, DEOS is very helpful; a lot of the "developing country" folk are lucky to have "store & forward" e-mail; in Kenya, for example, full Internet access is well over $100 US per month; more for unlimited access time.
Ron Grosz -- DEOS-L is a very active list....about 20 postings, at least, per day! But excellent! Re working with folks overseas...when I was a fed, I did some email-mediated conferencing with lots of countries.....neat if you set out the operating procedures/norms right up front. Asynchronous was the only way to go because of time differences.
Tom Dadakis -- Richard: with some of the new online software, you would be able to see a 3-D model which would open up just like as if you were watching a video. Let me also say that I do not think that online learning will replace traditional 'classroom' learning. The evidence is that it seems to create more demand for face-to-face but at a higher level, more experienced level.
Bob@CottageMicro.Com -- Tom - Yes the technology is here, but your audience ( those who have the capability of using them) is severely limited at this time.
Bob@CottageMicro.Com -- Robert, I suspect that most corporations are using in-house intranets/private-nets with today's multimedia technologies.
Robert -- Richard, What corporations are doing the most good things today using the web for training?
Robert -- All....anyone using "case" or "scenario" designs for web-based training? Any good examples you've seen so far?
Richard Seltzer -- Tom -- I expect that traditional universities will use more and more on-line techniques for their on-campus courses, and that distance education institutions will often (if they can) incorporate some face to face interaction. (Nova does that). It shouldn't be an either/or, but rather a question of the right mix for the particular kind of learning that's required.
Tom Dadakis -- Richard: Many of the Universities are 'experimenting' with it. They are doing more than just posting schedules and material. Harvard B School, Stanford, Duke NYU are some that come to mind right away.
Bob@CottageMicro.Com -- Good point Ken. I can't understand it, since academia has used the internet longer than anyone.
Tom Dadakis -- Bob: the technology is ahead of the audience. We are probably the 1% that can do this and we have problems in this discussion here. Tracy: I don't think the instructor needs to have the skills of the moment but that the skills required for online instructing may be different than what they were trained in. For most of us, it has been on-the-spot training, as you are doing it; which then plays into just-in-time training but that could be a whole different discussion.
Richard Seltzer -- Tom -- regarding the match of technology and audience -- I expect that the high-tech apps will work today for high tech training. If you are teaching computer and Internet-related subjects to professionals, you can presume that they have multi-media Pentium-based machines with a fast connection. Also, if you have a subject of a general nature that would normally draw a vast audience and that you need to handle in a stage-audience style, you could probably use something like Placeware to do that with audio and whiteboard in addition to text, today. http://www.placeware.com
Bob@CottageMicro.Com -- Tom - Will WEB TV turn this situation around ?
Tom Dadakis -- Bob: WebTV will help those that may be intimidated by the thought of a computer but they still have to type on a keyboard and use a mouse.
Richard Seltzer-- Deb -- Here we use a public domain cgi-script that seems to work quite well. For the little bit I've used IChat, it seems intended primarily for random flirtatious chatter, with banner ads flashing in the background, rather than for educational environments. Perhaps it can be modified, tailored for your needs. One important factor -- make sure that whatever you use can pass smoothly through firewalls, or you'll lock out much of your potential audience.
Jonny -- Richard: I agree with your comment about IChat and other java based chat systems as vehicles for interactive learning, however other options such as Lotus's "Learning Space" overcome most of these obstacles.
Richard Seltzer -- Jonny -- I'm not familiar with "Learning Space" can you tell us more about it? (We tend fsto know about the application that we use all the time, and as long as that is adequate, we don't have much motivation to check out everything else. That can lead to some glaring gaps in knowledge when things change as fast as they do on the Internet. Please tell us more.)
Jonny -- The Learning Space applications is comprised of interconnected modules each of which is a lotus notes database. Students receive schedule, media center, courseroom and profile modules. Instructors and instructional designers receive these four modules as part of their assessment manager module.
Bob@CottageMicro.Com -- The Internet and all of the techniques used to present materials and collaborate with students, is just another set teacher's aides (a tool box).
Bob@CottageMicro.Com -- Barry, what you say is true about CBT on the net at the moment. The tools to perform all of the administrative functions are there, but implementing them often exceeds budgets or "GET IT OUT" to the market strategies.
Barry -- Bob (and others), I believe that there are some companies that are beginning to put the adm tools for DL together but they don't believe that they will initially be able to recoup their investment from institutions offering courses on the Internet. Those with whom I have been speaking believe (as do I) that organizational intranets will be the 1st area of deployment, piloting and refining. I then believe the activity on the Internet will pick-up.
Richard Seltzer -- Tracy -- until multi-media is prevalent, I'd say the ability to think fast and type fast, plus an openess to learn from the participants (this isn't a lecture-style medium -- it's more socratic, with everybody involved in the dialog). It requires curiosity, a desire to learn -- probably the same set of skills it takes to be a reporter/interviewer for a newspaper or magazine. You have to be interested in both the content and the people.
Wendy -- Richard.. I agree! I still say that coffee in a *real* cafe tastes far better than a *virtual* one.
Tracy -- Wendy, I have to laugh at your comments about a virtual cafe. I've been quite sick this week and friends online have been sending me "virtual chicken soup" in regard to nurturing. It actually "tastes" good. Some real emotional needs can indeed be met online...
Tracy -- Part of what some of you seem to getting at here is the need for an instructor online not only to have diverse skills but to have flexibility. To keep adapting those skills to the needs of the moment....
Bob@CottageMicro.Com -- FYI - My recent research re: high schools in Texas is that most schools have few teachers with Internet savvy or connections. In our small town, more students are online than teachers. I conclude that online tools have not been a topic taught to our educators in our institutions of higher learning. Corporate America is leading the way.
Tracy -- Check out http://www.nytimes.com/library/cyber/week/010498education.html
US Technology program may expand to include huge grants for online
education.....
Tracy -- Lynn and Tom - it also occurs to me that online education is often a daily experience...whereas most students interact with their classes once a week....
Ken Merwin -- Bob, etc.: Last spring I took a course at UW-Whitewater, business edu. dept.; the instructor was not even aware of EDTECH even though the course was on technology for bus. ed. teachers. I got extra credit for teaching 1 session on EDTECH...Ken
Ken Merwin -- To make up for missing 3 classes...my wife and I traveled to Sedona, AR!
lynn lee -- Tracy, I wonder if it's that students *expect* more interaction with instructor and peers because the technology makes it possible.
Ron Grosz -- Tracy--regarding "more response" when using dl---I took an online degree program and we did have lots of response because that was the medium....and I must say most of the "learning" and "dialog" happened from leaner to learner---the role of the facilitator or teacher changed dramatically to one of peer, participant, coach...
Richard Seltzer -- All -- as usual, I'll post an edited transcript in the next day or two. Please check http://www.samizdat.com/#chat and please send followup questions and comments. I'll post many of those with the transcript, so you can continue your dialogue.
Ron Grosz -- gotta run....if anyone has ideas re my canvasing activity for the World Bank....fire off an email and Nice meeting you all. Ciao!
Richard Seltzer -- All -- before you sign off, please post here your email and URL addresses so we can stay in touch (don't presume that the software has captured that information).
Richard Seltzer -- Thanks to all. Please join us again next week.
Tracy -- I have a personal request..before everyone leaves. I'm spending the first session of my class introducing students to chat rooms and I'm trying to find some chat rooms where SUBSTANTIAL discussion is going on in the 7-9:30 pm time period est...particularly computer or business-related, but other subjects possible. If you know of any and can send me the urls tracy@marks.net I'd really appreciate it....
Ken Merwin -- Richard: Ok if I post your announcement over to our "Global Learn Day" mail list; it's already attracted a good mix of educators, etc....Ken
Richard Seltzer -- Ken -- yes, please do post the announcement anywhere you feel is appropriate. The more the merrier. (Actually, I'd like to test the limits of this medium -- getting enough active participants so we can see if and when it becomes unmanageable.)
Bob@CottageMicro.Com -- Bob Zwick Cottage Micro Services, 103 Vinyard Drive, Waxahachie, TX 75167, PH/FX: (972) 435-2446 http://www.cottagemicro.com ICQ 779704
Tom Dadakis -- I'll miss next week.
Richard Seltzer -- FYI -- The week after next (Jan. 22), we'll have to skip our chat session -- believe it or not, I'll be in Zimbabwe, speaking about the Internet. Then I'll be back again on Jan. 29.
Jonny -- Jon Helmberger,
Director of Internet Development and Electronic Commerce,
Business Technology and Communications, Inc., 5624 West Bavarian Pass,
Minneapolis, MN 55442 , JonHelmberger@BTCIconsulting.com, http://www.BTCIconsulting.com
Ken Merwin -- Ken Merwin,
Benjamin Franklin Institute of Global Education,
Afterguard, "Global Learn Day II", http://www.bfranklin.edu
kmgraduw@centuryinter.net
Green Bay Packers Cheesehead too!
Tracy -- Tracy Marks, Windweaver Web and Windows 95 training, http://www.windweaver.com , tracy@marks.net
Marilyn Ellis -- Hello, did I miss the whole thing?
Previous transcripts and schedule of upcoming chats -- www.samizdat.com/chat.html
To connect to the chat room, go to www.samizdat.com/chat-intro.html
The full text of Richard Seltzer's books The Social Web,
Take
Charge of Your Web Site, Shop Online the Lazy Way, and
The
Way of the Web, plus more than a hundred related articles are available
on CD ROM My
Internet: a Personal View of Internet Business Opportunities.
Web
Business Boot Camp: Hands-on Internet lessons for manager, entrepreneurs,
and professionals by Richard Seltzer (Wiley, 2002).
No-nonsense guide targets activities that anyone can perform to achieve
online business
success.
Reviews.
a
library for the price of a book.
This site is Published by B&R Samizdat Express, 33 Gould St., West
Roxbury, MA 02132. (617) 469-2269. seltzer@samizdat.com
Return to B&R Samizdat Express
| Internet Business Showcase: | ||
|
|
|