Transcript of the live chat session that took place Thursday, February 19, 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.
wayne jacoby -- Hello Everyone, My name is Wayne Jacoby. I run a non-profit educational organization call Global Education Motivators (GEM) out of Chestnut Hill College in Philadelphia.
Sudha Jamthe -- I lead Web-Net user group and research and speak about eveolving internet strategies especialy intranets and internet communication
Bob@CottageMicro.Com -- Hi - everyone, Bob in Texas here. Sudha thanks for covering for me last week !
Richard Seltzer -- Welcome, Wayne, Sudha, Bob, and Sandy. (Wayne, I'm very glad you were finally able to connect.)
wayne jacoby -- Hi Rich, I decided to use my home Pentium machine today and had no problem. The office machine connects quickly to some sites and not at all to others. Weird.
Harris Sussman -- Hi Wayne
wayne jacoby -- Hi Harris, My long distance learning project is separate from the Global Studies Institute developments at the college.
Richard Seltzer -- Our topic -- distance education -- has drawn far more interest than any previous topic we have dealt with; and seems to gather momentum with each week. As you introduce yourselves, please tell us what aspect of this topic is of most interest to you? Are there one or two questions that you really would like to come away with answers to?
wayne jacoby -- My organization (GEM) has done many aspects of global education using communication and information as tools, but long distance learning is new. We have an opportunity to service 12 schools in Philadelphia via long distance learning and I will have a few questons for you.
sandy -- Hello, I'm Sandy in Colorado. We are considering offering courses on-line with a synchronous chat component and I wanted to see what they are all about.
Greg Kearsley -- Hi everyone -- from North Miami Beach, FL. I'm involved in many forms of Distance Education and am mainly interested in the issue of quality of learning experience.
Richard Seltzer -- Greg -- I had a great time down at Nova Southeastern U. last week. It was illuminating meeting the students -- mostly candidates for Ed.D. in distance education. It was interesting to note the great diversity of their backgrounds and objectives. And their foresight and commitment is amazing -- signing up for a three year program in this when the Web itself (which will the be basis of much distance ed in the foreseeable future) is only about four years old.
Jay Johnson -- Hello Everyone, I'm Jay from Canada interested in hearing about what everyone's doing in DE.
Harris Sussman -- Hello, Harris in Cambridge--I'm a facilitator, advisor, for networked learning.
Eleanor Lightsey -- Hi, I'm eleanor Lightsey, a regulator in South Carolina.
Albert Lepine -- Hi: I'm Al Lepine. I am a distance Learning Instructor at NH College.
wayne jacoby -- Hi Al, I went to Plymouth State back in the 60's. Is it still there?
joseph -- Joseph Wang. Astrophysicist and President of the Globewide Network Academy. We run a free distance learning directory at http://www.gnacademy.org/ . My "hidden agenda" is to make people aware of our directory and to get distance educators to list (and more importantly) update their courses and degree programs.
Richard Seltzer -- Welcome, Greg, et al. -- Looks like we have lots of people connecting all at once. To get the discussion moving, all please introduce yourselves and let us know about your particular interest in and experience with distance ed. Then please go ahead and pose whatever related questions you have, or post your answers and observations. Basically, start or grab a thread of discussion and go with it. I strongly suspect that we'll have a lot of people on-board today and I will be physically unable to respond directly to everyone. But there are plenty of knowledgeable and experienced folks connected here already. If this goes as I like it to go, several strong threads could continue simultaneously. Afterwards, I'll try to sort it all out and post an edited/threaded transcript.
Richard Seltzer -- Messages are flying by so fast that maybe I missed some intros and comments (we'll catch it all in the transcript afterwards). In particular, Eleanor Lightsey, Carole Soule, Albert Lepine, magavan, David, and Dean Dushack, please introduce yourselves.
Greg Kearsley -- Harris asked if I meant that my primary concern was with quality of process -- no I'm interested in quality of outcomes -- how we make distance learning as effective as possible (which encompasses process of course).
Greg Kearsley -- Improving quality of DE is a systems issue for me.. how to get all the various components (design, delivery, support, etc.) all working together.
Eleanor Lightsey -- We are interested in knowing more about curriculum development and quality control.
Harris Sussman -- Eleanor--what kind of quality control? Are you familiar with CAEL?
Eleanor Lightsey -- Harris--No, I've not heard of CAEL--and this is my first chat on the line.
Harris Sussman -- Eleanor, I can tell you more off-line, but there is 25 years of experience in quality control of distance learning which you can draw on--there's no need for anyone to reinvent this pool of knowledge
Harris Sussman -- Eleanor, where are you?
Harris Sussman -- Quality of outcome depends on putting in checks and balances...internal and external
Richard Seltzer -- Harris -- I think the quality depends on lots more than checks and balances. In cases where consistent instruction has to be delivered to many different people at different times by a wide variety of instructors, how do you set things up so you can get predictable positive outcomes, so you could reasonably certify that someone who took this course and did well at it really knows the material and hence can perform at a predictable level. (That's a lot different from taking a continuing ed class out of curiosity and for the personal/business networking involved.)
Harris Sussman -- Richard--what you describe fits my definition of checks and balances
Richard Seltzer -- Greg -- "the quality of outcome", to my mind, is the main concern of instructional design. Making sure that students get the maximum out of the experience. That could mean making sure that the right technology is in place and that the instructor is well trained. But it also means, I think, putting together the pieces of a course or a curriculum so that they accomplish the aim you have in mind. Imagine you had to set up a series of courses for inmates in prison, courses intended to prepare them for some sort of job opportunity when they get out. Then the instructional design -- making sure that the quality is predictable, not just a matter of a single instructor's inspired performance -- is extremely important; the future direction of these people's lives depend on it.
Greg Kearsley -- Richard.. no, I don't think its just a matter of ID, even under your liberal notion of it...but involves the proper administrative/institutional/technology infrastructure which doesn't exist in most organizations(for DE).
Richard Seltzer -- Greg -- Thanks for the nudge in that direction. I've been away from the academic world for a long time, and probably don't have a proper appreciation for the administrative/institutional infrastructure piece of this. I'm too inclined to think from the perspective of the loner, the individual instructor or student and their personal objectives. But in many cases the infrastructure (which we tend to take for granted or to get upset about when things don't work) is essential for bringing students and instructors together and making the whole experience work.
Greg Kearsley -- Richard...most of my work involves the implementation and design of DE programs rather than courses, so that's why I tend to focus on getting all the pieces to work -- and there are sooo many of them!
Harris Sussman -- Greg--but using distance learning by definition jumps over the boundaries of institution/infrastructure, etc. and reconfigures/reformulates the learning endeavor...Many institutions have found that you can't have it both ways
Richard Seltzer -- Harris -- In many cases, what you say is right on target. But keep in mind that Greg works for Nova, which is in the forefront of delivering courses by distance ed (and was doing so long before the Internet came into the picture). He puts together programs to teach people how to put together distance education programs... I better let Greg speak for himself...
Greg Kearsley -- Harris...yes, when I mention infrastructure (actually, infostructures, these days)...I mean creating a new one that will facilitate successful DE.
Harris Sussman -- yes, Richard, Inabeth Miller and I went to Nova 10 years ago...
Bob@CottageMicro.Com -- Jay, I don't see a need to redesign a course's content through a new medium. Moreover, I think that methods of delivery and participation should be concentrated on.
Jay Johnson -- Bob, It seems to me that there is a gap between a paper-based f2f course structure and an electronic DE course , and it's a matter of getting over that gap in the best and easiest way.
Bob@CottageMicro.Com -- Jay, yes there is a gap. The hurdle is in presentation that is delivered on demand. The content from paper to data is no problem. We have to get away from the "classroom attendance at a particular time" concept.
Jay Johnson -- Bob, I agree that we have to get our heads tuned to the concept of asynchronicity, but I'm not sure I'm with you about "no problem from paper to data." I think there is a big difference, and the unsuccessful on-line situations that I've seen are the ones where there has just been a big "data dump" rather than a well-considered re-configuration.
Bob@CottageMicro.Com -- Jay, I'm sorry. I didn't mean to imply a data dump. I just took for granted that information would be organized and hypertext or even personally delivered as a chapter, section or topic in other means, such as email or posted on a BBS type thread, etc.
Harris Sussman -- delivery-based methods are very different from facilitating learning
Harris Sussman -- Bob and others--some people are talking about "delivering content" and others aren't...
Bob@CottageMicro.Com -- Harris, what are the others talking about ? I'm not sure what you mean.
Harris Sussman -- Bob, delivering content is only one form of education--and I consider it more about presentation than learning. Learning is more of an exchange...
Bob@CottageMicro.Com -- Exactly Harris. The exchange or interaction is the next step after the delivery. That's why CBT isn't practical via the web.
Harris Sussman -- Bob, sure, you could dumb down the web for CBT, but we're talking about a quantum leap forward from CBT, aren't we??
Harris Sussman -- Bob--not only interaction, but exploration...the Internet allows "inquiry learning" and "discovery learning" to finally fulfill their potential...
Bob@CottageMicro.Com -- That's right Harris. I see too many companies trying to capitalize on their one delivery product and I believe there will have to be a combination of products to effectively deliver and administer education on-line.
Jay Johnson -- Harris, but realistically, most instructors get their feet wet by putting up some material to enhance their already existing traditional program. Can they build on that to something that could stand alone, or is a "stand-alone" something completely different?
Harris Sussman -- Jay, or vice versa...start with the more dynamic and refer to the more static resources
Harris Sussman -- Jay--I've seen instructors who open their students and course up to the Web--it depends on the attitude of the instructor...
Jim Wolfgang -- Jay, your continuum comments is another of our major hurdles. People keep thinking of it as an either or. One or the other modalities as well. This is not good. Back to ed design.
Jay Johnson -- Bob, There are many instances of "data dumps" out there with huge long screens that require scrolling forever. And that's a temptation for new players. But are there courseware packages that people here have experience with that can help the newby go through the re-thinking process and come out with something that fits the media a bit better? There are lots of possibilities out there--Learning Space, TopClass, WebCT? What do people recommend? Or is it best to put the pieces together yourself?
Jim Wolfgang -- We successfully used Top Class. However, we supplement that with other items such as synchronous chat sessions, advanced forums (Web Crossing) and other unique items. We have electronic library resources as well. It is a lot of work, but you get what you pay for.
Bob@CottageMicro.Com -- Jim, what type of courses are you delivering and is it on the internet ?
Jim Wolfgang -- Although we are not a business, we do have a Continuing Education dept. Industry in many cases, is a gold mine because they haven't though of the "new" way to address their needs.
Harris Sussman -- I'm just saying that "courseware packages" and "authoring systems" sounds like new versions of what was used in CBT 10 years ago (that is, before the WWW)...that's the same as "fighting the last war"
Richard Seltzer -- Harris -- Amen. I'm not sure what an "authoring system" would consist of in today's environment, since the delivery today is likely to involve lots of human interaction (teacher to student and student-to-student). Greg, what's the state of the art? Are there useful packages? And if so, how do they differ from the old CBT?
Greg Kearsley -- As Richard was suggesting, DE gives us an excuse to reassess the way we do training or education...and do something better -- if we're up to the challenge!
joseph -- I didn't get the earlier comments, but I'm leery of categorical statements like X is not possible on the web. I don't think that there is any technology which is useless for learning, but there is also no technology that can be made useless.
Jim Wolfgang -- I agree. One must be a pioneer, explorer, inventor. Fall down and get dirty and get up.
Harris Sussman -- Joseph, absolutely correct--that's what i mean about a mismatch between "templates" and Internet--they're different creatures
Jim Wolfgang -- Sorry I am late, so throw me out if on wrong track. I think one of the key points, as suggested in Richards 12:22 post is that the need must drive technology. BBS, chat etc are not the starting point. The question of what needs to be accomplished is. Just because you have an application (ie. chat) doesn't mean it will be appropriate for the task.
Greg Kearsley -- I think Jim made a good point..we have many forms of technology/media now to delivery DE....but what kinds of new learning opportunities can be address/provide?
joseph -- Probably the ideal "authoring system" would let the instructor think in terms of educational goals. This is what I want, and would make the mechanics of doing so invisible. One criticism of most current systems is that they are "template" based, which means that you conform to the system rather than having the system conform to you.
joseph -- One problem with current authorware systems is that they have a few assumptions. 1) First they assume that the company publishing the system will create everything, and they don't have the capability for people to add new features and mix and match third party systems. 2) Second they are divide things into software and support. The web makes this division unnecessary. For example, this chat room has both software and support mixed together.
Bob@CottageMicro.Com -- Richard -- I would think that an "Authoring System" for the Internet would combine courseware development, communication, scheduling, and administration.
Greg Kearsley -- IMHO, classic CBT was just an extension of worn-out instructional models -- DE gives us a chance to try new approaches with EPSS and the web...but its not really a matter of having the right authoring tools (although they help)..but a matter of reconceptualizing how we do training and education.
Richard Seltzer -- Greg -- What is EPSS? (By the way, Greg edits an on-line journal where some of these same topics are discussed at length -- http://fcae.nova.edu/disted Online Chronicle of Distance Education and Communication
Greg Kearsley -- EPSS = Electronic Performance Support System -- using online systems to provide just in time help/training. Another potentially useful link is my "Technology, Learning and Organizations" web site at http://www.gwu.edu/~lto
Richard Seltzer -- Greg -- is that "just in time help/training" like an on-line help file? Click here if you have a problem? Or might it include and instant messaging piece to get you in touch with a classmate or instructor? Is there any tie-in with the kind of collaborative filtering that Firefly does?
Bob@CottageMicro.Com -- Eleanor - I think all three are MANDATORY !
Harris Sussman -- Eleanor, sure, the mix is optimal, though it seldom happens...what are you trying to regulate??
Bob@CottageMicro.Com -- Carole - very good point especially about the instructor having to be personally invloved with each student. I don't think that is happening in today's institutions.
Carole Soule -- Bob, I think that on-line teachers have to be far more responsive to students then traditional teachers. I think it's very hard to teach effectively on-line.
Harris Sussman -- Carole--good point-- "course work" involves student-to-student, students-teacher, teacher to individual students as well as teacher to students.
Jim Wolfgang -- It is not only harder to teach online...It also takes more time. REASON??? You have to be prepared and can't wing it. This is why many people can't make it (opinion).
Bob@CottageMicro.Com -- Carole -- I think it is much more work to teach online and should be more of a team than a single instructor.
Greg Kearsley -- Re the
thread about the amount of work involved in distance
teaching --no doubt about it -- so we need new models of team teaching
and collaboration -- plus smaller teaching loads (there's a surprise)...
Jay Johnson -- What a big, juicy question, Bob! If we could see ten years down the pike we'd be amazed! As children like my two cyber-adolescents move into higher ed, the whole mix will change, and there will be a lot less distinction between DE and non-DE.
joseph -- I think its going to have a big impact on "traditional" education. I do suspect that most people going to college in 10-15 years will do a substantual portion of their coursework via distance, even it they are at a residency college. Also there are some interesting institutional implications. An English department at a college will be competing against every other English department in the world. BTW I got some private messages, but they scrolled off. Probably best to e-mail me at president@gnacademy.org
Richard Seltzer -- Bob -- The Internet already is having an effect on the traditional school system. In that Ed.D. class at Nova I was with last week, many were from public schools. In fact, three were from the Monmouth County Vocational School District in New Jersey. There are many innovative programs in the works that simply haven't gotten a lot of public visibility -- mostly continuing education, and vocational education; but gradually infiltrating the mainstream programs.
David Stone -- re:impact of internet on traditional universities. Peter Drucker is reported to have said that Internet-type instruction is so powerful it will eliminate the need for brick and mortor universities within 50 years.
Harris Sussman -- David--of course-- that's why the Instructional Paradigm is so inappropriate...
Bob@CottageMicro.Com -- David - I hope so, but we'll need the brick and mortar for the server housing.
Jim Wolfgang -- I believe it was shorter than 50 years. However, I don't think it will happen. DE will increase but there will always be some need for the front seat. Just like everyone can't facilitate a class on line, students have different needs
Harris Sussman -- there is already such an explosion in home schooling of kids--workplace training is already larger than college enrollment--most colleges students are over 25, most are not fulltime on campus--this is now, not the future
Greg Kearsley -- Bob...I think the internet/web will absorb "traditional" education and training! Hows that for a big prediction...
Greg Kearsley -- Bob....don't know about the Toshiba/IBM effort..but we are now requiring all our new students to own a laptop (like many other unversities now).
Richard Seltzer -- Harris -- I believe that the blurring of distinctions is part of what makes this field suddenly so fascinating. People who used to be separated in their career niches now compete with one another and can learn from one another's experience in creating and delivering new courses and new kinds of educational experiences.
Richard Seltzer -- Harris -- instead of a clash of cultures, I see cross-fertilization...
Harris Sussman -- Richard, yes, you know I agree.
Greg Kearsley -- Richard (on your new thread)...I think there is a lot of overlap between these three directions..e.g., 2 and 3 are very closely tied together and 1 an 2 in the sense that a lot of new DE initiatives will cross boundaries between training, professional and graduate study.
Richard Seltzer -- Continuing about publishing/distance ed... There's more money to be made from speeches and courses than form books and articles (though books and articles are important for establishing your reputation). So I believe that writers and publishers should be looking closely at how to profitably deliver courses related to their publications. It might make good sense to make the full text of a book available for free on the Web, and then charge for related on-line courses, with interaction with the author. Do you know of any publishers or individuals who are trying that today?
Harris Sussman -- yes, Richard, i heard about someone who put her book on the web...I put my columns on and then refer people to them, and answer questions...
Jay Johnson -- Richard, Picking up on your second point, there is obviously a big difference between a "course enhancement" website and one meant for a truly "DE" remote-learning situation, but is there continuity between them. I mean, can you start with the first and build toward the second?
joseph -- To continue on Richard's comments. One thing that needs to needs to be kept in mind is that the web is a different medium. One of the curious things about our database of DL courses is that we are not in competition with print guides. They serve different audiences.
Richard Seltzer -- Shirley -- "how to do business on the net" is pretty broad. What in particular are you interested in? (My quickie answer to the broad question is -- serve your audience/your customers; use the interactive capabilities of the Internet to better understand what they want and need, and then to provide it.)
Bob@CottageMicro.Com -- Shirley, we are talking about distance education on the internet and the possible business implications, if that's what you are interested in.
Rose Kimberley -- Has anyone experimented with Advisor 2.0?
wayne jacoby -- GEM people will go to training on DE April 1-3, but before that time I want to visit various sites and talk with people.
Richard Seltzer -- Wayne -- I know you have a number of distance ed projects in the works. What's the biggest challenge you face at this point? What do you need that you don't yet have?
wayne jacoby -- Rich, for example we are starting a project with zoos and schools on endagnered animals in East Africa. It involves zoos, schools the UN, study/travel, communication exhanges, etc.. I need to better picture what is avaiable and know the full capabilities of this equipment to best make use of it.
wayne jacoby -- Rich, We have the people, the equipment, the network and an agenda. We need the training on the various applications, Internet and non-Internet. We will get it starting on 4/1, but I want to know as much ahead of time so I can get the most out of those sessions.
Richard Seltzer -- Sandy -- it's possible to find sites that will allow you to do real-time chat at no cost. But the setup might not be what you want -- in particular, it wouldn't allow you to charge for it. Are you thinking of chat alone? Or will chat be mixed with other kinds of interactions? The more you can say about what you intend, the better we might be able to help with brainstorming.
sandy -- Richard: Our plan is to start and end with a video component that delivers course content on a chat or other synchronous delivery methods. That would be complemented with a live chat interaction (preferrably with moderation) as a way to answer questions and demonstrate the model just taught. I know how to price the video component, but don't know what kind of time is involved in the rest.
Richard Seltzer -- Sandy -- Personally, I believe that much of the benefit of chat comes from capturing the content, editing it, and posting it afterwards (with opportunities for folks to continue the discussion in another mode), like I do with this chat session. My ruminations on how to make that kind of chat work are found in an article of mine at http://www.samizdat.com/events.html
Harris Sussman -- Juan, how could we participate?
Richard Seltzer -- All -- I realize that ending now is chopping off a number of discussions in mid-course. Please send me email with your followup thoughts -- the things you wanted to say but didn't have time for, and I'll add them to the transcript. seltzer@samizdat.com
Richard Seltzer -- All -- I'm convinced that we need to continue this topic. There's a lot more to cover. Do you folks agree? Can you join us again next Thursday?
Jim Wolfgang -- So long.
I'll be on time next week. Jim Wolfgang, Asst VP for DE,
Georgia College & State University jwolfgan@mail.gcsu.edu
Carole Soule -- Carole.Soule@digital.com Anyone know of any instructors in NE using Linux to teach computer science courses?
Bob@CottageMicro.Com -- See you all next week - Bob Zwick bob@cottagemicro.com Cottage Micro Services 103 Vinyard Drive, Waxahachie, TX 75167 PH/FX: (972) 435-2446 www.cottagemicro.com ...... ICQ 779704 *Web Hosting*Design*Outsourcing*Contract Programming*Network Consulting & Service*
Greg Kearsley -- It's been
fun...."see" you all later. Greg Kearsley, Intructional Technology &
Distance Ed Program, Nova Southeastern University,
kearsley@fcae.nova.edu, http://fcae.nova.edu/~kearsley
Jay Johnson -- Good discussion, everybody. See you next week. BTW, if anybody has any info on ISI's (Wellspring) brokered courses, please get in touch with me. Jay Johnson johnson@acd.mhc.ab.ca http://www.mhc.ab.ca/ejay1.htm
David Stone -- David Stone 3rstone@msn.com In the twentieth century we went to school. In the twenty first century, schools come to us.
Sudha Jamthe -- Hi Richard: Sorry I am unable to stay at the chat today due to some work. Couple of things I want to share with the chat folks:
Check the new book about Internet communication ( we started talking about this topic last week) Interface Culture : How New Technology Transforms the Way We Create and Communicaten by Steven Johnson http://www.amazon.com/exec/obidos/ISBN%3D0062514822/cyberpos1998neteA/9815-4038566-655278
I am interested in finding out about Harvard's Online classes. Can you please post this question and see if someone who knows can get back with details.
Harvard High Tech Club has a symposium this coming weekend with lots of good speakers and panels on Internet topics. http://www.cyberposium.org They have some virtual panels on the site too.
Hope to catch up with the transcripts . Thanks Richard.
Richard Seltzer -- All -- thanks very much for joining us. Please come again next week, and please spread the word.
NEW TOOLS TO BUILD ONLINE COMMUNITIES
http://www.zdnet.com/chkpt/adt0218sr/www.anchordesk.com/story/story_1779.html
"If you want to attract a loyal Web following, build a community. *PC Magazine* Editor-In-Chief Michael Miller recommends discussion groups, and he has 10 tools to get you started."
Tracy Marks, M.A. tmar@tiac.net http://www.windweaver.com/
Richard..thanks for inviting me...very stimulating...I liked having a link to people's home pages...so you could check out their backgrounds during the chat session! Do check out the LTO [Technology, Learning, and Organizations] site (http://www.gwu.edu/~lto)... I think you might find it interesting.
Greg Kearsley, PhD, Instructional Technology & Distance Education Program. Fischler Center for the Advancement of Education. Nova Southeastern University http://fcae.nova.edu/~kearsley
As always your recap of the Thursday "chat" is a terrific resource; I see I missed a great session and will be on this coming Thursday. The Professor for the course I'm taking via the Internet from Univ. of Northern Iowa described your "archives" with one word, "Incredible".
I'm forwarding the Call for Papers for the Global Learn Day II event I've mentioned in past chats for you to include in the post-chat section of the archives and hope this is the appropriate mailbox for that. I'll also comment on the document this coming Thursday.
I've copied the Global Learn Day II mail list since your "chat" session also appears to be drawing in an increasing "global" group of participants. I'll also forward your announcement over to the GLD2 list and apologize to them for their seeing the Call for Papers a second time with this note to you.
See you Thursday.
Ken Merwin, Wisconsin
From: John McLaughlin <johnmc@esu.edu> Date: Mon, 23 Feb 1998 10:27:48 -0500 (EST)
Reply-To: GLD2@listserv.rogersu.edu
CALL FOR PAPERS FOR THE FRANKLIN CLIPPER:
John McLaughlin, PhD, Chair, Program Committee, Global Learn Day II, The Benjamin Franklin Institute of Global Education, San Diego, CAhttp://www.bfranklin.edu Email: <hibbs@bfranklin.edu
The Benjamin Franklin Institute of Global Education is dedicated to lifelong learning opportunities, whether through traditional school divisions (K-12, college and university), or through on-the-job training, whether for personal enrichment, career advancement or whichever other reasons seem reasonable to the individual learner.
To that end, it announces its second annual "virtual voyage," around the world on the Franklin Clipper, to set sail on Columbus Day Weekend (Oct 11-12, 1998), in celebration of the independent learner and learning opportunities. Our theme this year is: A Return Voyage to the World of Distance Education: Its Challenges and Opportunities.
This is the official Call for Papers for that internet-based conference, which plans to have a web-presence, chatrooms, and live participation from around the globe, making its way from the Pacific Rim to Europe, across the Atlantic to the USA, and ending its voyage where it began, 24 hours later. Your participation is invited, as indicated below, in the form of papers discussing training and educational theory and practice, especially utilizing the internet and related technologies, to be submitted to the appropriate Chairs below, by May 30, 1998. These papers should be approximately 2000-2500 words in length, and may be submitted in paper or electronic form, following discussion with the appropriate Chair.
The following "masts" or conference strands on the Franklin Clipper have been identified for your consideration and submission of papers:
ESL/EFL: To Teach or not to Teach? Given the variety of cultural responses internationally to English as a Second Language, this "mast" will discuss not only how, but whether, to teach English in its various manifestations as a second language, as a vocational skill or a lingua franca for the 21st century. Any level of educational experience and involvement may be appropriate for discussion. Papers may be submitted to: Duane P. Flowers, Purple Dolphin Language Academy, 3-23-1-817 Mitsuishidai, Hashimoto-city, Wakayama 648-0094, JAPAN. Email submission to:<dpf@wcsnet.or.jp>.
Access: Primarily addressing issues of physical disability and adaptive technology for access to the Internet, for example its use by deaf, blind or wheel-chair students and teachers, this mast may also concern itself with those issues of literacy and poverty that will also engage the attention of other "masts" on this ship. Papers may be sent to: Norman Coombs<nrcgsh@rit.edu>
The Appropriate Technology: Given differential technology between different sites, for example between students' homes and institutional capabilities, this "mast" will discuss and display various possibilities of instructional capabilities in Distance Education and in residential campus enrichment of classes by current and predicted technology. Papers may be sent to: Roger Boston, Houston Area Community College System, 4310 Dunlavy St., Room 116, Houston TX 77006 (USA) Phone: 713/718-5224; Fax: 713/718-5301; Email: <boston_r@hccs.cc.tx.us>
Global Conferencing and Exhibitions: The multi-site requirements of corporate and university communication, in sales and marketing as well as in instruction, will be the focus of this "mast," which will address the practical needs of the global economy in the 21st century. Papers may be sent to: Tom Abeles, Sagacity, Inc., 3704 11th Avenue S, Minneapolis, Minn. 55407 (USA); Phone: 612/823-3154; Fax: 612-825-6865; Email: <tabeles@tmn.com >
Globalization: As a culture-changing phenomenon and an economic force, the multi-national economics of business has defenders as well as critics, from a free-market and an ecological point of view. This "mast" hopes to engage them in positive dialogue with one another. Papers may be sent to: John McLaughlin, PhD, Dept of English, East Stroudsburg University, E. Stroudsburg, PA, 18301; Email: <johnmc@esu.edu>
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
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