Volume #4, Issue #4
Volume #4, Issue #4
Date: February 1991
Editor:
Jason Ohler, Director
Educational Technology Program
University of Alaska Southeast
ONLINE JOURNAL OF DISTANCE EDUCATION AND COMMUNICATION
In the industrial age, we go to school. In the information age, school can come to us. This is the message implicit in the media and movement of distance education.
Volume #4, Issue #4
February 1991
Editor: Jason Ohler
Educational Technology Program Director
University of Alaska Southeast
11120 Glacier Highway, Juneau, Alaska 99801
907-789-4417
BITNET USERID: JFJBO@ALASKA
Technical Coordinator: Paul J. Coffin
716 Taschereau
Ste-Therese, Quebec
J7E 4E1
Phone: 514-430-0995
Should the OJ support an active listserv? What do you think?
Every now and again I get a message from a new subscriber who expected a more typical listserv, in which messages are frequently exchanged among members.
When I created the Journal, this was the kind of listserv I wanted to avoid. My goal was to create an information distillery in a world awash in data, publishing succinct information less often for readers to peruse. My philosophy has always been to keep articles short. Readers can then follow up with the author on a personal basis on those articles that interest them, sparing the rest of the readership a discussion it isn't interested in.
Every indication from readers suggest that this is a valuable service that should be continued. However, if readers perceive a need for another, more active listserv, the Online Journal encourages someone to start such a listserv. If you would like to work in association with the Journal, I would be happy to discuss that. In either case, an active listserv would require a director as I wouldn't have time to do a good job of it. Perhaps ideally an active listserv could serve as a source for the Journal.
If you have an opinion about this, please let me know. I will synthesize what I receive and post it in the next journal.
ITEM 1.
The American Indian Telecommunications Share-Art Gallery (SYSOP- Cynthia
Denton) is now available for viewing and downloading on The Russell Country
BBS in Hobson, Montana, 1-406-423-5433. The purpose of this venture is to
promote and preserve the culture of the Native Americans and the heritage
of the American West. The state of Montana, like a majority of the western
states, depends upon economic stimulation from outside our geographical
boundaries to survive. In an attempt to stimulate the economic condition
of the Indian reservations within the state of Montana, we hope to assist
the Native Americans with the marketing of one of their most valuable
assets--their art and craft works.
Leaders from the seven Montana Indian reservations were invited to
attend a workshop for the purpose of learning how to create NAPLPS artwork
for viewing by using a modem and a microcomputer. On December 17 and 18,
1991, a workshop, funded by Big Sky Telegraph, was held in Billings,
Montana. In attendance were five artists and seven computer coordinators
representing five reservations. Under the guidance of Dave Hughes, the
artists produced the initial artwork which is presently online for
viewing, while the computer coordinators learned how to assist the artists
in getting the artwork to Russell Country and how to use
telecommunications for a variety of other activities.
The artwork is in the form of Share-Art. Individuals may dial
Russell Country BBS to view the artwork online as often as they wish.
However, should they decide to download the artwork for permanent display
on their computer system, they are asked to purchase that right. This is
possible by using either VISA or MasterCard online or by check or money
order with 85% of the proceeds going to the artist. Once an individual
has purchased the right to display the artwork, they may enjoy it to
enhance their computer screen while it is not in use.
The artists currently presenting work are: Harvey King, an
Assiniboine from the Ft. Belknap Reservation; Gina Ryan, a Sioux living on
the Ft. Peck Reservation; Henry Webster, a Chippewa-Cree from Rocky Boy's
Reservation; Courtney Stewart, a Crow from the Crow Reservation; and
Willis Tsosie, a Navajo, living on the Crow Reservation. In addition to
these artists, Dave Hughes has presented some cowboy poetry and an
illustration of a poem, in both English and Essiniboine language, written
by Minerva Allen, a member of the Assiniboine tribe.
The expansion of the use of NAPLPS, with the combination of text and
artwork, will have a significant influence in the Native American
classroom. Taking advantage of the opportunity to use English, a second
language, and the Native language in combination with artwork could
provide benefits in learning covering many areas--English, Native Language
and Tribal History. This is a way to encourage the Native American
students to learn more about their heritage and to focus on their own
culture. The Native American school children of today are the spokes
people and leaders for the Native American population of tomorrow. This
learning and training, which combines written and visual display through
the use of NAPLPS, will further their sense of individuality, self-esteem,
and expression.
Five years from now our goal is to have a wide variety of Native
American Share-Art on line with as many tribes represented world-wide as
possible. We also have a goal of having an online catalog showcasing
Native American crafts and handiwork. The world has yet to have the
opportunity to enjoy the wonderful work which Native Americans create.
For a century, Montana has been known primarly for its record low
temperatures, its geographic remoteness, the beauty of its National Parks,
and its cowboy heritage portrayed through the artwork of Charles M.
Russell. It is our goal, through this NAPLPS-Share-Art project, to bring
to the forefront the great heritage and culture of the Native Americans
throughout the country and the world. As America and the world become more
familiar with our Native American cultures, the splendid diversity of
these cultures, and their magnificent artwork, we feel that it is
inevitable that more people will want to visit and enjoy for themselves
the culture which is present in our Native American areas.
To this end we will work toward a posting of the most up-to-date
events on each individual reservation to encourage tourism and thus
stimulate the economy. Many people already travel through Montana and the
West and pass some of the most exciting, significant, and interesting
historical points of interest simply because they are unaware of their
presence. I is our belief that the population of the world is eager to
enjoy a culturally enriching and spiritually enlightening vacation here in
Big Sky Country and other Western states where Native Americans live. The
NAPLPS-Share-Art project can bring the Native American to the world's
attention.
Cynthia Denton
ITEM 2.
ABOUT THE KIDS-91 PROJECT
We would also like them to illustrate their future vision, for
example in a drawing, a video tape, or something else.
On May 12th, 1991, the children will be invited to "chat" with
each other in a global electronic dialog. Exhibitions of selected
parts of the responses will be sent back to the world for the
children to see and enjoy.
Our Internet/BITNET discussion lists, KIDS-91 and KIDCAFE,
have quickly become key meeting places for people involved
with the KIDS-91 project.
To join KIDS-91 send the command SUB KIDS-91 Yourname to
LISTSERV@vm1.NoDak.EDU. (For example: SUB KIDS-91 Ole Olsen.)
The command should be in the BODY of the text.
[Editor's Note- what follows are excerpts from KIDS-91 #6 Progress Report:]
3. PROGRESS REPORT
The activity in Central Europe is increasing. We expect many
responses from new countries like France, the Netherlands,
Germany, Belgium, Poland, and Austria soon. And then there is
Algirdas Paktas in Vilnius, Lithuania, and Dr. Leon Peshtmaldjian
in Yerevan, Armenia. We are always very glad when people in
"conflict areas" want to give their children this opportunity!
Talking about conflicts, KIDS-91 now has contacts in Saudi
Arabia, Chile, Colombia, and Sri Lanka, as well as in more
peaceful corners of the world like New Zealand and Hong Kong.
Many of our newcomers are joining our global forum, the KIDS-
91 discussion list. Some subscribe directly. Others participate
through parallel activities on participating networks. Reviewing
the list of subscribers to KIDS-91@vm1.nodak.edu shows that it
has become a global forum in the true meaning of the word. (Send
a message with the command REVIEW KIDS-91 in the body of the text
to listserv@vm1.nodak.edu to get the list of subscribers.)
"Is KIDS-91 only for teachers?" A business man in Puerto Rico
asked the question the other day.
The answer is NO. Certainly there are many educators. But,
there are also parents, people working in preventive child
health care, with culturally deprived children, with children
having speech disabilites, and then there are those who simply
think that we have to give all children on earth a chance!
Among the responses received recently, a batch was sent to
us from Biloxi, Mississippi (USA) on floppy disk! Besides being a
great example of parent/teacher/student cooperation, we want to
use it here to emphasize that _it is perfectly okay_ to send
responses on floppy disks!
The war in the Middle East is making it difficult for many
people to travel. Still, people from Leningrad in the north
to Buenos Aires in the south have expressed an interest in going
to Norway for the Celebration on the 12th of May.
The war has led to another development in the KIDS-91 project -
a new discussion list called KIDPEACE. This discussion is for
kids ages 10-15 to share their feelings about war and conflict
in the world today. We decided to separate the discussion about
the war from the other topics kids are talking about in KIDCAFE
because kids tend to feel a little more comfortable talking
about their pets, families, school, etc. when they first join the
KIDCAFE and we didn't want kids to get intimidated by what can
be an intense dialog - especially when 15-year-old Nachshon in
Israel is reporting about the Patriot missiles intercepting
SCUD missiles above his house!!! This new discussion list will
also help us to attract attention to the KIDS-91 project --
and thus involve more kids!!
4. CREATIVE CHALLENGE
It's time to have the kids start working on their contributions
to the Creative Challenge. The challenge is as follows:
They can do it by using traditional art forms by submitting a
drawing, a painting, a piece of music, or a drama. Other ideas
include making use of computer graphics, photographic displays,
hypermedia presentation techniques, audiotapes, video, or
multimedia technologies.
A Latvian boy is working on a piece of music. Others are
planning the use of video. Many drawings and paintings have
already been received by mail.
All exhibits will be automatically entered into the KIDS-91
Creative Challenge which will be judged by an international
panel. The most creative presentations will be publicly awarded
prizes and included in an exhibition to be displayed throughout
the world after May 1991.
There will be a KIDS-91 Celebration in Arendal, Norway on May
12th, 1991. All entries in the challenge will be showcased for
the world to see on that day.
Remember: have the students mark their submission clearly with
name, age and place/school/country. If the contribution is
selected to be exhibited, then the audience will be able to know
who made it.
Mail the Creative Contributions to Deadline: April 30th, 1991!
We are looking forward to see you all!
If you want to help out with KIDS-91, or participate, contact the
editor, or one of the following persons:
Nancy Stefanik:
Jonn Ord/SciNet:
You can also write to
ITEM 3.
Our Global Neighborhood - Telecommunications in the Classroom
The red convertible eased slowly into the parking lot of the high
school. The top was down to accommodate two huge pieces of foam board
wedged in the back seat, swaying gently like a wide, flat parenthesis.
United States and World maps were curled inside a cardboard tube in the
front seat. A can of spray adhesive and red tipped map pins completed the
purchase. What was this computer teacher doing trying to teach geography
to her students?
When I began reading electronic mail from discussion groups, I noticed
that many people appended their messages with a signature, citing their
location and often their job title. To give students who had completed
computer labs something interesting to do, I designed an activity to mark
maps indicating the locations of electronic messages. I wanted to help
combat a national ignorance of geography by having students become aware of
their neighborhood and the world. Originally, my goal was to find mail
from each of the 50 United States and each of the provinces of Canada in an
effort to informally focus on the layout of our continent.
After reading several hundred return addresses, certain computer nodes
became familiar. Other computer names seemed interesting, from "Venus,"
"Zodiac," "Zeus" and "Poseidon" to "Snoopy," "Sleepy," "Sunrise",
"Suntan", "Sunshine" and a corporate "Pinstripe." One of my favorites was
an acronym from a company name, "Tots," managed by a man who signed himself
"Harried: with preschoolers."
If messages omitted a geographic origin, I began to inquire where the
writer lived. I was amazed how readily people responded. For example,
Aas, Norway was formed from two universities. Auburn, Alabama, becomes the
second largest city in the state during an Auburn football game. One
professor included the longitude and latitude coordinates for his college
as well as interstate directions and closest cities. He wanted to be
certain we found his hometown!
I soon discovered we needed additional resources to find college and
university locations across the world. My students quickly learned how to
navigate the telecommunications pathways because they wanted to read new
electronic mail whenever time permitted. The technical details of
telecommunications became transparent to the task at hand.
Sometimes it took dexterity to find a city or town on an Atlas map and
mark the corresponding location on a wall map. The United States and World
maps are much smaller in scale and often locating a place required finding
nearby cities or even countries. Shifting from a larger scale to a smaller
scale often took some creative estimating.
Students in computer classes rarely have the opportunity to share
their experiences. "Map marking" has personalized my classes, moving computers from an abstract realm to an accessory for learning about people
everywhere. One student recognized a small town near his brother's college
city because his family drove through that crossroads. Another student
came to class depressed about his college entrance test scores. My map
project proved an antidote to his troubles. For several days his knowledge
of southeastern United States geography captivated his teenage classmates.
Having something worthwhile to contribute, his sense of self worth was
reinforced.
Two maps mounted on foam board are dotted with hundreds of red pins.
Here I sit with a new box of map pins and lists of cities, colleges or
universities that might not be marked. One list reads:
There are over 50 locations which students need to find. I wanted to
help combat a national ignorance of geography but I found students who can
readily master the intricacies of telecommunication idiosyncrasies,
students who want to share knowledge of their travels and a world of people
willing to take a few moments to let a class in Virginia know something
about their locations and vocations.
Sally Laughon
ITEM 4.
Children who have speech problems, wherever they may live suffer the
frustration of feeling cut off from their peers, neighbours, and people
they meet. Chatback is a charity which uses the latest communications
technology to help relieve their loneliness. It enables children with
little or no speech capacity to communicate directly and instantly with
other children all over the world. Chatback was founded in 1987 by Tom
Holloway, who worked for an IBM centre that helps people with disabilities.
Tom's interest in speech problems was sparked by the case of a man called
Joey, who had a severe speech dysfunction. "Because Joey's physical speech
was poor, nobody took the trouble to find out he was both intelligent and
arti-culate," Tom recalls. "This made me consider ways to provide
communication without speech."
The children are provided with a modem and
communications software, a Prestel account and a Telecom Gold electronic
mailbox plus training for support teachers if required. The children call
up a special 'noticeboard' on Prestel for information on educational
projects, advice on computer use, lists of other users on the Chatback
network and often see their own letters articles and curriculum
achievements 'published'. This is a gateway to the independence which they
seek. Access to communications technology gives them not only a means for
independent expression, but an employable computer skill. Exchanges with
children across the world gives these isolated kids an immediate contact
with other cultures and ways of life. IBM, British Telecom, and British Gas
have supported the project thus far. To extend our network would anyone
interested in supporting this charity consider the following: For further
details contact:
CHATBACK
Please note that we seek through e-mail to integrate our special needs
children into mainstream education and contact with ALL children regardless
of ability. Some readers of 'Online' may be especially interested in our
long term aims to twin advantaged schools/communities with disadvantaged
schools/communities.
The International Information Sharing Network for Adult Educators,
developed by the Syracuse University Kellogg Project, aims to address the
information needs of adult educators throughout the world and to encourage
information exchange among them. IISN relies primarily on conventional
mail rather than electronic communication, since in many parts of the world
the technical support for such communication is not available. We are
currently looking for a new home base for IISN beginning in September 1991,
when its initial five-year funding by the W.K. Kellogg Foundation comes to
an end. We would greatly appreciate any suggestions that LIBREF-L parti-
cipants might have to assist us in this endeavor!
Background on IISN: The International Information
Sharing Network attempts to meet the needs of these educators: The network sent out its first 43 letters to
prospective participants (practitioners, researchers and policy makers) in
October 1987. Since then, it has grown substantially and spread to the
far corners of the world. There are currently 368 participants in the
network, from 75 countries, and 105 queries have been submitted. In
addition to responding to queries, we also distribute newsletters three
times a year to all participants. The newsletters feature short news
articles as well as descriptions of low-cost publications and other
information sources. To keep track of the information flowing through the
network, we have developed a HyperCard-based system, the Information
Counselor's Workstation or ICW, now in daily use.
IISN is a component of the Syracuse University Kellogg Project, a five-year
research effort funded in 1986 by the W.K. Kellogg Foundation. The
project's main goals have been
Other project components include AEDNET (an electronic Adult Education
Network) and the Kellogg Library and Archive Retrieval System (KLARS),
developed for use with the University's Adult and Continuing Education
Collection.
To continue to operate at its current level, the IISN network would require
one full-time information professional with a knowledge of adult education,
or a part-time professional with help from one or more research
assistants, plus clerical support. Easy access to library resources such
as directories and adult education journals is important, as is access to
the ERIC database and possibly other databases via CD-ROM or online
searching. Equipment required would include a Macintosh computer to
support the ICW, word processing, and other applications. Other expenses
consist mostly of moderate reproduction and postage costs. We are looking
for any ideas about Please respond directly to me
at the address below. Also, please feel free to pass this message on to
any other individuals, groups, or electronic networks that you think might
be interested. Thank you!
ITEM 6.
The Western Cooperative for Educational Telecommunications was established
in July 1989 under the aegis of WICHE--the Western Interstate Commission
for Higher Education. Consistent with WICHE's mission to increase access
to educational resources and minimize costly duplication, the Western
Cooperative is working to strengthen the efficiency, impact, and quality of
educational telecommunications systems and programs. It is doing this by
making information, resources, and expertise in the telecommunications
field more readily available to its members.
Over 145 universities, colleges, schools, public agencies from 18 states
predominantly in the West, and private corporations from throughout the
nation have begun to work closely to identify current and future concerns
in educational telecommunications in the West.
The Western Cooperative's constituency, which represents a group of diverse
needs and expertise, is committed to the premise that cooperation and
collaboration can benefit their individual interests. Some of the current
and planned activities that are being addressed include:
The Western Cooperative continuously accepts applications for membership.
If your organization has something to offer or to gain by becoming a
member, we invite you to contact the Western Cooperative office. You may
also be interested in subscribing to the Western Cooperative's newsletter,
COMMUNIQUE.
For information on membership applications, current activities, and plans,
contact:
ITEM 7.
A. Proposals due for 7th Annual Conference on Distance Teaching
and Learning
Presentation proposals are invited for the Seventh Annual Conference on
Distance Teaching/Learning, to be held August 14-16, 1991, in Madison
Wisconsin. The conference theme, "Designing for Learner Access," examines
the implications of accessibility for distance educators and learners.
How, for example, can we reach more learners, especially those previously
unserved or underserved? And is it possible to design and use
technologies and educational materials that are readily available, cost-
effective, and not intimidating? An international session via satellite,
which will be included as part of the conference, will showcase one method
of accessible distance education.
Proposals for 50-minute informational sessions may be submitted in a
number of areas, including audience identification and development;
special needs of the new learner; instructional design and teaching
strategies; learning: old/new ways of knowing and doing; teacher,
administrator, or trainer development; administration and management;
research and evaluation. Proposals are due March 8, 1991.
The annual Distance Teaching/Learning Conference focuses on applications
of educational technology -- telecommunications, computers, tape or print
-- to bridge geographic boundaries. As a national forum on distance
education and training, the conference is attended by participants from
throughout the United States, Canada and other countries.
For more information contact Julie Seaborg at (608) 262-5315 University
of Wisconsin, Madison Education Extension Programs, 159 Education
Building, 1000 Bascom Mall, Madison, WI 53706-1385.
B. REQUEST: Open Education School Listing
I am looking for the Bitnet/Internet or the mailing addresses of the
universities or colleges which give B.Sc. in Engineering through open
education. By Open education I mean any kind of education which uses
instructional radio, instructional television, computer-assisted instruc-
tion or even regular mail. I am particularly interested in the list of the
Engineering courses, credit hours for each, and time allocated per week.
Any help is greatly appreciated.
Dr. Ahmed K. Higab
C. ANNOUNCEMENT: About DEOS: THE DISTANCE EDUCATION ONLINE SYMPOSIUM
The American Center for the Study of Distance Education at The
Pennsylvania State University organizes DEOS and publishes The American
Journal of Distance Education. Our goal is to integrate the electronic
medium and the printed medium to serve professionals and students in the
field of distance education.
DEOS succeeds and reorganizes The Online Distance Education Research
Symposium. The Symposium was started in 1989 on CompuServe, the world's
leading computer conferencing system.
THE AIM OF DEOS
For more information contact
The American Centre for the Study of Distance Education
Bitnet: MFP101@PSUVM
D. ANNOUNCEMENT: Communication Project on Children's Feelings About the War
I will be teaching a college level course on war and international
relations this Spring. Students from that course will be working with
about 50 children from our local 6th grade (11 and 12 year old children)
here in Central Texas, in a project where they will have the children
communicating on KIDCAFE or through direct electronic mail with other
interested children anywhere in the world. After introductions, it is
hoped that the children will take up the topic of war, their feelings and
attitudes toward war, and specifically their feelings and attitudes about
the Iraqi conflict. Our local teacher who has volunteered her classes for
this project will incorporate lessons about the different countries or
states from which correspondence originates. Our 6th grade children will
also be discussing war and specifically the Iraqi conflict in their class
lessons.
We understand the dangers of opening such dialogs, especially since some
of our 6th grade children have relatives deployed to the Persian Gulf
area. Counselors will be involved from our side. It is hoped that if we
can develop a dialog with children in other countries, it may help all
children involved better understand the situation and each other's
feelings.
What I need to know is the electronic mail addresses of teachers who may
be willing to participate in such electronic mail discussions. We will be
prepared to communicate by the first week in February. The class will
have its own user name on our university's system; and a direct line into
their classroom.
We hope that dialog will develop between individual children. Besides the
Persian Gulf, some children may want to discuss their feelings about the
Baltic States problem. And I'm sure, as the children get to know each
other, any topic may be discussed, including hobbies, school, or families.
Please correspond directly to me at the address below. If others are
interested I will post updates and a summary of the project to these two
discussion groups.
Charles Johnson
E. ANNOUNCEMENT: THE FIRST, BEST AND MOST AUTHORITATIVE CATALOG OF INTERNET
ACCESSIBLE LIBRARIES AND RELATED DATABASES IS NOW AVAILABLE!!
A new release of the Internet-Accessible Library Catalogs and Databases
has been posted on LISTSERV@UNMVM. It contains the following additions:
California Agricultural Technology Institute, Cal. State Fresno
Fifty (50) new entries to the Bulletin Board section!
ALSO, LOOK FOR AN ANNOUNCEMENT IN THE NEAR FUTURE REGARDING ACCESS TO
DOZENS OF UK LIBRARIES ON JANET !!
I am sending this notice to a large number of network lists and I apologize
in advance if you receive more than one copy. Please recycle duplicate
copies responsibly.
To obtain the revised file, send mail or a command to The ascii file
is now too large to send over BITNET as one file. This command will
retrieve four files, sent separately. Because of the very large size of
the Postscript file, it will not be available from Listserv, even as a
package, unless there is sufficient demand for it.
Both the ascii and PS files are also obtainable via anonymous FTP and from
two sites. From NIC.CERF.NET, cd to cerfnet/cefnet_info and retrieve files
called:
internet-catalogs-01-91-gen.ps (general Postscript version)
You can also FTP to ARIEL.UNM.EDU and cd to library. The files are
called:
library.ps (Postscript)
It is possible to automatically receive updated versions of this file. For
more information, send mail or a command to your nearest Listserv node or,
only as a last resort, to Listserv@unmvm. The body of the mail or the
command should say INFO AFD. You will be sent a file called Listafd Memo
which describes the automatic file distribution feature of the Revised
Listserv.
As always, if you have any questions about the List or suggestions for
additions or corrections, please send mail to:
stgeorge@unmb or
by Cynthia Denton
c/o Frank Odasz at
frisbee!hplsd!oldcolo!bigsky!franko@sunpeaks.Central.Sun.COM
Reachable through Frank Odasz at:
frisbee!hplsd!oldcolo!bigsky!franko@sunpeaks.Central.Sun.COM
by Odd de Presno
opresno@ulrik.uio.no
The objective of KIDS-91 is to get as many 10-to-15-year-old
children as possible involved in a GLOBAL dialog continuing
until May 12th 1991. We want their responses to these questions:
Editor/Project director: Odd de Presno
The children are encouraged to express their future visions
('how they see themselves as adults in their desired future
world') in as many creative ways as they can think of.
The KIDS-91 Celebration in Arendal will be an integral part of
this town's Children's Week, starting on the 4th of May. There
will be performances by national theater/performance/puppet
groups ("Free groups"), a children's theatre group from Sweden,
the famous boys choir from Riga, Latvia (46 boys) will give two
concerts. There will be an exhibition of Latvian children book
illustrations, an exhibition of Polish sculptures for adults and
children, as well as parades, clowns, music in the street, and
much more.
KIDS-91
and allow time for the postman.
c/o Odd de Presno
4815 Saltrod, Norway
Mail address: Saltrod, Norway (Europe).
Telefax: +47 41 27111
Online addresses:
Internet: opresno@ulrik.uio.no
UUCP/EUnet: uunet!ulrik.uio.no!opresno
S.H.S. BBS: SYSOP (Phone: +47 41 31378)
MetaNet=stefanik
PeaceNet=nstefanik
AppleLink=x0447
TCN=tcn145
jonno@scinet.UUCP
KIDS-91
c/o SciNet
131 Bloor Street West, Suite 200,
Box 326
Toronto, Ontario, M5S 1R8, Canada
by Sally Laughon
INTERNET: laughon@vtvm1.vt.cc.edu
by Mike Burleigh, UBJVM6Q@CU.BBK.AAC.UK
Would you sponsor a school or child in your locality with a modem, local
call access to Tymnet, Telenet or Internet and perhaps technical support
for the teacher responsible?
If only a fraction of 'Online' readers were to take this action then the
charity CHATBACK would take on International dimensions.
Tom Holloway
Dialcom <10001:CLK001>
INTERNET
Mike Burleigh, Management/support team
JANET
or
Charlotte Oliver, Administrator on Dialcom 01:CLK010.
115 New Cavendish Street
London W1M 8JS
telephone 071 323 0017
ITEM 5.
by Beth Oddy,br> ECODDY@SUVM.BITNETFor adult educators in developing countries, cultural
impediments to communication and lack of physical access to materials
compound the problems of information seeking. At the same time, rapid
industrial and technological growth in these countries creates an urgent
need for information about adult education.
Beth Oddy
Information Counselor
International Information Sharing Network
ECODDY@SUVM.BITNET
by Mollie McGill
MCGILL_M@CUBLDR.Colorado.EDU
Mollie A. McGill, Assistant Director, Western Cooperative for
Educational Telecommunications
P.O. Drawer P, Boulder, CO
80301-9752, U.S.A.
Telephone: (303) 541-0231.
Internet: MCGILL_M@CUBLDR.COLORADO.EDU
MCI Mail: 406-3658
Assoc. Prof.,br>
Cairo, Egypt,br>
Bitnet: HIGAB@EGFRCUVX
The aim of the DEOS-project is to create a vivid, professional, and
international computer conferencing system, open and affordable, for all
professionals and students in distance education.
DEOS ARTICLES AND ACTIVITIES INCLUDE
Morten Flate Paulsen
Landmail:
The Pennsylvania State University
College of Education, Charlotte Building
403 South Allen Street, Suite 206
University Park, PA 16801-5202
CompuServe: 76436,350
CJ01@SWTEXAS.BITNET
Occidental College
CARL (revised)
Florida State University System (revised)
Johns Hopkins University
University of Minnesota (revised)
University of Nebraska
Princeton University
University of Tulsa
University of Pittsburgh (revised)
Clemson University
University of Tennessee (revised)
Virginia Polytechnic Institute and State University (revised)
Marquette University
University of Calgary
Queens University Libraries, Canada
University of Saskatchewan Libraries, Canada
Bar-Ilan University, Israel
Ben-Gurion University, Israel
Haifa University, Israel
Hebrew University, Israel
Technion, Israel
Tel Aviv University, Israel
Weizmann Institute of Science, IsraelLISTSERV@UNMVM.
The
body of the mail or command should say GET LIBRARY PACKAGE.
internet-catalogs-01-91-apl.ps (Apple Postscript version)
internet-catalogs-01-91.txt (ascii version)
internet.library (ascii)
stgeorge@bootes.unm.edu.