Volume #4, Issue #8
Volume #4, Issue #8
Date: March 1992
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 #8
Date: March 1992
Editor:
Jason OhlerTechnical Coordinator
Educational Technology Program Director
University of Alaska Southeast
11120 Glacier Highway
Juneau, Alaska 99801
Phone: 907-789-4538
BITNET USERID: JFJBO@ALASKA
Paul J. Coffin
716 Taschereau
Ste-Therese, Quebec
J7E 4E1
Phone: 514-430-0995
ITEM 1.
In January 1991, In this same Journal, we published [3] a short description
of an innovative experiment that was being carried out in Southern Italy in
the field of Distance and Multimedia Education training. Such an
experiment could be considered as the culminating point of a cultural
operation initiated almost ten years ago in Italy, whose theoretical bases
were laid in a work edited by Lata and Keegan [2].
,p.In [3] we described how
CUD (the Consorzio per l'Universita' a Distanza) had designed a graduate
course aimed at the creation of about 20 new Engineers for the use of
Communication in Training ("Ingegneri per la Comunicazione Formativa"). In
this last year we have received quite a few requests of more information on
this program; it seems therefore of some interest to provide a follow-up
report of the project. Our present analysis is based on our continuous
interaction with the two groups of students who have been participating in
this experiment.
Let us recall that the first batch of 17 students began the course in
April 1990, and will finish by next May, when a final six-month
specializing period will begin. This period will be mostly in the form of
a stage at international research institutions or companies working in
relevant fields. The second batch, on the other hand, consist of 20
students who began the course in July 1991, and is currently in its first
year. Throughout the program, instruction has focused on the practical
aspects of the engineering process of multimedia and distance products.
The students have been instructed on a great variety of subjects (computer
science, psychology, communication, teaching methodologies, courseware and
curricula designing, English). Most important, though, the students have
been faced with specific problems and have been challenged to come up with
innovative solutions. So far, we can safely claim that the results have
been quite satisfactory. One of the aims of the program was also to create
a comprehensive "Educational Package" to be made available to different
customers and adapted to their diverse needs. Some interest in purchasing
the package has already been expressed by many companies operating in the
multimedia area, and by many partners in CUD, while the CAM, at
George Mason University, is exploring the possibility of creating a
"distance education" version of this same course, through the use of e-mail
(see [1], for a preliminary attempt). The package includes a series of
textbooks, which have been written to complement in-class instruction, and
which will form quite a large body of material on the topics.
The main problem we have faced during the erogation of the first course
was that, at the beginning, the students had not a complete understanding
of their function within the project itself and our institution later on.
This, however, can be partly attributed to the fact that the notion of the
"Engineer for the use of Communication in Training" is a new one, and no
preconceived scheme was available to the students to help them in
identifying themselves. We believe that the creation of such a mental
scheme is one of the main successes of the course, and its value has been
evident during the erogation of the second version of the course, where
this identification problem has been completely overcome. The nature of
this journal does not allow us to provide more numerical details on the
course (student breakdown according to ages, backgrounds, etc.), but a
larger version of this paper exists in electronic form and can be requested
to the second author.
REFERENCES
Emilia Carolei
ITEM2.
The problem was our previous socialistic constitution didn't permit private
TV/radio stations and much more. Even today KANAL A has problems with
national TV, because they're used to having a monopoly in our country. But
this is a temporary problem and I'm optimistic. Both TV houses have
education programs (approx. 4-5 hours per day and more on weekend days).
Satellite television is also becoming widespread.We watch foreign TV
channels regularly like Austrian channel 1 and 2, MTV, RTL, SAT1, Sky
Channel, Super Channel.
We have quite a big computer network called SLON, which is (currently)
based on DECnet, because we have a lot of DEC's machines (VAXes). In 1992
our network will become part of Internet. Some of our machines are already
on Internet and some are also in BITNET like node OLIMP (yuzgrb51.bitnet).
This network is used mostly for academic research network, although it is
not completely- we can't yet afford to have two separate networks. It is
very hard to get an account on any network machine, unless you are in
university, or belong to some kind of institute or company. I got my
account on Jozef Stefan Institute (IJS), although I don't regularly work
there. To get an account on the university system (there are two branches-
one in Ljubljana and other in Maribor), you must get an approval of a
professor. Our network has installed NOTES (the VAX on-line conferencing
system) which we use a LOT! We have 100+ different conferences about
various fields of life - from computer specific like UNIX and SYSTEM to
more everyday theme like CAT LOVERS, MOUNTAINS, SPEAKER'S CORNER, ...
Everybody is free to participate in conferences. We are also connected to
foreign networks with X.25 and leased lines, so we can communicate with the
world. Our network is quite good (no big complaints), although it should
be more publicly available.
Bulletin Board Systems (BBS) are also very common distance education tools
in our country. More and more people buy modems with their computers to
call our BBS systems and other services, like Videotex and libraries, to
search databases. We have 13+ BBS systems working between 6 and 24 hours
per day. We have two major BBS networks: KUBnet and ADRIAnet. KUBnet is
younger network(6 months), which has nodes mostly in Slovenia and Croatia.
We have 20+ conferences netwide ranging from computer specific to culture,
music, jokes, etc. ADRIAnet is the oldest network (1989-1990) with nodes
in Slovenia, Croatia and Serbia. The Slovenian part of ADRIAnet became a
FIDONET member few months ago. ADRIAnet has 100+ conferences, which are
very specific. There are several conferences dealing with PCs. Access to
conferences is free, except for FIDO conferences. You can learn a lot from
reading messages in BBS conferences. The unwritten rule is: If you know
something that is interesting to others, don't keep it for yourself!
A lot of people regularly read foreign newspapers and magazines. You can
buy the latest magazines like Time or Newsweek in every good shop!
I think we were lucky to be "neighbours" of non-socialistic countries like
Austria and Italy, because we were always closer to western style of life
in almost very aspect.
Please contact me if you want to know more.
Tomaz Borstnar
ITEM 3.
The Internet is the largest global computer network, serving as a pathway
for over 5,000 subnetworks encompassing the entire planet. It links more
than 300,000 computers and allows millions of users to send and receive
data. Its daily traffic exceeds the daily output of all printing
publishers combined. The Internet was founded in 1987 when it predecessor,
Arpanet, gridlocked from information overflow. Even though Internet data
capacity is 3 times that of Arpanet, it will soon suffer the same fate if
new network facilities are not constructed. Last year, the United States
Congress considered funding for a National Research and Education Network
(NREN). NREN will be a new network backbone capable of handling 2000 times
the data load currently on Internet. NREN is expected to handle
information needs into the year 2000. The formation of these networks from
Arpanet to NREN will be the greatest channels of information ever
constructed.
Electronic networks are as revolutionary as Johannes Gutenberg's
invention of movable type 500 years ago. As the printing press improved
transfer of information over handwriting, the implications included common
access to daily news, education available for everyone, and even the world-
wide rise of population-based governments. The growth of the global
networks exceeds the improvements of printing press, radio, and television,
since all of these media developed a central professional agency to process
data before distribution. On the other hand, an ordinary home computer
with a modem and access to a telephone line can tie into the global
networks and become a distribution point for vast quantities of
information.
For several years now, small groups of educators, teachers, and students
have been using these channels to explore the exciting possibilities of
global data exchange on a daily intimate basis. Telecommunications afford
the opportunity to skip across international boundaries and remind us of
our cultural inheritance unencumbered by personal, judgmental quirks.
Computer networks provide an extraordinary opportunity for students.
Information and messages sent electronically are immediate, unpredictable,
personal and engaging. Students are fascinated by how quickly people
respond to electronic mail: write today ... a reply from Australia or
Central Europe arrives tomorrow.
In this laboratory presentation, we shall review and demonstrate how the
cyberspace is being used for educational purposes. Sample material from
international networking in educational topics has been collected and we
will provide examples of student and teacher communications and educational
technology.
Activities engendered by the networks span the curriculum from A to Z,
art to zoology. Many begin online projects with simple pen-pal exchanges.
As students from across the world explore their similarities and
differences, common interests spark electronic connections. As notes are
exchanged, tangential learning benefits both parties. Pen pal exchanges
encourage frequent, relaxed and informal writing. Content and meaning are
more important than correct syntax and structure. Indeed, important
lessons in native language idioms and common expressions are clearly
demonstrated as people write in a second language.
After personal, electronic mail exchanges, coordinated group curriculum
activities evolve: sharing school newspaper articles, collaborating on book
reviews, exchanging poetry and short stories, writing about each schools'
uniqueness. Exchanges between schools move into history and social studies
as students discuss the facts and geography of their locales; share
information about the difference between weather and seasons in the
Northern and Southern hemispheres; chat about cherished holiday traditions
in each country. AT&T provides guided curriculum projects in Learning
Circles of schools subscribing to the service. The National Geographic
Society provides a well known collaborative project where school children
gather ground and rain water for acidity analysis, and pool their data in a
collective data base. Another effective project involved a computer
simulation of an imaginary global conflict. An international discussion
group, KIDS-92, encourages students to answer questions such as " Who am I
and what can I do to improve the future of the world?" This electronic
group (physically based in North Dakota, USA, and coordinated from Norway)
is for students ages 10 to 15 and has over 30 countries represented. Math
and science classes benefit from international connections, too. In math
classes, students print a math challenge and write it on a corner of a
blackboard. Solutions may require a formula, systematic combinations,
trial and error, sketching the problem or "Just thinking about it," as one
teenager explained. This problem solving activity encourages divergent
thinking and reinforces the concept that there may be many valid solutions
to a dilemma. Science enthusiasts track earthquake data from daily reports
from SEISM-L@bingvbm.cc.binghamton.edu. As world maps are marked with
earthquake locations, students realize that what lies beneath an ocean on a
map is indeed "terra-firma." As the school year progresses, students
recognize patterns; faults in the crust slowly emerge across the map as
more pins are positioned.
Foreign language classes find new energy when writing to fellow students
across the world. When students have an audience for their writing, more
care is taken to write with precision and nuance of meaning. Moreover,
tangential learning occurs when writing in a second language. The
recipients learn quickly the abundance of eccentricities of the native
tongue, often misunderstood by beginning language students. A genuine
concern for helping each other ensues as students become more familiar with
each other after each electronic exchange.
Beyond these direct applications for students, there are many
discussions and reader lists formed for the use of network users. KIDSNET
@vms.cis.pitt.edu (from Pennsylvania, USA) was formed to discuss issues
related to elementary and secondary education on the Internet. Besides an
adult-level discussion, there are pen pal introduction services for
students. On the other hand, EDTECH@ohstvma.bitnet (based at Ohio State
and moderated from Michigan State) provides discussion of educational
technology. ACSOFT@wuvmd.bitnet (at Washington University) focuses on use
of academic software. JADIST@alaska.bitnet publishes an electronic Journal
of Distance Education, about curriculum delivery into remote areas
by telecommunications. JTIT-L@psuvm.bitnet (Pennsylvania again) recently
formed Japanese Teachers of Instructional Technology to promote network
protocols for global transmission of text in kanji characters among other
issues. EDPOLYAN@asuacad.bitnet (Arizona State University) is concerned
with educational policy analysis.
These are just a brief sampling of groups that communicate daily about
educational concerns on the networks. By the time this document is
printed, the cyberspace will have changed... many groups will conclude
their topics and reside only in data archives, while others begin
discussing new issues. The Internet is an electronic frontier. Many of
the basic services are just now coagulating, often discovered by message
probing into new places and listening to the traffic flow. There are
thousands of discussion groups on the networks. Attempts have been made to
establish a central directory. That task is difficult since information is
obsolete almost immediately. Archive sites try to catch important portions
of the data flow. Public domain repositories offer more software than can
be systematically sampled and cataloged by personal effort. These are some
of the challenges which face networkers while the global data channels are
growing larger than any previous information system.
Sally Laughon, NorthCross School, 4254 Colonial Avenue
Roanoke, Virginia 24014, ID= laughon@vtvm1.cc.vt.edu
Stan Kulikowski II, The University of West Florida, ERDC
Pensacola, Florida 32514, ID= stankuli@UWF.bitnet
ITEM 4.
I am Vladimir Kashitcin, an Senior Reader of Moscow Institute of Electronic
Machinery (MIEM) and an Expert of Ministry of Science, Higher Education and
Technology Policy of Russia. I am in the beginning stages of a research
project to help create a viable system of distance education in Russia
which is called Project Idea. The project is described below. Any input
you have is welcome.
The Project IDEA
It would be Russian-American with a name such as the International
Distance Education Association (IDEA).
To realize first stage of the project I can organize the Coordination
Center in Moscow with Internet address. This Center can communicate with
some Center of Distance Education in USA or other countries and exchange
programs, curriculums, seminar materials, etc. to provide the process of
Distance Education of Russian students.
The Center will be connected by e-mail with already created regional
Centers of New Informational Technologies. There are up to 50 such CNITs,
based on institutions and Universities which can directly communicate with
the students of these institutions.
There is at present no organization in United States nor in the
Russian Federation that assists students without regard to institutional
affiliation. This is unfortunate for the development of Russian science
and education itself because gifted students who do not happen to be
affiliated with a particular ministry or institution are artificially
limited in their opportunities for research abroad. It is unfortunate for
the development of world science as well, since foreign scholars have
difficulty obtaining affiliation with institutions in the Russian
Federation that are outside the particular ministry responsible for their
programs.
I envision this new organization as an independent association or
institute, possibly under the sponsorship of the Ministry of Science,
Higher Education, and Technology Policy of Russia; and the higher
educational institutions of the USA (generally speaking I don't know which
ones). It would be basically Russian-American with a name such as the
International Distance Education Association (IDEA).
Ruble funding would come from the sponsoring Russian organizations,
the RSFSR budget (it's rather difficult for the moment), funds and other
sources, including private individuals.
Dollar funding would come from the sponsoring American organizations,
foundations, and other sources.
(Ideally the proposed organization would have office and other space
in Moscow with affiliate offices in major cities of the Urals, Siberia, the
Far East, and elsewhere in the Russian Federation using the base of Centers
of New Informational Technologies which are already created. There are up
to 50 such CNITs, based on institutions and Universities. An office (or
offices) in the United States is also highly desirable.)
I mean that such projects will not need much funding, because the
beginning infrastructure for information exchange is ready, in USA BITNET
and other 'nets and in Russia - RELCOM, part of Internet.
Also, I am looking for the following:
Thank for your time and I look forward to hearing from you.
Sincerely,
ITEM 7.
Distance education is increasingly utilizing computer
telecommunications. EASI can help such distance education programs
mainstream students with disabilities into their programs. The opportunity
to participate in online education can be useful and empowering to the
handicapped. Traditional print delivery of distance learning often
prevented the print handicapped from such courses, but electronic access to
documents provides new opportunities for their inclusion. New federal
legislation also mandates that schools and businesses seriously attempt to
meet the needs of this segment of society as well.
EASI has developed a multi-unit workshop package designed to offer
strategies for developing and enhancing adaptive computer technology
services on college and university campuses. The Seminar Series can be
presented in increments that last from one hour to two days, depending on
what information is of interest to a particular campus. Presently there
are eight modules available on adaptive computing topics such as:
If you have questions or want to volunteer, you can contact EASI by email
on bitnet at easi@educom and on internet at easi@educom.edu.
ITEM 8.
Note: Originally appeared in The Quill- reprinted with author's permission
Imagine for a moment: You invoke the command at your computer
keyboard, and after a short pause you hear a dialtone and a rapid series of
tones coming from your modem. One or two rings later and the modem on the
other end responds with high-pitched squeal. Your modem answers back with
a similar squeal. The login message prompts you for your name and
password, and soon you're connected.
But connected to what? It may be a hobbyist's bulletin-board system,
a university's mainframe computer, or a commercial information service.
But no matter what you're connected to, it's likely that you'll be spending
at least part of your time online on the newest frontier for the exercise
of First Amendment freedoms: the electronic frontier. Coming to grips with
this frontier--and the stories and issues that it will generate--will be a
major challenge for this generation of journalists.
But is this electronic frontier really a new frontier? After all,
most professional journalists would be less than amazed the assertion that
computer technology and the First Amendment are intimately linked. All
urban newspapers, and an ever-increasing number of rural ones, rely on
computers for word-processing and typesetting. Computers also mediate the
transmission of wire-service stories to subscribing newspapers. Broadcast
journalism has long relied on computers as well, for gathering news, for
presenting it graphically, and for transmitting it by satellite. These
trends have only accelerated in the last 15 years as the personal-computer
industry has made this technology more and more affordable.
But the true First Amendment significance of the spread of computer
technology has only just begun to register among journalists and
nonjournalists alike. For all the influence of automation in the newsroom,
many journalists (even broadcast journalists) still think primarily of
words printed on paper when they hear the term "freedom of the press."
This is a mistake. Increasingly, Americans will be getting their
information from computer-based communications--electronic bulletin boards,
conferencing services, and networks--that differ significantly from both
traditional print media and broadcast journalism. (For lack of a better
term, let's call these collectively "online communications.") And because
Americans will rely more and more on this third source of information, it
is vital that we all work to ensure that First Amendment protections
protect this new medium.
Freedom of the Press and the Computer Publisher
Of course, fighting for recognition of First Amendment protections
for online communications may be an uphill battle--First Amendment
arguments are not as popular as they used to be. Sure, journalism and
journalists were held in high regard after the reporting of the Watergate
scandal, but it's clear that this high-water mark has yet to be reached
again. When I was a working journalist in the '80s I was constantly
reminded by sources of the common assumption that a newspaper or magazine
article wouldn't get things right, or would distort the facts to reflect a
particular bias. More recently, opinion polls showed the public to be
unsympathetic to media complaints about press-pool reporting in Saudi
Arabia. The major newspapers, magazines, and television networks--often
just components of still larger corporate organizations--are increasingly
regarded by the man in the street as just another special interest.
Invoking the First Amendment looks like special pleading.
Compare the media today with the printers and publishers in
18th-century America. John Peter Zenger put his own freedom on the line
for what he published. His plight was one his fellow Americans could
identify with. Do the heads of Time Warner or CBS or Gannett have the same
concerns as Zenger? Face the same risks? And does the average American
today have the same opportunity to be a publisher--to be heard--that Zenger
had?
Not too long ago, the answer was no. We are all familiar with A.J.
Liebling's famous observation: "Freedom of the press belongs to those who
own one." And it was because those who "owned one" were increasingly large,
inaccessible corporate entities that legal scholar Jerome Barron began
arguing in the late 1960s that there was--or ought to be--an "emerging
First Amendment right." This right was the right of the public to have
access to media. The problem was that most people don't own a newspaper
or radio station. To contribute to public debate, they may write a letter
to the editor, or take part in a demonstration, or solicit signatures on a
door-to-door petition drive. But the chances of their being heard are
miniscule compared to those of John Chancellor or Abe Rosenthal or Michael
Kinsley.
The world of computer communications, however, has turned out to be
the great equalizer. Suddenly, everyone can become her own publisher,
reporter, or editorialist. What's more, she has as good a chance of being
heard as anyone else in the electronic community. The new computer-based
forums for debate and information exchange are witnessing perhaps the
greatest exercise of First Amendment freedoms this country has ever seen.
What's Different about the Electronic Frontier?
To recognize the First Amendment significance of this new medium we
must first understand it. How does it work? How does it differ from the
print and broadcast paradigms with which we are already familiar?
The easiest case to understand is the electronic bulletin-board
system (BBS). The operator of a BBS typically dedicates a computer and one
or more phone lines at his home or business for the use of a "virtual
community" of users. Each user calls up the BBS and leaves public messages
that can be read by all other users or private mail that can be read by a
particular user or both. BBSs become forums--digital public houses, salons,
and Hyde Park corners--for their users, and users with similar interests
can associate with one another without being hindered by the accidents of
geography.
A step up from the BBS in complexity is the conferencing system or
information service. Like BBSs, these systems are typically based on a
single computer or set of computers located in a particular geographic
area. They differ in capacity: they have the capability of serving dozens,
or hundreds, of users at the same time. Compuserve of Columbus, Ohio, and
the WELL (Whole Earth 'Lectronic Link) of Sausalito, California are two of
the better-known examples of such systems. Each is home to a lively set of
communities of users located all across the country. Compuserve maintains a
proprietary network (also used by the WELL) that enables users to dial in
without racking up immense long-distance charges. Other services, such as
Prodigy, maintain their own proprietary networks.
Still further up the scale in complexity is the distributed network,
which is not located in a particular geographic area but is maintained and
supported on a large number of computers located all over the country (or
all over the world). The best-known example of a distributed network is the
Internet, which directly connects thousands of computers at universities,
government entities, and commercial and noncommercial organizations around
the world with one another. Hundreds of other computers gain access to
Internet-connected systems via dialup telephone lines. Together, this vast
system of interconnected computers is often called "the Net," and its
public conferencing system ("Usenet") and electronic-mail services have
enabled hundreds of "virtual communities" of like-minded individuals to
spring up. The immediacy of electronic mail and Usenet has already led to
their supplanting of scientific journals as the major communicators of
scientific discovery and research.
Computer networks have abolished the limits of geography for those
who use them. In the next generation, expect to see a national public
network system--the infrastructure on which private companies will build a
range of information services and forums for expression and association.
What all these systems, from the smallest single-line BBS to the
Internet, have in common is their reliance on text. This is an especially
interesting development, since it has been argued that the power of visual
media will continue to undermine the influence of the printed word. It's
useful to note, however, that this July marks both the 10th anniversary of
MTV and the 10th anniversary of the IBM personal computer. Even as cable
television watchers have grown increasingly accustomed to fast, slick, and
thrilling visual images, the burgeoning population of computer users have
grown more adept at writing effectively to each other. The world of the
networks is a true democracy: your influence is measured not by wealth or
position, but by how well you write and reason.
This reliance on the printed word is, of course, something that the
computer-based services share with traditional print media. But they differ
from print media--and from broadcast media--in two very important ways.
First, the means of communication are cheap enough for almost everyone to
gain access: a desktop computer and a modem can be purchased now for a few
hundred dollars (still another way in which the new medium is democratic).
The second difference follows from the first: while traditional print
and broadcast media rely on a "one-to-many" model, computer-based
communications of the new sort are "many-to-many." A newspaper is a typical
"one-to-many" system: information gathering and reporting is supervised by
hierarchy of editors and other management personnel who control the flow of
copy and make numerous editorial judgments about what information to
include or discard. Information tends to go in one direction only: from the
editors to the readers.
Computer information services, in contrast, are "many-to-many"
systems--in general, they rely on little or no hierarchical editing
function. Instead, these services are a colloquy of different voices with
different styles, with information flowing in multiple directions at once.
The "filtering" function performed by newspaper editors is left to the
readers, who are also contributors. The very distinction between reader
and "reporter" is blurred.
This may sound like anarchy, but in practice it's more like a town-
hall meeting, albeit one in which everyone has a chance to speak, no one is
shouted down, and one has time to develop and explain one's ideas. Some
systems, like Compuserve, rely on moderators to keep conferences on track,
but their role is less that of the editor, who may make line-by-line
changes of a writer's copy, than that of a discussion leader. At their
best, these online conferences manifest a give-and-take that surpasses
even that of face-to-face discussions. When we're face-to-face, the
intimacy of physical proximity tends to be offset by inevitable starts,
stops, and hesitations of oral conversation. Online, we each have the
chance to write paragraphs rather than sentences--to develop arguments
rather than interject comments.
The new medium also differs from broadcast media. It's a matter of
current Constitutional law that FCC regulation of broadcasting is
appropriate because of the purported "scarcity" of broadcast frequencies
(NBC v. United States, 1943, and Red Lion Broadcasting v. FCC, 1969) and
the "uniquely pervasive" nature of the broadcast medium (FCC v. Pacifica
Foundation, 1978). But computer-based communication neither relies on
"scarce" resources nor is so "pervasive" as to intrude upon the
sensibilities of an unwary reader the way a broadcast might.
What Will the Issues Be?
We can learn an important lesson from the history of broadcast
regulation: namely, that legislatures and the courts are reluctant to
recognize in a new medium the same kind of protections they unhesitatingly
grant to the traditional media with which they are already familiar.
Nevertheless, there are strong arguments that online communications deserve
such protections.
After all, the Supreme Court has given a fairly broad definition of
the "the press" for the purposes of interpreting the First Amendment's
Press Clause. The Court has held that "[t]he liberty of the press is not
confined to newspapers and periodicals. It necessarily embraces pamphlets
and leaflets.... The press in its historic connotation comprehends every
sort of publication which affords a vehicle of information and opinion"
(Lovell v. City of Griffin, 1938). Freedom of the press, says the Court,
includes "the right of the lonely pamphleteer who uses carbon paper or a
mimeograph as much as of the large metropolitan publisher who utilizes the
latest photocomposition methods" (Branzburg v. Hayes, 1972).
Surely online communications are numbered among "every sort of
publication which affords a vehicle of information and opinion." And the
main difference between computer users and "the lonely pamphleteer" is that
technology has made the former a lot less lonely.
Increasingly you'll be hearing stories about "regular folks" (as
distinct from dedicated computer hobbyists) who use online communications
as an integral part of their daily activities. Citizens' groups will rely
on electronic forums to organize events, develop policies, and conduct
meetings. Law enforcement, computer users, and the courts will grapple
with the issues raised when the same computer that holds evidence subject
to an authorized search or seizure is also a forum for First Amendment-
protected expression and association.
And what happens to publishers' liability for defamation or obscenity
on a system in which such material can be posted and read by others long
before the system operators have any chance to review it? Not only aren't
there easy answers to these questions, but not everyone has recognized that
the questions are there!
There are, of course, hundreds of thousands of Americans who are
already beginning the hard work of settling this frontier, investing tens
of hours in learning arcane computer operating-system commands and
telecommunication tricks, followed by hundreds of hours online. These
people will be our first resources when we begin to figure out what kinds
of online communities can function, and what kinds of laws and institutions
we need to accommodate them. And, as journalists begin to recognize more
and more the significance of events out on the electronic frontier, these
people will be our guides in the new territory, pointing the way to the new
social forms of the 21st century.
Mike Godwin is the staff counsel for the Electronic Frontier Foundation
(EFF). The EFF was established to help "civilize the electronic frontier"
to make the new computer media truly useful and beneficial to everyone
rather than only to an elite, and to ensure that the new media are
protected by our society's highest traditions of the free and open flow of
information and communication.
Mike Godwin
ITEM 9.
Anton Ljutic
An Electronic Bulletin
As you might know, GLOSAS/USA stands for GLObal Systems Analysis and
Simulation Association in the U.S.A. A division of GLOSAS/USA is concerned
with global education. It is known as Global (electronic) University in
the U.S.A., or GU/USA. Consequently, the subjects of peace gaming and
simulation as well as global (electronic) education are of equal concern to
this bulletin. However, they may not be of equal interest to our readers.
This is why we wish to announce that we will divide our GLOSAS News into
two sections: Global Education Edition and Global Peace Gaming Edition.
The Global Education Edition will continue appearing as
The Global Peace Gaming Edition will be mostly based on 'Simulation in
the Service of Society' (S3) which appears as the special section of
'Simulation', the monthly journal of the Society of Computer Simulation.
Following is an excerpt from the S3 section of the January, 1992 issue of
'Simulation'. The enclosed article promotes modeling, gaming and
simulation in the interest of environmental protection and will be of
interest to many of our readers.
We wish to thank the editors of S3 for their willingness to share
their articles with us. We intend to carry them for as long as you, our
readers, raise NO objections to their distribution by this means.
To unsubscribe from GN/GPG, please contact me or send the message
UNSUBSCRIBE GLOSAS-L to:
If you would like to see a sample issue of our electronic magazine, "E-
S3", covering selected topics about computer modeling and simulation,
please contact me
Thank you
Anton Ljutic
ITEM 10.
A. New Listserv- Distance Education Listserv on BITNET Based in Chile
EDISTA on LISTSERV@USACHVM1.BITNET Distance Education
The University Distance Program (UNIDIS) at the University of
Santiago (Chile), has started a discussion list to serve as a forum
on distance education, EDISTA@USACHVM1.BITNET
New research findings, UNIDIS activities and announcements, and
discussions on distance education will be the main topics of the
list.
To sign up on the list, send a mail message with the content of the
message in the form of:
To sign off of the list, send a message in the form of:
B. New Electronic Journal- Announcing an Electronic Journal about
Electronic Journalism
_EJournal_ is a peer-reviewed, all-electronic, network distributed,
serial publication.
We are particularly interested in theory and practice surrounding the
creation, transmission, storage, interpretation, alteration and
replication of electronic "text," broadly defined.
We are also interested in the social, psychological, literary, economic,
pedagogical, philosophical and other ramifications of computer-mediated
networks.
Our review process is anonymous, all-electronic, and consensual.
We prefer brief, authentic, lively essays to exhaustive technical
reports.
Single-essay issues appear as often as submissions are affirmatively
reviewed; there were four (free) distributions to subscribers in 1991.
There are two dozen consulting editors, in several disciplines, who
review submissions. Members of _EJournal_'s advisory board are:
Please send submissions for editorial consideration to our "office" at:
C. Conference- Teleteaching Conference in Trondheim, Norway
Learning and working independent of time and distance
Welcome to Teleteaching 93, in Trondheim, Norway
The main theme of Teleteaching 93 is the development and application of
telecommunication techniques to enhance human knowledge and skills. The
areas of application include education at primary, secondary and university
levels, as well as training in various situations, particularly the
workplace. The conference will be a forum for educators, politicians,
managers of human resources and experts in the many technical fields of
teleteaching.
What technology can do now and what it promises for the future are two
aspects to consider. Experts are welcome to discuss the development of all
techniques used in teleteaching, particularly purpose-built equipment,
software, transmission and management systems. Educators will discuss how
they have implemented new techniques, both successfully and unsuccessfully,
in order to meet the learning needs of society. We hope that the
discussions between politicians, managers, educators and technical experts
will help to reduce the gap between teaching and learning requirements on
the one hand and technical solutions on the other.
Technology is a tool to assist in the development of society. What are our
goals and visions for the next century? The technology to be used will
depend on the social and technical infrastructure in society. At
Teleteaching 93 we will discuss the consequences of implementing various
techniques in society at different economic, technological and social levels.
THE SCOPE OF THE CONFERENCE
The participants at Teleteaching 93 will:
We welcome participants and contributors from:
The following areas will be analysed:
An exhibition will be held in connection with the conference. Suppliers of
equipment, software and other services will be invited to attend the
conference to inform the delegates of possible solutions to their
problems.
OTHER ACTIVITIES
Demonstrations and presentations of interesting projects will take place
during the conference. Some have already been selected, but please contact
the organizers if you would like to present your project.
THE HISTORY OF THE CONFERENCE
A special working group on distance learning, WG3.6 was established in 1985
by the IFIP TC3 and the first Teleteaching conference was organized in
1986 in Budapest; the second, Teleteaching 90, was held in Sydney together
with the WCCE'90 (World Conference on Computers in Education, Sydney,
Australia, July 1990). Both conferences were part of the work of IFIP's
Technical Committee on Education (TC3). A special working group on
distance learning was established in 1985. Teleteaching 93 in Norway will
be the third conference in a young but rapidly expanding and highly
important area.
VENUE
NORWAY: Due to the long distances and scattered population in Norway,
distance education and teleteaching are important to the infrastructure
and merits the high priority it is given at all levels. The headquarters
of the International Council for Distance Education (ICDE) is located in
Oslo. Challenges facing the communication sector include bringing
television to the Arctic and expanding communications in areas populated by
the Sami minority and in communities situated along our rugged and deep
fjords. Meeting these challenges has moved Norwegian Telecom to the
forefront of technology.
Come and enjoy the Norwegian scenery, it's an experience to remember. We
will be offering tours to the fjords, glaciers and land of the midnight
sun.
TRONDHEIM: Trondheim is a technology and telecommunications center.
It is also a center employing 4000 people at the University of Trondheim.
The Norwegian Institute of Technology (NTH) and the Foundation for
Scientific and Industrial Research at NTH (SINTEF), are major institutions.
Telecommunications is one of the areas of expertise.
Educational institutions in the city are actively involved in developing
educational methods based on new technology, at primary, secondary and
university levels.
Being a technological center in Northern Europe, Trondheim is an
experienced host of international conferences. Teleteaching 93 will be
held at the campus of NTH within walking distance of the city center.
Trondheim offers a great variety of accommodations, from student hostels to
first class international hotels. Nestled in a fertile valley, Trondheim
is one of Norway's major cities, but at the same time it has a cosy small-
town feel to it. In 1997 the city will celebrate its 1000-year
anniversary. Walking its streets is an encounter with history in pleasant
surroundings.
ORGANIZING THE CONFERENCE
IFIP: International Federation for Information Processing
Technical Committee 3: Education
Chairman: Peter Bollerslev, Denmark
International Programme Committee:
Norwegian Advisory Committee:
Norwegian Steering Committee:
Organizing committee:
Conference Secretariat:
Tel: +47 2 370213
KEY DATES:
January/February 1992: Call for Papers and posters
Institution/School/Company: ____________________________
Address: ____________________________________________
Tel: ______________________________
Fax: ______________________________
Email:_____________________________
Please mail the coupon to:
Program Committee Chair:
]
Dmitry Pospelov (SAAI, USSR)
Organizing Committee Chair:
Alexander Butrimenko (ICSTI, USSR)
Program Committee:
Conference Secretary:
Peter Brusilovsky (Russia, USSR)
Conference Secretary addresses:
Dr. Peter Brusilovsky
Feedback message. Please, fill in and return.
From:
F. Conference- Literature, Computers and Writing Conference, at NYIT
Forging Connections In The High School
The fifth-annual Computers and English Conference
for high school and college teachers of writing
Sponsored by the Program in English
New York Institute of Technology
and
The Assembly on Computers in English (ACE) an NCTE Assembly
The 1992 conference on Literature, Computers and Writing explores the
shared challenges facing high school and college teachers of English in
the electronic classroom. There are two primary themes:
Conference Setting
The NYIT conference's morning sessions will be held at the beautiful de
Seversky Conference Center, a Georgian mansion next to the college's Old
Westbury campus. Included in the conference's price are a pre-conference
and post-conference account on NYIT's networked computer system, coffee
breaks, and a gourmet, buffet luncheon prepared by the professional de
Seversky staff. Afternoon sessions will convene on the campus of the
college at Harry Schure Hall, which offers computerized classrooms. The
quiet Long Island setting is less than one hour from both the LaGuardia and
Islip airports and just minutes from two Long Island Railroad stations.
Contact the English Department (see registration form) for information
about housing.
NYIT CONFERENCE SCHEDULE
De Seversky Conference Center
Keynote Address
9:00: Keynote Address (Ballroom) by Dr. Fred Kemp, Texas Technological
University, "Changing Teaching, Changing Writing"
Morning Sessions (running concurrently)
Barbara Hall and Sandra Walsh, Port Jefferson High School,
"Assessing The Impact Of Teleconferencing Upon The Writing
Process"
Steven Hale, DeKalb College, "All The News: Teaching Writing
With USENET"
Harry Schure Hall
Mark Harris, Jackson Community College, and Jeff Hooks, St.
Petersburg Junior College, "Using Interchange: The
Long-Distance Literary Classroom"
David Sewell, University of Rochester, "TACTfully Reading: Text
Analysis Tools For Literature And Writing Classes"
2:45: Overview and open discussion of the day's topics led by Dr. Fred
Kemp
Mail completed form with remittance ($35.00 for matriculated graduate
students, $50.00 all others or $65.00 at the door) to
Make checks payable to English Department, NYIT
Name: _____________________________________________________________
School: _____________________________________________________________
Address: _____________________________________________________________
_____________________________________________________________
E-mail: _____________________________________________________________
Registration packets will be mailed to verified registrants before March 15
for submission to proceedings of 9th International Conference on Technology
and Education; Paris, France; 16-20 Mar 1992; sponsored by UNESCO.
G. Conference- Communication for a New World Conference, in Brazil
Cambio Conferencia AIERI
,p.
Referente a mi pedido de distribuir el anuncio sobre la conferencia de la
AIERI/IAMCR, por favor note el error de la fecha: 1992 en vez de 1991!
Le agradezco mucho
Howard Frederick
ITEM
11.
Note: Recently I had the opportunity to write about what I call "online
proxemics"- how people use online space as a variable in communication. As
my theoretical basis I used the work of Edward T. Hall, an anthropologist
who was the first to formalize the theory of modern proxemics and to also
propose the theory of High Context/Low Context culture, an important aspect
of proxemics. What appears below are some excerpts from my report. Feel
free to request the entire essay.
HIGH CONTEXT vs. LOW CONTEXT- High context vs. low context refers to the
degree of information contained, or implicit, in the context, vs. how much
is gleaned from explicit action or information. Context and information
are inverse proportion. Where a context is lacking, information must be
supplied to make up for it, and vice versa.
High context (HC) societies are those for whom a great deal of the
meaning of communication resides in the context or assumptions of
communication rather than in the deliberate transmission of information
(Hall, 1974, p.18). Japanese, and Native American cultures are high
context in this sense. Low context (LC) societies are just the opposite.
Overt written or spoken information or activity is needed in order to bring
full meaning to a situation. What Hall calls AE (American-European)
culture is low context because its social norms are always evolving and
diverging. The effect is that most of the elements of Hall's cultural
inventory are being continually redefined. The more a society changes
(disturbing the context of action and information), the more people require
explicit information to provide meaning to experience and to avoid social
chaos.
Some of Hall's most elaborate research in the area of (High
Context/Low Context) HC/LC communication was conducted in the area of
proxemics. Using detailed analyses of people's space, he tried to
establish CIM (Context-information-meaning) ratios. His research is
particularly significant given the fact that much of communication research
up to that point had concentrated on the "easier" kind of communication,
the explicit, much more observable low context communication rather than
the often high context communication associated with of physical space
(Hall, 1974, p.21).
In Hidden Dimension, Hall suggests a few organizing models to help
understand the HC/LC implications of space. I am concerned here with two
of them: micro-cultural space used and communication distance. Micro-
cultural proxemics has three aspects: fixed-feature, semi-fixed feature,
and informal (Hall, 1969, p.101). These are the same aspects which
dominate a checksheet of questions for the proxemic researcher called
"Contrasting Cultural Analysis of Micro-space Checksheet" (Hall, 1974,
p.34) While the specifics of the checksheet are very specific to physical
space, the three divisions function extremely well as an organizing model
for the understanding of virtual space.
Communication distance refers to four different kinds of distance
employed in communication, each of which is highly contextual: intimate,
private, social, and public. To the online uninitiated, the utility of
proxemics in the study of the online world in which physical space is such
an elusive component may not be immediately apparent. Yet, Hall's approach
to culture as communication and space perception make it a natural. Space
and distance in the virtual space of computer conferencing system fall into
very similar categories. A table relating these concepts in actual and
virtual space follows:
Arrangement
The degree to which an online space is fixed can be viewed as a
continuum, from completely fixed to completely fluid, in three respects:
roles, content and process. Often how fixed a virtual space is usually
depends greatly on the kind of leadership that is involved or, to put it in
more anthropological terms, how strictly defined the roles of the
participants are. Considering spatial/social arrangements provides useful
perspective when trying to understand how a particular conference behaves.
It helps reveal the overall parameters which define the bounds of
permissible and/or expected behaviors. Without such parameters,
understanding conference activity becomes largely a matter of subjective,
psychological assessment.
Distance
by Emilia Carolei, Frida Morelli and Daniele C. Struppa
Responsabile Formazione CUD
Via Marconi 32
87030 Rende
(CS) Frida Morelli
ID= FMORELLI@GMUVAX.GMU.EDU
and Daniele Struppa
Department of English and Center for the Applications of Mathematics
George Mason University
Fairfax, VA 22030
ID= DSTRUPPA@GMUVAX.GMU.EDU
By Tomaz Borstnar
ID= Tomaz.Borstnar@IJS.AC.MAIL.YU
Distance education in Slovenia? Good question. Not so long ago television
w/or radio was the only way to learn more. We have two TV houses -
national TV Slovenia (2 channels) and KANAL A(1 channel). KANAL A is our
first private owned TV house, which is also very young (less than a year!).
Jozef Stefan Institute (IJS)
ID= Tomaz.Borstnar@IJS.AC.MAIL.YU
by Sally Laughon, ID= laughon@vtvm1.cc.vt.edu and
Stan Kulikowski II, ID= stankuli@UWF.bitnet
by Vladimir Kashitcin, ID= vladkash@guriev.public.su
The project will be international, serve American students regardless
of institutional affiliation, and provide students from the Russian
Federation with access to institutions throughout the entire United States
and other countries.
The project would have the following basic tasks:
Eventually the organization could include other countries, if desired.
Vladimir Kashitcin, Expert
Ministry of Science, Higher Education and Technology Policy of Russia
Brewster Kahle Thinking Machines Corporation Brewster@Think.com 1010 El Camino Real Project Leader Menlo Park, CA 94025 Wide Area Information Servers 415-329-9300
by Norman Coombs, ID= NRCGSH@ritvax.isc.rit.ed
-demographics of disabilities in the United States
EASI wants to help schools to better meet the needs of disabled
students and staff. It is also eager to have new members join its ranks.
-disability-related legislation
-computer access strategies
-adaptive computer applications as compensatory tools
-how to set up an effective computer lab
-designing practical service delivery systems
-how to plan for and implement an adaptive computer
technology program
-educational and employment transitions.
by Mike Godwin, ID= godwin@eff.org
EFF Staff Counsel
617-864-1550
ID= godwin@eff.org
Write to
EFF,
155 Second Street
Cambridge, MA 02141
or call 617-864-0665.
by Anton Ljutic, ID= Anton@carleton.ca
Champlain College
900 Riverside
St. Lambert, Quebec J4P 3P2
Canada
Phone: 514-672-7360 ext. 280
Fax: 514-672-9299
Internet: Anton@vax2.concordia.ca
Anton@carleton.ca
SprintM: ALJUTIC/ASSOCIATES.TNET
of
GLOSAS/USA and Simulation in the Service of Society
Listserv@vm1.mcgill.ca
I hope that you may find this electronic version of S3 (E-S3), as
informative and interesting as I have.
I would also like to take this opportunity to announce that GN/GE/II:1
will be appearing shortly. Please send articles, letters, comments,
questions or requests to me.
Anton
Champlain College
900 Riverside
St. Lambert, Quebec J4P 3P2
Canada
Phone: 514-672-7360 ext. 280
Fax: 514-672-9299
Internet: Anton@vax2.concordia.ca
Anton@carleton.ca
SprintM: ALJUTIC/ASSOCIATES.TNET
SUBSCRIBE EDISTA "your_full_name"
To the following Bitnet address:
LISTSERV at USACHVM1.BITNET
To send Contribution to the list via mail, use the following bitnet
address:
EDISTA@USACHVM1.BITNET
These contributions will then be sent to everyone on the list.
SIGNOFF EDISTA
U N I D I S
to:
LISTSERV@USACHVM1.BITNET
(UNIVERSIDAD A DISTANCIA)
TEL. OFICINA : +56 +2 6813125
FAX : +56 +2 6811422
TELEX : 441674 USACH CZ
PROF. JORGE URBINA FUENTES
E-MAIL : UNIDIS@USACHVM1.BITNET
VICERRECTORIA DE DOCENCIA Y EXTENSION
UNIVERSIDAD DE SANTIAGO DE CHILE
Contact: Ted Jennings, Editor, Department of English, University
at
Albany/SUNY, ID= ejournal@albnyvms.bitnet
Stevan Harnad, Princeton University
To subscribe to _EJournal_, send a mail message to
Dick Lanham, University of California at Los Angeles
Ann Okerson, Association of Research Libraries
Joe Raben, City University of New York
Bob Scholes, Brown University
Harry Whitaker, University of Quebec at Montreallistserv@albnyvm1.bitnet
Information about getting back issues will accompany the "Welcome"
message sent to people who subscribe.
containing as its only line the command:
subscribe ejrnl your_first_name your_last_name
ejournal@albnyvms.bitnet
Ted Jennings, Editor, Department of English, University at Albany/SUNY
Contact: teleteach@avh.unit.no
Teleteaching 93
E-mail: teleteach@avh.unit.no
International Conference and Exhibition
Trondheim, Norway
August 20 - 25 1993
August 20 - 25, 1993
PARTICIPANTS
Industry and business:
THE TECHNOLOGY
Educational sector
Public sector
Radio and TV broadcasting
EXHIBITION
The use of broadcast learning materials, combined with books and special
printed materials is well established. The support of a tutorial network
and distance learning centres is essential. We want to discuss the
production and use of sound, picture and data for broadcasting. New forms
of communication such as satellites will also be looked into.
Telecommunication
Telecommunications enable two or more persons to communicate together
simultaneously. The communication may be sound, picture or databased. The
different types of communication may be used either separately or in
combinations. User hardware may be computers, telephones or multi-media
workstations or other networks. The same tutorial support might be given
as that provided for broadcasting. Participants may discuss the
communication, production and use of sound, pictures and data.
Storage and Searching
Databases may consist of text, graphics, sound, pictures and video which
may be used on local workstations. Data communications make it possible
to search for information in databases all over the world, and also to
gain access to documents in libraries. Topics for discussion include the
use of local and remote databases.
The local workstation
The user's local workstation makes it possible to communicate with people
worldwide and to search for information from local and remote sources. The
local workstation and its potential for communication and the use of
multi-media software locally are important here.
Software and learning materials
Users of telecommunication facilities in distance learning are supported by
various types of software (tools, generators, authoring systems,
multi-media software etc.). The conference will be an opportunity to share
information about courseware and production tools. We want to discuss both
the production and the use of software.
Pedagogical methods
New learning and teaching methods are neccessary to take advantage of the
new opportunities. New forms of assessment material and new tutorial
methods will also be required.
Jan WIBE, Norway - chairman
Gyozo KOVACS, Hungary - vice-chairman
Gordon DAVIES, United Kingdom - managing editor
Robert M. AIKEN, USA
Monique GRANDBASTIEN, France
Raymond MOREL, Switzerland
Iam CHAYA-NGAM, Thailand
Brian SAMWAYS, United Kingdom - editor
Erling SCHMIDT, Denmark
Antonio VAQUERO, Spain
Martial VIVET, France
Gunnar GREPPERUD
Tore R. JOERGENSEN
Torstein REKKEDAL
Tove KRISTIANSEN
Morten SOEBY
Arvid STAUPE, chairman
Asbjoern ROLSTADAAS
Arne SOLEM
Jan BREDEVEIEN
Per BEGBY
Jan WIBE
Jan BREDEVEIEN, chairman
Bjoern W. AMUNDSEN
Kjell Atle HALVORSEN
Aud LAMVIK
Knut LINDELIEN
Morten Flate PAULSEN
Trond SINGSAAS
Ove STROEM
Jan WAGNILDHAUG
Jon WALSTAD
Arne OEDEGERD
Stein K. OEIE
Teleteaching 93
Norwegian Computer Society
POB. 6714 Rodeloekka
N-0503 Oslo
Norway
Fax: +47 2 354669
Email: teleteach@avh.unit.no
October 10, 1992: Deadline for submission of full papers
I AM INTERESTED IN:
(put a cross in appropriate case):
_____ receiving the final call for papers
Name:_______________________________________________
_____ submitting a paper
_____ presenting a poster
_____ participating in a teleteaching project before the conference
_____ taking part in the exhibition
_____ other interest (please specify)
Teleteaching 93
Norwegian Computer Society
POB. 6714 Rodelxkka
0503 Oslo
Norway*
Paper Submissions Deadline: December 1, 1991) Poster Submissions Deadline: January 15, 1992) Paper Submissions Acceptance Notification: January 15, 1992) Poster Submissions Acceptance Notification: February 15, 1992) Receipt of Camera-Ready Papers: February 24, 1992
(originally March 1, 1992)
KSR Anjaneyulu (India)
David McArthur (USA)
Philip Barker (England)
Ehud Bar-On (Israel)
Ben du Boulay (England)
Peter Brusilovsky (Russia)
Sergey Christochevsky (Russia)
David Crookall (USA)
Alexey Dovgyallo (Ukraine)
Marc Eisenstadt (England)
Monique Grandbastien (France)
Jim Greer (Canada)
Roger Hartley (England)
Stephen Heppel (England)
Marlene Jones (Canada)
Greg Kearsley (USA)
Riichiro Mizoguchi (Japan)
Claus Moebus (Germany)
Leonard Rastrigin (Latvia)
Brian Reiser (USA)
Luigi Sarti (Italy)
Julita Vassileva (Bulgaria)
Boris Velichkovsky (Russia)
Radboud Winkels (The Netherlands)
Beverly Woolf (USA)
East-West Conference on Emerging Computer Technologies in Education
International Centre for Scientific and Technical Information (ICSTI)
Kuusinen str. 21b, Moscow 125252, USSR
E-mail: eastwest@plb.icsti.su
or
eastwest%plb.icsti.su@ussr.eu.net
Telex: 411925 MCNTI
FAX: +7 095 943 0089
I am interested in: (please check) Further information on East-West Conference ___ Attending ___ Submitting a paper ___ Submitting a poster ___ Organizing a demonstration ___ Exhibiting ___
My areas of interests are Artificial Intelligence and Education ___ Educational Multi-Media and Hyper-Media ___ Learning Environments, Microworlds and Simulation ___
David Crookall
Editor: Simulation & Gaming: An International
MA-TESOL Prgrm Journal (Sage)
Dir: Project IDEALS (FIPSE, DoE)
English/Morgan
Univ of Alabama, Tuscaloosa, AL 35487-0244, USA.
205-348-9494 -9173 (w)
205-752-0690 (h)
(44) 305-889-352 (UK)
crookall @ ua1vm.bitnet, ua1vm.ua.edu, igc.org
fax: 205-348-5298
For Pr.IDEALS: Chet Farmer, Frannie Goubet, Catherine Screiber-Jones
cfarmer1 @ ; fgoubet3 @ ; cschreib@ua1vm.bitnet
Contact: Robert Royar, ID= R0MILL01@ULKYVX"
And College English Classroom
April 3, 1992
The conference features panel discussions led by high school and college
teachers offering insight and pedagogical techniques for the English
classroom as well as access to and training in electronic messaging via
NYIT's computer system.
8:30: Coffee and Danish
10:30: Developing Electronic Communities (Ballroom)
Lunch
Linda Myers, Lehigh University, "Electronic Conferencing:
Bridging Communities"
10:30: New Ways Of Seeing Text (Library)
Bonnie Duncan, Millersville University, "On-line Publication And
The Collaborative Potential in Medieval Scholarship"
11:45: Lunch in the Dining Room of the de Seversky Conference Center
Afternoon Sessions (running concurrently)
1:15: An On-Line School-College Project (Distance Learning Center)
2:30: Coffee/Soft Drinks (Harry Schure Lobby)
Marilyn Jody, Western Carolina University, and Marianne
Saccardi, Fairfield-Westchester Reading Project, "Among School
Children and Authors: Project Bookread"
1:15: Long-Distance Learning: East Meets West, North Meets South
(Macintosh Linked Classroom)
Jim Greenlaw, University of British Columbia, "Pacific Rim
E-Mail and Multicultural Literature"
1:15: Software That Works With Writers (IBM Linked Classroom)
English Department
New York Institute of Technology
Old Westbury, NY 11568
(516) 686-7557
Contact: Howard Frederick, hfrederick@igc.org
"Comunicacio'n para un Nuevo Mundo"
16 a 21 de Agosto de 1992, Guaruja', Sao^ Paulo, Brasil
U N I D I S TEL. OFICINA +56 +2 6813125 (UNIVERSIDAD A DISTANCIA) FAX +56 +2 6811422 TELEX : 441674 USACH CZ PROF. JORGE URBINA FUENTES E-MAIL : UNIDIS@USACHVM1.BITNET VICERRECTORIA DE DOCENCIA Y EXTENSION UNIVERSIDAD DE SANTIAGO DE CHILE
to Understand Behavior in Online Space
Actual Space- places Virtual Space- conferences Arrangement 1. fixed 1. externally defined,
hierarchically led 2. semi-fixed 2. externally defined, user-led 3. informal 3. intrinsically defined, user-led Distance 1. intimate 1. electronic mail (or private
messaging on a conferencing
system) 2. private 2. private conferencing 3. social 3. public conferences 4. public 4. read only conferences