A credit-bearing course can be set up especially for the simulation. Alternatively, an already established course can be used. A typical title for such a course might be "Cross-Cultural Communication and International Understanding".

In the semester prior to the simulation, both the Group Facilitator and the Site Coordinator attend a special two-day workshop*. This provides training in simulation procedures, group facilitation techniques, cross-cultural communication, international understanding, learning and group processes, debriefing methods and evaluation techniques, and using the computer technologies and telecommunications networks.

E-mail: crookall @ ua1vm.bitnet or ua1vm.ua.edu
cschreib @ ua1vm.bitnet or ua1vm.ua.edu

Project IDEALS
English/Morgan, Box 870244
University of Alabama
Tuscaloosa, AL 35487, USA
Telephone: 205-348-9494
Facsimile: 205-348-5298

1. My name is Kim You-Jung. I'm 15 year old. I am a freshman at Jung Eui girls' High School in Seoul Korea. My course is commercial so I study technical function subjects. I like to read, design books and mystery novels and write a letter and draw pictures and listen to music.

2. I hope to become a famous novelist. As a best writer I will plant "LOVE" in many people hearts

   .

3. As I grow up, I hope the world to be more calm and on very friendly terms among many countries. The world must not be conta- minated and racism also be disclaimed.

4. Not to pollute the earth, I must not use bad chemical pro- duction. I hope to compose a good book to make a human race of different religions happy.

From N~un~oa (Chile):

1. Me llamo Luci'a Egan~a Rojas, tengo 12 an~os y voy en 6. ba'sico del Colegio Altamira. Tengo una tortuga de agua y se llama Morla. Naci' en Alemania el 22 de Marzo de 1979. Tengo 6 hermanos (hombres) y ninguna hermana. Me vine de Alemania cuando teni'a 6 an~os. Mi grupo favorito es Juan Luis Guerra y 4.40, aunque tambie'n me gustan otros cantantes o grupas. Vivo con mi mama' y mi hermano (Daniel, uno de ellos).

2. Cuando grande me gustari'a ser artista, actriz de Cine, teatro, televisio'n, modelo, pintora, foto'grafa, bailarina (de todo menos de Ballet), cantante y escultora, porque me encanta el arte. Tambie'n me gustari'a ser ecologista, porque hay que crear alguna conciencia para que el mundo no se reviente.

3. Me gustari'a que la gente no sea tan antipacifista, ni tan antiecologista, que no haya pobreza, que la gente no contamine. Y que los humanos fueran felices.

4. Hacer algo por la ecologi'a. Respetar ma's a la gente. En lo demas no creo que sirva mi ayuda.

Ojala' pudiera establecer correspondencia con ustedes, o con otros nin~os de mi edad. Me despido, Chao, Luci'a Egan~a Rojas, Roma'n Diaz 2251-E, N~un~oa, Santiago, Chile

From Kiev (Ukraine, USSR):

1. My name is Alex Yankovski. My age is 13. I live in Kiev (Ukraine).

2. When I grow up I want to be a programist.

3. I want that never wars, that people of all over the world become friends.

4. Now I can to write with children from others countries. I want to have many friends.

In KIDCAFE it was business as usual, even though the end of July was relatively quiet. Kids from Caecilienschule Oldenburg (Germany) collected responses to a questionaire on virtues of a teacher. "This has been done at our School already and we have got some surprising results."

Kids from Australia, CSFR, Canada, Israel, Italy, Lithuania, Japan, New Zealand, Norway, Poland, and the USA opened the doors of the project's KIDCAFE and KIDS-ACT.

Sally Laughon (laughon@vtvm1.cc.vt.edu) volunteered to main- tain a data base of teachers and others involved in KIDS-92. The purpose of these files is to facilitate contacts as projects are developed.

New projects surfaced between classes in various countries. One of them was "The Summer School Computer Chat", which happened in early June between San Marino School in Bueno Park, CA, Kanto International Senior High School, Tokyo and Santa Maria Interna- tional School, Tokyo.

An edited transcript was published in KIDCAFE for everybody to enjoy. We learned that oishi means delicious in Japanese. Ohayo = Good Morning, arigato = Thank you, Hai = Yes, Iie = No.

From the Center of Informatics and Forecasting of Ministry of Culture and Education in Lithuania came exiting words of support.

In Japan, TWICS (Tokyo) and Aegis (Kyoto) made all KIDS-92 conferences available for their subscribers. In the US, KIDS-92 was hooked up to FrEdMail. We're working on getting our net more formally connected to FidoNet.

The Gallery of Computer Art was opened in July with one work created by 12 year old Sean Keithly from Des Moines, Iowa, USA. The files is ART001 (UUencoded) or ART001-B (binary). For more information about how to send or receive pieces of art, get the files ARTCAT and BINSTART from the KIDS-92 archives.

at the School of Information Studies
Syracuse University 4-206 Center for Science & Technology
Syracuse NY, 13244-4100
Phone: (315) 443-2911
Fax: (315) 443-5806

for additional information and guidelines for the submission of manuscripts.

Nearly every aspect of schooling is affected when an institution adjusts for distance delivery. Three basic models can be helpful in framing your thinking for this adjustment. These are not arbitrary, and your solution may borrow aspects from more than one of them.

Model I- The Administrative Do-Nothing Model. This is more common than you might imagine. It is predicated on the belief that just as things get taken care of for face-to-face delivery because members of the educational community have an intrinsic understanding of what needs to be done, so will things be taken care of when delivering course work at a distance because members also have an intrinsic understanding of distance education.

This can be a disastrous philosophy. Distance ed is different. It is the first serious alternative to the factory model of education since the industrial revolution and requires adjustments in planning and facilitating.

However, the upside to this model is that it usually breeds a great deal of diversity of approaches to delivering distance education precisely because there is no real centralized authority. Thus, a grass roots movement can actually give you a lot of the basic info you need about what works or might work at your institution.

Model II- The All-Inclusive Distance Education Agency Model- This model reflects a centralized approach, in which a university agency creates its own coursework, hires its own teachers, and runs as a relatively autonomous unit within the University community. A Distance Education Agency would typically address the following aspects:

• Admissions and Records
• Library and Research Access
• Book Store
• Teacher Access
• Advising
• Collegial Access

Model III- The Distributed University Agency Model- This is a less centralized approach, in which each component of the existing university infrastructure takes on an added dimension to deal with distance delivery demands. The agency is then a combined student advocate/organizational body that keeps the distance ed part of each univ. component functioning smoothly.

FACULTY WORKLOAD

There are some basic equations that can act as guidelines in this area. They are:

1. . 2-for-1 Delivery- Delivering at a distance takes twice the preparation and energy as face to face delivery. The difference can be made up with extra people or a reduced work load. This is often independent of a face-to-face version of the course if it is running concurrently.

2. 3-for-1 Development- If a teacher is developing all of the materials from scratch, it can take 3 times the time to develop distance ed materials, depending upon the materials. Writing a book or making videos are often necessary and extremely time consuming. On the other hand, if books or videos exist then this can reduce this ratio substantially.

3. Minimum 1-to-1 techie-to-talkie. The teacher that students see on TV or on a computer conference is the tip of a huge iceberg. Below this tip are technicians and engineers that made it all possible. Teachers are there to teach, not make sound checks, test cords, and make sure software works. At least one technician needs to be available for set-up, and often more than that for delivery if using TV. Needless to say, these ratios are not cast in stone. In fact, I find that all three interact and impact one another. For example, the TV teacher who requires at least two techies to deliver instruction, might base the course on a text book that is already written. The computer conferencing teacher, who had to write a specific instruction book to deal with a particular system, might need only occasional technical help. The result: there is always a ratio of teaching time to instructional support time, the trick is discovering what it is in your particular situation. When you think about it, this is true for face to face teaching as well. But in distance education, it is amplified.

TIMING DECISIONS

There are some basic decisions that need to be made about the timing of course delivery, such as:

1. Live vs. asynchronous- Live is anything interactive such as audioconferencing or TV with talk-back capability. It often requires that a group of people congregate at the same time sometimes in the same place, much like a regular class. Sometimes the delivery is accessible via public TV, in which case people can watch from any site that receives the transmission.

   Asynchronous means that students do not need to "meet" at the same time, such as in computer conferencing. Students use a computer conference much like record-a-phone technology, leaving and picking up messages as their schedule permit.

2. Scheduled vs. open entry/exit- Scheduled means that students need to start and finish within a time frame, whereas in an open entry/exit system they don't.