Corporate classroom provides career opportunities.
Anonymous. Managing Office Technology v38n6 PP: 19 Jun 1993.
Thanks to Halliburton Services' commitment to employee
development, Glenn Weightman earned his Master's degree from Oklahoma
State University without ever attending a class there. Halliburton
participates in a televised instruction program made possible
by a videoconferencing network from Southwestern Bell Telephone.
The network broadcasts college courses via television-like technologies
directly into businesses located in towns without colleges or
universities.
Compton-Jack. Computer-based training at Banc One. The Bankers Magazine (Boston, Mass.). v. 176, Nov./Dec. '93, p. 34-8.
Banc One Corp. is using computer-based instruction,
online reference, and a performance support approach to train
employees on new strategic information systems. Sophisticated,
high-technology training tools enable bankers to learn at their
own pace and at their own desks, reducing the time bankers spend
in classrooms. Banc One's information processing subsidiary, Banc
One Services Corp., centrally manages the courses, which can be
tailored to suit every job at a bank. Services Corp. controls
the mainframe and PCs connected to Local Area Networks, which
allows the company to deliver up-to-the-minute training that reflects
recent systems changes. Banc One is expected to achieve savings
in the millions as a result of the new training approach. Banc
One's computer-based training concept is discussed.
New ways to learn. Reinhardt-Andy. Byte. v. 20, Mar. '95, p. 50-72.
The potential of computer-based education and training
is finally beginning to be realized. After a decade in which computers
in schools have produced little appreciable return on investment
and computers in companies have been used mainly to automate old
learning processes instead of to enable new ones, a new generation
of technology is fueling a new wave of better teaching tools.
Explosive growth in CD-ROM drives, LANs and Internet connections,
multimedia, and collaborative software environments promises not
just an improvement in educational productivity, but also perhaps
a qualitative change in the nature of learning itself. The article
discusses the growing education infrastructure, new ways of learning
and the technologies that can facilitate them, the benefits of
multimedia and mobility, ways in which computers can assist in
the training of employees, and the steps that must be taken to
bring new technologies to schools and companies.
An Internet of your very own?. Training v. 32, Aug. '95, p. 70.
Amdahl Corp. has set up what it calls the IntraNet,
a company-wide version of the Internet accessible only to Amdahl
employees. The aim is to make information and training available
to everyone in the company, says Rich Schmieder, managing principal
consultant for Amdahl's IntraNet solutions group. Every department
within Amdahl has its own "home page" describing what
the respective department does and what services it provides,
and many individuals within the company have their own home pages
on the IntraNet to find and publish information. Training can
also be conducted online over the home pages. The IntraNet system
is protected by a software security program that keeps everyone
except employees from getting into the network.
Should performance support be in your computer? Training and Development (Alexandria, Va.). v. 47, Aug. '93, p. 22-4+.
To improve their performance, organizations should
investigate the use of electronic performance support. Electronic
performance-support systems (PSS) can help a company's employees
obtain information, advice, and training without leaving their
desks. A typical electronic PSS is comprised of an advisor/expert
component, which allows users to participate in question-and-answer
sessions with online experts about specific problems; an online
reference/hypertext component, which gives PSS users access to
such written materials as manuals, guidebooks, government regulations,
and company policies and procedures; and a computer-based training
component, which allows PSS users to take training sessions whenever
they need to refresh themselves in a topic or task. A sidebar
provides a checklist that companies can use to determine whether
they are candidates for the use of electronic performance support.
Trainers on the Net. Filipczak-Bob. Training. v. 31, Dec. '94, p. 42-51.
The Internet is being used in various ways by the
training profession. HRNET is one newsgroup on the Internet dedicated
to discussions about human resource issues. Participants in HRNET
have discussed research, surveys, their own opinions, and the
problems they encounter in the field. Although trainers might
not always find the material under discussion to be relevant to
their concerns, some recent discussions have included issues related
to diversity, coaching skills, and leadership. Other Net-related
resources for trainers include the DPTRAIN forum for discussing
computer-related training issues; TRDEV-L, the listserv (mailing
list) for training and development; HRD-L, another listserv; and
ASTD CyberChapter, which hopes to form a cyberspace chapter of
the American Society for Training and Development. The article
discusses how to get online, how to conduct training research
online, and how to train online. In addition, the T&D online
culture is described.
The IBM Corporate Education Network, Part I Rollier, Bruce W. Management Accounting v69n12 PP: 62-63 Jun 1988.
IBM employees throughout the US can take courses
in various topics, via satellite, through the IBM Corporate Education
Network (CENET). Using a satellite owned by Satellite Business
Systems, a division of MCI, CENET can transmit from studios in
Texas and New York to over 20 receiving sites nationwide. All
broadcasts are encrypted to prevent unauthorized viewings. The
courses encompass various subjects for programmers, systems designers
and analysts, telecommunications specialists, engineers, and administrators.
In addition, the instructor is alone at the studio, where one
camera focuses on the instructor and 2 others are used for displaying
hard copy documents. Two-way communication between the instructor
and the students is available through a student response monitor
(SRM) in the studio. The SRM also is used to display questions
and record students' responses, which helps determine whether
students are comprehending the material.
Putting the learning into distance learning. Filipczak, Bob. Training v32n10 PP: 111-118 Oct 1995.
The term distance learning has come to mean the kind
of learning that connects people via technology. Specifically,
it means getting people and often video images of people - into
the same electronic space so they can help each other learn something.
Alan Chute of AT&T's Center for Excellence in Distance Learning
sees an increasing interest in using multiple media in distance
learning, before, during and after training events. The hot term
in distance-learning circles is "learner-centered" instruction,
as opposed to content-centered or instructor-centered learning.
The term relates to growing efforts to get learners more actively
involved in the learning process. Although the technology for
distance learning is here and it works, the next step in the evolution
is to demand the same sort of accountability for learning results
through distance learning that are demanded of any other training
medium.
Applications of Computer Conferencing to Teacher Education and Human Resource Development. Proceedings from an International Symposium on Computer Conferencing (Columbus, Ohio, June 13-15, 1991). Miller, Aaron J., Ed. Ohio State Univ., Columbus. Coll. of Education. 1991 82p.
This document contains the texts of seven invited
presentations and six juried papers from a symposium on the uses
of computer conferencing in teacher education and human resource
development. The invited presentations include the following:
"Computer Conferencing in the Context of Theory and Practice
of Distance Education" (Michael G. Moore); "An Introduction
to Computer Conferencing: A Look at Software Available in the
Academic World" (Alex Cruz); "Delivering Credit Courses
by Computer and Other Observations" (Donald R. McNeil); "The
Fully Electronic University, or, Mind Expansion without Drugs"
(Edward B. Yarrish); "Teaching by Computer Conferencing"
(Linda Harasim); "Guidelines for Conducting Instructional
Discussions on a Computer Conference" (Mark E. Eisley); and
"Developing a Learning Community in Distance Education"
(Robin Mason). Juried papers are as follows: "Extending the
RJ-11 Connection for Audio and Computer Conferencing" (Larry
Hudson, Robert Paugh, and Phyllis Olmstead); "Telecommunications
Networks in Action: An Inter-University Project" (Constance
Pollard, and Valerie Akeyo); "Electronic Mail, Conferencing,
and Student Teaching" (Paul E. Post); "A Focus Group
Report on Religious On-Line Education" (James T. Roberson,
Jr.); "Research and Development Activities Regarding Opportunities
and Problems with Computer Conferencing for Rural America"
(Ronald M. Stammen); and "Examining Computer Conferencing
as a Technique for Enhancing Personnel Development Activities"
(Robert M. Torres et al.). The first appendix lists the affiliations
of the principal speakers and presenters of juried papers; the
second appendix provides names, addresses, and electronic mail
listings for conference participants.
Adult Education Technology in the Golden State. Fleischman, John; Kilbert, Gerald H. Adult Learning; v4 n3 p15-16 Jan-Feb 1993.
Educational technology applications in California include (1) OTAN's Online Communication
System--electronic mail and an information database; (2) Educard, a computer chip card for storing
and retrieving student information; and (3) staff development via satellite in Los Angeles County
Schools' Educational Telecommunications Network.
ECCTIS: A Study of On-Line Usage. Taylor, John. International Journal of Computers in Adult Education and Training; v1 n1 p71-75 Spr 1988.
Summarizes three years' experience in providing online
information about all types of courses in the United Kingdom through
the Educational Counseling and Credit Transfer Information Service.
The Rediscovery of Video Teleconferencing. Zemke, Ron Training; v23 n9 p28-34,38-39,42-43 Sep 1986.
Discusses video teleconferencing as a training medium.
Provides examples of major companies using this medium for training
and discusses their experiences. Defines technical terms and briefly
mentions production cost factors.
Visual and Digital Technologies for Adult Learning. Gueulette, David G. 1993 13p.; In: Visual Literacy in the Digital Age: Selected Readings from the Annual Conference of the International Visual Literacy Association (25th, Rochester, New York, October 13-17, 1993).
This investigation of a decade of discussion on the
uses of media for adult learning continues a collection of information
that was initiated in September 1974 in an earlier bibliography.
This report describes the methodology and search strategies employed
in a comprehensive review of research on the applications of visual
and digital technologies to adult learning and major related issues
as reported in the literature from June 1982 through June 1992.
A review of the ERIC database found 7,144 potential entries under
the descriptor "Adult Education." Searching for descriptors
related to educational technology and adult education indicated
that technological terms were associated with adult education
4,716 times. Many connections were found for distance education
and instructional design issues, but relatively few were found
for the newer aspects of technology such as compact disc systems.
This distribution suggests that the field may not be using or
researching the newest and most potentially effective media. The
review is intended to provide discussion points for adult education
practitioners and theorists. (Contains 2 references.)
Outreach and Technical Assistance Network. Four Year Evaluation Report December 1, 1989-January 31, 1994. An Education 2000 Project. Hacienda La Puente Unified School District, City of Industry, CA. Outreach and Technical Assistance Network. Feb 1994 55p.
The Outreach and Technical Assistance Network (OTAN)
has made a significant contribution to meeting the needs of California
adult educators. During 4 years of operation, OTAN has organized
and implemented a wide range of communication linkages, information
and training resources, nationally recognized electronic communication
systems, grassroots-based staff development activities, and comprehensive
print and nonprint collections. Staff training was conducted by
regional resources centers, which independently determined regional
training needs, hosted staff development activities, made provisions
for model classroom observations, and provided technical assistance.
Through these programs, OTAN provided 923 activities serving 17,068
participants, conducted 1,387 individual administrative consultations
and 13,447 technical assistance telephone and online inquiries,
and facilitated 872 adult education teachers in observing model
classrooms and 1,694 educators in using resource libraries. In
addition to providing these training and information services,
OTAN resource center managers emphasized collaborative efforts
with other related organizations. Outreach focused on two major
efforts: development of a prototype for a technology-assisted
library services, and exploration of distance learning for staff
development services. Efforts included establishment of a television
channel and electronic access networks, and increasing resources
that are available online. (Exhibits included with this report
are the following: a resource center services summary, resource
centers staff development participation list , resource center
library usage chart, and OTAN online subscribers profiles, forum
size by selected components, activity summary, and activity profile.)
Distance Learning Research Conference Proceedings (San Antonio, Texas, April 27-29, 1994). Yakimovicz, Ann, Ed. Saint Philip's Coll., San Antonio, Tex.; Texas A and M Univ., College Station. Dept. of Educational Human Resource Development. Apr 1994 275p.
The following papers are included: "Assessment
of Telecommunications Needs at the Texas Department of Health"
(Adair, Griffin, Steinhausen); "Realizing the Democratic
Ideal in Adult Distance Learning" (Boyd, Dirkx); "Classroom
Social Interaction" (Burkhart-Kriesel); "Interaction
Analysis of an Inter-University Computer Conference" (Burt,
Grady, McMann); "Integrating Distance Learning Activities
to Enhance Teacher Education toward the Constructivist Paradigm
of Teaching and Learning" (Crotty); "Students' Perspectives
of Telecourse Instruction" (Daines et al.); "Problems
and Issues in Distance Learning Using Interactive Video between
the U.S. and Selected African Countries" (Dooley et al.);
"Understanding Students' Approach to Learning in University
Traditional and Distance Education Courses" (Figueroa); "Academic
Self-Concept" (Gibson); "Critical Factors in the Development
of Distance Education Materials" (Gibson, Hodgkinson); "Multiple
Perspectives on Implementing Inter-University Computer Conferencing"
(Gunawardena et al.); "Social Presence Theory and Implications
for Interaction and Communication in Telecommunications-Based
Distance Education" (Gunawardena); "Investigating the
Learning Process Online" (Hessmiller); "Dual-Mode Postsecondary
Distance Education Support Services" (Knutson); "Study
of On-campus and Off-campus Graduate Nursing Students" (Larson);
"Changing Role of Moderation in Computer Mediated Conferencing"
(McMann); "Issues in Professional Development in Computer
Mediated Communications" (Meccouri); "Designing for
Electronic Interactive Publications" (Merzdorf); "Electronic
Journaling" (Pigg, Summers); "Price/Repman Model for
Instructional Design for College-Level Courses Using Interactive
Television" (Price); "'Nifti' Workforce Training Strategies"
(Rachynski, Peterson); "Impact of an Interactive Text Book
on Distance Learning Classes" (Rapp, Dodgen); "Improving
Your Odds" (Smith); "Critical Analysis of Comparative
Research on Distance Learning Technologies" (Smith, Dillon,
Boyce); "Customer-Driven Distance Education and Its Resulting
Paradigm Shift" (Stone); "Titration" (Van Vuren);
"Student Perceptions of and Motives for Participation in
Distance Education Using Television" (Wallace, Murk); and
"Lurker Contributions" (White, Lehman). Author contact
information is included.
Learning with Computers: Implementation of an Integrated Learning System for Computer Assisted Instruction (CAI). Texas State Dept. of Criminal Justice, Huntsville. Windham School System. 1991 110p.
This publication provides information on implementation
of an integrated learning system for computer-assisted instruction
(CAI) in adult learning environments. The first of the document's
nine chapters is an introduction to computer-delivered instruction
that addresses the appropriateness of computers in instruction
and types of CAI activities. The focus of chapter II is on use
of CAI in adult learning environments. It discusses characteristics
particularly relevant to adult learners regarding the use of CAI
and computer use with adults. Chapter III discusses differences
between stand-alone and integrated learning systems. Some examples
of integrated learning systems are listed. Chapter IV addresses
the question of whether computers will eventually replace teachers.
Strengths and weaknesses of teachers and computers are listed
and an optimum scenario is described. Chapter V outlines a process
for selecting an appropriate cost-effective integrated learning
system. Suggested specifications for management software, curriculum
software, and hardware are detailed. Chapter VI lists categories
and characteristics that might be considered in addition to the
specifications presented in chapter V. Chapter VII addresses some
typical implementation questions that will arise as CAI is introduced.
Evaluation is discussed in chapter VIII, and the final chapter
offers a brief conclusion. Appendixes include the following materials:
a chart showing selected integrated learning systems, software
evaluation criteria, sources of computer information, and computer
terminology definitions. Contains 21 references.
New Technologies for Distance Education: A Needs Assessment at the Delivery Site. TDC Research Report No. 4. Rubinyi, Robert; And Others Minnesota Univ., St. Paul. Telecommunications Development Center. May 1989 9p.
This study examined the potential applicability of
educational technologies to the Minnesota Extension Service (MES),
which delivers non-credit, educational programming to Minnesota
citizens through 91 county extension offices in the state's 87
counties. A total of 62 MES field staff members participated in
information-gathering meetings where they received a questionnaire
examining information and technology aspects of program operations,
participated in a group discussion about current methods of information
distribution, viewed and listened to videotape and audiotape demonstrations
of four new technologies (CD-ROM, audiotex, satellite teleconferencing,
and interactive videodisc kiosk), completed a survey on the new
technologies, and took part in a discussion of the technologies.
Computer communication, educational software, software training,
computer-assisted recordkeeping and educational support technology
(e.g., voice mail, desktop publishing, and telefacsimile) were
also assessed. The study found that most of the technologies have
applications for MES staff but that expense, technical demands,
and training are barriers to implementation. Tables provide data
on methods used by staff for internal communication, methods used
for external communication, resources needed by staff, responses
to the survey on new technologies, new technology interests, and
use of online database services. Areas for further research are
suggested.
Electronic Technologies in the Wisconsin Vocational, Technical and Adult Education System. A Resource Guide for Implementation and Utilization. Wisconsin Vocational, Technical and Adult Education Administrators' Association. May 1985 59p.
A study was conducted in Wisconsin to determine which
electronic technologies were currently in place, being implemented,
and/or being considered for implementation in the state's 16 Vocational,
Technical, and Adult Education (VTAE) districts. All 16 of the
VTAE districts were surveyed in order to describe the electronic
technologies currently being used at each institution, the extent
to which the technologies have been implemented, and the details
of these technologies. The results of the survey indicated that
the 16 VTAE districts are substantially involved with 78 new and
emerging electronic technologies. The degree of involvement varied
among districts and included research, experimentation, operation,
and significant experience with the technology applications. The
most common applications within the VTAE system were word processing,
computer-assisted design, optical scanning (grading, testing,
etc.), internal closed-system educational television, and online
student registration. More than 40 of the applications were in
the areas of instructional delivery and classroom use, with the
remainder being in administrative and student support. The least-implemented
applications were low-power educational television, call-up educational
programming, work cells used in instruction, instructional television
fixed service, and computer teleconferencing. (The bulk of this
report consists of information on each of the 78 electronic technologies
in use in the Wisconsin VTAE system. For each of the technologies,
the predominant features are listed: benefits; barriers; population
served; cost for installation, equipment, personnel and operation;
and advice.
Distance Learning Technology. Stewart, Robert D. New Directions for Adult and Continuing Education; n67 p11-18 Fall 1995.
Describes distance technologies being used now, such
as video networks, audiographic systems, the Internet and other
computer networks, and interactive television. Suggests future
needs: an increase in the level of interaction and more online
support services.
Constructivism and Collaboration on the Internet: Case Study of a Graduate Class Experience. Yakimovicz, Ann D.; Murphy, Karen L. Computers & Education; v24 n3 p203-09 Apr 1995.
Discusses the results of a study of a graduate course
that was delivered to adult students at three locations by interactive
video conference. The course was supplemented with the computer-mediated
communication of two Internet discussion groups that provided
a framework for collaborative learning in which personal experiences
enriched knowledge construction.
Distance Education Instructional Model Applications. Jackman, Diane H.; Swan, Michael K. New Horizons in Adult Education; v9 n1 p3-9 Win 1995. Journal available from listserv@alpha.acast.nova.edu: get horizons vol9n1.
A survey of graduate students involved in distance
education on North Dakota State University's Interactive Video
Network included 80 on campus and 13 off. The instructional models
rated most effective were role playing, simulation, jurisprudential
(Socratic method), memorization, synectics, and inquiry. Direct
instruction was rated least effective. Students preferred active
learning methods.
Harnessing the Potential Benefits of Computer Communications: Telematics for Workers' Organizations. Atkins, John; Spooner, David Labour Education; n95 p1-7 1994.
Telematics, the combined use of computers and telecommunications
networks, is increasingly becoming part of the vocabulary of trade
unions. Workers' organizations are using telematics for mailing
lists, information dissemination, telecourses, and computer conferencing.
Using Multimedia for Distance Learning in Adult, Career, and Vocational Education. Information Series No. 362. Stammen, Ronald M. ERIC Clearinghouse on Adult, Career, and Vocational Education, Columbus, Ohio. 1995 85p.
This paper explores how educators are using multimedia
for distance learning, beginning with definitions of the concepts
of multimedia, hypermedia, hypertext, distance education and distance
learning. Three types of telecommunications technologies are described:
multimedia with broadcast television, multimedia with interactive
video (television), and computer-mediated communication networks.
The educational opportunities opened up by the Internet and the
emergence of the virtual classroom provide examples of the multiple
options available for delivery of distance education. The paper
examines some of the problems and issues raised by electronic
influences and the technical, structural, and attitudinal barriers
raised by resistance to technological developments. Instructional
challenges and responsibilities that arise as these new technologies
alter conceptions of teaching and learning are addressed. Suggestions
for using multimedia with telecommunications technologies are
presented. Options for using an overhead optical viewer and descriptions
of experiments around the United States provide detailed examples
of creative uses of multimedia. Finally, the paper suggests what
adult, career, and vocational educators need to know in order
to use these technologies for effective instruction. The degree
of facilitator skill and knowledge and the time and resources
available all contribute to the effectiveness of distance instruction.
Most important perhaps is the imagination required to envision
the new ways of expanding human potential that these technological
tools afford.
Demystifying the Internet. Practitioner File. ERIC Clearinghouse on Adult, Career, and Vocational Education, Columbus, Ohio. 1994. 5p.
This practitioner file is designed to provide information
for adult, career, and vocational educators who have little or
no experience using the Internet. Discussed first are the history
of the Internet's development and its content and scope. Ways
of obtaining an Internet connection are described. Next, annotated
descriptions of eight sources of basic information about using
the Internet are provided. Procedures for accessing the ERIC database
on the Internet and for using various Listservs of relevance to
adult, career, and vocational educators are detailed. Examples
of the types of information available on the Office of Educational
Research and Improvement's Gopher Server are provided. Presented
next are a glossary of terms related to computer networks and
an annotated bibliography of nine electronic journals of interest
to adult, career, and vocational educators. The following issues
of concern to educators are discussed briefly from the standpoint
of the Internet: access and equity, education, communication styles,
privacy and security, and information overload. The importance
of addressing electronic mail correctly is highlighted.
New Pathways to a Degree. Project Evaluation: First Year Report. Markwood, Richard A., Ed.; Johnstone, Sally M., Ed. Annenberg/CPB Project, Washington, DC.; Western Interstate Commission for Higher Education, Boulder, CO. Western Cooperative for Educational Communications. 1992 162p.
The first year's observations of projects funded
by the Annenberg/Corporation for Public Broadcasting in its New
Pathways to a Degree project are summarized. The project was designed
to help colleges use technologies to develop academic degree programs
that are accessible to the new majority of learners, those who
have jobs, home responsibilities, schedules, and locations that
make full-time study on a campus difficult. The following chapters
review seven projects that are using combinations of technologies
to effectively engage students in varieties of learning activities
appropriate to the particular technology: (1) "Baccalaureate
Degrees and Student Services Using the New Technologies To Expand
Access: Oregon State System of Higher Education" (John Witherspoon);
(2) "Electronic Access to Weekend College: College of St.
Catherine, St. Paul, Minnesota" (Patricia Kovel-Jarboe);
(3) "Community College of Maine: The University of Maine
at Augusta" (Ellen D. Wagner); (4) "Community Learning
Network: Indiana University-Purdue University, at Indianapolis"
(Richard Markwood); (5) "Access, Involvement and Success
in Distance Learning: The Extended Learning Institute, Northern
Virginia Community College" (Barbara Beno); (6) "Project
Breakthrough: West Virginia Higher Education System" (Ralph
Meuter); and (7) "Enhanced Access to Learning through Technology:
Rochester Institute of Technology" (Art St. George). An introduction
and summary of first-year conclusions are included; a chart summarizes
project characteristics; and appendixes present survey protocols
and the environmental scan instrument.
Commission of Professors of Adult Education. Proceedings of the Annual Conference (Milwaukee, Wisconsin, November 4-6, 1985). Stubblefield, Harold, Comp. Commission of Professors of Adult Education. Nov 1985 25p.
These proceedings contain 15 papers presented at
a conference that included three general sessions and concurrent
sessions for task forces on international adult education, computers,
research, instructional improvement, self-directed learning, human
resources development, and theory building. Some papers appear
only as summarized versions. Titles and authors are as follows:
"Emergence of Human Resource Development: Threat of Challenge
to the Profession" (Nadler); "A Twenty-Five Year Retrospective
Look at Self-Directed Learning" (Houle); "Putting Self-Directed
Learning into Practice" (Knowles); "Self-Directed Adult
Learning: A Critical Paradigm Revisited" (Caffarella, O'Donnell);
"Philosophical Foundations of Research Design" (McElhinney);
"Use and Applications of Computers and New Technologies"
(Lewis, Oaklief); "Streamlining Academic Advising" (Oaklief);
"Demystification of Computers: Courseware Evaluation"
(Weiner); "Computer-Assisted Instruction" (Askov); "Record-Keeping:
Spreadsheets and Data Bases" (Whinfield); "Networking/Telecommunications"
(Sork); "International Adult Education Task Force: Reports
and Reflections on International Conferences"; "An American
in Paris--UNESCO 1985" (Niemi); "Building a New Organization
across Cultures" (Marsick); and "The United Nations
Women's Decade Conference and the NGO (Nongovernmental Organizations)
Forum '85, Nairobi, Kenya" (Cassara). (YLB)
Computer Applications in Education: The Best of ERIC 1990. McLaughlin, Pamela ERIC Clearinghouse on Information Resources, Syracuse, N.Y. Feb 1992 116p.
This collection provides an overview of literature
entered into the ERIC database in 1990 on computer applications
in elementary and secondary education, adult education, and special
education. The first of four sections contains a list of overview
documents on computer assisted instruction. Focusing on special
applications, the second section lists documents on artificial
intelligence, cognitive processes and thinking skills, computer
literacy, computer networks (including distance education and
telecommunications), computer equity, counseling and guidance,
interactive video, keyboarding, the Logo programming language,
management/administration, research, software, and tests and testing.
References to documents for various subject area applications
are listed in the third section under the headings of Business,
English as a Second Language and Foreign Languages, Fine Arts,
Language Arts, Mathematics, Physical Education, Programming, Reading,
Science, Social Studies, Vocational Education, and Writing. The
fourth section contains references to documents on special populations
grouped into the following categories: adult education, disabled
learners and learning disabilities, disadvantaged, gifted, and
preschool education. Each entry includes the title and author
of the document, information on price and availability, the publication
type, major ERIC descriptors, and an abstract. An alphabetical
index of authors and information on ordering ERIC documents are
included.
Computer-Mediated Communications for Distance Education and Training: Literature Review and International Resources. Wells, Rosalie A. Boise State Univ., Idaho. Sep 1990 181p.; Sponsoring Agency: Army Research Inst., Boise Element, ID.
Target Audience: Teachers; Researchers; Practitioners
This report is intended to provide instructors and designers concerned
with training for the National Guard and Army Reserve (the Reserve
Component--RC) with a practical review of research findings on
the successful implementation of computer-mediated communication
(CMC) for distance education and a reference guide to international
resources and literature that will be of use to both researchers
and practitioners. The first of two parts of the report, a literature
review, provides instructors and instructional designers with
practical knowledge on the design and implementation of distance
training with CMC, including relevant knowledge about specific
needs of distance education students. Topics covered include frequency
of feedback, effective design and implementation of group activities,
shifts in instructor role for a distance education environment,
characteristics of successful distance students and instructors,
and recommendations for the pacing of students and instructors.
(125 references). Focusing on international resources in CMC and
distance education, the second part provides lists of resources
and overviews on educational and industrial applications of CMC,
information on computer conferencing software, and reference information
for distance education and CMC. This part includes lists of selected
distance teaching institutions, descriptions of distance education
graduate programs, information on educational and communication
applications of CMC, an overview of teleconferencing computer
software with a directory of software vendors, lists of distance
education journals and international clearinghouses for distance
education resources, an extensive bibliography of references on
distance education and CMC, and a summary of the two parts of
the report.
Echoes from the Future: Challenges for New Learning
Systems. Proceedings of the Annual Conference on Distance Teaching
and Learning (6th, Madison, Wisconsin, August 8-10, 1990). Gibson,
Chere Campbell, Comp. Wisconsin Univ., Madison. Aug 1990 219p.
Presentations at this conference focused on future
developments in distance education and innovative uses of learning
technologies. Ten papers from the general sessions, including
keynote addresses and a panel, are presented in the first of two
sections. Topics covered include planning for new priorities in
distance education; trends for the 1990s; strategic planning for
new priorities; new learning needs and educational roles; responding
to new realities in higher and K-12 education, education/industry
partnerships, and business and industry role; and meeting the
challenge with creative vision and action. Topics addressed by
the 27 seminar papers in the second section include using distance
education to reach out to underserved adult populations; live
and interactive instruction; assessing effectiveness of interactive
learning systems; the changing infrastructure; equality of educational
opportunity; communications satellites; improving teacher/tutor
performance in literacy and basic education; computer networks;
effects of delivery systems on educational outcomes; the role
of television in distance education; training distance educators;
cross-cultural distance teaching; teleconferencing to meet individual
needs; instructional design; assessing and supporting distance
education courses; computer-based learning systems; and strategies
for designing teleclassroom training programs. Most of the papers
provide their own bibliographies.
CIO 100 - Best practices: Personnel best. Santosus, Megan CIO v8n19 PP: 62-68 Aug 1995.
In today's workplace, the good human resource management
practices manage to prepare, motivate, and develop employees in
ways that are consistent with the company's values, competitive
objectives, and overall strategies. HR practices must be ties
to business objectives. Many CIO 100 companies excel at training
and education programs designed to give employees the skills they
need to succeed on the job. Information technology can help achieve
a synergy between company goals and practices. For example, Texas
Instruments uses a PC-based program developed to recruit college
students. The interactive disk program helps match an applicant's
skills with positions available at TI and provides feedback on
individual job-searching techniques.
An online implementation of transient stability in
a dispatcher training simulator. Vadari-Subramanian. Demaree-Kendall.
Hwang-Davis. IEEE Transactions on Power Systems. v. 6, Feb. '91,
p. 135-41.
Prospering in the information age (nine technologies to consider). Benjamin-Maynard-H. Association Management. v. 47, Aug. '95, p. 196-200+.
Every association has different technology needs,
so before they decide to buy a particular piece of hardware or
software, association executives should ask themselves whether
the technology will fit within the context of members' expectations
of services from the association, whether employees will understand
and be able to use it, whether it can be put to use in a reasonable
amount of time, and whether the association can afford the resources
the technology might require. The Internet, electronic bulletin
boards, new high-powered computers, electronic office software,
digital printing and imaging, desktop multimedia technology, interactive
multimedia training, telephonic and satellite communication, and
the issue of intellectual property are discussed.
Trainers network on the Net (interview with Penn State professor D. Passmore). Sorohan-Erica-Gordon. Training and Development. v. 48, Aug. '94, p. 35-7.
David Passmore, a professor of education at Pennsylvania
State University, founded an Internet news group, or listserv,
called TRDEV-L aimed specifically at discussing issues in training
and development. In an interview, Passmore discusses the intent
behind, and the appeal and implications of, his training and development
discussion listserv.
Here a medium, there a medium (choosing medium based on training objectives). Mingus-Nancy-Blumenstalk Training v. 30, Mar. '93, p. 58-9.
To make the process of selecting an instructional
medium less agonizing and less subjective, it is helpful to consider
the training objectives. This can be done by using a chart with
the 9 most common media choices--lecture, videoconferencing, self-paced
text, audiotape, online help, videotape, computer-based training,
interactive video, and multimedia--listed along one axis and some
of the attributes that may be desirable in a training course listed
on the other. The trainer can then make check marks pairing attributes
with the strengths of the various media options. A sample training
requirements checklist is provided and briefly discussed.
Data base helps employees learn from experience (Apple Computer's Electronic Campus online training system; 1993 Optimas Award winner). Personnel Journal. v. 72, Jan. '93, p. 57.
Part of a special report on the 1993 winners of the
Optimas Award in human resources. Apple Computer, based in Cupertino,
California, won the award in the category of innovation. In an
effort to help employees learn to work smarter by building on
existing knowledge, managers at Apple's internal training and
development function, known as Apple University, created the Electronic
Campus. The service is an online, database system that allows
workers to learn from each other by accessing information on numerous
topics, such as project management and budgeting. The goal is
to have a system that assists employees in the ways they work
in the real world, rather than how they should work according
to a textbook model.
Technology retools continuing education. Samdani-G-Sam. Ondrey-Gerald. Chemical Engineering. v. 102, Sept. '95, p. 35+.
More than ever before, companies involved in chemical
process industries are utilizing ongoing training programs to
maintain and sharpen their competitive edge. In fact, according
to management consulting firm Ernst & Young LLP, companies
that invest in employee development, on average enjoy significantly
higher market values than their competitors. Furthermore, new
computer technologies, such as interactive multimedia and online
programs, simulators, and CD-ROMs, are making training more accessible
and less expensive. There are also more educational specialists
offering a wider selection of services and software to companies
that once handled continuing education in-house. The activities
of several of those educational specialists are described.
The Internet's 25th anniversary. we think!. Cerf-Vinton-G. Telecommunications. v. 29, Jan. '95, p. 23+.
The Internet is playing a very important role in
the evolution of thinking about computer and communication technology.
Over the last few years, several applications intended to help
simplify navigation of the rapidly expanding system have emerged,
including search tools Gopher and Mosaic, program servers Knowbot
and NetFind, and scripting language Telescript. Moreover, Internet
exploration will continue to be a key trend for the next few years,
especially as the Internet becomes more widely used for all levels
of education on an international scope. At the same time, concerns
over intemperate messages and intellectual property will continue.
The Internet's capabilities are discussed.
Online education delivery system (U. of Phoenix adult
business education program). Supervision. v. 52, Oct. '91, p.
3-5.
Earning a degree on-line. Arden-Lynie. Home Office Computing. v. 6, Nov. '88, p. 102+.
Online college courses offered by degree-granting
schools make it easier for working adults to pursue an education.
Five schools offering online higher education are profiled: Electronic
University Network, San Francisco; Connected Education, Bronx,
New York; American Open University of New York Institute of Technology,
Central Islip, New York; Nova University Center for Computer-Based
Learning, Fort Lauderdale, Florida; and NRI School of Electronics,
Washington, D.C.
Using the Internet as a professional development
tool: an analysis. Monty-Vivienne-I. Warren-Wenk-Peggy. Education
Libraries. v. 18, Spring '94, p. 7-10.
Monitor as mentor: Internet's role in professional
growth. George-Mary-W. College & Research Libraries News.
v. no3, Mar. '94, p. 142-3.
Online U: college courses by computer. Stucky-Mark-D. PC Novice. v. 6, Aug. '95, p. 73-6.
With the advent of online information services and
the Internet, education by modem has become a reality. Most online
students are working adults. Some courses offered online also
grant credit toward a degree. The article discusses educational
courses and services offered by America Online, CompuServe, and
the Electronic University Network.