Archive: W E B WAOE Electronic Bulletin Volume 1, No. 1 March 10 1999
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WAOE Electronic Bulletin
Volume 1, No. 2
March 28 1999
New in this issue!
Web Ideas and Issues
What this Section is for
Thinking about OCREWs
The WAOE WebBoard
An International Family (by Steve McCarty, WAOE President)
Learning Anytime Anywhere Partnerships Project
Process Norms in Distance Teacher Education
Meeting of WAOE Directors
Who are the Directors?
Planning and Finance Meeting
Time Conversion Site
New!! - great sets of links on evaluation and distance education
In this second issue of WEB, we're introducing two new regular features.
One is Member's Profile. In each issue a different member will tell us something about his or her background, experiences in online education and training and/or interests in WAOE.
The other new feature is Conference (Re)Call. This aims to provide a useful resource to members by:
- Presenting short reports on the value members got from attending a relevant conference or other event
- Listing the addresses for a selection of online conferences coming up in the next month or so which promise to hold special interest for WAOE members
The Crows Nest section in the first issue of WEB has been dropped. Its functions can be served, variously, through the new Conference (Re)Call column and the sections on News Briefs and Forthcoming Meetings.
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WEB Ideas and Issues
What this Section is for
The issues and other matters raised in this section of WEB are intended to derive from members‚ concerns and suggestions. In this formative period for WAOE, it is perhaps inevitable that items from the elected officers tend to hog the limelight - we are keen to help members to understand and reflect on what the Association is about and to encourage them to be active in its work. In this issue, continuing the emphasis on establishing and improving communications, we focus on the place of OCREWs in WAOE‚s structure and on the role and operation of the WebBoard.
As the committees and other groups and forums that make up WAOE come on stream, this column will be taken more and more by ideas or concerns arising from the activities of those groups. Which is just as it should be. But don't wait for the elected officers or other members to make the running. If you have an idea to suggest, a question to raise, a point to make or a worry to express about WAOE, air it first of all in the Your Say section of WEB. Depending on the nature and volume of early responses, matters raised may spark an article in the Web Ideas and Issues section of WEB, or a structured debate or online chat on the WAOE WebBoard.
Remember, too, that the main focus of WEB is on the organisation and running of the Association itself. If you want to start a discussion about any aspect of online education more generally, send a message to WAOE-Views. And, if you haven‚t yet subscribed to that discussion listserve, go to firstname.lastname@example.org and, without giving subject heading, send the text <subscribe waoe-views>.
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Thinking about OCREWs
When you joined WAOE, most of you indicated on the registration form an interest in one or more "Online Course and Resource Evaluation Workgroups" (OCREWs). Members are now beginning to ask what these OCREWs are for?, what they will do?, which ones are active?, and other questions. This article gives some answers, urges members to get involved in the OCREW side of WAOE, and tells you how.
As described in the Archive of Founding Documents OCREWs, are really the heart and soul of WAOE. They provide the locations and focal points for members to contribute in practical ways to the overriding goal of enhancing online education as a professional discipline. In conception, OCREWs comprise groups of members interested in particular aspects of online education and training who meet and work together online - sharing ideas and information, discussing issues, making representations to relevant agencies and other forums, pooling resources, and so on. And in doing all this, such groups will make the strongest possible and most useful contribution to realising the central purpose of WAOE - because it comes from professionals across the complex and rapidly developing field of online education and training who are directly testing and extending the possibilities of the field as they confront the problems posed by their online students and clients and experiment with workable solutions to them.
Although OCREWs are given a defined place in WAOE‚s structure and organisation, and a list of them appears on the member‚s registration form, there are no set ways by which their role can be carried out. Already, groups are being set up which are not listed on the registration form (though they may cover some of the territory) - the Education Standards OCREW, and the Educational Software and Courseware OCREW - and Mihkel Pilv is inviting members to join a "learning by teaching OCREW initiative."
Members of the Coordinating Ring, WAOE's elected management executive, are looking at ways of revising the registration form to better reflect the flexibility that actually exists in the formation and operation of these vital groups. As a result, the current request to check an OCREW box may be replaced by a more open-ended invitation to identify interest in various aspects of online education and training, perhaps using a checklist with scope for members to add their own topics.
Notional commitments to particular OCREWs already suggested through the registration process provide a basis for clustering members into potential participants for WAOE officers and others starting up new groups to contact. In a still broader approach, personal contact with members could be used to tease out more specific information about what they are interested in, as well as what they hope to gain from joining WAOE, and how they would like the organisation to run.
The most important point to make about the specific action and discussion groups that come into operation - whatever they may be called - is that, like everything else in WAOE, they both belong to and depend on the membership. The field of online education and training is wide open for effecting vital changes and improvements, and WAOE needs the active participation and thoughtful contributions of its members in order to carry out its part in this vital work.
All that is needed to get a group started is for a member to devise and promote a specific purpose for having a group and then to enlist at least three other members to join him or her in the enterprise. WAOE-Views or the Your Say section of WEB could be used for this purpose. The next step is to announce the formation of the group to the Vice-President, Mihkel Pilv, who will give all the advice and assistance he can. In fact, Mihkel is happy to answer queries and be consulted right at the beginning of this process.
So, it‚s over to you. The agenda is yours. Go to it!
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The WAOE WebBoard
(With thanks to Mike Warner, WAOE WebBoard Manager)
Good communication is one of the hallmarks of any successful educational or business endeavor. To facilitate the requirements and goals of WAOE, multiple communication venues are employed to build a sense of community, shared collegiality, and mutual support.
WAOE is a members‚ organisation. The membership owns it. We want all members to be active in the Association in all the ways and to the greatest extent that they wish to or can manage to be involved. For WAOE to maximise its potential to be an effective and rewarding members‚ organisation, we want members to be not only participants but proactive contributors to the achievement of WAOE‚s goals and the continual enhancement of its operations. Like any potential, you can only maximise the output by stoking up the input. This calls for a venue or forum which facilitates and supports the sharing of ideas and the conduct of informed discussion. This is the role of the WAOE WebBoard.
The WAOE WebBoard is an integral component of WAOE‚s communications and community building architecture. Threaded discourses around key topics and regular monitoring help to build and sustain the WAOE community by providing a structural framework which focuses and concentrates important discussions or assists the smooth conduct of formal meetings.
So what is WebBoard?
WebBoard is a collection of messages posted by various participants. To keep track of those messages and foster meaningful information exchange, WebBoard messages are organized in a hierarchy with three levels:
- Topic, and
- Message (new topic or response).
You might liken this hierarchy to the relationship of pages in a book to the bookcase that houses the book. The board is the bookcase, which houses many books - or conferences - on similar or varying subjects. Each book in a bookcase contains chapters with numbers or titles, just as conferences are arranged around topics, and still more focused subjects under each topic. Each chapter in a book has specific content that relates to the chapter title, just as topics have messages discussing relevant matters. In essence, boards are the most general, while messages are the most specific.
Conference folders are set up by the administrator and board manager. They decide how to arrange the subject matter of conferences. However, subscribers themselves create the topics and messages by posting and replying in conferences that interest you. In essence, you help to write the books. Keep in mind that topics should be relevant to the conference and messages should be specific to each topic. You can start a new topic in a conference any time you want to change the subject. As your conference develops with more topics, it begins to resemble a book on a particular subject. The challenge you face as an author is keeping responses to messages on the same topic and knowing when to start a new topic.
The organisation of WebBoard not only lets you help write the book, it also provides a logical means for you to find information easily - you can zero in on a subject that interests you. For example, if the board has a conference on Educational Standards, you could look under the topic Current Standards to find links or discussions of what standards other governing bodies are using. You can avoid any unnecessary searches through the entire list of conferences and topics.
Using the WAOE WebBoard
OK, you‚ve got the general idea of how it works, so how do you get into the site? The host, Emry Riddle Aeronautical University (ERAU), runs several boards on the same server, and so the WAOE WebBoard is a secured site, where the server‚s security portal keeps users focused in the correct area.
As a registered member of WAOE, you are entitled to access the WAOE WebBoard at http://www2.ec.erau.edu:8080/~waoe. However, you need a username and password to log-in. If you completed the waoe registration form prior to 2/1/99 then you have been "batch" subscribed to the board with a username that corresponds to the first part of your email address (before the amper <@> sign) that you used to fill out the WAOE registration form. The password assigned was "waoe" without the quotes. There have been some variations to the password in individual situations, so if "waoe" doesn't work for you and you can't remember what password you were assigned, please contact Mike Warner directly at email@example.com If you completed your WAOE registration form after 2/1/99 then you will need to contact Mike first of all to become a subscriber.
Once you have logged onto the board, it will ask you if you want to let the board set a cookie to remember your username and password, as well as remember which posted messages you selected as "read." This is very helpful if your system will allow it, as the next time you select the URL you won't have to go through the username and password routine, just enable cookies to be set again.
Now that you‚re logged on you have an opportunity to input who you are as seen by other members. If you click on the "More.." navigation button on the menu at the top of the board screen, you will see a list of actions you can perform. One of those actions is to modify the basic personal information that was used to subscribe you to the WebBoard. You can add home town, state, country, link URL to your homepage, and comments, including additional email addresses that can be used to contact you. This is also where you can modify your assigned username and password, if you wish.
Other actions you can perform from the "More.." link include searches for other users, see who is currently logged on or has been logged on today, see who has posted a message today, see what are the new messages today or since your last visit (this assumes you both enabled cookies on your last visit and selected as "Mark all read" those postings so identified), and other statistical inquiries. The "Help" navigation button will explain all features of the board.
While the Conference folders house the asynchronous threaded postings of various "books," each Conference folder also has associated with it a chat room for synchronous events which may be held by interested members and is accessible by clicking on the "Chat" navigation button on the menu bar and selecting the appropriate chat room. The chat function of the WebBoard is essential to the smooth operation of discussions in real time among WAOE members. It was used, for example alongside some of the cultural presentations during the February Special Meeting. It will be used frequently for the conduct of formal committee meetings or for channelling the discussion of business by various other groups within WAOE.
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This is the first of a regular series we‚re running where a different member introduces him or herself and talks about experiences and interests in online education and training. In this issue, the WAOE President, Steve McCarty, shows the way, but we are keen to make sure that the section is not dominated by the elected officers of WAOE. Individual members who are doing especially innovative and exciting things in online education will be invited to tell us about themselves and their work. And we‚d like to encourage all WEB readers to use the Member‚s Profile to help flesh out the person behind the impersonal email address you‚re known by in WAOE. Just a short piece will do. As well as giving us some background information, we‚d like you to tell colleagues why you joined WAOE, what you hope to gain from your involvement, and what you would like to contribute.
To start the ball rolling on WAOE officers and members getting to know each other better, here is my confession. I am from a poor neighborhood in Boston and mostly self-educated. Supporting myself since age 18, my formal education ended at the University of Hawaii, specializing in Asia and then Japan. Although distance education was not recognized then, I was in Japan working and doing in situ research, and was allowed to defend my MA thesis by telephone. It would have been nice to have had more direct guidance from professors, but I did not have the luxury. I had to keep working. Then, after getting married rather late, I let my wife advance her education, and my chance for a PhD was sacrificed.
Chisato and I have been married for 11 years. She kept her maiden name and our sons were placed in her family register. The boys have dual nationality, and since the family name comes first in East Asia, our ten-year-old is Ishikawa Kiley Alan in Japanese characters and Kiley Alan McCarty on his U.S. passport. Same with seven-year-old Nikki Sean. Their passports are dusty, however, as we have nowhere to stay in the U.S. The last time I traveled was in 1996 when I led a colloquium on cross-cultural communication at the University of Hong Kong. It was
interesting to see that I could get by to an extent by reading Chinese, because of its overlap with Japanese, which I have used for 20 years. Unless I were to be a visiting scholar or professor in the US, my wife considers it too expensive for the family to travel from Japan.
Alluding to the Asian origins of American Indians, Chisato says: "Don't I look like Pocahontas?" See for yourself, as there is a location where my family pictures are together, although the page is in Spanish: http://www.fortunecity.com/victorian/operatic/294/shikesp3.htm
We live in a remote part of Japan, and the Internet gave me a chance to get out of my isolation and serve as an East-West bridge. So I am grateful to the medium or Net society. So far I just give of my knowledge freely and voluntarily. In the future I would like to teach courses about Japan or Asia online. I have written three articles for an encyclopedia coming out in the year 2000 about the syncretism of Asian religions here. My research on the cognitive effects of becoming bilingual and bicultural in Japan has just come out in Japanese from a linguistics publisher in Tokyo. I made a Web page for the book, translating some of the Japanese:
So it has been wonderful to live in my area of specialization. I have been teaching English as a Foreign Language according to principles of bilingualism here in the countryside where the level is low in many ways, although the facilities are such that I teach in Windows, Mac and language labs. I confronted the unprofessional conduct of a Western part-timer, who then quit suddenly before the new school year. So I will have to teach his students as well. Japanese people are reliable, but the Dean of Instruction cannot venture out of his group to interview a stranger. My wife has also been fed up with the local culture here, where people cannot say what they mean or mean what they say. She experienced more culture shock moving to the countryside than from marrying a foreigner. Chisato is from Nagoya, with a population of 2.5 million. We often stay at her family's home there, as they are very kind. Everyone spoils our kids, including the great-grandparents.
Our 1st grade son thinks school is a big party, and his teacher has given up on him. But our 4th grade son has had an excellent teacher for two years and has gotten As in the major subjects including Japanese. Knowing that the teacher was interested in the Internet, I invited the whole class the other day, and even the principal came along. Since the kids have not started English except to romanize Japanese, there was a great deal of work behind the scenes to make
their experience including Web chat easy and fun. WAOE officers will recognize a parable in this ; - ). An article in the elementary school newspaper gave me a big thanks. The bilingual Web page is still at: http://www.kagawa-jc.ac.jp/~steve_mc/kids.html
You might also enjoy the animated U.S. Japan friendship dolls at:
Six years ago I was promoted to full professor, rare for a foreigner in Japan, so the complaining comes mostly from my wife. It would be nice if my family could become more bicultural by living in the US, and I would like to bring back the treasures I have researched here, to contribute a perspective that I call East-West biculturalism.
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This new feature of WEB provides a service to those many WAOE members who are looking to the World Wide Web for information, ideas, resources, learning materials and so on which will enhance their online teaching and professional development. There is such a welter of possibly relevant and interesting sites, links, discussion forums, courses etc on the Web that, if you attempt the preposterous task of searching - let alone reading or absorbing - everything that looks maybe worthwhile, you soon become overwhelmed.
Conference (Re)Call aims to ease some of this burden by asking WAOE officers and members to focus their eyes on the WEB for you and each other. The idea is not to attempt to make a comprehensive or even systematic and thorough "search" of what‚s available, but to ask members to share with their colleagues whatever they have found to be valuable. And to narrow the field still further, we propose to concentrate on relevant conferences, seminars, workshops of other such forums which members have attended - mainly online (because that is WAOE‚s special interest), but also face-to-face. We would argue that reports on these events in online education will offer professional advice which recognises the daily realities of online teaching and provide support which directly relates to professional practice.
There are two main components to Conference (Re)Call. The first is the feedback from members on the new knowledge or other value they gained from attending a recent conference or other event to do with one aspect or another of online education. The second is the advertising of such events coming up in the next few weeks or months or so, which involve little or no participation cost, and which are conducted online in whole or in part. This is indeed a selective list, but experience shows that it still promises riches to teaching and learning development in online education and training. As an additional means of distilling the greatest value from the segment, Conference (Re)Call will present only a few reports and advertise only six or so events in each issue of WEB. And we think it will be useful, depending on the material that comes in, to concentrate the items in each issue on particular topics - staff development, course writing, assessment, evaluation of outcomes, vocational training, synchronous online teaching and so on.
The success of Conference (Re)Call will depend, of course, on the input members give. WAOE officers are already out there reporting on events they‚ve attended and spotting others to come. We‚d like to see all other members doing likewise. You will see from the items in this issue that reports don‚t need to be lengthy or detailed, let alone polished. We think the segment will work best on the simple premise that whatever any one member found worthwhile in attending an online education event, or attractive about an event in the offing is likely to benefit and interest other members. So, let‚s start and keep those reports and notices coming in to the WEB Editor.
The Computers and Writing 1999 Online Conference: Perspective of a MOO Presenter
Mary Ellen Nourse
For some of us, the Teaching in the Community College 1998 Online Conference represented our first attempt at presenting online. A MOO environment was used, which may have proved daunting for us neophytes.
In contrast, my second attempt at MOOing resulted in comments of "How long have you been presenting online? You certainly seemed confident!" Earlier this month, I presented "OWLS for Everyone" as the initial presenter of the Computers and Writing 1999 Online Conference.
Like last year's TCC Online Conference, the CW99 presenters use a MOO setting. Those of us who wished to experiment with construction of MOO rooms had a chance to set up our own rooms within the realm. (I chose the "beach" as my setting). Each presenter is assigned a tutor; mine proved helpful when I required assistance in manoeuvring around the vast realm.
TheCW99 Online Conference, which is ongoing throughout the spring, features online presentations on topics related to computers and writing. The registration is free; the benefits are numerous.
Pan Commonwealth Forum on Open Learning: Virtual Conferences
Four online discussions were run between October 1998 and February 1999 to inform the f2f Forum held in Brunei in the first week of March: Distance Education and Challenged Communities; Library/Information Systems and Student Support; Accreditation/Quality Assurance/Credit Banking; Staff Development. The Staff Development event generated a very wide-ranging but well-structured discussion and an comprehensive, highly detailed summary of important issues.
Fourth Annual Teaching in the Community Colleges Online Conference (TCC99)
"Best Practices in Delivering, Supporting, & Managing Online Learning"
April 7-9, 1999 (Kapiőolani Community College, University of Hawaii)
This annual event holds special appeal for WAOE. Its 1998 predecessor was our birthplace, and this year‚s event includes presentations by several WAOE members. It cost $US25 to register, but you‚ll get your money‚s worth from the keynotes and presentations. Preconference orientation workshops and special workshops for presenters will run during March 30-April 2. This year, TCC is experimenting with WebChat and IRC, as well as the MOO for the 45-minute, informal, meet-the-audience chat sessions by over 70 presenters.
Professional Development Online Conference
April 21-23, 1999 (Honolulu Community College)
Spend another $US25 to stay in Hawaii a couple of weeks longer and take in this newevent for professionals in education who are interested in learning about and sharing ideas, experiences, and practices related to: Innovations in the Classroom; Promoting and Incorporating Technology in Teaching; Faculty Development Program Planning and Organization; and Program Fund Raising.
International Forum of Educational Technology & Society (IFETS)
IFETS is free, but requiresregistration. The Forum offers two types of discussions: theme based, moderated and summarised formal discussions over a pre-defined time period of one to two weeks; and informal discussions initiated by members, which occur in between the formal sessions. IFETS has strong links with WAOE - one of its initiators is Kinshuk, Chair of our Online Educator Development Committee. Several previous formal discussions have been excellent; these are archived under Some Previous Discussions at the IFETSWebsite. The next formal discussion will be on Technology and the Future of Higher Education, April 19 - 28 1999. Moderator: Tom Abeles, President of Sagacity, Inc., USA (also a member of WAOE).
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Learning Anywhere Anytime Partnerships Project (LAAP)
WAOE is collaborating with the Texas Commission for the Blind and MicroAssist, a software development and training company based in Texas, to submit an application for a LAAP grant to develop guidelines and a delivery model for online education and training addressing the needs of postsecondary students who are blind or visually impaired. The plan is for WAOE to be active in providing advice on the findings and outcomes and drafts as they emerge, from a broader perspective than that covered by the project‚s investigations and consultations with relevant institutions across the US, and in disseminating the project‚s ultimate results and products. For further information, email the WEB Editor.
IGNOU-UNESCO Chair for Distance Teacher Education at the Indira Gandhi National Open University is undertaking research towards formulating "Process Norms for Distance Teacher Education," WAOE is responding to the call for input to be presented by March 30, in time for a seminar being held in Delhi on April 10 - 11. WAOE officer Kinshuk, Chair of the Online Educator Development Committee is coordinating WAOE‚s response. A copy of the IGNOU-UNESCO guidelines was posted to WAOE-Views earlier in March and comments posted by WAOE members have been taken into account.
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Each issue, this section of WEB will include information about meetings of WAOE committees, OCREWs and other groups that are coming up within the ensuing fortnight. All members of WAOE - both associate and voting members - are welcome to attend these meetings and contribute to discussion. Of course, only the duly elected or otherwise designated members of WAOE's organisational committees may take part in any formal voting on matters for decision.
The first official meeting of the WAOE‚s Board of Directors will commence at 0001 GMT on Friday April 2 and continue until 2359 GMT on Sunday April 4, unless the Directors agree to extend the time or go across to a synchronous chat session. This is a formal meeting, required under Californian law to be held within 45 days of the first general members‚ meeting (ie the meeting and ballot held in February). As such, members who are not Directors may speak only if they are addressing an item of their own submission on the agenda of the meeting, or if they are recognised and "sponsored" by one of the directors (usually the President). The meeting will be conducted according to Robert's Rules of procedure, modified as may be required to cater for the online nature of the meeting. The agenda for the meeting will be posted at the WAOE WebBoard (http://www2.ec.erau.edu:8080/~waoe).
The Coordinating Ring (WAOE‚s executive management group) has agreed that the Meeting of Directors should initiate discussion of the strategic directions WAOE should take in the short to medium future, and consider improvements in the operations of the Association. This discussion will be broadened immediately after the Directors‚ Meeting to embrace the rest of the Ring and then extended to the wider membership of WAOE.
The following elected officers are the designated Directors of WAOE:
PRESIDENT (through June 2001): Steve McCarty, Kagawa Junior College, Japan
VICE-PRESIDENT (through June 2000): Mihkel Pilv, Educational Consultant, Estonia
TREASURER (through June 2001): Jenna Seehafer, California State University, Sacramento
MEMBERSHIP CHAIR (through June 2000): David Wyatt, Educational Consultant, Australia
EXECUTIVE SECRETARY (through June 2000): Brian Donohue-Lynch, Quinebaug Valley Community-Technical College, Connecticut
The Planning and Finance Committee (PFC) is an advisory committee whose purpose is to make recommendations to the Board of Directors regarding issues concerning incorporation, bookkeeping, accounting, banking, currency exchange, tax status, and financial planning for WAOE.
PFC meetings are held entirely online over a 48 hour period on the third Friday and Saturday GMT of every month. The next PFC meeting will begin at 0001 GMT on the 16th of April and end at 2359 GMT on the 17th of April.
The agenda will be posted and meetings will take place at the WAOE WebBoard (contact Michael Warner if you need a password for the WAOE WebBoard). Meetings will be held by email addressed to all members of the committee if the Web-board is not available.
If you wish to make donations to WAOE or if you are interested in participating on this committee, please send email to the Treasurer, Jenna Seehafer
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The idea of this section of WEB is to offer a specific forum where members can ask questions or raise concerns or make comments about any aspect of the organisation and running of WAOE itself. So, if anything is bothering your - or even if you'd like to pay us a compliment! - send an email to the WEB Editor. If the message is printable ;-)), it will appear in the next available number. And, depending upon the responses generated, it may help to start up a thread of discussion on the WAOE WebBoard.
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This section lists URLs for key Websites within WAOE itself, and other URLs related to online education which have been identified by members.
WAOE Organisation and Communication Sites
WAOE Home Page: http://www.waoe.org/default.htm
WAOE-News: To subscribe, go to firstname.lastname@example.org. Without a subject heading, send the text <subscribe waoe-news>
WAOE-Views: To subscribe, go to email@example.com. Without a subject heading, send the text <subscribe waoe-views> To contribute, send email to firstname.lastname@example.org
WAOE WebBoard: http://www2.ec.erau.edu:8080/~waoe Members registered before February 1 1999: log-in by using the first part of your email address (before @) and password <waoe>. Other members: write to Mike Warner email@example.com> to get access
WAOE Journal: http://www.nyu.edu/classes/keefer/waoe/waoej.html
WAOE Committees, OCREWs and Other Groups
Online Educator Development Committee: http://ifets.gmd.de/waoe/oedc/
Planning and Finance Committee: http://www.waoe.org/pl-fin-committee.htm
Educational Standards Online Course and Resource Evaluation Workgroup (OCREW): http://www.waoe.org/edst_ocrew.htm
Online Education Development and Discussion Sites
Links-Sharing Page: http://188.8.131.52:2020/walnklst.html
This is an organised set of links relevant to online education which various members of WAOE have provided. If you know of other useful links that you would like to share with other members, please comment on them via WAOE-Views or send them directly to firstname.lastname@example.org for inclusion on the Links Sharing Page.
Thanks to Philip Uys (not - yet! - a member of WAOE) and the listserve for the International Forum of Educational Technology & Society (IFETS), a comprehensive and rich set of addresses dealing with the evaluation and quality assurance of online education and training has recently been posted to the WAOE Website.
From lists supplied by Arun Tripathi, the following sites concerned broadly with distance education look particularly useful:
Community Learning Networkhttp://www.cln.org/
(Open School of the Open Learning Agency, British Columbia, Canada)
Designed to help K-12 teachers integrate technology into their classrooms. Provides links to curricular content, instructional materials, background information on technology integration, practical help for teachers looking for keypals/projects, internet guidebooks, software repositories, listservs and school pages
Distance Education Clearinghousehttp://www.uwex.edu/disted/home.html
(University of Wisconsin-Extension)
A comprehensive, well-filtered introduction to the world of distance education: introductory guides, and a lot of references and bibliographies
The International Centre for Distance Learning (ICDL) http://www-icdl.open.ac.uk/
A documentation centre specialising in collecting and disseminating information on distance education worldwide. The Bulletin Boards function still under development, but the site offers a wide range of services and has a good searchable database
Comprehensive Distance Education List of Resources http://talon.extramural.uiuc.edu/ramage/
A collection of links to distance education related sites. We couldn‚t get the Distance Education and Online Learning link to work, but the Virtual Education Database looks very comprehensive and is searchable by pre-set discipline and topic categories and by users‚ input
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Thanks to the members who gave a good wrap to the first issue of WEB, and also to the two members who let us know that they had trouble receiving the issue. Hopefully, their problems have been fixed, and there were no others who have been keeping silent! Comments on the content, length, organisation, look etc of WEB are welcome. In this second issue we have introduced a lot of new content, and played about a bit with format and style. Please let us know what you think by sending an email to the WEB Editor.
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The WAOE Electronic Bulletin (WEB) is the official newsletter of the World Association for Online Education. WEB will convey important information to WAOE members, encourage active participation in the affairs of the Association, and provide a forum for members to make a contribution.
WEB will be sent every two weeks to the last known email address of all registered members of WAOE, ie including both voting and non-voting members. It will be sent both as an email message and as an attached file in html format. We are hoping this approach will ensure that all members will be able to receive the text.
If you missed an issue and would like to look back, WEB is now archived on the WAOE Website.
Members are still expected to subscribe to WAOE-News (see WAOE Links), because that listserve will continue to operate as the medium for official announcements, which you may expect to become more frequent as WAOE develops. WEB will adopt a more comprehensive, detailed and newsy approach to providing items of useful and interesting information to members than is appropriate via WAOE-News. In particular, it will act as a gateway to the various and growing number of sites and locations within WAOE where exciting things are happening.
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The World Association for Online Education (WAOE) is a nonprofit public benefit corporation, incorporated in the State of California, USA. WAOE is organised for charitable purposes and not for the private gain of any person. The specific purposes for which this members' association is organised are described in detail in the WAOE Bylaws. These include WAOE's objectives to:
- develop computer-assisted online education as a professional discipline, based upon voluntary efforts of educators so involved throughout the world
- evaluate educational content presented over online media, basing these activities upon sound pedagogical principles, humanistic ethics, and the support of educators so involved
- assist educators and administrators in the conceptualisation, planning, construction, administration, and evaluation of online instruction, as well as in the selection and use of academically reliable online resources in face-to-face courses
- create an international community of online educators for mutual support
- provide scholarly information to all those concerned with the quality of online education
- Details of WAOE Officers/Directors and Appointed Officers
- A copy of the November 1998 NEWS RELEASE: World Association for Online Education
- An outline of the Proposed WAOE Committee System
- The Founding Propositions of WAOE (August 1998)
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Copyright © World Association for Online Education
Copyright in the contents of this Bulletin is held by the World Association for Online Education (WAOE), incorporated in the State of California, United States of America as a non-profit organisation.
For enquiries, contact WAOE at email@example.com
End of WEB Vol 1, No 2, March 28 1999.
Last Updated: March 29, 1999