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Beck, Susan E.; Ormand, Brian

Making the Leap to Hyperspace in Distributed Learning.
1997-10-23

57p . ; Paper presented at the Annual Meeting of the New
Mexico Council for Higher Education Computing /Communication
Services (16th, Las Vegas, NM, October 23, 1997) .

Reports - Descriptive (141) -- Speeches /Meeting Papers (150)

-- Tests/Questionnaires (160)

MF01/PC03 Plus Postage.

Computer Assisted Instruction; Computer Software; Curriculum
Development; *Distance Education; *Educational Technology;
Faculty Development; Higher Education; Inservice Teacher
Education; Internet; Program Development; Program
Evaluation; Teaching Methods; Technology Transfer;
♦Workshops; World Wide Web
New Mexico State University



ABSTRACT



This paper describes the origins and early development of
the Institute for Technology Assisted Learning (ITAL) at New Mexico State
University, which was established to assist faculty with both resources and
training to teach in a distributed learning model . ITAL held seminars for
eight faculty during a 3 -week period in July 1997 with the expectation that
the would be able to develop a distance education course for the 1997-98
academic year. Participants received laptop computers, computer software, and
hands-on training in electronic research methods, video and Internet course
delivery, World Wide Web publishing, PowerPoint presentations, teaching
methods, and the integration of technology into curriculum development.
Faculty participant evaluations rated the training sessions as satisfactory
to excellent; however, faculty felt that they needed more time to learn about
new, technical applications. It is concluded that for a program such as ITAL
to be effective, adequate funding is essential. It is also noted that faculty
participants need hands-on instruction and practice with all of the new
technologies and tools introduced. Five appendixes provide ITAL background
materials, program application forms, the program budget, information on
library services for distance education students, and participant
evaluations. (MDM)



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* Reproductions supplied by EDRS are the best that can be made *

* from the original document. *

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ED 416 724





Making the Leap to Hyperspace in Distributed Learning



by

Susan E. Beck,

Instruction Coordinator
New Mexico State University Library

and

Brian Ormand,

Manager, Scholarly Technology
New Mexico State University



N

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O

ERLC



A paper presented at the
16th annual conference for the

New Mexico Council for Higher Education Computing/Communications Services

October 23, 1997
New Mexico Highlands University
Las Vegas, NM



U.S. DEPARTMENT OF EDUCATION
Office of Educational Research and Improvement
EDUCATIONAL RESOURCES INFORMATION
CENTER (ERIC)

□ This document has been reproduced as
received from the person or organization
originating it.



□ Minor changes have heen made to
improve reproduction quality.



PERMISSION TO REPRODUCE THIS

material has been granted by



Susan E. Berk




Points of view or opinions stated in this
document do not necessarily represent
official OERI position or policy.



TO THE EDUCATIONAL RESOURCES
INFORMATION CENTER (ERIC).”



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Making the Leap to Hyperspace in Distributed Learning



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Making the Leap to Hyperspace in Distributed Learning



Abstract:

This paper focuses on helping faculty make the leap from a traditional classroom to a virtual
one by using instructional technology that benefits residential and distance students alike. In
order to meet these needs, ITAL, the Institute for Technology Assisted Learning, was
established to assist faculty with both the resources and training to create and teach in a
distributed learning model. ITAL’s founders formed a unique partnership that involved a
blending of skills and knowledge from five very different NMSU support organizations. The
strength of this project lay in its combination of unique concepts and incentives including: a
laptop computer equipped with course development software for each participant, hands on
training, special treatment of pedagogical issues related to teaching at a distance, video and
internet course delivery methodologies, electronic research methods and issues, and follow up
support from ITAL partners. This paper also discusses the successes and failures of putting on
an intensive, three week institute and examines future plans for ITAL.



Making the Leap to Hyperspace in Distributed Learning



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Introduction

A new learning model is surfacing in higher education. We find we are needing to shift
towards a student centered learning model and away from the professor dominated lecture hall.
This shift is required because our student population has changed. Although many of our
students are still campus residents and recent high school graduates, many commute to
campus, have full time jobs, and are raising families. And just as the student population type is
changing, student educational needs and expectations are moving away from the traditional
model. Not only do students demand more institutional and professorial accountability, they
also require more flexible course schedules and locations.

While universities and colleges are reaching out to students population with more
creative methods of course delivery, we are trying to also change the ways we teach by
focusing on new and exciting technologies that enhance student learning. PowerPoint class
presentations, web-based course delivery, two way interactive video, CU See Me Internet
camera technology, class listservs, bulletin boards and chat rooms are just a few of the new
tools for educators. Moreover, course delivery is now neither time or place bound. Investment
in distance education technologies - be they distant in time (time delay) or in place
(geographically remote) - is not only the current focus of many university and college
programs but it is also a large part of higher education’s future. Frequently, however, the key
element to successful distance education programs is often overlooked: the faculty. Faculty
training and technical support during training are essential elements. In conjunction with these
is the assurance of follow up training and technical support measures. In a report on
audioconferencing training, Boone and Bassett found that faculty will more readily adopt a



Making the Leap to Hyperspace in Distributed Learning



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new process if they have effective training; otherwise they may avoid using both the
techniques and equipment provided (p. 333). In any new program incorporating new
technologies, the quality of not only course delivery but of the entire distributed learning
program is dependent on the individuals providing the course content (Shaefer and Griffin). In
fact, in 1989 the Office of Technology Assessment found that “...no technology can overcome
poor teaching. But when skilled teachers are involved, enthusiasm, expertise and creative use
of the media can enrich students beyond the four walls of the classroom” (U.S. Congress,
1989, p. 87).

Preparing faculty to teach in a distributed learning environment requires the
involvement of many campus support services. Faculty need experience using new,
technologically-advanced instructional materials and equipment, be they two way interactive
video, software packages or web-based instructional programs. They also require a knowledge
of hardware/software availability, their use in instruction, and methods to integrate these tools
into their courses. Library research facilities and resources are other vital components in
increasing faculty’s knowledge. The digital library, no longer a time and place bound
institution, is rapidly becoming a reality. This is especially true with the increase of research
databases, electronic journals and library services available on the Internet. Finally, faculty
need to be aware of how the various administrative, technical, and instructional support
departments can work together to ensure a successful course environment (Carter, p. 19).

Thus, a coordinated training effort, combining the expertise of many non-instructional
departments is mandatory.



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Providing training is not enough. In helping faculty to make the leap to hyperspace,
incentives are necessary. Some distance education programs offer extra income, or teaching
load adjustment to allow for time in course preparation. Others provide inducements in the
form of new computer equipment or professional development travel opportunities. Still others
rely on giving faculty the opportunity to be on the cutting edge of technology-assisted learning,
counting on faculty’s commitment to the notion that the university and its faculty will lose out
if they fail to realize society’s new demands on higher education. These demands encompass
reaching out to non-traditional students by providing new and different methods of learning
opportunities. (Barker and Dickson). No matter what the incentive, its presence is required to
ensure the success of a new distributed learning program

Program development

Goals

With these factors in mind-faculty training, the involvement of many different support
services, and an incentives package— New Mexico State University launched a unique course
development program for faculty in the summer of 1997. ITAL, Institute for Technology
Assisted Learning, was the brainchild of NMSU Computing and Networking staff. It was built
on the tenet that through the provision of resources and training, faculty will have the tools and
knowledge they need to prepare and deliver distance education courses. At its inception, ITAL
drafted the seven goals. The Institute’s purpose was to provide:

1 . An overview of the options available for presenting a distance education class.



Making the Leap to Hyperspace in Distributed Learning



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2. An understanding of how the emerging technologies can be used in teaching at a
distance and integrated into curriculum development.

3. Instruction and hands-on practice using electronic library resources and services,
including searching electronic research databases and instruction on connecting from
remote sites.

4. Hands-on instruction in various software options (electronic communications with
students, PowerPoint, Web Publishing, Web CT)

5. Faculty with the hardware and software they need to apply skills, techniques and new
knowledge gained through the Institute.

6. Technical assistance, as-needed, to help faculty in any difficulties using their equipment
in home or office environments during the Institute.

7. Follow up training and support after the Institute’s conclusion.

From these goals, a set of seven, very modest measurable objectives emerged. Faculty
completing ITAL were expected to:

1. Create a class syllabus and professional page using Web publisher software and place
these on a Web server

2. Create a PowerPoint presentation and show it using an equipment delivery option they
typically expect to use (e.g., LCD panel, compressed video environment, television in
instructional classroom)

3. Request and administer a listserv group for an instructional course.




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Making the Leap to Hyperspace in Distributed Learning



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4. Use a chat room to work with other participants on a class assignment

5. Use their laptop computers from an Ethernet connection, TAU, and from home.

6. Set up their laptops to print wherever they are, be it in a class lab, their home or their
office.

Incentives

In order to both attract faculty and to immediately provide them with course development
tools, the Institute offered participants Pentium laptop computers with all the software and
peripherals required to complete ITAL seminars. These laptops could be purchased
individually for $1,250 or charged to the participant’s departmental account. In the latter case,
the ownership of the laptop would be transferred to the participant’s department pending

1. faculty participant’s completion of the Institute

2. development of distance learning course materials based on knowledge gained through
ITAL.

With the equipment offer also came the guarantee of onsite technical assessment and setup
assistance in connecting to the campus network and working within the campus server
environment. Participants were also provided with technical assistance during the Institute so
that the skills and knowledge learned during the ITAL seminars could be applied immediately
in their own office or home environments.

Another incentive offered was free, ongoing, follow up technical support from Computing
and Networking after the Institute was over. Since Computing and Networking, as is the case




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Making the Leap to Hyperspace in Distributed Learning



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at most universities, normally charges departments for its individualized field services this
offer of free assistance was especially attractive.

Because many faculty had already agreed to redesign their courses for distance
education delivery, the Institute offered them the opportunity to get a head start. Thus, faculty
participating in ITAL had the advantage of immediately applying the skills they were learning
to a known task. This final incentive was a powerful one. Because the Institute had full
university support -funding, equipment, full set of workshops, technical support - faculty had
assurance that their efforts in making the shift to a different learning model were appreciated,
encouraged and subsidized.

Partnerships

In May 1997, representatives from five different departments/service units met to begin
developing the Institute. They included the Office of Distance Education and Weekend
College, Computing and Networking Services, the Center for Educational Development, the
Library, the College of Education Learning Technologies Graduate Program, and the Office of
the Vice President. Each committed to providing at least one of three services: financial
support, staff to conduct ITAL seminars, or technical assistance. Meeting weekly, training
facilitators representing each of the five departmental units created a program of seminars for
the Institute. Each of the sixteen facilitators brought both unique skills and a different
perspective in developing an intensive faculty training program. Facilitators worked closely to
ensure that the skills-based seminars built on one another, and that the schedule provided
adequate time for faculty discussions and feedback. One of the facilitators, a doctoral




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candidate from the School of Education, created evaluation and assessment tools based on
course objectives to be used at the end of the Institute and as six month follow up assessment.
This person also agreed to be the objective observer, attending all training seminars but not
participating as either a trainer or learner. In this fashion, the project had at least one person
with a broader view of the planning, the process and the product.

By mid June, Computing and Networking launched the ITAL web page
(http://www.nmsu.edu/~scholars/ital/homepage.html), complete with a schedule of seminars,
abstracts and learning objectives for each, vitas for all units and their representative
facilitators, and a participants roster (Appendix A). This web page grew quickly both prior to
and during the Institute. In addition to the web page, Computing and Networking created an
ITAL listserv to keep facilitators current with new developments.

Faculty recruitment

Brochures were sent out to faculty in May along with application forms (Appendix B).
Participation was limited to eight. The initial group was kept small due to both cost for the
laptops and the desire to develop a supportive, cohesive cohort. In their application faculty
agreed to:

1. Commit to developing a distance education course for the 1997-98 schedule.

2. Attend at least 90% of the seminars offered.

3. Develop course materials that utilize methods or technologies presented in the ITAL



seminars.



Making the Leap to Hyperspace in Distributed Learning



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Faculty members from every department and college were encouraged to apply. Although
close to twenty faculty inquired about the Institute, only half that number applied to
participate. Selection was limited to faculty who were already teaching a distance education
course or to those who had committed to developing and teaching a course in the near future.
Selection was also limited to those with the financial means to participate. In other words,
applicants had a very good chance of acceptance if they had already secured departmental
support and funding. Because the initial applicant pool was small, selection was not difficult.
The selected cohort of eight faculty came from the colleges of Business, Education and
Engineering, representing three of the five university colleges. These are same colleges that
have taken the lead in distance education course development at New Mexico State University.

Budget

The Institute’s budget (Appendix C) was lean but workable. The Office of the Vice
President agreed to invest $19,600 in startup costs. This sum helped to defray the total cost of
laptop computers and accompanying software and peripherals so that participants and their
departments were assured of a real equipment bargain. The startup lump sum, combined with
participant tuition of $10,000 and an additional $5,819 for Macintosh upgrades supplied by
Computing and Networking, gave the Institute a total income of $35, 419. Expense categories
were equally spare, consisting of only computer hardware and software, computer accessories,
stipends for facilitators working under a nine month contract, and miscellaneous costs
(photocopying and supplies). Overall, expenses came to $35,253.78.




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Making the Leap to Hyperspace in Distributed Learning



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Program Administration

From the outset the project was an enormous undertaking not only in scope but in the
short, two month time frame in which to work. All scheduling, budget coordination,
advertising and publicity, communication among partners, facilitators and faculty, acquisition
of external funding support and web page administration was handled by one person within the
Computing and Networking department. Computing and Networking also managed all
technical matters related to the Institute. This department provided research and
recommendations on the laptop purchase, installed and configured all the hardware, assisted
participants with connectivity needs, made faculty office visits for equipment setup and
provided troubleshooting when necessary. Late in the planning phase of the project it was
obvious that no one person nor one department should shoulder the entire job of program
administration. After discussion, partners agreed to rotate program administration for future
Institutes.

The Institute

Seminar Schedule and Scope of Activities

At the kickoff session, faculty participants set up their laptops and received a briefing
on the particulars of distance education at the University, including course approval
procedures, presentation options, course types considered for adoption, and tuition and fee
calculation for courses.

Seminars were held during a three week period in July, 1997. Because many of the
seminars required hands-on learning either in a networked computer lab or in a teleclassroom,



Making the Leap to Hyperspace in Distributed Learning



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the Institute was not confined to one location. Depending on the seminar, participants traveled
to training facilities in many different departments. These ranged from the Center for
Educational Development to the Library’s electronic classroom to the University’s
teleclassroom equipped for satellite broadcasts, video taping and two way interactive video.

Primarily due to their complex nature and depth of subject, most of the originally
planned, eight general seminars expanded into double sessions. For example, “Communicating
Electronically with Students” encompassed two sessions involving applications related to
asynchronous communication (e-mail, bulletin boards, listservs, newsgroups) and synchronous
communication (chat rooms, IRC, Cool Talk, CU-SeeMe, videoconferencing and electronic
whiteboards).

In its first session, “The Electronic Library” examined library services and resources
available to distance education faculty and students. It involved a demonstration and hands-on
practice using web-based, commercial research databases, and a discussion of copyright issues
related to distance education. The second session concentrated primarily on academic research
on the Internet. Topics included search engines and search techniques, evaluation of Internet
sources and connecting from remote sites to all resources discussed during both session.

In the “Basics of Web Publishing” participants learned HTML basics and practiced
using Adobe Page Mill, a WYSIWIG editor, MS Word HTML converter, and Adobe Acrobat.
During the second session, participants completed their course home page and syllabi begun
earlier and learned how to upload them to the campus server.

Faculty received hands-on practice using PowerPoint to develop visual materials for the
classroom and became familiar with all the equipment and delivery options available for



Making the Leap to Hyperspace in Distributed Learning



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presenting distance education classes. They quickly became excited about the potential use of'
Web CT, a total course integration package that allows almost all typical course
administration, communication, and delivery functions via the Internet.

Not all seminars concentrated solely on technology. “Teaching at a Distance With
Emerging Technologies” incorporated current pedagogical practices in distance education. It
included developing a telelesson plan, reconfiguring traditional courses to fit into the distance
education learning framework, and student engagement techniques for teaching via two way
video, audioconferencing, or one way telecast. “Integrating Technology into Curriculum
Development” looked at how technology can help faculty to solve pressing instructional
problems such as unprepared students, a lack of time to cover increasing amounts of content,
the existence of a wide range of student abilities, and the need to help students think.

Midstream Adjustments

During the Institute, faculty actively requested extra training sessions. Because the
Internet is widely available and relatively inexpensive, faculty instantly embraced its use as a
teaching tool and communication medium. Therefore, all of the requested sessions were
Internet based. Among these was a special three hour workshop on using Adobe PhotoShop to
create and manipulate graphics and photographs. In addition, faculty felt they needed more
time to practice using Adobe Page Mill, a web authoring software program. Finally, an
additional session on Web CT was offered for those who felt they required more in-depth.





hands-on experience.



Making the Leap to Hyperspace in Distributed Learning



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Training sessions were not the only adjustments encountered during the three week
program. Several support units needed to rethink their services to both students and faculty in
light of the University’s distance learning, distributed education emphasis. In one case, the
Library had to reformulate their service policies. How would delivery of books and articles be
handled? Would distance education students be able to connect to the library’s commercial,
electronic research databases from off campus? Would only one department take charge of
services for distance education students or would these services be shared? Each question was
resolved with the view that adjustments would need to be made as the University’s distance
education initiative increased. It instituted standing policies and procedures, however, that
ensured the same basic services were available to distance education students as those
traditionally offered (Appendix D).

Computing and Networking also faced several new challenges with distance education.
Many of these surfaced during the Institute and are ongoing projects for the department. First,
Computing and Networking realized that it needed consider the type and method of access
remote students have in connecting to the University’s server. Because most of these students
typically have a different ISP than the University, Computing and Networking needed to make
sure students have proper network access. Another concern, primarily for Computing and
Networking but also for distance education faculty and program coordinators, are technical
prerequisites for students. Are students required to have a computer for a particular course?
What type of computer? What kind of software? Are these hardware and software
requirements supported by the University? Also Computing and Networking needed to
examine methods to password protect internet based course materials. The University should




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consider funding for a fully staffed technical support area that would ensure that all students,
whether remote or on campus, have access to support personnel to assist them with technical
problems. Evenings and weekends are typically the times when students use the University’s
computer network. Presently Computing and Networking only has funding to provide technical
assistance during the traditional 8 to 5 work week.

Institute post mortem

Course evaluations

Faculty participant evaluations (Appendix E) provided insight and guidance for future
Institutes. They also revealed areas needing further emphasis. Overall, faculty rated all
sessions (l=poor, 5=exellent) as satisfactory to excellent. Predictably, faculty felt they
needed more time learning about new, technical applications. Sessions on Power Point,
Synchronous/Asynchronous Communication, Web Publishing and Web CT received at least
three requests for more instruction. Faculty felt that adequate instructional time was given to
sessions on the electronic library and video delivery options but that less time was needed for
the two pedagogical sessions.

Other than time allotted for specific topics, faculty participants rated each seminar
according to organization, clarity, pace, quality and usefulness, depth and scope of coverage,
potential application relevancy for instruction and whether individual seminar objectives had
been achieved. The Electronic Library garnered the highest total ratings (4.51) with seminars




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on PowerPoint applications (4.36), Web Publishing techniques (4.26) and using Web CT
(4.25) not far behind.

Faculty were also asked to give comments on their evaluations. Many felt that the most
valuable sessions were those that either had direct application to distance education instruction
or areas where the faculty had little experience. Among these were sessions on Web CT,

Adobe PageMill and electronic research sources. For the most part, faculty were most
appreciative of methods and tools that helped them make the shift to technology-based
instruction. Pedagogical seminars, however, were not valued as highly. Perhaps this is because
these seminars presented material already known to faculty and practiced for many years.
Faculty participants were fully cognizant of the need to adjust their teaching style to the
distance education environment; however, they felt the need to try out and practice these new
styles, not discuss principles and theories.

Faculty suggested adding topics for future seminars. They wanted to know more about
connectivity - from their offices, from home or while traveling. Another request was for more
sessions on creating and manipulating graphics such as the special session on Adobe
PhotoShop. They felt that experience with using multimedia programs would be especially
helpful. One participant suggested working on a single project during the Institute to prepare
faculty for one interactive or video-based course.

Overall, the Institute met or surpassed participant expectations. They received a solid
introduction to many useful technology tools and felt motivated to begin course development
using these new tools and applications. Because of the intensive, concentrated nature of the
Institute, faculty felt they learned more than in single workshops attended in the past. The



Making the Leap to Hyperspace in Distributed Learning



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Institute gave faculty both a broader picture of teaching with technological tools and the time
to apply techniques. If these seminars had been presented in isolation, they would have
supplied only one piece of the puzzle, out of context within the entire spectrum of technology-
based instruction.

Unforeseen Benefits

During the three week training, faculty participants developed into a team, often
helping and learning from each other. This unexpected benefit arose from the different
perspectives each brought to the Institute. Participants learned as much from each other as they
did from the training facilitators. Another benefit was the high level of collegiality among
participants. Many faculty had only a passing acquaintance with each other although they had
been teaching at the same institution for many years. From their weeks together faculty
members forged new partnerships that reached across departments and colleges.

Future adjustments: What we learned

1TAL was not only a learning experience for faculty participants but also for partners
and facilitators. In the initial planning phases the original team had little inkling that so many
factors would become increasingly important during the Institute. For example,
creating and managing an intensive, three week faculty training institute is an enormous
undertaking. Early on it became obvious that the program administrator’s role is extremely
important. Without solid guidance and hard work from our initial program administrator, the
Institute may well have foundered in midstream.



Making the Leap to Hyperspace in Distributed Learning



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Another lesson learned is that participants want and need hands-on practice and
instruction with all the new tools. While a few of the seminars required faculty to bring syllabi
or course assignments to work on (Web Publishing, Electronic Library), not all seminars took
this need into account. Participants felt the most rewarding sessions were those in which they
were able to see immediate benefits. Publishing their course schedules and syllabi in web
format, developing new teaching materials in PowerPoint, or creating research assignments
based on newly discovered electronic research tools are just a few examples of tasks the faculty
felt were most rewarding.

A final essential ingredient for Institute’s future is adequate funding. Without
University support, the Institute would never have been possible. And without future funding,
either internal or external, the Institute cannot continue. But financial support is just one
requirement. Fortunately, the University has already recognized the need to upgrade faculty
skills through on-going training. Without this recognition and support, the Institute could not
exist nor would the University’s distance education program be successful.



Future Plans

ITAL partners are committed to continuing the Institute. Original plans called for one
ITAL per semester. At this point, however, the university’s financial situation is not robust
enough sponsor the program for the fall semester. While ITAL partners actively seek external
funding through grants and corporate sponsorship, plans are still underway to launch another
ITAL in either spring or summer of 1998. In the meantime, Computing and Networking has




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Making the Leap to Hyperspace in Distributed Learning



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initiated a substitute mini-training program for the fall. The “Technology Toolkit Series”

(TTS) is targeted at faculty members wanting to implement new technology in their delivery of
a course. TTS will include 8 to 10 workshops that are hands-on and focus on creating course
materials with new technological tools. The total cost for the workshop series is $500 which
covers all software. If faculty already have some of the software programs, the cost is
decreased appropriately. To ensure that individual computers are working, the Computing and
Networking department will provide a certain amount of follow-up technical support. This
support is included in the $500 tuition. To participate, faculty will need a computer capable of
running the software used in the workshops. This includes a PC or a Macintosh that will run
the University’s Aggie Access software, Microsoft Office 97, Adobe PageMill, Adobe
Photoshop LE and McAfee virus scan.

Conclusion

When undertaking course development for distance learning programs, faculty are
frequently overwhelmed by the many course delivery options and various technology-based
tools available. Not only are faculty deterred by the sheer numbers of options available but
also they may not fully understand how the various technology tools function. ITAL provided
its faculty participants the opportunity to examine and evaluate many different technology-
based options. It provided a framework from which faculty selected and applied the skills and
methods learned to their particular course. Without this Institute and the cooperation between
many different campus support units, faculty might still be hesitant to tackle new teaching
tools and course delivery methods.




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Through future technology institutes and with the increased cooperation between
campus support units, the University’s goal of providing quality distance education program
may well be reached. Without strong financial support and the belief in the need for ongoing
training, however, the University’s distance education initiative would find itself in jeopardy
of failure. Fortunately, New Mexico State University has made a small but successful start in
the shift to providing instruction in a new, distributed learning environment.




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References



Barker, Bruce 0. and Michael W. Dickson. “Aspects of successful practice for working with college
faculty in distance learning programs.” ED Journal Vol. 8 (Feb. 1994): J6-J10.

Boone, M E. and R. E. Bassett. “Training people to audioconference: A review of current wisdom.” In
Teleconferencing and electronic communications. D . Madison, WI: Center for Interactive Programs
1983. 333-340.

Carter, Alex. “Developing faculty training for interactive distance education ” Innovations in Education
and Training International . Vol 32 (May, 1995): 147-152.

Shaeffer, J. M and K. Griffin. “Adopting audio teleconferencing technology Some policy considerations.”
National Issues m Higher Education Vol. 21 (1986): 250-254.



U. S. Congress, Office of Technology Assessment. Linking for Learning: A new Course for Education .
OTA-SET-430. Washington, DC: U S. Government Printing Office, 1989.



Making the Leap to Hyperspace in Distributed Learning



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Appendix A



ITAL Background Materials




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ITAL Home Page



http://www.nmsu.edu/~scholars/ital/homepage.htmi



Welcome to the ITAL *97 Home Page!



ITAL '97, the Institute for Technology-Assisted Learning, is a summer institute designed to
provide NMSU faculty with the resources they need to prepare and teach distance education
classes. ITAL runs from July 8 through 31, four afternoons a week, from 1 to 4 p.m. For
more information about ITAL, check out the following pages:

• Sponsoring Groups

• Partners

• Participants

• Schedule

• Vitas of Facilitators

• Application Form

Background Copyright © JPavne 1997




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ITAL Sponsors



http://www.nmsu.edu/~scholars/ital/sponsors.html



ITAL Sponsors



ITAL is sponsored by a partnership of

• Distance Education and Weekend College

• NMSU Computing and Networking

• Center for Educational Development

• NMSU Library

• College of Education Learning Technologies Graduate Program

• Office of the Executive Vice President




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ITAL Partners



http://www. nmsu.edu/~scholars/ital/ partners.html



Partners



ITAL is sponsored by a consortium of partners from across the NMSU
campus. The individuals from each of these groups include the following:



Name


Department


Phone


E-Mail


Ames, Lyn


Office of Distance

Education/Weekend

College


6-5837


1 amesfalnmsu. edu


Beck, Susan


Library


6-6171


susabeck (a). 1 ib . nmsu. edu


Brown, Mario


Library


6-7485


marlo@lib.nmsu.edu


Cadena, Fernando


College of Engineering


6-3023


fcadena(2)nmsu. edu


Clark, Charles


C&N


6-4390


c eel ark®nmsu. edu


Conway, Jean


CED


6-2204


econwav(®nmsu.edu


Cyrs, Tom


CED


6-2204


tcvrs®nmsu.edu


Dyson, Anna


C&N


6-8163


adyson@nmsu. edu


Leask, Steve


College of Education


522-8453


sleask@zianet.com


Molloy, Molly


Library


6-6931


mmolloy@lib.nmsu.edu


Ormand, Brian


C&N


6-1949


bormand(®nmsu. edu


Seager, DD


C&N


6-5968


dseaeerfffinmsu. edu


Watkins, Cindy


Library


6-7676


cwatkins@lib.nmsu.edu


Watts, Joe


C&N


6-5484


joe@nmsu.edu


Welsh, Denise


CED


6-1402


dwelsh®nmsu. edu


Wiburg, Karin


College of Education


6-2390


kwiburg@nmsu. edu



BEST COPY AVAILABLE

ERIC 26




10/3/97 12:38 PM



UAL Participants



h ttp://www.nm su . eduA-scholars/i tal/ facu I ty . htm I



Participants




ITAL's class of Summer *97 includes faculty from the colleges of Education,
Business, and Engineering. They include:



Name


Department


E-Mail


Armendariz, Abe L.


Educational Management &
Development




Derlin, Bobby


Educational Management &
Development


rderlin@junsu.edu


Hampton, Gerald


Marketing & General Business


ehamDtonfffinmsu. edu


Hanson, Adrian


Civil, Agricultural and Geological
Engineering


athanson@nmsu.edu


Ivory, Gary


Educational Management &
Development


eivorvfffitenet.edu


Khandan, NN


Civil, Agricultural, and Civil
Engineering


nkhandanfffinmsu.edu


Mills, Sherry


Accounting and Business Computer
Systems


smillsfffinmsu.edu


Sautter, Pookie


College of BA & Econ


esautterfffinmsu.edu




BEST COPY AVAILABLE



**4

A* $



10/3/97 12:39 PM



ITAL Schedule



http://www.nmsu.edu/-scholars/ital/schedule.html



ITAL ’97



Class Schedule



July 8

ITAL Kickoff

Welcome to ITAL; introduction of partners. Dr. Mike Wolf, Director, C&N.

Overview of how distance education works at NMSU, including the process of getting a distance education course
approved, options for presenting it, types of courses that can be presented, timeline, and how fees and tuition are
calculated. Dr. Lynford Ames, Director, Distance Education/Weekend College.

1 to 4 p.m., Corbett Center, Room 214.

July 9, 10

Communicating Electronically With Your Students

This two-part session covers the common Internet tools instructors can use to facilitate communication in their classes.
These tools can be based on either asynchronous or synchronous communications methods.

Part I (July 9) - Asychronous Communication. Asynchronous communication tools allow interaction to be initiated at
different times by the various people involved. The common tools in the category are email, listservs, newsgroups, and
bulletin boards. How these tools are implemented in the NMSU environment will be examined.

Part II (July 10) - Synchronous Communication. Synchronous communication tools feature interaction at the same
times by the various people involved. This interaction can occur between student and instructor, student to the class,
students with other students in the class, at remote sites, etc. The tools include chat rooms, IRC, Cool Talk, Cu-SeeMe
videoconferencing, electronic whiteboards, etc. Session includes an overview at some of these options, practice at using
some of them, and demonstrations of others.

Both days - 1 to 4 p.m., C&N Building, Room 142.

July 14, 15

Teaching at a Distance With the Emerging Technologies

Workshop based on some of the Center for Educational Development (CED) workshops.

Part I - Topics include (1) reconfiguration guidelines for distance education; (2) criteria for choice of delivery media; (3)
development of a telelesson plan and correlated handouts for teaching at a distance; and (4) an instructional systems
approach to teaching at a distance.

Part II - Topics include (1) let
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