techknowlogia journal 2001 may june

8/6/2019 Techknowlogia Journal 2001 May June

1/70

!!!!1 !!!!TechKnowLogia, May/June, 2001 Knowledge Enterprise, Inc. www.TechKnowLogia.org

TM

Volume 3, Issue 3 May/June 2001

Themat ic Focus: Techno logy fo r E -Learn ing in the Wor kp lac e

5555 E-Learning Beyond the WorkplaceWadi D. Haddad, Editor

The growing knowledge economy is transforming the dynamics of the workplace. New trends are creatingnew realities; new realities are requiring new tools; and new tools are giving birth to new possibil ities.

7777 E-Learning Growth and Promise for the Developing WorldJoanne Capper, World Links for Development, The World Bank

A growing number of organizations are now delivering training and education over the Internet. This articlegives an overview of e-learning, its current status, its benefits, what the future holds, and what it promises forthe developing world.

1 11 11 11 1 What Isnt E-LearningCher Ping Lim, Ph.D., National Institute of Education, Nanyang Technological University, Singapore

This article dispels four common myths about what e-learning is by discussing what e-learning is NOT. Indoing so, this article establishes what e-learning must be about and what questions corporations should askwhen evaluating e-learning.

1 31 31 31 3 The Role of E-Learning in Training and DevelopmentKurt D. Moses, Vice President, Academy for Educational Development

E-learning offers a powerful alternative to a traditional form of training that has worked for manycenturies. Here we see what factors are driving corporations to make e-learning a priority.

1 51 51 51 5 How Information Technology Can Help Development: Opportunities and ObstaclesMary Fontaine, The LearnLink Project, Academy for Educational Development

This issue is co-sponsored by:UNESCO; Academy for Educational Development; Educational Testing Service

The contents of this Issue do not necessarily reflect the policies or the views of the co-sponsors or their affiliates


2/70


This article explains the connection between IT and development, describes some of the e-opportunities andentry points to developing countries, and identifies some of the conditions that must be in place forparticipation.

1 91 91 91 9 TechKnowNews

India and Brazil Are Bringing Computers to the Masses Legislation Introduced in USA to Encourage IT

Training in the Workplace Latin Americas Widest Reaching E-Learning Solution is Launched Virtual CellSite Wins Pirelli INTERNETional Award University Libraries in Developing Countries Gaining GreaterAccess to Academic Journals.

2 12 12 12 1 The Rio Salado Experience: Partnerships An Essential Ingredient for E-Learning in theWorkforceDr. Linda M. Thor, President, Rio Salado College

When you dont have a campus, you tend to get rather creative about delivery formats. The Rio Salado

College serves 50,000 students annually through customized, unique programs and partnerships, acceleratedformats and distance learning.

2 52 52 52 5 India: How NIIT Brings People and Computers TogetherSuccessfully!C.N. Madhusudan, President, Strategic Alliances, NIIT USA Inc.

Since 1982, NIIT has been bringing quality computer education to vast numbers throughout India despitealmost insurmountable obstacles. Now, with the power of online learning, even geographical constraints havedisappeared. This is the story of how India is joining the Information Technology revolution.

2 92 92 92 9 Corporate E-Training: Three Examples from Across the WorldSonia Jurich

Corporations are adopting e-learning to train and re-train their workforce. This article summarizes solutionsfound by corporations located in three different parts of the globe, to meet their training needs.

3 13 13 13 1 Higher Education and Enterprise Training in Latin America: The Case of the VirtualCampus of Perus Higher Technological InstituteLaurence Wolff and Norma Garcia, Inter-American Development Bank

Higher education institutions in Latin America are only beginning to realize the potential of working with andsupporting industry and commerce through Internet based learning opportunities for technical andprofessional workers. This article describes a rapidly expanding program being undertaken by Perus HigherTechnological Institute (TECSUP).

3 33 33 33 3Honduras: Solar Energy Bridges the Digital DivideAimee Verdisco, Education Unit, Inter-American Development Bank, and Analyda Melara de Fanconi,Minister, Honduran Council for Science and Technology

San Ramn, a remote village located in the hills of Honduras, is proof of the power of technologicalleapfrogging over traditional barriers to development. This community has become the world's first solarpowered community hooked up to the Internet.


3/70


3 53 53 53 5 Distance Learning in Developing Countries: Is Anyone Measuring Cost-Benefits?Stephen Ruth and Min Shi, George Mason University

This article reviews distance learning in the context of developing countries and examines how to determineits value, cost and yield. The author also suggests some implementation approaches through a case study inChina.

3 93 93 93 9 The Power of the Internet for Learning: Moving from Promise to PracticeKathleen Fulton, former Project Director, Web-based Education Commission

This article highlights the Report of the US Congressional Web-based Education Commission, which studiedthe use and impact of the Internet in enhancing learning opportunities for all in schools, universities, and theworkplace.

4 34 34 34 3 Business, Corporate Universities and E-LearningJohn Y. Jones, Masters Degree Student, George Washington University

A corporate university today is in a favorable position in relation to traditional universities. Somecompanies are even creating entire degree programs in cooperation with traditional universities.

4 64 64 64 6 The Role of the Instructor in E-Learning Collaborative EnvironmentsLucio Teles, Stacy Ashton, Tracy Roberts, Irina Tzoneva, Simon Fraser University

This article summarizes the results of research that evaluated the role of instructors in e-learningenvironments.

5 15 15 15 1 E-Learning Buyers GuideGregg B. Jackson, Associate Professor and Coordinator, Education Policy Program, George WashingtonUniversity

It is essential that when shopping for e-learning, both corporate training officers and individual students do so

with caution. Here are four guiding steps.

5 35 35 35 3 Development of a Skilled I.T. Workforce: Strategies, Standards and ResourcesJoanne Capper, World Links for Development Program, The World Bank

There are a number of strategies that various countries are taking to support and enhance the development of

skilled IT personnel. This article discusses five such strategies.

5 65 65 65 6 Digital Divide or Digital Bridge? Exploring Threats and Opportunities to Participation inTelecenter Initiatives

Raul Roman and Royal D. Colle, Development Communication Research Group, Cornell University

This article identifies the main obstacles to community and individual participation in telecenter initiatives and

the strategies to overcome them.


4/70


6 06 06 06 0 E-Learning SolutionsEditorial Staff

This article describes fora such as chat rooms, webcasts, email and videoconferences that are being used ase-learning tools in a wide variety of educational and corporate settings.

6 26 26 26 2 WorthWhileWebsJohn Y. Jones, Masters Degree Student, George Washington University

There are multitudes of resources found on the web related to e-learning in the workplace. Here you will finda handful of these e-learning resources, both for the corporation interested in starting a corporate e-learningprogram, and for the student interested in enhancing workplace skills individually.

6 46 46 46 4 Hearing the Sights: Seeing the Sounds!Tressa Steffen Gipe

Remarkable progress has been made in the field of 3-D computer-generated animation, which can helppeople with autism, profound deafness, stroke-related aphasia and linguistic learning disabilities improvepronunciation, lip-reading, vocabulary, language fluency or other linguistic skills.

6 66 66 66 6 African Global Information Infrastructure Gateway Project: The Leland InitiativeAcademy for Educational Development Staff

In recognition of the power of the Internet and its potential as an important development tool in the Africancontext, the African Global Information Infrastructure (GII) Gateway Project more commonly known as theLeland Initiative, was launched in February of 1995 and was designed to extend fullInternet connectivity to aminimum of 20 sub-Saharan African nations.

6 86 86 86 8 Country Profile: Distance Education in PolandMiroslaw J. Kubiak, Polish Association of Teachers of Computer Science

This article profiles four institutions that offer distance education in Poland: Distance Education Center atTechnical University of Gdansk; Kielce University of Technology; The Distance Education Certificate Programat the University of Lodz; and Virtual University at the Institute for Vocational Training in Warsaw.

EDITORIAL CALENDAR YEAR 2001

January/

February

March/

April

May/

June

July/

August

September/

October

November/

December

Management

of Education

Systems

Science and

Math Education

e-Learning for

the Work Place

Social Action Early Childhood

Development and

Parental Ed.

Language

Education


5/70

!!!!5 !!!!TechKnowLogia,May/June, 2001 Knowledge Enterprise, Inc. www.TechKnowLogia.org

Wadi D. Haddad, Ed i tor

E-LearningE-LearningE-LearningE-Learning

Beyond t he Workpl aceBeyond t he Workpl aceBeyond t he Workpl aceBeyond t he Workpl ace

New Economies - New Real ities

The growing knowledge economy is transforming thedynamics of the workplace. The competitiveness - andsometimes the economic survival - of countries, firms andindividuals depends on the intelligence, knowledge and

updated skills of the workforce and on the efficiency,productivity and networking of the workplace.

The new trends in the economy are creating new realities:

Competition, quality standards, and economic changesare not confined within country borders, and monopoliesand protectionism are decreasing.

Acquired skills have a short life and many new skills areneeded within the lifetime of an individual.

There is a proliferation of new products and services.

Work solutions are more flexible (telecommuting,virtual partnerships, etc.).

The workplace is becoming more global. Anything that

can be digitized can be transmitted and worked onanywhere, provided the necessary knowledge and skillsare available.

The knowledge-based economy is just beginning. Wewill experience further dramatic and unpredictableshifts.

The amount of information being generated is vast and itdoubles every three years. The need is for buildingefficient and easily accessible knowledge bases andpackages that can be tapped at any time to help solveproblems encountered, formally and informally, in theworkplace and in everyday life.

New Real it ies - New Tool s

Traditional training programs cannot adequately addressthese new realities; they are costly in terms of travel and losttime on the job, disruptive, slow to be modified, andincapable of responding to new needs and provisions in atimely fashion.

Network technologies have the potential to deliver the most timely and appropriate knowledge and skills to the rightpeople, at the most suitable time, in the mostconvenientplace. This is what E-Learning is about. It allows forpersonalized, just-in-time, up-to-date, and user-centriceducational activities.

E-Learning has been most popular (and successful) in thecorporate world, probably due to the culture of innovationand light bureaucracies, to the feasibility of having limitedand clear educational objectives, and to quantifiable trade-offs. It is also suitably used by consumers for informal skillformation and for professional training and upgrading incertain specializations. But corporate and consumer E-Learning modalities have opened new paths, raised newideas and generated new paradigms in the academic world.The sector that responded most to E-Learning applications isthe tertiary level sector, worldwide. Examples are: JonesInternational University, University of Phoenix,KaplanCollege.com, The Open University of Hong Kong,

The African Virtual University and the University of theHighlands and Islands. (More examples can be found in theJanuary/February 2000 Issue ofTechKnowLogia.) But otherapplications are picking up. For example, Online HighSchools (Class.com, Keystone National High School) andHomework Help (Homeworkhelp.com, TopTutors.com andTutor.com).

The tools and methods that have been developed for E-Learning for the workplace will increasingly play an equallycrucial role in learning at all levels:

Collaborative environment tools allow students toconnect with instructors anywhere.

Multimedia learning materials can be prepared by fewexperts and used by many more.

Network technologies allow students to learn anywhere,anytime.

Learning management systems facilitate the monitoringof the user's progress, the diagnosis of the learner's needsand problems, and the adjustment of structure and flowof content and of instructional style to effectivelyaddress learning objectives and needs.


6/70


New Tool s - New Possibil it ies

With the accumulation of experience in E-Learning for theworkplace and the advancements in networked technologies(broadband, wireless, etc.) it is hard to imagine thepossibilities and manifestations of E-Learning at home, in theschool, in community centers, and conceivably anywhere.But the expansion of E-Learning is not without problems.There are issues of bogus providers (see Jackson's article, "E-Learning Buyer's Guide," in this Issue of TechknowLogia),certification, compatibility of "parts" and overall quality ofmaterials.

The most successful technologies are those that becomeunnoticed. We do not think anymore of the spectacle ofprinting every time we read a book, or of the miracle of thetelephone every time we make a call. The ultimate success ofE-Learning will be reached when we stop marveling about

the E and apply our minds and emotions to the wonders ofLearning.

************

I n M emory of an E-Learner

On March 18, 2001, Jim Johnson passed away. He was amember of TechKnowLogia's editorial advisory committeeand a frequent contributor. Jim was a decent human being, a

daring innovator, a motivator and genuine friend. Hebelieved in the power ICT infrastructure but was equallycommitted to human learning. This Issue ofTechKnowLogiais dedicated to his memory.

Jim wrote in an article in September 1999, "In launchingTechKnowLogia the editors are continuing to weave a verylong and grand golden thread which holds together thecivilizations of the world. This thread is the development oftechnologies and tools that have given us alphabets,language, writing, communication, preservation of humanexperiences, the sharing of knowledge, the search for newideas and information, the ability to learn more, and to applynew facts to human endeavors." Every time we weave "thegrand golden thread" we will remember Jim.

Wa d i D . H a d d a d Wa d i D . H a d d a d Wa d i D . H a d d a d Wa d i D . H a d d a d

TTeecchhKKnnoowwLLooggiiaaPublished by

Knowledge Enterprise, Inc.

In editorial collaboration withUnited Nations Educational, Scientific and Cultural

Organization (UNESCO)Organization for Economic Co-operation

and Development (OECD )

EDITOR-IN-CHIEF:Wadi D. Haddad, President, Knowledge Enterprise, Inc.

INTERNATIONAL ADVISORY BOARD:Jarl Bengtsson,Head, CERI, OEDCClaudio Castro, Pres., Advisory Bd.,Faculdade PitgorasGajaraj Dhanarajan, President & CEO,

The Commonwealth of LearningDee Dickenson, CEO, New Horizons for LearningAlexandra Draxler,Director, Task force on Education for

the Twenty-first Century (UNESCO)

Pedro Paulo Poppovic, Secretary of Distance Education,Federal Ministry of Education, Brazil

Nicholas Veliotes, President Emeritus,Association of American Publishers

ADVISORY EDITORIAL COMMITTEE:Joanne Capper, Sr. Education Specialist, World BankMary Fontaine, LearnLink, AEDKathleen Fulton,Independent Consultant

Gregg Jackson,Assoc. Prof., George Washington Univ.Sonia Jurich, ConsultantFrank Method, Consultant, former director UNESCO

WashingtonLaurence Wolff, Sr. Consultant, IDB

MANAGING EDITOR:

Sandra Semaan

GUEST EDITORIAL ADVISER:Joanne Capper, World Links for Development,

World Bank

GENERAL QUESTIONS OR COMMENTSFEEDBACK ON ARTICLES

EDITORIAL MATTERS:[email protected]

SPONSORSHIP AND [email protected]

ADDRESS AND FAXKnowledge Enterprise, Inc.

P.O. Box 3027Oakton, VA 22124U.S.A.Fax: 703-242-2279

This Issue is Co-Sponsored By:UNESCO,

Academy for Educational Development (AED),

Educational Testing Service (ETS)


7/70


E-Learning Growth and P romise

For the Developing World

By Joanne Capper

World Links for Development, The World Bank

The Status of E-Learning

A growing number of organizations are now deliveringtraining and education over the Internet, including collegesand university, corporations, military institutions, and evensecondary schools. Just last month, the Massachusetts Insti-tute of Technology (MIT) announced that learning materialsand syllabi for all courses were being put on the Internet foranyone to use. While access to the materials will not grantcourse credit with the institution, the faculty and administra-tion determined that knowledge is for sharing and the Inter-net is the most efficient transmitter of knowledge ever avail-

able. The United States Army recently announced the launchof the Army U., a complete online university degree programavailable to all Army personnel.

There are an estimated ten million courses now online, andthe U.S. alone reports about 700 e-learning companies.Some companies or institutions offer online tutoring to stu-dents at specific grade levels, ranging from primary throughuniversity; others offer courses only for corporations; someoffer courses for individuals in career development and/orpersonal development; and many offer training in variousmanagement, finance and IT-related skills. Increasingly,training and support for teachers is occurring online, and a

number of institutions now offer either partial or completesecondary diplomas through e-learning.

E-learning companies tend to fall into one of the followingcategories:

Providers of content often corporate and IT training.Within this category are three subcategories: companiesthat develop content and sell to all who choose to enroll;those that aggregate content developed by others; andthose that custom design content for the specific needsof an organization. Two organizations that evaluate on-line content are www.Lguide.com and www.Brandon-

Hall.com. Providers of learning platforms. These companies pro-

vide a range of hard- and software technologies that fa-cilitate the development and delivery of online courses,ranging from content creation to learner registration andcourse record keeping.

Learning hubs or portal companies offer learners or or-ganizations consolidated access to learning and trainingresources from multiple sources.

A complete package. Some e-learning companies areattempting to do all of the above.

The Future of E-Learning

Increased access to the Internet and greater bandwidth areboth expected to increase the number of individuals movinginto online learning. International Data Corporation (IDC)forecasts that there will be 320 million Internet users world-wide by the end of 2002, up from 97 million at the end of1998. And broadband connectivity is expected to grow fromapproximately one million households in 2000 to almost 26

million by 2003 (Close et al. 2000). Broadband access in-creases the speed of Internet access and does away with thefrustrating tedium of waiting for Web pages to download adisincentive for the e-learning process. A study conductedby MediaOne found that households with broadband cableInternet connections averaged 22.5 hours of usage per weekas compared with just 4.7 hours for households with dial-upconnections.

In the past year, four US investment firms have conducteddetailed market analyses of what they refer to as the e-learning sector, encouraging their clients to consider invest-ing in e-learning companies. They project remarkable

growth in online learning worldwide and have peppered thereports with dramatic statistics and claims. For example:

John Chambers, CEO of Cisco Systems argues that,"Education over the Internet is going to be so big it isgoing to make e-mail look like a rounding error." (Close, Humphreys and Ruttenbur, SunTrust Equitable Securi-ties, March 2000)

The online training market is expected to nearly doublein size every year, reaching approximately $11.5 billionby 2003. (Urdan and Weggen, 2000)

Venture capitalists see the growth potential of e-learning. Over US$1 billion in private capital has been

distributed to e-learning companies and more thanUS$302 million in public equity was raised in 1999alone. (Close, Humphreys and Ruttenbur, SunTrust Eq-uitable Securities, March 2000)

Knowledge services education and corporate learningfor the new economy is a $2-trillion industry globally.(Moe, 2000)

By 2002, technology-based training will capture themajority of dollars for IT training, at 55% versus the


8/70


45% share captured by instructor-led methods. (Moe,2000)

The Advantages of E-Learning

There are a number of benefits to learning online that areunique to the medium:

Any time. A participant can access the learning programat any time that is convenient not just during the spe-cific 1-3-hour period that is set for a conventionalcourse. The episodes can be quick snatches at odd timesor long late-night sessions. Cross-time-zone communi-cation, difficult to arrange in real time, is as easy astalking to someone across town when using the Internet.

Any place. The participants do not have to meet. Thatmeans they can be anywhere. International sharing isfeasible. Individuals can log on at work, home, the li-brary, in a community learning center or from their hotelwhen traveling.

Asynchronous interaction. Unlike face-to-face or tele-phone conversations, electronic mail does not requireparticipants to respond immediately. As a result, inter-actions can be more succinct and to-the-point, discussioncan stay more on-track, and people can get a chance tocraft their responses. This can lead to more thoughtfuland creative conversations.

Group collaboration. Electronic messaging creates newopportunities for groups to work together, creatingshared electronic conversations that can be thoughtfuland more permanent than voice conversations. Some-times aided by on-line moderators, these net seminarscan be powerful for learning and problem-solving.

New educational approaches. Many new options andlearning strategies become economically feasiblethrough online courses. For instance, the technologymakes it feasible to utilize faculty anywhere in the worldand to put together faculty teams that include master

teachers, researchers, scientists, and experienced profes-sional developers. Online courses also can provideunique opportunities for teachers to share innovations intheir own work with the immediate support of electronicgroups and expert faculty.

Integration of computers. The online learner has access

to a computer, so computer applications can be usedwithout excluding some participants. This means, for in-stance, that a mathematical model implemented in aspreadsheet can easily be incorporated into a lesson anddownloaded so all participants can run, explore, and re-fine the model and then share their findings and im-provements.

Does E-Learning Work?

The individualized interactivity provided by an Internet-connected computer is believed to contribute significantly tothe effectiveness of the online learning environment. Andeven without the Internet connectivity, computer-based

learning programs have shown compelling results in botheffectiveness and efficiency. While no machine can comeclose to the quality of instruction that can be provided by agood human teacher working with a student one-on-one,teachers typically have 25 to 35 students to deal with at onetime and often many times that number. A well-designedcomputer-based or online learning program can offer muchmore opportunity for individualized interactivity than isavailable in most classrooms. Studies have shown that indi-vidualized learning environments are considerably more in-teractive. For example, as the graph below shows, the aver-age number of questions a teacher asks in one classroomhour is three, and the average number of questions asked byone student during one classroom hour is less than one.However, when learners are in a one-on-one tutoring envi-ronment, they typically ask up to 21 questions per hour andtutors ask and students answer an average of 117 questionsper hour.

Source: Woolf and Regain (2000)

GRAPH 1: Number of Questions Asked and Answered inClassrooms vs. One-on-One TutoringOne Hour Session

0

20

40

60

80

100

120

Classrm/Teacher

asks

Classrm/Student

asks

Tutor/Student asks Tutor asks/Student

answ ers


9/70


In a classroom, teachers are seldom able to spend more thana couple of minutes with any one student. Consequently,students must often practice new skills on their own. If thestudent does not understand the skill or concept, then he orshe may be practicing problems or exercises incorrectly, ordeveloping inaccurate conceptions.

A 1990 review of computer-based instructional programsusing interactive videodisc (a precursor to CD-ROMs andDVD) to train adults across a range of sectors revealed quitepositive findings. Of the 21 studies that compared the com-puter-based training with traditional instruction, all showedequal or significantly superior performance of the computer-based students, and eight studies found that these studentslearned in less time with savings ranging from 10% to 60%and from 4.7 hours to 8 hours (Capper, 1990). Studies repre-sented a range of subjects, topics, sectors and settings, in-cluding health (giving intra-muscular injections or CPR),college science, management training, sales training, militaryterrain analysis, troubleshooting and repair of large and

costly equipment, use of a 35 mm camera, use of hazardousmaterials in the workplace, and smoking cessation.

These studies and those listed in Tables 1 and 2 did not havethe benefit of the increased interactivity and accesses to vastlibraries of resources available on the Internet, and yet con-

sistently showed superior performance both in terms ofhigher learning achievement and quicker mastery of learningobjectives. The results are likely to be even more substantialgiven Internet access, for which research evidence is stillquite limited. Tables 1 and 2 show achievement and time-to-mastery comparisons between traditional computer-basedinstructional programs at various levels, and the more robustknowledge-based tutoring programs developed more re-cently, also called intelligent computer-assisted instruction(ICAI).

Table 1 shows that on average, across levels of educationand training, the 233 computer-assisted instructional (CAI)studies resulted in increased student performance from the50th percentile to about the 65th percentile (Kulik, 1994,Fletcher, 1997). But the three studies of the more recently-developed knowledge-based tutors resulted in increasedlearner performance from the 50th percentile to about the 84th

percentile. Table 2 shows that this increased performance isaccomplished in 55% less time than traditional instruction,

compared with an average of 29% reduced time for CAI. Infact, contractors who bid to develop online training for the U.S. military bid on the promise of reducing time to mastery by50%, and one study of Italian Air Force training reported an80% time savings. Such time savings can result in substan-tial cost savings (Fletcher, in press).

Table 1: Effect Sizes Achieved with CAI and Knowledge-Based Tutors

Instructional Setting and Courseware Type Number of Studies Effect Size(%) Performance IncreaseCompared to Traditional

InstructionElementary School (CAI) 28 0.47 68

Secondary School (CAI) 42 0.42 66

Tertiary Education (CAI) 101 0.26 60

Adult Education (CAI) 24 0.42 66Military Training (CAI 38 0.40 66Average Effect Size (CAI) 233 0.39 65

Tertiary Education (Knowledge-Based Tutors) 1 0.97 83

Military Training (Knowledge-Based Tutors) 1 1.02 84Secondary School (Knowledge-Based Tutors) 1 1.00 84

Average Effect Size(Knowledge-Based Tutors)

3 1.00 84


Table 2: Reduction in Time Needed to Reach Instructional Objectivesfor CAIand Knowledge-Based Tutors

Instructional Setting and Courseware Type Number of Studies Percent Time ReducedMilitary Training (CAI) 23 28Military Training (CAI) N/A 30

Tertiary Education (CAI) 17 34

Adult Education (CAI) 15 24Average Time Reduction (CAI) 55+ 29

Tertiary Education (Knowledge-Based Tutors) 3 55



10/70


ICAI programs are able to generate and solve problems, storeand retrieve data, diagnose students misconceptions, selectappropriate teaching strategies and carry on dialogues withstudents. They incorporate some very sophisticated concep-tions about learning, and, for the most part, are designed byresearchers who have devoted a great deal of time to thestudy of how people think, learn and solve problems, andthus offer useful standards and expectations for the use ofcomputers as tools for learning

Courses designed for online learning tend to be much morerichly developed than are typical in-person courses where theinstructor expects to be able to provide clarifications asquestions arise. In fact, interviewed e-learning directorsstress that it is important to completely reinvent how a courseis taught when it is put online - that simply puttingPowerPoint slides onto the Web will not result in high-quality learning. They claim that the online courses theydevelop are highly robust, are specifically designed for Web-based learning, attempt to have all the learning resources

embedded into the course, and include detailed tracking andreporting tools.

Some e-learning companies also tailor material to their cli-ents needs and provide instant updates on the latest devel-opments in their clients field of interest. This means that theinformation disseminated to the individual learner is the lat-est available. In business, where knowledge is the greatestasset and biggest profit-maker, this is perhaps the ultimateexpression in the Internets cost-effectiveness.

Ruttenbur et al. (2000) report that business models are con-tinually (and quickly) evolving in this nascent industry

(p.37). What remains constant, though, is the need for betterways to provide an education at the lowest possible price.For a company or university to remain competitive in thefield of Web-based education, it must adapt to both changesin technology and the requirements of its clients.

Promise for Development

Most developing countries have tremendous education andtraining needs. Few have even close to adequate numbers ofIT professionals and most companies and government agen-cies will need to spend considerable investments in preparingtheir current staff to use information technology in their jobs.The overwhelming demand for secondary and tertiary edu-

cation is an issue that will not go away and will have to beaddressed in some way or other. Internet based learning of-fers the possibility of expanding that access. Upgrading ofgovernment staff, health workers and teachers is an ongoingprocess and the current training-of-trainers approaches oftensuffer from quality dissipation as the training works its waydown the cascaded system. The plague of HIV/AIDS is ex-acerbating already existing shortages of trained teachers and

other workers and in some countries, two people are beingtrained for every one that is needed to replace those lost tothis ravage.

Clearly we cannot expect that most individuals will be ableto afford a computer at home. But a viable option is to es-tablish a nationwide network of community learning centersstocked with computer laboratories with broadband accessand staff who are trained to access online distance educationopportunities and provide tutoring support to individuals andgroups as they engage in learning activities. Such centerscan be connected to schools, hospitals, clinics or other com-munity service centers where community members congre-gate and the existing needs are strong.

We dont yet know what it will take to make such centerswork, but with the compelling evidence in support of com-puter-based learning and the growing array of learning op-portunities available through the Internet, it seems worth theeffort to experiment, study, refine and disseminate knowl-

edge about this new approach to education and training.

References

Capper, J. (1990) "Review of Research on Use of Interactive Vid-eodisc for Training." Report prepared under contract with the In-stitute for Defense Analysis, Alexandria, VA.

Close, R. Humphreys, R. and Ruttenbur, B. (2000) E-Learning &Knowledge Technology: Technology and the Internet Are ChangingThe Way We Learn, Sun Trust Equitable Securities.(http://www.masie.com)

Fletcher, J. D. (1997) "What Have We Learned about Computer-Based Instruction in Military Training?" In R. J. Seidel and P. R.

Chatelier (Eds.), Virtual Reality, Trainings Future? New York,NY: Plenum Publishing, pp. 169-177.

Fletcher, J. D. (In press) "Evidence for Learning from Technology-Assisted Instruction." In H. F. O'Neil Jr. and R. Perez (Eds.) Tech-nology Applications in Education: A Learning View. Hillsdale, NJ:Lawrence Erlbaum Associates.

Moe, M. (2000) The Knowledge Web: People Power Fuel for theNew Economy. Merrill Lynch.

Ruttenbur, B., Spickler, G. and Lurie, S. (2000) E-Learning: TheEngine of the Knowledge Economy, Morgan Keegan & Co., Inc.

Urdan, T. and Weggen, C. (2000) Corporate E-Learning: Exploringa New Frontier. Hambrecht & Co.

Woolf, B. and Regain, W. (2000) "Knowledge-based TrainingSystems and the Engineering of Instruction." In Tobias, S. andFletcher, D. (Eds.), Training and Retraining: A Handbook for

Business, Industry, Government and the Military. New York:Macmillan.


11/70


WhatWhatWhatWhatIsnt E- Learning?E- Learning?E- Learning?E- Learning?Cher Ping Lim, Ph.D.National Institute of Education

Nanyang Technological University, [email protected]

Corpo rate Motivation for E-Lea rning

The Pentium speed of technological development hasbrought about the short shelf life of information in themarket place. To compete in such a fast-changing world,corporations need employees who know how to seek outnew but relevant information, think critically and show

initiatives to meet up with challenges. Lifelong learning isno longer a buzzword for corporations, but rather, a basicnecessity for survival in the market place. On-goingcorporate development then, becomes one of the mostimportant strategies to sustain growth in corporations.However, the rate at which knowledge becomes irrelevantand the far-flung globalized workforce scattered aroundthe world impose a huge financial drag on corporationsengaged in corporate development.

Over the last few years, e-learning in corporate trainingand development has been perceived to be what the relic ofthe True Cross was in the Age of Faith: emblems of

salvation. It is believed that this Internet- supportedlearning innovation allows workers to learn anywhere andanytime, promotes active and independent learning, andsupports communication between experts and novices.The anywhere-anytime nature of e-learning generatessubstantial cost savings to corporations. The monetarycosts of e-learning are much lower than traditionalclassroom training due to the absence of transportation,accommodation and other miscellaneous costs. Moreimportantly, the opportunity costs of e-learning are muchlower: employees learn on-site, on-the-job, rather thanaway from the job in some other training sites. Therefore,the primary motivations for e-learning in corporate

development are cost-effectiveness and a well-trainedworkforce that gives the corporation a superior competitiveadvantage.

Not About Techn ology

Before you become entranced with the gorgeous hardwareand mesmerizing interactive multimedia displays of e-

learning, do be reminded that e-learning is NOT all abouthardware, software, boxes and wires. For decades,educators, administrators and researchers have been luredinto the fantasy that radio, television and videotapes aregoing to take over the human instructor. In 1922, ThomasEdison predicted that motion picture was likely to supplantthe use of textbooks. As we now know, such optimistic

predictions were shattered by subsequent mediacomparison studies that failed to prove that any onemedium is superior to another. It depended on the contextof how the media were used.

Therefore, e-learning does not exist in isolation; it isinterwoven with the rest of the media and humanparticipants in the corporate environment. The success ofe-learning in a corporation depends on the way e-learningis situated within that environment. If nothing significantchanges in that environment save the introduction of e-learning, few, if any, import effects can be expected. E-learning then, must be about the processes, NOT just theproducts.

Not About Information

Even if e-learning is considered as a process, it is easy andinaccurate to confine ones perception of e-learning togiving employees greater access to more up-to-the-millisecond information, faster and more conveniently. E-learning is NOT about disseminating information.Employees in the 21st century are already bombarded withtoo much information. With so much informationavailable, corporations need people who can synthesize

meaning from large bodies of diverse knowledge. Craig(1996, 2) warns, information is not knowledge,knowledge is not wisdom, and wisdom is not foresight.Each grows out of each other, and we need them all. E-learning then, must be about making possible successfulknowledge management to leverage upon the intellectualcapital of the entire corporation.


12/70


Not Abou t the Web

Much too often, e-learning courses have been attemptingto replace traditional learning and teaching media withoutmuch thought to their underlying pedagogical principles.For example, from textbooks to e-books, or from overheadtransparencies to PowerPoint slides. The learning mediummay have changed, but the methods employed in usingthese new innovations remain constant. Human beingshave a tendency to maintain order and control in their livesthat many will unconsciously alter innovations to fit intothe existing ways of doing things. Therefore, e-learning isNOT just about web-based learning. Without consideringthe strengths and weaknesses of each medium, e-learningcourses may adversely affect the learning experiences ofthe course participants. E-learning then, must be aboutharnessing the strengths and addressing the weaknesses ofweb-based learning to create a conducive learningenvironment.

Not About Interaction with

Computers

Many e-learning courses have also over-emphasized theinteractions between the computer and the learner. These

interactivities are often seen as control over pace, choice ofactivities and sequences, and may not necessarily bringabout learning. The learning of an individual is theoutcome of the interactions with his/her community. Thiscommunity consists of his/her colleagues, employers,clients, partners and other industrial stakeholders. Theinteractions with the community enable newcomers tobecome old-timers. However, the newcomers also bring

with them their own set of experiences and expertise thatcontribute to the communitys repertoire of knowledge.

Such interactions promote the creation of lifelong learnerswho collaborate with colleagues and other stakeholderswithin the e-learning context and across the globe to buildand share knowledge. These interactions may besynchronous or asynchronous where employees and theirlearning communities can assemble virtually, across timeand space, to engage in and extend the powerful dialogueof learning. E-learning then, must be about providing theinteractions among the employees and their communitiesto develop the competitive advantage of the corporation.

Conclusion

In this article, I have dismissed four myths about e-learning:

1. E-learning is all about technology;2. E-learning is all about information;3. E-learning is all about web-based learning; and4. E-learning is all about the interactions between the

computer and learner.

By doing so, I have, indirectly, established what e-learningmust be about, and hence, how corporations can evaluatee-learning courses by asking these questions:

Does the course emphasize on both processes andproducts?

Does the course focus on knowledge management

rather than information provision? Does the course harness the strengths and address the

weaknesses of web-based learning?

Does the course provide interactions among thelearners and their communities?

E-learning is a double-edged sword; it can be used eitherto enhance the corporations competitive advantages or toamplify their disadvantages. E-learning can foster alearning community of knowledge workers, or it cancause abstraction and individualism among employees.Therefore, embedded within the opportunities of e-learning, is the responsibility to design a corporateenvironment with the goal of developing a learningcommunity of knowledge workers.

Reference

Craig, W. (1996). New technologies mean new goals.Learners Together, 4, 1, pp.1-3.

F o ur E-L ea r n i n g M yt h s

1 . E -l ea r n i n g is a l l a bo u tt ec h n o l o g y;

2 . E -l ea r n i n g is a l l a bo u tin f o r ma t io n ;

3 . E -l ea r n i n g is a l l a b ou t w eb -b a se d l ea r n i n g ; a n d

4 . E-l ea r n in g is al l a bo u t t h ein t er a c t io n s b et w e en t h ec o mpu t e r a n d l ea r n er .


13/70


The Role of E- Lea r n i n gE- Lea r n i n gE- Lea r n i n gE- Lea r n i n gIn Training and Development

Kurt D. Moses, Vice PresidentAcademy for Educational Development

Costly but Valuable

Training and constant human development has become apriority for a majority of firms operating in modern and in-creasingly global economies, and for countries searching fordevelopment approaches. In the United States alone, with aGDP for 1999 of $9.3 trillion, estimates of the percentage offunds spent on education and training vary from $800 billionto $1.0 trillion per yearjust under 9% to just under 11% ofGDP across all sectors within the economy. In selected sec-

tors (such as tertiary educationa $258 billion per year en-terprise in itself) the expenditures for training and continuingeducation of employees has been estimated at over $200 bil-lion per year. Other developed economies are spending onaverage 4.5% of GDP directly on education. One of the big-gest factors in the variability of estimates for training andeducation is whether the income and living expenses of thosebeing trained is factored in as a cost. For example, 90% ofall corporate and government training in the U.S. occurs onpaid time. The cost of a senior executive attending training,at a location different from his/her normal workplace, in-cludes not only the direct outlay for the training activity(speakers, computers, rental site, other costs) but also the

cost of attendance. This covers the trainee's salary, transpor-tation costs, living expenses, out-of-pocket costs and, insome cases, business that was not conducted or not accom-plished, because the person was off being trained.

In many instancesparticularly for international trainingthe cost of attendance far exceeds the direct cost of training.The higher the salaries of persons involved, the more pre-cious their time is, and the more the training costs a firm.For most educational enterprises, the effective cost of a stu-dents time is zero. The institution does not pay students asalary, nor, in most cases, does it cover their living expenses.Hence, formal education seems to be a much less expensiveenterprise than training for those who are employed. For an

employer who is effectively bearing the full cost of train-ingdirect outlay plus the cost of the employeetraining isvery expensive. And yet, most modern firms in moderneconomies continue to place extremely high priority ontraining. Several factors are driving this type of prioritysetting:

1. Modern economies tend to move from High Volumeactivities to High Value activitieshigh value activi-

ties usually involve higher skilled individuals. Countriesand economies seeking to advance need a reasonablemix of high value items to export or produce. 1

2. Speed and agility are key to maintaining highvaluethis requires communication and quick under-standingmeaning additional training and people whoknow how to learn.

3. Modern firms need a web of relationships to producewhat they doas an example, the modern automobile,sold in the U.S., may have parts from 25 or 30 countries,all brought together to create one automobile. Inemerging economies, such webs of relationship are alsoimportant, because the various factors of production arenow very distributed. A classic example is flowers pro-duced in Kenya for sales in Amsterdam. The entire ac-tivity, including transportation is arranged via the Inter-net.

New Needs

In addition, the focus on Web and Internet based ways ofoperating firms has created a new set of needs. Two innova-tions (used in both the service and the product economy)

have driven much of the recent dialogue on these matters:

1. En terpr i se Resou r ce Pla n n i n gEn terpr i se Resou r ce Pla n n i n gEn terpr i se Resou r ce Pla n n i n gEn terpr i se Resou r ce Pla n n i n g (ERP) involvesintegrating the back office of firms so that one canprovide ordered goods rapidly and accomplish all theneeded inventory, distribution, quality control, financial,and status updating easily and rapidly. ERP involvesreengineering the normally separate functions withinenterprises (including educational institutions) so thatservices and goods are produced more consistently andrapidly.

2. Cu st om er Rela t i on sh i p Man a gem en tCu st om er Rela t i on sh i p Man a gemen tCu st om er Rela t i on sh i p Man a gem en tCu st om er Rela t i on sh i p Man a gemen t (CRM)involves recording all interactions with a customer/clientin order to note past buying patterns, anticipate new pur-chases or interests, determine changes in lifestyles, andrespond to preferences in ordering. CRM is becomingincreasingly powerful as multiple firms attempt to be-come the preferred supplier of goods and servicesnotonly to individuals but to other businesses as well.

Attention to this level of service and speed requires an up-graded workforcewhich in the past may have been used to


14/70


do one job or several related jobs on a repetitive, moderatelychanging basis. In more modern economies, change be-comes much more the theme of an economic operation. Itwould then come as no surprise that the key functions thatallow firms to operate in the above manner also need tochange.

Training in a modern economy needs to respond in the fol-lowing ways:

1. Highly focussed on needed skills in the context of thework enterprise.

2. Provided at the right time in the cycle of work and travelfor an employee.

3. Structured to respond to personnel who begin at differ-ent points in the learning cyclefor example, somepeople have more mathematics than others, some needmore drill and practice to understand an issue, othersneed more writing practice.

4. Easily modified and quickly mountedtraining which

can be reconfigured and delivered rapidly.

Advantages of E-Learning

Traditional training and education, delivered most often in aface to face mode, has had trouble adjusting to the abovepressures. While face to face training can be rapidly modi-fied (with good instructors) such training may have a limitedaudience or access, and cost pressures can become intense,particularly for senior personnel. E-Learning and E-Trainingoffers an opportunity to respond more cost effectively to thepressures noted above. In most instances, as long as E-Learning can provide equivalent or better outcomes (reten-tion of knowledge, demonstrably better skills, or higher lev-els of problem solving) at the same or lower cost than tradi-tional training, then the convenience of E-Learning and itsability to reach a wider audience will often win out.

As will be noted in subsequent articles, there have been awide variety of approaches to E-Learningmany of whichare in fact, multi-modeusing a variety of means to carrythe instruction and a variety of means to create the necessarylearning experience. The best of these techniques, bor-rowing heavily from A.W. (Tony) Bates excellent taxonomyfor Open Learning is:2

1. Audience appropriatein terms of access and level;

2. Cost effective for the economies in which it is operating(perhaps higher cost in richer economies, lower cost inless well to do environments);

3. Teaching and learning appropriatesuits the styles ofthe learner;

4. Interactive and user friendly;5. Organizationally appropriate;6. New enough to generate interest and enthusiasm; and7. Capable of being speedily altered and rapidly delivered.

Some of the features of E-Learningthe organization andtechnology for which are still undergoing rapid change anddevelopmenthave begun to emerge:

We must continue to focus on the outcome of learning

what is it that must be known to prepare for or performkey functions?

Different learning outcomes require different skills andways of acquiring those skills (such as the obviouschallenge of teaching laboratory skills remotely). Cor-porations may value convenience (instruction at thedesktop) much more than face to face interactivityun-dergraduate education institutions do just the opposite.

Humans require interaction in order to learn well. Inter-action is a human enterprise that technology may onlypartially be able to support.

Younger learners may not be the best candidates for a lotof E-Learning, even though they may conquer the tech-nology faster than adults may. There are issues of so-cialization, teamwork, and physical presence, whichhave become a part of every cultures education process.Training, the imparting of skills, and commercial judgement for a mature learner may, however, be veryappropriate for E-Learning.

Learning styles differ by culture and the culture thatmost advances E-Learning will also tend to dominate thestyle (just as has happened traditionally).

The mass customization of learning will become in-creasingly important as more and more countries wish toknow the basic skills that others share, but also wish toalter and make it their own.

We still need to certify the outcome in some fashion,either through the pedigree of the sponsoring institution(becoming less likely), through certification by respectedpersons (connections still count), or through variousobjective tests which are independently certified.

E-Learning offers a powerful alternative to a traditional formof learning that has worked for many centuries. Perhaps asimportantly, it has forced us to rethink our working environ-ments, what we need to learn, why we need that learning, andhow we go about measuring success. In some ways, thatprocess may be as important as the new form of learningimplementation. Just as changes in commerce have forcedcorporations to evaluate how they convey and add to their

core capabilities to produce goods and services, so E-Learning now offers a chance to rethink learning in manyother sectors of society.1 Robert Reich, The Work of Nations (1992)2 A.W. (Tony) Bates, Technology, Open Learning & Dis-tance Education (1995)


15/70


H OW I NFORMATI ON TECH NOLOGY CAN H ELP DEVELOPMENT:

Op p o r t u n i t i es a n d O b st a c l es

By M a r y Fo n t a i n e 1

THE BUSINESS OF DEVELOPMENT ISBUSINESS?

Lately there seems to be more buzz about business than isusual in development circles, where the notion of trade notaidis being bandied about. While the two need not be mutu-ally exclusive, the extent to which the idea gains groundcould cause a shift in development programming and funding

priorities that, in fact, would not be altogether surprising.Recent sea changes in the global economy suggest that theability of developing countries to succeed economically willdepend increasingly on their ability to participate in elec-tronic commerce. E-commerce involves conducting businessover the Internet. It includes exchanging products or servicesthrough business-to-business transactions (B2B), business-to-consumer transactions (B2C), consumer-to-consumertransactions (C2C), and transactions between public agenciesand both private- and voluntary-sector consumers and con-stituents.

Broadly speaking, a new paradigm is emerging in whichparticipation in the global economy is becoming a

fundamental component of socio-economic development.Within this paradigm:

! socio-economic development depends increasingly on e-commerce;

! e-commerce depends on easy access to informationtechnology (IT); and

! access to IT depends on an appropriate infrastructure,regulatory environment, and labor pool.

This article briefly explains the connection between IT anddevelopment, describes some of the e-opportunities andentry points open to developing countries, and identifies

some of the conditions that must be in place for participation.

WHY I S IT I MPORTANT FOR DEVELOPMENT?

The Internet has spread faster and further and has trans-formed more aspects of life more rapidly than any phenome-non in the history of the world. Not only has it changed howmillions of people live, work, and play, but in less than tenyears it has altered even the universal notions of space and

time. Geography has been virtually eliminated as a determi-nant of participation in an activity, rendering almost irrele-vant where one is in the world. Likewise, time has beencompressed, making speed a more crucial condition of com-petitiveness than ever before. The time needed to accom-plish the same tasks just a few short years ago has beengreatly reduced. Indeed, an Internet year is considered to be

just six months long. The Internet has changed even the waydivisions between the world are understood, with some nowviewing nations not in terms of geography but velocity, re-ferring to societies as fast or slow.

Because of the Internet, business has been fundamentallytransformed. Ten years ago, e-commerce did not even exist.Yet today there is increasingly only one economy and onemarketplace, all connected, and more transactions take placeonline every day. While being a player in the global econ-omy does not guarantee success, the consequences of notplaying could be dire indeed. And with the speed at which itis all changing, catching up is becoming more difficult than

ever before.

The worst case scenario is that the digital divide will grow,economic inequality will increase both within and betweencountries, entrepreneurs not plugged into the global networkwill be unable to reach markets, and nations not online willfail to attract international investment, leaving regions withlarge populations facing an economic crisis of unparalleledproportions.

Through the Internet, the business community forms strate-gic alliances, networks, and chains that work together online,and it is neither cost-effective nor efficient in terms of time

to do business with groups that are out of the loop. Giventhe role of multinational corporations today, with big busi-ness becoming more and more influential in setting agendasand determining priorities at the international, national, andeven local levels, it seems almost impossible for countriesnot sufficiently connected to advance or progress socially oreconomically. Just as the ability of companies to compete isincreasingly dependent on connectivity, it seems that so, too,is the ability of nations to develop.


16/70


In addition to the negative prospects of not participating in e-commerce, there are plenty of positive reasons for doing so.Not only are technology costs falling, but also the potentialprofitability of online business is growing. Attractive op-portunities exist for developing countries to assume cultur-ally appropriate and economically advantageous roles withinthe networks and alliances that are operating. Moreover, dueto rapid advances in infrastructure options, developing coun-tries need not progress through all of the same technologicalstages that other nations have but can jump right to the fiber,satellite, wireless, or broadband options that are now avail-able. Finally, perhaps the best news of all is that the Internetis inherently inclusive, offering abundant entry points fornewcomers.

WHAT KINDS OF E-OPPORTUNITIES

ARE AVAILABLE?

The most obvious benefit of e-commerce for people in de-

veloping countries is that, as consumers, they can find lowerpriced goods and services. But the most exciting opportuni-ties growing out of the electronic business network are forproducers. Below are some examples.

Using global communication networks, companies are lo-cating different parts of the production and distribution proc-ess in different countries, and all parts are taking place onmultiple continents simultaneously. Participating in theglobal factory chain is possible for anyone anywhere whocan acquire the necessary skills and access the neededequipment. Entrepreneurs in developing countries need onlyfind their niche and join in. Business-to-business e-commerce can reduce the isolation of small and local entre-preneurs by connecting them to a global business communitywith similar interests. By joining global value chains, trans-action costs can be decreased and access to global marketsincreased.

Throughout the developing world, companies offering in-formatics services are launching, offering cost-effectiveservices ranging from web site hosting to multimedia pro-duction to database design. Have a look at the Himalnet website at http://www.himalnet.com for an example from Nepal.

Some countries have established specially designed zones orlarge office parks that participate in the information econ-

omy. In these zones, individuals highly trained in computersystems and software applications work on a wide variety ofprojects with companies around the world. State-of-the-arthardware and high-speed satellite links are provided to en-able quality workmanship and facilitate competitive biddingfor contracts. A variation on the theme is the creation ofinformatics parks designed to encourage industries to locateoffices, plants, and workers in-country, which brings in valu-able hard currency capital and international investment. Ex-

amples include the Mauritius Technology DiffusionScheme and the Multimedia Super Corridor project inMalaysia.

E-commerce enables small entrepreneurs to sell their prod-ucts and services in the global bazaar directly through a website or indirectly through arrangements with foreign dis-tributors. Even local arts and crafts can reach global markets,as demonstrated by the classic PEOPLink(http://www.peoplink.org) example. PEOPLink is a nonprofitmarketplace whose web site serves as a virtual catalog wherethe sale of handmade goods, such as sculptures, baskets, mu-sical instruments, and paintings, benefit grassroots artisansand their communities.

A wide variety of ancillary economic activities accompanythe growth of e-commerce and the use of IT, both to supportthe industry and take advantage of IT applications. Someexamples include:

! Software development, production, and sales! Computer repair and installation! Word processing, typesetting, and data entry! Training in computer use and software applications! Establishing telecenters, Internet cafes, and busi-

ness/communication centers! IT careers in management, administration, and technical

support! Providing Internet services! Graphic design, digital imaging, and desktop publishing! Web site creation and multimedia authoring! Web site hosting

Such activities provide immediate opportunities for newbusiness development, employment creation, and increasedincome generation. When IT-based activities launch in acommunity, the ancillary opportunities quickly becomeavailable not only in urban centers but also in secondary cit-ies and even rural areas, offering economic developmentopportunities to anyone able to seize them, including minor-ity and disadvantaged populations that can develop the skillsneeded for participation.

Adding value to information-based goods and services, orcreating new information products, is increasingly profitable.Informationwhich is virtually anything that can be digit-

izedhas become a commodity, and producing it, whilecostly, can be highly lucrative. There is a great deal of inter-est in content from developing countries that is created forglobal audiences. Currently, the vast majority of informationavailable on the Internet and in multimedia formats comesfrom the US and other digital countries, and there is agrowing demand for information from others, especiallyproducts designed to document the richness and diversity ofcultures around the world. According to the 1999 African


17/70


Development Forum (ADF), developing countries can usetheir expertise in a wide variety of knowledge domains tocreate content that would be valuable globally. Because thisknowledge has not been codified and is largely regional inapplication, its perceived value has been undermined. In

Africa, for example, ecology, wildlife behavior, and tradi-tional healing methods represent areas of interest to a world-wide audience. This type of content could have an indirectbenefit of promoting African culture, which also could con-tribute to tourism. The ADF also suggests that, when pro-ducing knowledge products, Africans should target areas ofimportance to national economies, such as agriculture, ruraldevelopment, monitoring of water and land resources, foodtransportation and storage, crop-diseases control, and preser-vation and export of natural resources. For more informationand ideas, see the ADF documents at:http://www.bellanet.org/partners/aisi/adf99docs/docs.htm

Gaining entry to global business chains can be achieved by

participating in the growing number of electronic networksand virtual communities of interest that are operating online.Joining listservs, consulting online bulletin boards, even vis-iting chat rooms can open doors leading to opportunities inresearch, education, software developmentvirtually anyfieldand consulting online lists of contracts to let and em-ployment searches can lead to interesting international col-laborations.

WHAT CONDITI ONS MUST BE IN PLACE FOR

IT-FACILI TATED DEVELOPMENT?

Half the worlds population still has never made atelephone call.

There is no question that IT can help hasten the developmentprocess, both economic and otherwise. But certain criticalconditions that are by no means easy to achieve must be inplace for it to work.

First, there must be easy, affordable, and unfettered access toinformation technology itself. Computers, peripherals,

hardware accessories, and software must be available, andconscious, specific, and bold steps must be taken not only topermit but promote access. The following would help:

! reduce the cost of IT to the end user;! remove import duties and sales tax on IT;! offer tax deductions to offset costs;! provide soft loans for IT acquisition by businesses,

schools, NGOs, individualsindeed all consumers; andsupport the establishment of public access points, suchas telecenters, especially in secondary cities, towns, andrural areas.2

Second, telecommunications policies must be liberalized.Given the massive and expensive investment needed, gov-ernments cannot monopolize IT because they need large-scale private investment. Therefore, the doors to privatesector involvement, even ownership, must be opened.

Government monopoly of the telecommunications industry,

in which antiquated and non-market driven PTTs (Post,Telephone, and Telegraph administrations) keep old policiesin place to safeguard one of their few consistent and highlyprofitable revenue streams: the local and international tele-phone systems they manage. Lacking incentives to modern-ize, they continue to charge high prices under the existingsystem and disallow competition that might jeopardize theirrevenues by replacing the traditional system with a digitalnetwork. The results are evident: Antiquated telephone net-works geared mostly toward voice applications at the 64kbandwidth level, making connectivity to data systems, whichrequire broadband networks, a near impossibility. The devel-oping world is starving for additional bandwidth, but it can-

not be provided with the existing analog telephony infra-structure. If PTTs would use their profits to update theirnetworks instead of funneling the funds elsewhereperhapsback into the same system causing the problemthe tech-nology gap could be mitigated, developing countries couldliterally connect to the digital side of the world, and activi-ties that bring exciting new applications to developmentcould be implemented with greater effectiveness.

Limited bandwidth is perhaps the greatest challenge to Inter-net use in many developing countries, where it causes incon-sistent, unreliable, expensive, and maddeningly slow con-nections. In some areas, where access to the Internet has

received an enthusiastic reception from people from all walksof life, their efforts to access information online are frus-trated by busy signals, disconnections in the midst of work,and charges for time spent waiting for web pages to down-load. In too many places, one needs to go online at 4:00 a.m.to get connected.

A countrys regulatory policies can either stimulate IT par-ticipation and attract investment, or they can restrict them.

Th e I n t er n et h a s ch a n g ed

ev en t h e w a y d i v i si o n s b e-

t w een t h e w o r l d a r e u n d er -

st o o d , w i t h so m e n o w v i ew -i n g n a t i o n s n o t i n t er m s o f

g eo g r a p h y b u t v el o c i t y , r e-

f er r i n g t o so c i et i es a s f a st

o r sl o w .


18/70


19/70


TTeecchhKKnnoowwNNeewwss

India and Brazil Are BringingComputers to the Masses

With the Digital Divide an ever present and continuouslyenlarging threat, countries are diligently coming up withsolutions to bring technology to the masses. Two examplesof this are India, with the Simputer and Brazil with what is

being dubbed as the Volkscomputer the peoples computer.

Conceived in 1998 to address the need for a low-cost accessdevice that will bring local-language IT to the masses, theSimputer project has finally reached its goal. As of thiswriting, the Simputer was scheduled to be launched lateApril 2001. What is it you ask? Simply put, the Simputer isan Internet device that will have the potential to help evennon-literate users to check the Web, and get access toinformation, which until now has been impossible.

The device, named the Simple Inexpensive MultilingualPeople's Computer, uses a touch screen interface, but allows

for an external keyboard through a USB interface, for thosewho require data entry capability. It is built around Intel'sStrongARM CPU, and is based on the Linux operatingsystem, with 16MB of flash memory, a monochrome liquidcrystal display (LCD), and a touch-panel for pen-basedcomputing.

One main attraction is, other than it will be sold for aboutUS$200 to the home user, you dont have to know English toaccess the Simputer, nor do you have to be literate.Currently, the device supports Hindi, Kannada, and English.And to help fight illiteracy, the Simputer reads out text inthese same languages.

An important feature of the device is the smart cardreader/writer. This feature will help increase thefunctionality of the Simputer and provide more value-addedservices. Some applications for which the Simputer can beused include: micro-banking, dissemination of agriculturalinformation, Internet access, education, and census datacollection.

The Simputer Trust, the non-profit entity that developed thisdevice, will license the device for manufacture bycommercial companies.

Brazils version of the Simputer is the Volkscomputer. Verysimilar in configuration, the machine will have a 500-megahertz processor, 64 megabytes of main memory and 16MB more on a flash chip that substitutes for a hard drive.

There's a 56 kbps modem and the software is Linux-basedand, therefore, free. Because the machine is modular, schoolscan link a series up to a regular PC that would act as a server.

Volkscomputer was created by the Federal University ofMinas Gerais as a result of a commission last year by theBrazilian federal government. Still in its prototype stages,Brazil hopes to manufacture the device for US$600 and sellit to individuals on an installment plan for as little as $15 permonth. In addition, installing the Volkscomputer in schoolswill give Internet access to 7 million students. Brazil iscurrently looking for a local manufacturer to beginproduction of the device.

Sources and for more information, visit:http://www.simputer.org, http://www.bytesforall.org, andhttp://www.siliconvalley.com/docs/news/tech/082944.htm

Legislation Introduced in USA ToEncourage IT Training in theWorkplace

Legislation that is said to promote technology instruction inthe workplace was re-introduced by a group of Senators inlate April. It was introduced last year, but did not receive

strong support. Legislators say the bill currently has bi-partisan support and is being strongly lobbied for by industryand expect that the bill will most likely pass this time.

Known as the Technology Education and Training Act, thebill would provide businesses with US$1500 tax credit peremployee for information technology training. This isexpected to cover about one quarter of the total cost oftraining. In addition, a second part of the bill would makepeople enrolled in non-degree information technology


20/70


training programs eligible for scholarship tax credits, nowavailable only to students enrolled in two- and four-yearcolleges.

While the bill has its supporters, critics say that a taxexemption that goes directly to an employees income would

be more desirable. If passed, the bill will cost the USGovernment $700 million over 5 years.

Source: The Chronicle for Higher Educationhttp://www.chronicle.com/free/2001/04/2001042502t.htm

Latin Americas Widest ReachingE-Learning Solution is Launched

On April 25, 2001, VCampus and UOL Inc., SA announcedthe launch of UOL-Argentinas e-learning campus.

VCampus is the leading provider of end-to-end e-learningsolutions, headquartered in Virginia, USA, and UOL is LatinAmericas largest Internet portal. Together, this partnershipwill make e-learning available to 1 million UOL users inArgentina, and is the first step to reaching the 17 millionUOL users throughout Latin America and the world.

VCampus will be the exclusive e-learning solutions providerto UOL-Argentina for a period of three years. Argentineansnow have immediate access to 150 information technologyand telecommunications courses, accessible on:http://www.UOL.com.ar/e-ducacion/vcampus.

Source and for more information, visit:http://www.individual.com (search for Vcampus)

Virtual Cell Site Wins PirelliINTERNETional Award

The Virtual Cell site won the Pirelli INTERNETional Award2000 given to a multimedia work that best spreads scienceculture. VirtualCell.com is a multidisciplinary collaborationbetween Science, Computer Graphics, and World LanguageClasses at Coyle and Cassidy High School in Taunton,Massachusetts. The students in advanced science classesdesign models and create the written text that willaccompany the models on the web. The 3D computergraphics students take these specifications and develop the

models. The world language students translate the text.Mentor teachers monitor the process and guide thedevelopment of the models. Collegiate level content expertsreview the models for accuracy. The head of the project isMr. Jim Rusconi, who teaches at Coyle and Cassidy HighSchool. Mr. Rusconi was invited to Italy to receive the

$2700 award, which was given to the school.

The Pirelli INTERNETional award was created by Pirelli,the Italian multinational company that manufactures tires andcables, and systems for telecommunications and energytransmission. The award is carried out entirely on theInternet and is given to the multimedia work that bestspreads science culture.

The website http://www.pirelliaward.com/english providesall the details of the award and who is eligible forconsideration.

Sources and for more information, visit:http://www.virtualcell.com,http://www.pirelliaward.com/english, andhttp://www.wired.com/news/culture/0,1284,42759,00.html

University Libraries In DevelopingCountries Gaining Greater AccessTo Academic Journals.

As reported by EdInvest, the education investmentinformation facility at the World Bank:

A cooperative project among four universities in northernEurope and ten universities in East Africa will enableAfrican scholars to have wide access to academic journalsfor the first time. The project -- known as the Supply ofAcademic Publications to and from Universities inDeveloping Countries, or SAP -- is set to begin in July 2001(Source: Chronicle of Higher Education). A separateinitiative is being undertaken by the Association ofInformation Systems (AIS) which has announced that alluniversity libraries in middle and low-income countries willbe granted free subscriptions to the Communications of AIS(http://cais.aisnet.org/) and the Journal of AIS(http://jais.aisnet.org/). These libraries should contact

Jennifer Davis [email protected] of the AIS Office.


21/70


The Rio Salado Experience

Partnerships: An Essent ial Ingredient for E- Learning in thePartnerships: An Essent ial Ingredient for E- Learning in thePartnerships: An Essent ial Ingredient for E- Learning in thePartnerships: An Essent ial Ingredient for E- Learning in the

WorkforceWorkforceWorkforceWorkforce

By

Dr. Linda M. Thor*

President, Rio Salado College, Tempe, Arizona, USA

Just three or four years ago, most of us had never heard ofe-tailing and e-commerce and e-learning. Now, with theNew Economy and widespread Internet availability, we havea whole new vocabulary, with terms like dot.coms andcookies that is, the non-edible variety.

Who is behind the e-revolution? Certainly some of the moresuccessful Internet ventures have originated within the worldof higher education. This explosive growth in e-learning hasbeen fueled by demands from adult learners who have timeconstraints. In addition, corporate education and traininghave skyrocketed as many CEOs realize they need knowl-edge workers. According to Merrill Lynch, 710,000 U.S.college students took an online course in 1998. By next year,that number will more than triple to 2.2 million. In 1998, just48% of traditional two and four-year institutions offered on-line courses. Two years later that figure increased signifi-cantly to 70%. And it is expected to become 84% by next

year, prompting someone to label this the bricks to clicksmovement.

The Advantages of E-Learning

The advantages of e-learning become clear when you con-sider that although there are 15 million U.S. students enrolledin traditional higher education degree programs, there areactually 75 million adult learners who are enrolled inworkforce training and other forms of lifelong learning.

This increase in lifelong learners is problematic in terms of

serving their needs through traditional means. Educationalfuturist Michael Dolence made these comments in his 1995book, Transforming Higher Education:

Using our existing educational model, the numberof learners would require an additional 672 cam-puses with an enrollment of 30,000 each. At an es-timate of $350 million each, the 672 campuseswould cost $235 billion to build and an additional

$217 billion per year to operate. To meet the fullpotential demand by the year 2010, a campus wouldhave to be opened every eight days.

The Rio Salado College Model

Rio Salado College is a publicly-funded institution that wasestablished in the metropolitan Phoenix market in 1978 as aneducational change agent. At the time it was one of onlyseven colleges in the country without the bricks and mortarapproach to conducting higher education. Rio is the thirdlargest of the 10 colleges in the Maricopa Community Col-lege District, the largest such district in the U.S. We servenearly 50,000 students annually through customized, uniqueprograms and partnerships, accelerated formats and distancelearning.

As you can imagine, when you dont have a campus, youtend to get rather creative about delivery formats. From thestart, distance learning has been closely associated with RioSalado. It has proven to be one of the biggest growth areas ofour college. This academic year we will have more than


22/70


25,000 duplicated distance learning enrollments in 300 indi-vidual courses. Almost all of our distance learning coursescan be taken by anyone, anytime and anyplace. Thesecourses are offered in multiple delivery formats, includingthe Internet and CD-ROM; mixed media, such as audio andvideo cassettes; and print-based materials. By far, the most

popular delivery format at Rio Salado is the Internet. Threeout of every four of our distance learning students are en-rolled in at least one Internet class.

One of the outstanding features of distance learning at RioSalado is that students can begin most of these courses everytwo weeks, rather than waiting for a new semester to begin.Thats 26 different start dates a year! We never cancel acourse because registration doesnt meet some pre-determined number. Neither do we close a course because itis full; we simply open another section.

To make sure every new distance learning student transitionswell, we offer successful starts. This program walks them

through everything they need to know to survive the first twoweeks of class. A similar program helps our newest facultymembers learn the strategies they need for distance learning.

But there is more. In 1996, the entire college was placedonline. Since then students can receive everything they needwith the click of a mouse. That includes academic and careeradvising, counseling, tutoring, HelpDesk support, textbooks,even financial aid.

The Rio Salado E-Learning Student

Lets focus specifically on the traits of Rio Salados e-learning students. About two out of three of them are fe-male, many of them are single, and the average age is 31years. That makes them a member of Generation X. Themajority of them are juggling their education with their ca-reers and family responsibilities. These statistics mean thatthey fall into the category of non-traditional students. How-ever, research shows that the majority (86%) of U.S. collegestudents now have one or more non-traditional traits. Thesetraits may include attending college part-time; not living on acampus; being older than 25 years; and being in theworkforce while pursuing degrees. Because they dont wantto spend a lot of time commuting, e-learning is the perfect

solution for their educational needs. They also appreciatereceiving the entire spectrum of student services online any-time they want.

The most popular online courses for most of these studentsare general education courses such as English, history, psy-chology, and biology.

These Generation X students have been raised to expect con-venience and flexibility. They dont want to waste their timestanding in line, so at Rio Salado we have eliminated lines.Instead students have six options for registration: online, fax,phone, mail, computer-assisted registration by touchtonephone, and traditional in-person.

Likewise, these same students wont accept e-learningcourses that are merely the transfer of some professors oldand yellowing notes to the screen. Instead, they have cometo expect dynamic presentations such as they find in RioSalados human anatomy and physiology courses, whichfeature 360 degree rotating models of every major bone andorgan.

The Importance of Workforce Training and

Partnerships

Rio Salados e-learning students may simultaneously takecareer-path courses from us on-site at their places of em-

ployment. This is made possible because Rio Salado forgescustomized educational service partnerships with dozens ofcorporations and government agencies to provide relevantand industry-specific certificate and degree programs. Exam-ples of such programs are Airline Operations and QualityCustomer Service.

Consider that nearly 100% of this nations employers indi-cate that all their existing workers need additional training tomanage an exploding knowledge base. Yet only 20% of all


23/70


work-related training is currently being provided by collegesand universities. Obviously, a vast untapped market is outthere for us.

Examples of E-learning Collaborations

One of Rio Salados most unusual e-learning collaborationsis a public/private, college/university partnership betweenRio Salado and Ottawa University, headquartered in Kansas.Together these two institutions have created the nations firstonline degree program for working police officers. Can-didates for this program complete their Associates Degree inLaw Enforcement Technology through Rio Salado, whichhas been partnering with regional police academies for 11years. Officers are then eligible to continue working towardone of two Baccalaureate degrees in police science. Thesepractitioner degrees are structured so they can be earned re-gardless of where the officers live. This is possible becausethe upper division courses are self-paced and taken at theofficers discretion over the Internet.

This partnership is much more than an agreement for articu-lation. The entire curriculum has been co-developed by bothinstitutions, with significant input from the actual practitio-ners, which in this case are police executives in major mar-kets across the country. We intend for this program to set thenational standard by which all criminal justice degree pro-grams are measured.

In another example of collaboration, Rio Salado has beenselected as one of 29 colleges and universities across thecountry that will serve as educational providers for the U.S.

Army in their new Army University Access Online pro-gram. Participating soldiers will receive laptops and tuitionwaivers compliments of the army. Three Rio Salado degreeprograms are currently offered. Rio Salado was selected onthe basis of our leadership in distance learning, as well as forour long-time work with the military at Luke Air Force Basein Glendale, Arizona. The consulting firm known as Price-waterhouseCoopers is coordinating the program.

Still another example is a working agreement Rio Salado hasrecently formulated with Charter Oak State College in Con-necticut. Charter Oak maintains a contract with one of thenations largest insurance firms for career-path educa-

tion. Charter Oak is able to broker specific health-relatedcourses that are offered by Rio Salado to employees of itsclient.

In addition to these programs, Rio Salado has been partner-ing for four years with the Arizona State Dental Associa-tion (AzDA). The newest joint venture is a clinical dentalassisting program that offers a distance-based curriculumusing audio and videocassettes and print-based materials.

Hands-on skills are taught through unique distance labs.Prior to undertaking a paid internship, students attend theirClinical Dental Assistant Practicum in den

techknowlogia journal 2001 may june

Documents