Announcement: New ISU Online Program in Library/Media Services Read about it in this issue!

Contents:

• The Future of Distance Education - Nancy Franklin
• Training the New Library/Media Specialist: For Those Who Practice "Shelf Control" - Dr. Larry Reck
• Meet Our New VID Programmer: Jianling Jiang
• Summer Institutes: Sign Up Now!
• CTA Workshops
• Etcetera, Etcetera, Etcetera: ISU News, Interesting links and So Forth
• Thought for April

The Future of Distance Education
Nancy Franklin, Director of Distance Education

When Julie Tipton approached me and asked me to write a brief article about the future of distance education at ISU for this issue of Interaction, I felt a bit daunted about the prospect of soothsaying in an area that is changing so rapidly. Indeed, distance education and our participation in it as an institution is probably raising more questions than it is answering, not the least of which is, "What do we want from distance education?"

An unfortunate dichotomy is often established that pits distance education somehow in opposition to campus-based, face-to-face teaching and learning. At ISU, we have chosen to pursue a path that extends our on-campus mission to students unable to participate fully in a traditional educational experience.

Perhaps we do ourselves a disservice by using the term "distance" when what we are really talking about is "distributed" education. The programs of study available via distributed education are those that are available on campus. The faculty teaching ISU's distributed education courses is the same faculty with the same commitments to creating quality learning experiences as those who teach in our classrooms on campus.

While we can point to continuing dramatic growth in the number of courses available through technology-mediated means, it is important to note that not all of these courses are associated with "distance" education programs. Many are alternative offerings of individual courses that provide more options to campus-based students who work (as many do), need courses not offered face-to-face in a given semester, or who prefer to learn in their own space at their own pace.

When we look statistically at the students participating in technology- and paper-based courses, we find that nearly two-thirds are also taking one or more campus-based courses. Interestingly, the average number of courses carried by students participating in distributed education is higher than it is for those participating in campus-based courses alone.

Are there good reasons to offer and expand full-fledged distance education program offerings? Many believe the answer is "yes" for a myriad of reasons: reaching Hoosiers who cannot participate in a campus-based educational experience, addressing the growing need for "retooling" among those wanting to advance themselves in a rapidly changing economic environment, increasing the viability and vitality of programs with declining on-campus enrollments, and embracing (or at least ensuring we're not left in the dust in) a rapidly-changing worldwide higher education market.

Along the way, we have the opportunity to leverage distributed education instead of letting it leverage us. We can use our forays into distributed education to learn more about how to teach and serve students in new and more effective ways. Our faculty can experiment with technology to understand when and how it can enrich learning, provide new avenues for research explorations, and perhaps reinvigorate an excitement about teaching. Our administrative offices can learn how to become more sensitive about meeting students' needs (rather than expecting students to conform to our bureaucracy), and figure out how to employ technology to more effectively support the faculty and serve the students.

The issue is not distance education versus on-campus education. Rather it is, "How do we integrate technology effectively in teaching and learning?" "How do we provide high quality learning experiences, regardless of where our students are located?" "How can we re-think our administrative process to make them more student-friendly?" "How can we support our faculty to learn about and use technology?" "How can we ensure that our institution is a player in the higher education market of the future?"

If we are grounded in a shared belief that we should pursue distributed education as an extension of ourselves, rather than as a separate and foreign venture, we will enhance who we are and how effective we are at accomplishing our mission.

Training the New Library/Media Specialist: For Those Who Practice "Shelf" Control
Dr. Larry Reck, Department of Curriculum, Instruction, and MediaTechnology

This article is dedicated to my wife Alice, who spent hundreds of hours designing outcomes, proficiencies, and learning activities; writing, rewriting, reviewing, suggesting, and typing; and performing a host of other activities to make the Library/Media Services Program a success. As former Coordinator of the Instructional Materials Center for the Vigo County School Corporation, her expertise was desperately needed in the development of this program.

I've never experienced so much paperwork in my life. About a month ago, after one and one-half years of work, the program finally reached fruition by being approved by ISU for implementation. I'm referring to the Library/Media Services Minor that consists of ten courses in a 27-hour program.

Many hundreds of hours went into the planning, development, and approval of this program. After giving presentations to at least five committees, writing reports, standards, proficiencies, outcomes, and learning activities, attending meetings, and a host of other steps in the "magical mystery tour," this ten-course program finally became reality.

It seemed there were always new deadlines to meet and another committee to approach for approval. Three days before the deadline for the ISU undergraduate catalog, the final signatures were received.

The Library/Media Program is designed to certify persons for both public and school libraries, the only difference being that those following the school library track must also hold teaching credentials. Although not designed for a graduate degree, graduate students can also take courses for certification in both positions.

This new online program meets the standards of five state and national agencies. To accomplish this, sixteen standards from these agencies were group and then delineated into proficiencies from which learning activities were designed. Intensive workshops were held with professionals in the field to help determine outcomes and activities. Thus, the program is performance-driven.

ISU's program is unique in the country in that most library/media programs are offered only at the graduate level. For those few undergraduate programs available, none are standard and proficiency-based as is the ISU program.

This summer, a pilot program will be conducted which will bring twenty practicing professionals from the public and school libraries to campus to "take" the courses and do an assessment so that the entire program will be ready for offering during the fall semester of 2000. These individuals will receive a stipend for their efforts.

This fall, one-half of the program will be offered over the Internet; the entire program will be available for the spring semester of 2001. Dr. Scott Davis has been added to the CIMT faculty from the staff at CML and will start teaching library/media courses this coming fall.

Inquiries have been received from most of the coastal states in the U.S and also from international countries. Every month between 60-80 new jobs are posted on the CIMT bulletin board ­ from Indiana alone. Calls have been received from states such as Maryland, Massachusetts, Washington and others seeking our program graduates. Thus the time is ripe for the dissemination of this program over the Internet.

One of our recent graduates had forty job offers. She did not have to seek a job ­ employers came to her. The Washington Post recently published an article on the struggle to keep librarians. The American Library Association stated that at no time in the past has there ever been such a demand for library/media people. This is indicative of the need for this training program.

The support for this program from Lifelong Learning has gone far beyond expectation. Nancy Franklin, Sharon Guan, Melissa Hughes, Julie Tipton and others made this program "internet-worthy" and their support has been awesome. Also, without the help of Dr. Becky Libler, Dean of the School of Education, Dr. Jerry Summers, Association Dean of the School of Education, Dr. Cathleen Rafferty, chair of CIMT, and my graduate assistant, Joann Yang, this venture would not have gotten off the ground.

Others, too numerous to mention, also put in much time and effort to make this program possible. We formed a team and only though the combined effort of many people could such a huge venture as this be successfully conducted. I sincerely thank all who were, are, and will be involved in the development of this program. Without your help and support it would not have been possible.

Meet Our New VID Programmer - Jianling Jiang

In March, Jianling Jiang has selected to be the Web Applications Programmer for the Virtual Instructional Designer (VID) Project, part of the Learning Anytime Anywhere Partnership $2.5 million grant. Jianling will be working with Paula Vincini, the author of this article.

When Jianling Jiang graduated from Fudan University in Shanghai, China with a degree in law, she probably had no idea that fourteen years later instead of trying divorce and injury cases, she would be working as the Web Applications Programmer for a FIPSE federal grant project at ISU in the United States.

Some of the faculty at ISU may remember Jianling from the two Master's degrees in math and public administration that she earned here at ISU four years ago. She has returned to us along with her husband, who will be teaching at ISU.

There is a new addition to Jiangling's life since she left ISU ­ a two-year-old son, Kevin, who is partly responsible for the VID Project being able to hire someone of Jianling's computer programming experience. "I wanted flexibility in my job because of my child, even though I knew I could earn more in business and industry. I also wanted to branch out beyond doing mostly database work and this project seemed interesting and challenging," Jianling explained.

Jianling first began working with computers when she was an instructor in China. Computers and word processing were first being introduced at the university when Jianling became friends with the head of the Computer Center. Teaching herself how to use the new keyboards with Chinese characters, Jianling soon found herself teaching others these skills.

Jianling came to the United States and ISU in January 1994, and it was here that she began learning programming and system administration skills. After graduation, she began working for Pythia Corporation in Indianapolis developing database application software for state legislatures. Moving with her husband to Wisconsin in 1998, Jianling found a position with Airadigm Communications, a digital phone company. Among other responsibilities she worked with database administration and served as the company's Webmaster.

Jianling is the second VID Project Development Team member hired. The search for a Web Graphics Designer and a Web Content Editor to complete the team is currently underway.

Summer Institutes - Sign Up Now!

The Center for Teaching and Learning is sponsoring the following Summer Institutes. Faculty and teaching assistants are encouraged to register by May 12 to be eligible to receive stipends. Register online at http://web.indstate.edu/ctl or contact the CTL at 237-3053.

Superstar Series
These three institutes feature leading national figures who will be on campus as part of the Lilly Project.

• Beginning with Pedagogical Scholarship: June 1-2, 1:00 - 5:00 pm
• Dynamic Action Plans: From Classroom Assessment to Improving Learning: June 20-21, 1:00 - 5:00
• The Learning Communities Process: July 5-6, 1:00 - 5:00

Classroom Enhancement Series
These three institutes are designed to enhance specific aspects of college teaching that are known to effect students' success in the classroom. Learn how to use these techniques to document and evaluate your own teaching or to help develop a departmental plan.

• Evaluating Teaching: June 7-9, 1:00 - 4:30
• Effective Classroom Communication: June 27-29, 1:00 - 4:30
• Promoting Critical Thinking in Your Students: July 11-13, 1:00 - 4:30

• Developmental Advising: May 23-25, 9:00 - 12:30
• Diversity and Pedagogy Initiative: July 17-21, 1:00 - 4:30
• Service Learning Initiative: July 25-27, 1 - 4:30
• Teacher as Servant Leader: August 8-10, 1:00-4:30
• Teaching Assistance Workshop: August 14-17, 8:00-1:00

Although the following opportunities are not provided by the CTL, they are important summer events that you might want to consider:

Lilly Transition Conference: May 19, 10:00 - 3:00
This conference is designed specifically for participants in the Lilly Project spring and summer program. Sessions provide an over-arching discussion of the pedagogical commitments of the Project.
Contact: Tom Derrick, Lilly Professional Development Coordinator at the CTL (ext 3053)

NSARP Training: June 6, 1:00 - 4:30 Faculty and staff who are involved in NSARP will meet to discuss policies, procedures, and other items to ensure an effective advising and registration process.
Contact: Patti Mills, Office of Academic Affairs, ext 2304

Faculty Preparation for Orientation Class: August 17, 3:00 - 5:00
For those faculty involved in teaching the class during new student orientation, this session will provide ideas and information to assist your participation.
Contact: Patti Mills, Office of Academic Affairs, ext 2304

Scholarship of Teaching
Consider the summer months as a time to write a scholarly essay or develop pedagogical research. Funding is available from the Scholarship of Teaching Program. For additional information, see web. http://indstate.edu/ctl/sot/main.html

CTA Workshops

Two CTA workshops, listed below, are scheduled for May and June. If you would like to attend, please contact Mary Luz Petrowski at extension 8689 or aafpetro@amber.indstate.edu

• The Course Transformation Academy (CTA) is a faculty development program for faculty members preparing to use technology in their teaching.
  Date: Summer (Intensive) CTA: May 15 - 19 (9:00 a.m. - 4:00 pm)
• Course Transformation Academy Follow-Up
  This 3-day summer workshop is designed for faculty members who have experience teaching in the distance education environment. Participants will have opportunities to share successes and concerns, to choose from among several topic sessions focused on teaching learning issues in the distance education environment, and on advanced application of instructional technologies.
  Date: June 20 - 22 (9:00 a.m. - 4:00 pm)

Etcetera, Etcetera, Etcetera: News, Interesting Links and So Forth

Visit the Monument Information Resource site for *free* access to a textbook database of over 60,000 titles searchable by author, title, or ISBN number. Open only to college and university instructors, this site also offers links to information from the publishers and lists of top-selling titles by discipline and class subject, based on research from over 1,000 college bookstores. Another interesting feature of the site is its FacultyConnect section, which allows users to search for books and then find other faculty who are using specific titles. This section includes a forum and course materials information exchange.
www.FacultyOnline.com

Why would over 10,000 physicians volunteer to contribute to a web site? For online medical textbooks. eMedicine.com offers doctors and medical students around the world the latest textbooks in their specialty. The benefit for doctors (and their patients) is that they are no longer "sentenced to wait up to five years" for the latest textbooks. Online textbooks take less than one year to be published, and can be updated 24 hours a day. Visit this site which has won more than 35 Internet awards and is used in 133 countries.
emedicine.com

Seven U.S. dental schools will replace traditional textbooks this fall with a single DVD. Students will purchase the DVD when they enter dental school, and exchange the old version for an updated DVD each semester. Cost will be approximately the same as for all the textbooks students would otherwise purchase. Dental schools participating include: NYU, University of Texas, University of Buffalo, Boston University, University of Medicine and Dentistry of New Jersey, University of Florida at Gainsville, and the U.S. Navy Postgraduate Dental School. (New York Times, 2 March 2000)

Just for fun, visit the National Gallery of Art (Washington) site. Features include: a calendar of events, a virtual tour through the Gallery's Sculpture Garden, an online gift shop, a special feature on Max Weber, and a magnificent database of the Gallery's collection.
www.nga.gov

In 1999, Market Data Retrieval surveyed a total of 4,284 accredited two- and four-year colleges to determine,among other things, the number of colleges offering distance learning programs. Findings include:

• 72% of the colleges indicated that they offer distance learning programs; over 34% offer an accredited degree program. This number is a 48% increase over last year, when only 48% of colleges stated they had distance learning programs and only 15% of all colleges offered an accredited degree.
• The three most common subject areas for distance learning are: Business, Social Sciences, and Education. (This is unchanged from last year.) Computer Science and Allied Health were close seconds.
  For more information, visit www.schooldata.com/datapoint43.html

Thought for April:

If you can dream it, you can do it.
- Walt Disney

Interaction is an electronic newsletter delivered on the first day of the month via electronic mail. Each issue offers information on teaching, learning, course design and educational technologies, and events pertaining to distance education at Indiana State University. We invite your comments, articles, and suggestions. Please contact Interaction at interact@web.indstate.edu

Interaction is published by the Office of Continuing Education/Instructional Services.

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