Concurrent Sessions

A Model for Inter-Institutional Exchange of E-Learning Environments

Thursday, January 20, 2000
11:15 a.m. - 12:15 p.m. CONSES01

Myk Garn, Associate Vice President for eLearning, Kentucky Council on Postsecondary Education

William H. Graves, Senior VP, Academic Strategy, SunGard Higher Education

This session will describe an e-learning "brokering" service, eduprise.net, offered by eduprise.com to its client institutions, individual instructors, and content partners. The model responds to the needs of an institution and its instructors to offer e-learning opportunities to their students without having to develop that e-learning environment from scratch. In this model, Institution A has instructors willing to utilize high quality e-learning resources developed elsewhere by eduprise.com client Institution B or by a commercial eduprise.com content partner. eduprise.com hosts the environment for Institution A's instructors and their students through one of several possible brokered business relationships designed to reward Institution B or the commercial content partner involved.

Capturing Courseware to the Web

Thursday, January 20, 2000
4:00 p.m. - 5:00 p.m. CONSES17

Paul Rickards, Manager, IT-University Media Services, University of Delaware

Kathleen Troutman, Associate Director, University Media Services, University of Delaware

The true challenge in developing on-line courses or resources is not the technical task, but the elimination of faculty/staff development time, real and perceived, to accomplish it. This session will demonstrate two models in full production at the University of Delaware, which allow cost-effective capturing in real-time, full courses or campus-wide training sessions for live or archival streaming to the web using RealMedia. Long term implications may include change to the institution's instructional delivery model. For the on-campus curriculum, it allows expansion of class sections without additional faculty, broader distribution of course resources, asynchronous review of course materials, and faculty-initiated reallocation of class meeting time. For the distant learner, it allows both synchronous and asynchronous access to a wider course/degree offering and minimizes distribution costs. And all of it is accomplished without requiring additional time or technical investment from time-sensitive faculty.

Charting the Convergence of Content and Technology

Thursday, January 20, 2000
2:45 p.m. - 3:45 p.m. CONSES13

David A. King, Department Head, Oregon State University

Rolling out technology is not a solitary effort, it requires the simultaneous development of content and training of potential users. Maintaining this three-pronged approach requires blending of people and responsibilities. The Indiana Higher Education Telecommunication System (a consortium of all higher education institutions in Indiana) is aggressively headed toward the point at which content development and technology roll out will converge. The key is to keep content development and training within striking distance of technology development when the latter is moving so rapidly. Maintaining the effectiveness of the consortium while also managing the statewide voice/video/data network provides both opportunities and pitfalls. However this content development/technology expansion prototype has the best chance of success if we can keep all the partners happy.

Creating a Critical Mass: The CSU Strategic Language Initiative

Thursday, January 20, 2000
4:00 p.m. - 5:00 p.m. CONSES20

Ronald Bergmann, Acting Associate Vice President for Information Technology and CIO, California State University, Dominguez Hills

Walter C. Oliver, Director, CSU Strategic Language Initiative, California State University, Office of the Chancellor

The CSU Strategic Language Initiative was developed following the highly successful two-year STRLNG Project (funded by the Commission on Learning Resources and Instructional Technology and directed by Professor Walter Oliver of CSU, San Bernardino). The efforts of those involved in the STRLNG Project led to an increased awareness among the CSU language faculty of the need to find new ways to teach foreign languages, especially those less commonly taught. After reviewing the demonstrated benefits of the STRLNG Project, the Chancellor's Office has agreed to expand and support the those activities, for a period of at least two years, as the CSU Strategic Language Initiative. While an underlying focus of this initiative is the preservation and development of less-commonly-taught foreign language programs, all language programs within the system will benefit from this initiative. The CSU Strategic Language Initiative will work with individual campus language departments and CSU-wide councils to achieve the following overall goals: 1) Preserve and expand student access to the study of several less-commonly taught, but strategically important foreign languages currently in danger of disappearing from the system such as Russian, German, Japanese, Chinese, Arabic, etc. 2) Promote more effective second language programs resulting in improved, demonstrated student proficiencies in speaking, reading, and writing skills through consortial arrangements and distributed learning. 3) Provide the knowledge to enable campuses to make informed purchases of language/learning laboratories, associated technology, and software to better match needs and reduce collective CSU long-term costs. 4) Establish collaboration between the CSU and other organizations, including other public and private academic institutions, which are integrating technology into language teaching and learning and/or are engaged in language acquisition, maintenance, assessment, and policy development.

Creating the Virtual Environment for Learning

Thursday, January 20, 2000
2:45 p.m. - 3:45 p.m. CONSES12

Archie Davis, Associate Vice Chancellor, East Carolina University

Diana Henshaw, Director, Continuing Studies, East Carolina University

Richard D. Ringeisen, Chancellor, University of Illinois at Springfield

David L. Watkins, Special Assistant for Information Technology, East Carolina University

East Carolina University has developed and implemented an instructional technology/distance education model that includes, but is not limited to, a modern network infrastructure, a faculty workstation program, a faculty instructional support system and a partnership with eCollege to develop web-based academic program offerings. At the same time the university has initiated an in-house initiative to create what is known as the ECU Virtual Environment for Learning (VEL). This presentation will address the processes undertaken to develop and implement the VEL including funding models, decision making practices, faculty training/support schema, special internal and external partnerships (Ericsson, Blackboard CourseInfo, Real Networks, North Carolina Community Colleges, Outreach Coordination System) and on-going activity to maintain and enhance the initiative.

Postconference Resource

Defining "Enterprise" Standards for Instructional Management Systems

Thursday, January 20, 2000
1:30 p.m. - 2:30 p.m. CONSES28

Larry D. Conrad, Associate VP & CIO, Technology Integration, Florida State University

Deborah Everhart, Adjunct Assistant Professor, Georgetown Univ., & Principal Architect, Blackboard, Georgetown University

Matthew Pittinsky, Chairman, Blackboard, Inc.

This presentation will place in a framework the evolution of Instructional Management Systems from two perspectives: (1) the development of software from instructor-based course tools to institution-wide mission-critical systems, and (2) the progression of teaching and learning technologies from highly decentralized approaches to academic computing to the adoption of packaged software. Comparisons of Blackboard CourseInfo and Blackboard CourseInfo Enterprise Edition will be made to illustrate concepts. The first is a three-year-old product grown out of an instructor-based model. The latter is brand new and based on an institution model.

Developing Institutional Readiness in Parallel with a Web-Based Offering

Thursday, January 20, 2000
2:45 p.m. - 3:45 p.m. CONSES15

Anne S. Parker, IT Strategy Consulting, SunGard Collegis Inc.

Robert E. Tyndall, Vice Chancellor, Information Technology Systems, University of North Carolina at Wilmington

In building a successful program for distributed instruction, it's important to remember that technology is no more than 20% of the solution, and success requires more than putting course materials online. eduprise.com employs a Life-Cycle approach to planning and designing, developing, implementing, and evaluating e-learning solutions that provides services to complement an institution's strengths. The planning phase includes not only the development of a strategic plan, but also an initial implementation that informs the planning process. In this session, presenters from the University of North Carolina Wilmington and eduprise.com will describe an example of this Life-Cycle approach - a partnership process that in parallel 1) prepared UNCW to participate in the e-learning revolution (institutional readiness) and 2) developed a substantive and successful web-based curriculum offering.

Development of A New Global Environment for Learning

Thursday, January 20, 2000
11:15 a.m. - 12:15 p.m. CONSES02

Ali Jafari, Professor of Computer & Information Technology, Indiana University-Purdue University Indianapolis

David Mills, Vice President and CTO, ANGEL Learning, Inc.

This presentation discusses both the conceptual framework and technical architecture of the Angel enterprise environment developed at the IUPUI CyberLab (http://angel.iupui.edu). Angel, A New Global Environment for Learning, is a third generation teaching and learning management system that is built from the ground up to meet the emerging academic computing needs of schools and universities. The Angel environment was designed as a series of tightly integrated components to serve as a portal for all of a university's online Web-based content. All Angel components have an exposed API making it possible for schools to easily integrate Angel with their legacy systems and their campus needs. The environment includes features such as IMS metadata support, advanced course management tools, resource sharing, global authentication, intelligent agents, and dynamic resource creation. This presentation benefits schools interested in selecting an off-the-shelf course management product, developing an in-house solution or adopting Angel enterprise environment in their campuses.

Emerging Team Models: The New Media Centers Experience

Thursday, January 20, 2000
11:15 a.m. - 12:15 p.m. CONSES04

Nancy Frishberg, Executive Director, The New Media Consortium (NMC)

Successful new media projects in the academic sphere must reconcile two value systems. The traditional academic model recognizes individuals (faculty) for their contributions to knowledge creation (research) and dissemination (teaching, publication). The emerging model from the new media industry acknowledges the success of team efforts, where a team includes a content specialist, as one among several crucial kinds of skills. Some of the additional skills brought to software application projects might include expertise in particular tools or programming languages, system integration and engineering, instructional or information design, usability, and project management. The challenge for higher education is to develop collaborative models that value each organizational unit and individual for products of team efforts. New Media Centers, a consortium involving nearly 100 colleges and universities, can offer several models of successful projects worth emulating.

Guidance From the Hill: How New Federal Laws May Influence Distance Learning

Thursday, January 20, 2000
11:15 a.m. - 12:15 p.m. CONSES27

Garret Sern, Government Relations Officer, EDUCAUSE

As the 106th Congress begins its second session next week, it will consider a broad range of legislation that will influence how the Internet is deployed and used for distance education. Covered topics will include an update on broadband legislation; the higher education and library community efforts to have Congress introduce legislation enacting the Copyright Office recommendations to promote digital distance education while maintaining the traditional balance of copyright law; and the status of federal funding programs such as the Learning Anytime, Anywhere Program run by the Department of Education. Session participants are encouraged to send any anecdotes on their involvement with such programs or any other federal policy topics they would like to see covered to Garret Sern at gsern@educause.edu.

If We Support Them, They Will Come: A Scalable Model for Technology Training and Support

Thursday, January 20, 2000
2:45 p.m. - 3:45 p.m. CONSES14

Annemarie Boyer, Information Systems Trainer, Coast Community College District

Walter G. Howald, Vice President, Board of Trustees, Coast Community College District

Despite immense political and marketplace pressure to integrate information technology into our academic and administrative systems, the need for training and support continues to be underestimated by top decision-makers. Until this need is fully recognized and addressed, the full-scale adoption of technology in our classrooms and educational systems will continue to grow at a snail's pace. Coast Community College District's User Support Services has developed a model program that provides ongoing technology training and support to faculty and staff at three campuses and one public television station. This session will describe the components of a scalable, highly effective user-support program that includes IT classes, training manuals, CBT, Help Desk, online access, and one-on-one tutoring. Recent research on administrative perceptions vs. faculty concerns about the use of instructional technology will also be discussed.

IMS: The Dream Starts to Become a Reality

Thursday, January 20, 2000
4:00 p.m. - 5:00 p.m. CONSES18

Pedro Hernandez-Ramos, Academic Solutions Manager, Cisco Systems, Inc.

Edward C.T. Walker, Executive Vice President, CS4ed

Founded 3 years ago with NLII support, IMS became an independent non-profit organization in December. This session will provide a summary of recent accomplishments (published specifications for Meta-data and Enterprise) and will include demonstrations from IMS member companies of products that incorporate the specifications.

It's About Content and Users and Lifelong Relationships

Thursday, January 20, 2000
11:15 a.m. - 12:15 p.m. CONSES05

Michael A. Looney, Senior Director, Education Marketing, Adobe Systems, Inc.

"MyCampus" portals - what is their value? Are they about data, community, e-commerce or all of the above? Who are the target audiences in the campus community? Build vs. buy and at what cost and are they worth it? What are the customer and financial support burdens of success? How do you keep these portals functional, interesting and active? Are there alternatives?

Whether the choice is for a portal or not, the critical issue for the web-enabled campus of the future is information resources. To minimize the expense and maximize implementation of solutions, GoCampus is launching a membership Cooperative. The Cooperative will aggregate existing resources from campuses and corporations, assist in funding or finding funding for needed development projects, and provide distribution services for campus-bred and commercial solutions leveraging the economies of scale provided by the Cooperative.

This session will give and solicit ideas of how this Cooperative will work and how and when a portal/navigational tool might be appropriate.

Launching the Tennessee Virtual University: The Countdown Preceding Liftoff

Thursday, January 20, 2000
4:00 p.m. - 5:00 p.m. CONSES16

Gayle D. Cooper, Associate VP for Statewide Continuing Education, The University of Tennessee

Susan E. Metros, Deputy CIO & Associate Vice Provost, University of Southern California

In early 1999, the University of Tennessee and the Tennessee Board of Regents systems partnered to launch the Tennessee Virtual University (TVU), a predominantly online university providing a one-stop-shop gateway to the public academic programs offered by the state's fifty-three universities, institutes, colleges, and technology centers. This venture was endorsed by the Governor and supported by the Tennessee Higher Education Commission and the Renaissance Center, a privately endowed, futuristic educational facility housing the TVU's administrative offices.

Most virtual universities are top down efforts, envisioned by legislative consortiums, large corporations, or the upper administrations of higher education institutions. The TVU is unique in that the leaders made the decision to define the parameters of this initiative using online collaborative workgroups comprised of faculty, staff, and students from across the state. In this pilot collaborative workgroup project, teams are to be charged with identifying infrastructure, administrative, and academic issues and developing the requisite policies and procedures to launch and govern this enterprise.

In this presentation, the speakers will describe the pilot project's planning process, summarize the charge of each of the nine collaborative workgroups, report on the member institution's responses and concerns, and discuss progress in achieving "buy in," securing funds, and meeting deadlines.

Learning Oriented Policies in a Bandwidth Crazy World

Thursday, January 20, 2000
1:30 p.m. - 2:30 p.m. CONSES10

Joan Laughlin, Associate Dean/Great Plains Consortium, University of Nebraska

Janet K. Poley, President, American Distance Education Consortium (ADEC)

Dean Sutphin, Associate Dean/Director, Agriculture & Life Science, Cornell University

The American Distance Education Consortium is working closely with senior university administrators throughout the country on policy issues involved in multi-institutaional collaboration and development of policies and business practices necessary for an interconnected educational learning marketspace. The ADEC consortium has a three year old effort focused on improved practices for academic credit transfer among institutions, development of policies and capacity building to promote quality learning oriented use of technologies, reaching rural/remote populations as well as minorities and under-served communities, elimination of turf barriers and unnecessary costs. ADEC's effort labeled IDEAL (Ideal Distance Education Administration Language) and the Great Plains Deans Alliance will report on progress and deficiences. The Great Plains Graduate Deans recently met to "break new ground" in this area, acknowledging that barriers are made by institutions and that barriers can be eliminated by colleges and universities serious about developing a lifelong learning infrastructure accountable to the nation. The paper will also explore difficulties with a ramp up model that sees filling up bandwidth with digital video as the "high-end" of the NLII. This position is not supported by research and is dangerous vis-a-vis the digital divide.

Limited Time Offer: Cost Effective Improvements to Teaching and Learning

Thursday, January 20, 2000
1:30 p.m. - 2:30 p.m. CONSES08

John A. Alexander, Manager, Instructional Technology, University of Virginia

Jeffrey A. Hollier, Instructional Technologist, University of Virginia

The Teaching + Technology Support Partners (TTSP) trains graduate fellows to help faculty in their respective departments integrate easy-to-use technologies into their teaching. The TTSP program will be funded for a three-year period, with a subsequent two-year phase-out plan. The presentation will give an overview of the project and preliminary results from its first semester. It will also cover the cost effectiveness of this approach and its legacy after the funding ends. In sum, since this project is funded for only five years, we are planning it as a catalyst for change: bringing the faculty and the technology tools together so that teaching and learning effectiveness are enhanced. The goal, then, is planned obsolescence. Just as we no longer offer training in word processors, at the end of this program, faculty use of these simple tools should be so ubiquitous and transparent that it has become an integral part of the culture. Note: this presentation will allow us to provide information to a number of professionals who attended our presentation last year. At that time, we were just beginning to plan this program and interest in it from attendees at last year's NLII was very high.

Session 1 (Continued): Conceptual Framework Discussion Session

Friday, January 21, 2000
10:45 a.m. - 12:15 p.m. CONSES24

Brian L. Hawkins, President, EDUCAUSE

Diana G. Oblinger, Vice President, EDUCAUSE

Those who wish to participate in this session should attend "Session 1: A Conceptual Framework for Decision-Making about Distributed Learning" at 9:30 am. This session will focus on clarifying concepts and further development and refinement of the web-based conceptual framework.

Session 1: A Conceptual Framework for Decision-Making About Distributed Learning

Friday, January 21, 2000
9:30 a.m. - 10:30 a.m. CONSES21

Brian L. Hawkins, President, EDUCAUSE

Diana G. Oblinger, Vice President, EDUCAUSE

Too many higher education leaders are pushing their institutions into versions of "distance education" for the wrong reasons, largely because they have not considered the many variables involved. Often discussions surrounding such decisions occur among individuals who have radically different perceptions of the meaning of terms, such as distance or distributed learning, transformation, etc. The presenters are developing a web-based conceptual framework for use as a tool to engage decision makers in active learning about the concepts as they determine how appropriately to position their institutions with regard to distributed learning. Those who wish to participate in the follow-on discussion/working session at 10:45 AM should plan to attend this presentation.

Session 2: Institutional Readiness Discussion Session

Friday, January 21, 2000
10:45 a.m. - 12:15 p.m. CONSES25

Lev S. Gonick, Vice President for Information Technology Services/CIO, Case Western Reserve University

Institutional readiness is a concept developed as part of the prequalification criteria for the Pew Grant Program in Course Redesign, and refers to institutional readiness to engage successfully in large-scale course redesign efforts. The NLII has a Task Force working on devising a self-assessment method based on this concept, as well as defining an institutional planning process for using the results of such an institutional self-assessment to apply scarce resources strategically, address weaknesses, take advantage of strengths, and move the institution further along the transformation continuum. Attendees will have an opportunity to review and discuss a draft white paper on this topic.

Session 2: The Pew Grant Program in Course Redesign

Friday, January 21, 2000
9:30 a.m. - 10:30 a.m. CONSES22

Lanny Arvan, CIO and Assoc Dean for eLearning, College of Business, University of Illinois at Urbana-Champaign

John P. Broida, Associate Professor of Psychology, University of Southern Maine

Carol Scarafiotti, Vice President Emeritus, Rio Salado College

Carol A. Twigg, President & CEO, National Center for Academic Tranformation

The Pew Grant Program in Course Redesign is a three-year, $6 million program conducted by the Center for Academic Transformation at Rensselaer Polytechnic Institute with support from the Pew Charitable Trusts. The purpose of this institutional grant program is to encourage colleges and universities to redesign their instructional approaches using technology to achieve cost savings as well as quality enhancements. Redesign projects focus on large-enrollment, introductory courses, which have the potential of impacting significant student numbers and generating substantial cost savings. This panel features the projects of four of the first year's award recipient insitutions.

Session 3: SREB's Distance Learning Policy Laboratory-A Vehicle for Change

Friday, January 21, 2000
9:30 a.m. - 10:30 a.m. CONSES23

Bruce N. Chaloux, Director, Electronic Campus, Southern Regional Education Board

This session will describe the Southern Regional Education Board's Distance Learning Policy Laboratory, its work agenda and policy issues or barriers it expects to address. The Policy Laboratory, supported in part by a FIPSE LAAP grant, seeks to find solutions for policies that inhibit distance learning in the 16 Southern states. SREB's Electronic Campus, a regional "marketplace" of courses, programs, and services entering its third year of operation, provides the Policy Laboratory with a vehicle for understanding policy issues, and a means for implementing and assessing policy change. An update on the Electronic Campus initiative will be included in this session. Participants will be encouraged to present their views and opinions on policy issues of interest or concern to them.

Session 3: Structures for Collaboration and Cooperation Across Institutions

Friday, January 21, 2000
10:45 a.m. - 12:15 p.m. CONSES26

Rhonda Epper, Executive Co-Director - CCCOnline, Colorado Community College System

The NLII has long advocated a strategy of facilitating partnerships between institutions of higher education in order to enable transformation. The MERLOT initiative is creating a national resource of peer-reviewed, web-based teaching and learning materials for faculty. Institutions, states, or systems of higher education that are interested in learning more about the MERLOT national project and how to join should attend this session.

Session Snapshots: Short Takes on Tools, Metrics and Initiatives

Thursday, January 20, 2000
4:00 p.m. - 5:00 p.m. CONSES19

John T. Harwood, Senior Director, Teaching and Learning with Technology, The Pennsylvania State University

Adolfo Lopez, Profesor Investigador, Universidad Diego Portales

James W. Marcum, University Librarian, Fairleigh Dickinson University

John Phillips, Associate Vice President for External Programs and Marketing, Buena Vista University

Douglas Yost, Program Specialist, Buena Vista University

Penn State:
While course management systems are a welcome addition to higher education, the learning curve for such software discourages faculty from taking a risk and starting to use technology in teaching and learning. The combination of pedagogical questions and technological complexity poses significant barriers to increased adoption. At Penn State, the Center for Academic Computing has developed a suite of tools to address the needs of faculty new to technology. The tools are easy to use, do not require HTML skills, and directly focus on classroom learning problems and strategies. By offering a toolkit that supports information dissemination, on-line mastery learning, low-stakes quizzing, consensus-building exercises, debate exercises, expert mentoring, peer tutoring and review, and assessment, Penn State encourages faculty to "mix and match" tools that address distinctive pedagogical challenges.

Universidad Diego Portales:
The attributes and goals of technological systems that are intended to the open world community, such as the development of the next generation of Internet2, are typically stated in terms of known technically driven metrics like bandwidth. However, proper metrics are much harder to find for agencies when their stated final goal is to enhance the standard of living. The pace at which groups with asymmetric access to technology realize growth opportunities that stem out of high tech initiatives becomes important when trying to improve living standards worldwide. The focus of this presentation is to raise this issue, explore alternative means to address it by the international academic community and advance some suggestions for a collaborative research agenda.

College of Staten Island:
The College of Staten Island, CUNY, is undertaking an initiative designed to position the library to become a central player in the shift is from instruction-centered learning to student-centered learning. This initiative will establish a multi-media Digital Learning Laboratory in the library with Video-on-Demand servers, multiple CD-ROM printers, and supporting peripherals and software to provide technological enhancements for learning support. Better, continuous, and nearly transparent testing on an ongoing basis will track the learning that the student is experiencing. Students participating in the campus SEEK program will be the primary group involved in this initiative. The basic idea is to use the library as a place and resource to support individual differences and learning experimentation. A significant increase in campus awareness of individual learning styles and of the multiple media resources and interactive learning tools is expected.

Buena Vista University:
Buena Vista University (BVU) was asked by Iowa Western Community College (IWCC) to help respond to a request from Omaha and Council Bluffs area business professionals for a bachelors degree program in Technology and Systems Integration. These business professionals needed graduates of a degree program that went beyond the traditional MIS degree. They needed a degree that would build on an associate of applied science (AAS) earned by IWCC students with majors in Computer Programmer, Client/Server Programmer, and related degree areas. A fully integrated, cooperative 2+2 technical & managerial program with Iowa Western Community College, the Technology and Systems Integration major will prepare students to function in a technical management role in the complex and changing business environment. This program addresses technology as the central theme, analyzing and studying it from a systems integration perspective. One of the primary goals of the program is for the students to understand that through proper leadership, decision making, and strategic planning, technology can provide the competitive advantage necessary to be a business leader today and in the future.

Shining A Flashlight on Academic Transformation: Issues and Measures

Thursday, January 20, 2000
11:15 a.m. - 12:15 p.m. CONSES03

Stephen C. Ehrmann, Vice President & Director, The Flashlight Program, The TLT Group

The presentation will quickly summarize several views of how technology might support profound improvement of academic processes and outcomes and then suggest how progress in each direction might be monitored and, acting on that data, accelerated. Relevance of tools created by the Flashlight Program will be summarized. Participants will be encouraged to suggest other types of transformation and other types of data.

The Integrated Learning Center: A Laboratory for New Models of Distributed Teaching and Learning

Thursday, January 20, 2000
1:30 p.m. - 2:30 p.m. CONSES06

Janet S. Fore, Team Leader, Undergraduate Services, The University of Arizona

Sally Jackson, Professor of Speech Communications and CIO, University of Illinois at Urbana-Champaign

Despite the growth virtual universities, investment in basic educational infrastructure remains critical to the higher education enterprise. At the University of Arizona, our most important recent investments in instructional technology have been in classroom renovation and new construction. Over the past five years, we have invested $11 million in high-technology classroom renovations, and we have recently adopted a comprehensive classroom technology refresh plan that will be budgeted at $400-500,000 annually. The campus is extensively networked through a high speed backbone and many local networks, and we continue to make our heaviest connectivity investments on campus rather than off campus. Our most ambitious project, however, is the Integrated Learning Center, a $26 million construction project that is currently underway. The Integrated Learning Center will house classrooms, student services, information commons, and many other activities, and in preparation for the building's opening we have made many collateral investments in faculty development. In this presentation, we will describe the transformation of the physical campus into a laboratory for the creation and assessment of new models for distributed teaching and learning.

The Open Course Model: Replicable, Scalable, Effective Course Development

Thursday, January 20, 2000
1:30 p.m. - 2:30 p.m. CONSES09

Robert S. Stephenson, Associate Professor, Biological Science, Wayne State University

Building online courses with dynamic, interactive, more EFFECTIVE content is a critical bottleneck, since developing such rich content is beyond the capabilities of most faculty and institutions. The open course approach offers a solution based on:

Discipline-specific collaboration of teachers, researchers, designers and programmers,
Peer review of developed materials,
Adherence to open standards, and
Free and open distribution of rich content produced.

Strengths, weaknesses and economics of this model are discussed, with an example.

Virtual Campus Framework and Example

Thursday, January 20, 2000
1:30 p.m. - 2:30 p.m. CONSES07

George Connick, President, American Board of Funeral Service Education

William H. Graves, Senior VP, Academic Strategy, SunGard Higher Education

This session will provide a framework for engaging the "virtual campus" concept. Speakers will also describe how an e-learning services company, eduprise.com, and a consultant, George Connick, worked with the Kentucky Council on Postsecondary Education to help develop the Kentucky Commonwealth University (KCVU) from scratch. This session will complement the keynote address by Mary Beth Susman.

When Does Change Become Transformation?

Thursday, January 20, 2000
2:45 p.m. - 3:45 p.m. CONSES11

Charles D. Dziuban, Director, Research Initiative for Teaching Effectiveness, University of Central Florida

Joel L. Hartman, Vice Provost, Information Technologies and Resources, University of Central Florida

Frank E. Juge, Vice Provost, Academic Programs, University of Central Florida

Steven E. Sorg, Asst. VP and Director, Center for Distributed Learning, University of Central Florida

Barbara E. Truman, Director, Course Development & Web Services, University of Central Florida

All of our institutions are experiencing change. But when does change become transformation? What are the hallmarks of transformation? What sustains and guides it? Is transformation necessarily a good thing? How do we involve all segments of the institution in the transformation process? Once begun, can we control the transformation process?

Evaluation of a university-wide distributed learning initiative has provided three years of data on students and faculty allowing trends to be tracked. Results are significantly impacting the transformation of the university initiative.

A panel from the University of Central Florida will discuss these questions from the perspective of their experience and observations regarding the new learning, research, and administrative service environments being implemented at UCF and at other institutions. The presentation will include perspectives from students, faculty, senior administration and support staff.

ELI 2000 Annual Meeting		Concurrent Sessions A Model for Inter-Institutional Exchange of E-Learning Environments Thursday, January 20, 2000 11:15 a.m. - 12:15 p.m. CONSES01 Myk Garn, Associate Vice President for eLearning, Kentucky Council on Postsecondary Education William H. Graves, Senior VP, Academic Strategy, SunGard Higher Education This session will describe an e-learning "brokering" service, eduprise.net, offered by eduprise.com to its client institutions, individual instructors, and content partners. The model responds to the needs of an institution and its instructors to offer e-learning opportunities to their students without having to develop that e-learning environment from scratch. In this model, Institution A has instructors willing to utilize high quality e-learning resources developed elsewhere by eduprise.com client Institution B or by a commercial eduprise.com content partner. eduprise.com hosts the environment for Institution A's instructors and their students through one of several possible brokered business relationships designed to reward Institution B or the commercial content partner involved. Capturing Courseware to the Web Thursday, January 20, 2000 4:00 p.m. - 5:00 p.m. CONSES17 Paul Rickards, Manager, IT-University Media Services, University of Delaware Kathleen Troutman, Associate Director, University Media Services, University of Delaware The true challenge in developing on-line courses or resources is not the technical task, but the elimination of faculty/staff development time, real and perceived, to accomplish it. This session will demonstrate two models in full production at the University of Delaware, which allow cost-effective capturing in real-time, full courses or campus-wide training sessions for live or archival streaming to the web using RealMedia. Long term implications may include change to the institution's instructional delivery model. For the on-campus curriculum, it allows expansion of class sections without additional faculty, broader distribution of course resources, asynchronous review of course materials, and faculty-initiated reallocation of class meeting time. For the distant learner, it allows both synchronous and asynchronous access to a wider course/degree offering and minimizes distribution costs. And all of it is accomplished without requiring additional time or technical investment from time-sensitive faculty. Charting the Convergence of Content and Technology Thursday, January 20, 2000 2:45 p.m. - 3:45 p.m. CONSES13 David A. King, Department Head, Oregon State University Rolling out technology is not a solitary effort, it requires the simultaneous development of content and training of potential users. Maintaining this three-pronged approach requires blending of people and responsibilities. The Indiana Higher Education Telecommunication System (a consortium of all higher education institutions in Indiana) is aggressively headed toward the point at which content development and technology roll out will converge. The key is to keep content development and training within striking distance of technology development when the latter is moving so rapidly. Maintaining the effectiveness of the consortium while also managing the statewide voice/video/data network provides both opportunities and pitfalls. However this content development/technology expansion prototype has the best chance of success if we can keep all the partners happy. Creating a Critical Mass: The CSU Strategic Language Initiative Thursday, January 20, 2000 4:00 p.m. - 5:00 p.m. CONSES20 Ronald Bergmann, Acting Associate Vice President for Information Technology and CIO, California State University, Dominguez Hills Walter C. Oliver, Director, CSU Strategic Language Initiative, California State University, Office of the Chancellor The CSU Strategic Language Initiative was developed following the highly successful two-year STRLNG Project (funded by the Commission on Learning Resources and Instructional Technology and directed by Professor Walter Oliver of CSU, San Bernardino). The efforts of those involved in the STRLNG Project led to an increased awareness among the CSU language faculty of the need to find new ways to teach foreign languages, especially those less commonly taught. After reviewing the demonstrated benefits of the STRLNG Project, the Chancellor's Office has agreed to expand and support the those activities, for a period of at least two years, as the CSU Strategic Language Initiative. While an underlying focus of this initiative is the preservation and development of less-commonly-taught foreign language programs, all language programs within the system will benefit from this initiative. The CSU Strategic Language Initiative will work with individual campus language departments and CSU-wide councils to achieve the following overall goals: 1) Preserve and expand student access to the study of several less-commonly taught, but strategically important foreign languages currently in danger of disappearing from the system such as Russian, German, Japanese, Chinese, Arabic, etc. 2) Promote more effective second language programs resulting in improved, demonstrated student proficiencies in speaking, reading, and writing skills through consortial arrangements and distributed learning. 3) Provide the knowledge to enable campuses to make informed purchases of language/learning laboratories, associated technology, and software to better match needs and reduce collective CSU long-term costs. 4) Establish collaboration between the CSU and other organizations, including other public and private academic institutions, which are integrating technology into language teaching and learning and/or are engaged in language acquisition, maintenance, assessment, and policy development. Creating the Virtual Environment for Learning Thursday, January 20, 2000 2:45 p.m. - 3:45 p.m. CONSES12 Archie Davis, Associate Vice Chancellor, East Carolina University Diana Henshaw, Director, Continuing Studies, East Carolina University Richard D. Ringeisen, Chancellor, University of Illinois at Springfield David L. Watkins, Special Assistant for Information Technology, East Carolina University East Carolina University has developed and implemented an instructional technology/distance education model that includes, but is not limited to, a modern network infrastructure, a faculty workstation program, a faculty instructional support system and a partnership with eCollege to develop web-based academic program offerings. At the same time the university has initiated an in-house initiative to create what is known as the ECU Virtual Environment for Learning (VEL). This presentation will address the processes undertaken to develop and implement the VEL including funding models, decision making practices, faculty training/support schema, special internal and external partnerships (Ericsson, Blackboard CourseInfo, Real Networks, North Carolina Community Colleges, Outreach Coordination System) and on-going activity to maintain and enhance the initiative. Postconference Resource Defining "Enterprise" Standards for Instructional Management Systems Thursday, January 20, 2000 1:30 p.m. - 2:30 p.m. CONSES28 Larry D. Conrad, Associate VP & CIO, Technology Integration, Florida State University Deborah Everhart, Adjunct Assistant Professor, Georgetown Univ., & Principal Architect, Blackboard, Georgetown University Matthew Pittinsky, Chairman, Blackboard, Inc. This presentation will place in a framework the evolution of Instructional Management Systems from two perspectives: (1) the development of software from instructor-based course tools to institution-wide mission-critical systems, and (2) the progression of teaching and learning technologies from highly decentralized approaches to academic computing to the adoption of packaged software. Comparisons of Blackboard CourseInfo and Blackboard CourseInfo Enterprise Edition will be made to illustrate concepts. The first is a three-year-old product grown out of an instructor-based model. The latter is brand new and based on an institution model. Developing Institutional Readiness in Parallel with a Web-Based Offering Thursday, January 20, 2000 2:45 p.m. - 3:45 p.m. CONSES15 Anne S. Parker, IT Strategy Consulting, SunGard Collegis Inc. Robert E. Tyndall, Vice Chancellor, Information Technology Systems, University of North Carolina at Wilmington In building a successful program for distributed instruction, it's important to remember that technology is no more than 20% of the solution, and success requires more than putting course materials online. eduprise.com employs a Life-Cycle approach to planning and designing, developing, implementing, and evaluating e-learning solutions that provides services to complement an institution's strengths. The planning phase includes not only the development of a strategic plan, but also an initial implementation that informs the planning process. In this session, presenters from the University of North Carolina Wilmington and eduprise.com will describe an example of this Life-Cycle approach - a partnership process that in parallel 1) prepared UNCW to participate in the e-learning revolution (institutional readiness) and 2) developed a substantive and successful web-based curriculum offering. Development of A New Global Environment for Learning Thursday, January 20, 2000 11:15 a.m. - 12:15 p.m. CONSES02 Ali Jafari, Professor of Computer & Information Technology, Indiana University-Purdue University Indianapolis David Mills, Vice President and CTO, ANGEL Learning, Inc. This presentation discusses both the conceptual framework and technical architecture of the Angel enterprise environment developed at the IUPUI CyberLab (http://angel.iupui.edu). Angel, A New Global Environment for Learning, is a third generation teaching and learning management system that is built from the ground up to meet the emerging academic computing needs of schools and universities. The Angel environment was designed as a series of tightly integrated components to serve as a portal for all of a university's online Web-based content. All Angel components have an exposed API making it possible for schools to easily integrate Angel with their legacy systems and their campus needs. The environment includes features such as IMS metadata support, advanced course management tools, resource sharing, global authentication, intelligent agents, and dynamic resource creation. This presentation benefits schools interested in selecting an off-the-shelf course management product, developing an in-house solution or adopting Angel enterprise environment in their campuses. Emerging Team Models: The New Media Centers Experience Thursday, January 20, 2000 11:15 a.m. - 12:15 p.m. CONSES04 Nancy Frishberg, Executive Director, The New Media Consortium (NMC) Successful new media projects in the academic sphere must reconcile two value systems. The traditional academic model recognizes individuals (faculty) for their contributions to knowledge creation (research) and dissemination (teaching, publication). The emerging model from the new media industry acknowledges the success of team efforts, where a team includes a content specialist, as one among several crucial kinds of skills. Some of the additional skills brought to software application projects might include expertise in particular tools or programming languages, system integration and engineering, instructional or information design, usability, and project management. The challenge for higher education is to develop collaborative models that value each organizational unit and individual for products of team efforts. New Media Centers, a consortium involving nearly 100 colleges and universities, can offer several models of successful projects worth emulating. Guidance From the Hill: How New Federal Laws May Influence Distance Learning Thursday, January 20, 2000 11:15 a.m. - 12:15 p.m. CONSES27 Garret Sern, Government Relations Officer, EDUCAUSE As the 106th Congress begins its second session next week, it will consider a broad range of legislation that will influence how the Internet is deployed and used for distance education. Covered topics will include an update on broadband legislation; the higher education and library community efforts to have Congress introduce legislation enacting the Copyright Office recommendations to promote digital distance education while maintaining the traditional balance of copyright law; and the status of federal funding programs such as the Learning Anytime, Anywhere Program run by the Department of Education. Session participants are encouraged to send any anecdotes on their involvement with such programs or any other federal policy topics they would like to see covered to Garret Sern at gsern@educause.edu. If We Support Them, They Will Come: A Scalable Model for Technology Training and Support Thursday, January 20, 2000 2:45 p.m. - 3:45 p.m. CONSES14 Annemarie Boyer, Information Systems Trainer, Coast Community College District Walter G. Howald, Vice President, Board of Trustees, Coast Community College District Despite immense political and marketplace pressure to integrate information technology into our academic and administrative systems, the need for training and support continues to be underestimated by top decision-makers. Until this need is fully recognized and addressed, the full-scale adoption of technology in our classrooms and educational systems will continue to grow at a snail's pace. Coast Community College District's User Support Services has developed a model program that provides ongoing technology training and support to faculty and staff at three campuses and one public television station. This session will describe the components of a scalable, highly effective user-support program that includes IT classes, training manuals, CBT, Help Desk, online access, and one-on-one tutoring. Recent research on administrative perceptions vs. faculty concerns about the use of instructional technology will also be discussed. IMS: The Dream Starts to Become a Reality Thursday, January 20, 2000 4:00 p.m. - 5:00 p.m. CONSES18 Pedro Hernandez-Ramos, Academic Solutions Manager, Cisco Systems, Inc. Edward C.T. Walker, Executive Vice President, CS4ed Founded 3 years ago with NLII support, IMS became an independent non-profit organization in December. This session will provide a summary of recent accomplishments (published specifications for Meta-data and Enterprise) and will include demonstrations from IMS member companies of products that incorporate the specifications. It's About Content and Users and Lifelong Relationships Thursday, January 20, 2000 11:15 a.m. - 12:15 p.m. CONSES05 Michael A. Looney, Senior Director, Education Marketing, Adobe Systems, Inc. "MyCampus" portals - what is their value? Are they about data, community, e-commerce or all of the above? Who are the target audiences in the campus community? Build vs. buy and at what cost and are they worth it? What are the customer and financial support burdens of success? How do you keep these portals functional, interesting and active? Are there alternatives? Whether the choice is for a portal or not, the critical issue for the web-enabled campus of the future is information resources. To minimize the expense and maximize implementation of solutions, GoCampus is launching a membership Cooperative. The Cooperative will aggregate existing resources from campuses and corporations, assist in funding or finding funding for needed development projects, and provide distribution services for campus-bred and commercial solutions leveraging the economies of scale provided by the Cooperative. This session will give and solicit ideas of how this Cooperative will work and how and when a portal/navigational tool might be appropriate. Launching the Tennessee Virtual University: The Countdown Preceding Liftoff Thursday, January 20, 2000 4:00 p.m. - 5:00 p.m. CONSES16 Gayle D. Cooper, Associate VP for Statewide Continuing Education, The University of Tennessee Susan E. Metros, Deputy CIO & Associate Vice Provost, University of Southern California In early 1999, the University of Tennessee and the Tennessee Board of Regents systems partnered to launch the Tennessee Virtual University (TVU), a predominantly online university providing a one-stop-shop gateway to the public academic programs offered by the state's fifty-three universities, institutes, colleges, and technology centers. This venture was endorsed by the Governor and supported by the Tennessee Higher Education Commission and the Renaissance Center, a privately endowed, futuristic educational facility housing the TVU's administrative offices. Most virtual universities are top down efforts, envisioned by legislative consortiums, large corporations, or the upper administrations of higher education institutions. The TVU is unique in that the leaders made the decision to define the parameters of this initiative using online collaborative workgroups comprised of faculty, staff, and students from across the state. In this pilot collaborative workgroup project, teams are to be charged with identifying infrastructure, administrative, and academic issues and developing the requisite policies and procedures to launch and govern this enterprise. In this presentation, the speakers will describe the pilot project's planning process, summarize the charge of each of the nine collaborative workgroups, report on the member institution's responses and concerns, and discuss progress in achieving "buy in," securing funds, and meeting deadlines. Learning Oriented Policies in a Bandwidth Crazy World Thursday, January 20, 2000 1:30 p.m. - 2:30 p.m. CONSES10 Joan Laughlin, Associate Dean/Great Plains Consortium, University of Nebraska Janet K. Poley, President, American Distance Education Consortium (ADEC) Dean Sutphin, Associate Dean/Director, Agriculture & Life Science, Cornell University The American Distance Education Consortium is working closely with senior university administrators throughout the country on policy issues involved in multi-institutaional collaboration and development of policies and business practices necessary for an interconnected educational learning marketspace. The ADEC consortium has a three year old effort focused on improved practices for academic credit transfer among institutions, development of policies and capacity building to promote quality learning oriented use of technologies, reaching rural/remote populations as well as minorities and under-served communities, elimination of turf barriers and unnecessary costs. ADEC's effort labeled IDEAL (Ideal Distance Education Administration Language) and the Great Plains Deans Alliance will report on progress and deficiences. The Great Plains Graduate Deans recently met to "break new ground" in this area, acknowledging that barriers are made by institutions and that barriers can be eliminated by colleges and universities serious about developing a lifelong learning infrastructure accountable to the nation. The paper will also explore difficulties with a ramp up model that sees filling up bandwidth with digital video as the "high-end" of the NLII. This position is not supported by research and is dangerous vis-a-vis the digital divide. Limited Time Offer: Cost Effective Improvements to Teaching and Learning Thursday, January 20, 2000 1:30 p.m. - 2:30 p.m. CONSES08 John A. Alexander, Manager, Instructional Technology, University of Virginia Jeffrey A. Hollier, Instructional Technologist, University of Virginia The Teaching + Technology Support Partners (TTSP) trains graduate fellows to help faculty in their respective departments integrate easy-to-use technologies into their teaching. The TTSP program will be funded for a three-year period, with a subsequent two-year phase-out plan. The presentation will give an overview of the project and preliminary results from its first semester. It will also cover the cost effectiveness of this approach and its legacy after the funding ends. In sum, since this project is funded for only five years, we are planning it as a catalyst for change: bringing the faculty and the technology tools together so that teaching and learning effectiveness are enhanced. The goal, then, is planned obsolescence. Just as we no longer offer training in word processors, at the end of this program, faculty use of these simple tools should be so ubiquitous and transparent that it has become an integral part of the culture. Note: this presentation will allow us to provide information to a number of professionals who attended our presentation last year. At that time, we were just beginning to plan this program and interest in it from attendees at last year's NLII was very high. Session 1 (Continued): Conceptual Framework Discussion Session Friday, January 21, 2000 10:45 a.m. - 12:15 p.m. CONSES24 Brian L. Hawkins, President, EDUCAUSE Diana G. Oblinger, Vice President, EDUCAUSE Those who wish to participate in this session should attend "Session 1: A Conceptual Framework for Decision-Making about Distributed Learning" at 9:30 am. This session will focus on clarifying concepts and further development and refinement of the web-based conceptual framework. Session 1: A Conceptual Framework for Decision-Making About Distributed Learning Friday, January 21, 2000 9:30 a.m. - 10:30 a.m. CONSES21 Brian L. Hawkins, President, EDUCAUSE Diana G. Oblinger, Vice President, EDUCAUSE Too many higher education leaders are pushing their institutions into versions of "distance education" for the wrong reasons, largely because they have not considered the many variables involved. Often discussions surrounding such decisions occur among individuals who have radically different perceptions of the meaning of terms, such as distance or distributed learning, transformation, etc. The presenters are developing a web-based conceptual framework for use as a tool to engage decision makers in active learning about the concepts as they determine how appropriately to position their institutions with regard to distributed learning. Those who wish to participate in the follow-on discussion/working session at 10:45 AM should plan to attend this presentation. Session 2: Institutional Readiness Discussion Session Friday, January 21, 2000 10:45 a.m. - 12:15 p.m. CONSES25 Lev S. Gonick, Vice President for Information Technology Services/CIO, Case Western Reserve University Institutional readiness is a concept developed as part of the prequalification criteria for the Pew Grant Program in Course Redesign, and refers to institutional readiness to engage successfully in large-scale course redesign efforts. The NLII has a Task Force working on devising a self-assessment method based on this concept, as well as defining an institutional planning process for using the results of such an institutional self-assessment to apply scarce resources strategically, address weaknesses, take advantage of strengths, and move the institution further along the transformation continuum. Attendees will have an opportunity to review and discuss a draft white paper on this topic. Session 2: The Pew Grant Program in Course Redesign Friday, January 21, 2000 9:30 a.m. - 10:30 a.m. CONSES22 Lanny Arvan, CIO and Assoc Dean for eLearning, College of Business, University of Illinois at Urbana-Champaign John P. Broida, Associate Professor of Psychology, University of Southern Maine Carol Scarafiotti, Vice President Emeritus, Rio Salado College Carol A. Twigg, President & CEO, National Center for Academic Tranformation The Pew Grant Program in Course Redesign is a three-year, $6 million program conducted by the Center for Academic Transformation at Rensselaer Polytechnic Institute with support from the Pew Charitable Trusts. The purpose of this institutional grant program is to encourage colleges and universities to redesign their instructional approaches using technology to achieve cost savings as well as quality enhancements. Redesign projects focus on large-enrollment, introductory courses, which have the potential of impacting significant student numbers and generating substantial cost savings. This panel features the projects of four of the first year's award recipient insitutions. Session 3: SREB's Distance Learning Policy Laboratory-A Vehicle for Change Friday, January 21, 2000 9:30 a.m. - 10:30 a.m. CONSES23 Bruce N. Chaloux, Director, Electronic Campus, Southern Regional Education Board This session will describe the Southern Regional Education Board's Distance Learning Policy Laboratory, its work agenda and policy issues or barriers it expects to address. The Policy Laboratory, supported in part by a FIPSE LAAP grant, seeks to find solutions for policies that inhibit distance learning in the 16 Southern states. SREB's Electronic Campus, a regional "marketplace" of courses, programs, and services entering its third year of operation, provides the Policy Laboratory with a vehicle for understanding policy issues, and a means for implementing and assessing policy change. An update on the Electronic Campus initiative will be included in this session. Participants will be encouraged to present their views and opinions on policy issues of interest or concern to them. Session 3: Structures for Collaboration and Cooperation Across Institutions Friday, January 21, 2000 10:45 a.m. - 12:15 p.m. CONSES26 Rhonda Epper, Executive Co-Director - CCCOnline, Colorado Community College System The NLII has long advocated a strategy of facilitating partnerships between institutions of higher education in order to enable transformation. The MERLOT initiative is creating a national resource of peer-reviewed, web-based teaching and learning materials for faculty. Institutions, states, or systems of higher education that are interested in learning more about the MERLOT national project and how to join should attend this session. Session Snapshots: Short Takes on Tools, Metrics and Initiatives Thursday, January 20, 2000 4:00 p.m. - 5:00 p.m. CONSES19 John T. Harwood, Senior Director, Teaching and Learning with Technology, The Pennsylvania State University Adolfo Lopez, Profesor Investigador, Universidad Diego Portales James W. Marcum, University Librarian, Fairleigh Dickinson University John Phillips, Associate Vice President for External Programs and Marketing, Buena Vista University Douglas Yost, Program Specialist, Buena Vista University Penn State: While course management systems are a welcome addition to higher education, the learning curve for such software discourages faculty from taking a risk and starting to use technology in teaching and learning. The combination of pedagogical questions and technological complexity poses significant barriers to increased adoption. At Penn State, the Center for Academic Computing has developed a suite of tools to address the needs of faculty new to technology. The tools are easy to use, do not require HTML skills, and directly focus on classroom learning problems and strategies. By offering a toolkit that supports information dissemination, on-line mastery learning, low-stakes quizzing, consensus-building exercises, debate exercises, expert mentoring, peer tutoring and review, and assessment, Penn State encourages faculty to "mix and match" tools that address distinctive pedagogical challenges. Universidad Diego Portales: The attributes and goals of technological systems that are intended to the open world community, such as the development of the next generation of Internet2, are typically stated in terms of known technically driven metrics like bandwidth. However, proper metrics are much harder to find for agencies when their stated final goal is to enhance the standard of living. The pace at which groups with asymmetric access to technology realize growth opportunities that stem out of high tech initiatives becomes important when trying to improve living standards worldwide. The focus of this presentation is to raise this issue, explore alternative means to address it by the international academic community and advance some suggestions for a collaborative research agenda. College of Staten Island: The College of Staten Island, CUNY, is undertaking an initiative designed to position the library to become a central player in the shift is from instruction-centered learning to student-centered learning. This initiative will establish a multi-media Digital Learning Laboratory in the library with Video-on-Demand servers, multiple CD-ROM printers, and supporting peripherals and software to provide technological enhancements for learning support. Better, continuous, and nearly transparent testing on an ongoing basis will track the learning that the student is experiencing. Students participating in the campus SEEK program will be the primary group involved in this initiative. The basic idea is to use the library as a place and resource to support individual differences and learning experimentation. A significant increase in campus awareness of individual learning styles and of the multiple media resources and interactive learning tools is expected. Buena Vista University: Buena Vista University (BVU) was asked by Iowa Western Community College (IWCC) to help respond to a request from Omaha and Council Bluffs area business professionals for a bachelors degree program in Technology and Systems Integration. These business professionals needed graduates of a degree program that went beyond the traditional MIS degree. They needed a degree that would build on an associate of applied science (AAS) earned by IWCC students with majors in Computer Programmer, Client/Server Programmer, and related degree areas. A fully integrated, cooperative 2+2 technical & managerial program with Iowa Western Community College, the Technology and Systems Integration major will prepare students to function in a technical management role in the complex and changing business environment. This program addresses technology as the central theme, analyzing and studying it from a systems integration perspective. One of the primary goals of the program is for the students to understand that through proper leadership, decision making, and strategic planning, technology can provide the competitive advantage necessary to be a business leader today and in the future. Shining A Flashlight on Academic Transformation: Issues and Measures Thursday, January 20, 2000 11:15 a.m. - 12:15 p.m. CONSES03 Stephen C. Ehrmann, Vice President & Director, The Flashlight Program, The TLT Group The presentation will quickly summarize several views of how technology might support profound improvement of academic processes and outcomes and then suggest how progress in each direction might be monitored and, acting on that data, accelerated. Relevance of tools created by the Flashlight Program will be summarized. Participants will be encouraged to suggest other types of transformation and other types of data. The Integrated Learning Center: A Laboratory for New Models of Distributed Teaching and Learning Thursday, January 20, 2000 1:30 p.m. - 2:30 p.m. CONSES06 Janet S. Fore, Team Leader, Undergraduate Services, The University of Arizona Sally Jackson, Professor of Speech Communications and CIO, University of Illinois at Urbana-Champaign Despite the growth virtual universities, investment in basic educational infrastructure remains critical to the higher education enterprise. At the University of Arizona, our most important recent investments in instructional technology have been in classroom renovation and new construction. Over the past five years, we have invested $11 million in high-technology classroom renovations, and we have recently adopted a comprehensive classroom technology refresh plan that will be budgeted at $400-500,000 annually. The campus is extensively networked through a high speed backbone and many local networks, and we continue to make our heaviest connectivity investments on campus rather than off campus. Our most ambitious project, however, is the Integrated Learning Center, a $26 million construction project that is currently underway. The Integrated Learning Center will house classrooms, student services, information commons, and many other activities, and in preparation for the building's opening we have made many collateral investments in faculty development. In this presentation, we will describe the transformation of the physical campus into a laboratory for the creation and assessment of new models for distributed teaching and learning. The Open Course Model: Replicable, Scalable, Effective Course Development Thursday, January 20, 2000 1:30 p.m. - 2:30 p.m. CONSES09 Robert S. Stephenson, Associate Professor, Biological Science, Wayne State University Building online courses with dynamic, interactive, more EFFECTIVE content is a critical bottleneck, since developing such rich content is beyond the capabilities of most faculty and institutions. The open course approach offers a solution based on: Discipline-specific collaboration of teachers, researchers, designers and programmers, Peer review of developed materials, Adherence to open standards, and Free and open distribution of rich content produced. Strengths, weaknesses and economics of this model are discussed, with an example. Virtual Campus Framework and Example Thursday, January 20, 2000 1:30 p.m. - 2:30 p.m. CONSES07 George Connick, President, American Board of Funeral Service Education William H. Graves, Senior VP, Academic Strategy, SunGard Higher Education This session will provide a framework for engaging the "virtual campus" concept. Speakers will also describe how an e-learning services company, eduprise.com, and a consultant, George Connick, worked with the Kentucky Council on Postsecondary Education to help develop the Kentucky Commonwealth University (KCVU) from scratch. This session will complement the keynote address by Mary Beth Susman. When Does Change Become Transformation? Thursday, January 20, 2000 2:45 p.m. - 3:45 p.m. CONSES11 Charles D. Dziuban, Director, Research Initiative for Teaching Effectiveness, University of Central Florida Joel L. Hartman, Vice Provost, Information Technologies and Resources, University of Central Florida Frank E. Juge, Vice Provost, Academic Programs, University of Central Florida Steven E. Sorg, Asst. VP and Director, Center for Distributed Learning, University of Central Florida Barbara E. Truman, Director, Course Development & Web Services, University of Central Florida All of our institutions are experiencing change. But when does change become transformation? What are the hallmarks of transformation? What sustains and guides it? Is transformation necessarily a good thing? How do we involve all segments of the institution in the transformation process? Once begun, can we control the transformation process? Evaluation of a university-wide distributed learning initiative has provided three years of data on students and faculty allowing trends to be tracked. Results are significantly impacting the transformation of the university initiative. A panel from the University of Central Florida will discuss these questions from the perspective of their experience and observations regarding the new learning, research, and administrative service environments being implemented at UCF and at other institutions. The presentation will include perspectives from students, faculty, senior administration and support staff.
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