Eugene, Oregon
May 13-15, 1998

The Future Network: Transforming Learning and Scholarship

Program Session II

Distributed Learning & New Learning Communities

Question and Answer Session

MS. ALEXANDER (University of Missouri): Betsy, my question arises from some remarks that you made when you started your talk, and so I'd be interested to hear what you have to say as well as comments from the other panelists.

In the reference to previous forms of distance learning delivery you mentioned applications of television and video. Could you characterize what factors contributed to the disappointing results from these models, and mention if there are any lessons to be learned about distance education coming out of that methodology that could be applied to education delivered in the digital environment?

MS. WILSON: I think some of the lessons we can learn--and Muriel talks about these as well--is that in earlier attempts the technology was the focus, and the technology in many ways got in the way. I think something has fundamentally changed with network technologies because they are, if you will, "word-ware".

The kinds of technologies that are having the most impact are very simple technologies. At this point, they are primarily e-mail and the Web. They don't get in the way; they enable instead of disenfranchise or add a barrier. So, partly, I believe the focus has to shift to what the pedagogical outcomes are, what we know about how people learn, what the best conditions are, and how technology can support these findings.

DR. RESMER: I would be happy to add a few more words. I believe that much of the difference stems also from the nature of the technology; namely, that it fosters behaviors that are more conducive to learning than those earlier technologies: Collaboration, interaction, and communication. In fact, if you look at the empirical evidence of what students use technology to do, the great majority of that use is as a means of communication, not just as a means of gaining access to information.

I'm reminded of a term that was used in a presentation I saw a couple of years ago. I'll be kind and not identify the presenter because this was somebody who had a very different view of what learners were. The presentation was littered throughout with the term "organic content sink system." I was somewhat lost. I finally raised my hand and asked, "What is an organic content sink system?" And without so much as turning a hair, he said, "That's what we call students."

So I think there is a lot of truth in the idea that some of those older technologies really did think of students as organic content sink systems, whereas the newer technologies are starting to think of them as real live people with desires of their own.

DR. OAKS: Building on what Mark and Betsy have said, I think services for students were also lacking in a lot of these early programs. It was a one-way system; you send something out and they either got it or they didn't. We found in our program that the services to students--800 lines, e-mail connections, open house on campuses so people can come to campus if they want to--really make many of them feel like a part of our institution, even though they may never come to campus. I believe that making those kind of connections is invaluable.

MS. BAKER: We have covered a good deal of information about a learning environment that is changing tremendously. We want to thank every one of our panelists.