ERIC ED464233: Designing Online Learning. Knowledge Series: A Topical, Start-Up Guide to Distance Education Practice and Delivery.

9 Pages·2001·0.63 MB·English

by  ERIC

DOCUMENT RESUME
ED 464
083 191
CE
233
AUTHOR Mishra, Sanjaya
Designing Online Learning. Knowledge
TITLE
Series:
A Topical,
Start-Up Guide to Distance
Education
Practice
and Delivery.
Vancouver
INSTITUTION
Commonwealth of Learning,
Columbia).
(British
PUB DATE 2001-00-00
NOTE
7p
AVAILABLE FROM For full text: http://www.col.org/Knowledge/ks online.htm.
For full text:
http://www.col.org/Knowledge/pdf/KS online.pdf.
PUB TYPE
Guides
Non-Classroom (055)
EDRS PRICE MF01/PC01 Plus Postage.
DESCRIPTORS
Access to Computers; Computer Uses in Education;
Definitions; *Delivery Systems; Distance Education;
*Educational Environment; *Educational Media; *Educational
Technology; Foreign Countries; Guidelines; *Instructional
Design; Internet; *Online Courses; Postsecondary Education;
Program Implementation; Systems Approach; Teacher Student
Relationship; Web Based Instruction; World Wide Web
IDENTIFIERS
Intranets
ABSTRACT
The term "online learning" refers to an Internet- or
intranet-based teaching and learning system designed for World Wide Web-based
delivery without face-to-face contact between teacher and learner. The
Internet is the backbone of online learning. The following media are
available to designers of online courses: text; graphics and images; audio
and video; animation and 3D models; communication tools; electronic mail;
mailing lists; discussion boards; and chat. Designing online learning
requires grounding in pedagogy, understanding of the subject to be taught,
and understanding of the workings of the Web. The following items are
critical to building an online environment:
(1) a needs analysis to identify
the demand for online courses and course credits and equivalence;
(2) a
learner profile focusing on hardware/software, Internet access/bandwidth, and
(3) an organizational profile identifying expertise and infrastructure
costs;
and the level of faculty development;
(4) a blueprint containing pedagogical
features, the media mix, provisions for interaction, assessment procedures,
learner responsibilities, and the course's development strategy;
(5)
institutional preparation;
(6) learning materials development;
(7)
evaluation;
(8) promotion of the course; and (9) maintenance and updating.
Developing effective online learning requires an understanding of the
features of the Web and a carefully planned blueprint for implementation.
(Contains 30 references and Web resources.)
(MN)
Reproductions supplied by EDRS are the best that can be made
from the original document.
U.S. DEPARTMENT OF EDUCATION
Office of Educational Research and Improvement
ED
ATIONAL RESOURCES INFORMATION
CENTER (ERIC)
El This document has been reproduced as
received from the person or organization
originating it.
Minor changes have been made to
improve reproduction quality.
e Points of view or opinions stated in this
docurnent do not necessarily represent
official OERI position or policy.
PERMISSION TO REPRODUCE AND
DISSEMINATE THIS MATERIAL HAS
BEEN GRANTED BY
TO THE EDUCATIONAL RESOURCES
INFORMATION CENTER (ERIC)
1
IIj
I
Met
DesiOng
OnEne Aarrflng
KNOWLEDGE SERIES
41'
111
,)
o,t
:o
,
44614
14
RLE
BEST COP
,
:',
11,
1
I-
7
,
Hi
r,
2
'"1' :''.;'"'''
'
n
I
Designing online learning
requires grounding in pedagogy,
an understanding of the subject
to be taught and of how the
WWW works.
NTRODUCTfi ON
Sound
3-D models
The Internet has simultaneously captured the imagination and interest
Interaction or simulation using JavaScript, VB Script,
of the world's educators. What drives this interest? Increasing demands
ActiveX (Ryan et al, 2000).
for education, training and skills upgrading, a shift from a labour-
The WWW also supports real time, text-based chat and audio/
intensive to a knowledge-intensive global economy, and the need for
video communication. The basic unit of the WWW is a web page,
workers to earn while they learn. Online learning is the new generation
consisting of one or more of the media types above. A set of con-
in the evolutionary growth of open, flexible and distance learning.
nected pages constitutes a website. Clicking on links in each page
Still, in November 2000 Internet users represented barely seven per
accesses other pages on a site.
cent of the global population. To ensure widespread access to online
Websites are hosted in a computer called a server. Individual cli-
learning programmes in many parts of the world, it is often necessary
ent computers interface with the server computer through a web
and cost-effective to build digital "bridges" into their design:
browser (such as Microsoft Internet Explorer or Netscape Communi-
The United Nations Development Programme helped create
cator); when a specific address is typed into the address bar of the
Technology Access Community Centres in Egypt, bringing
browser, the server supplies the requested web page.
Internet and fax services to the poor and to rural areas
,\
Multi-purpose telelearning centers are being established in
ONLINE IM-EDIA
Bangladesh, India and Zambia through an initiative of The
Commonwealth of Learning
CREATION TOOLS
The federal government of Brazil plans to sell the
TEXT
Volkscomputer, developed by the Federal University of
Minas Gerais, in installments as low as US$15 per month.
Preparing text-based learning material is relatively easy and can be
There is also a plan to provide Internet access to seven
done with only computer keyboarding skills. Text-based materials are
million students using the Volkscomputer.
also easily accessed and understood by learners. A typical web page is
This paper defines online learning as an Internet or Intranet-based
prepared using HyperText Markup Language (HTML) instructions; HTML
teaching and learning system designed for web-based delivery, with-
files can be created using common word processing software, such as
out face-to-face contact between teacher and learner. This definition
Microsoft Word. The WWW also supports other text formats, such as
covers other descriptions, such as e-learning, virtual learning or web-
Rich Text Format (.RTF) or Adobe Acrobat's Portable Document Format
based learning.
(.PDF), which can be embedded within HTML-coded pages.
7. \
,\
;
GRAPHICS AND IMAGES
i)ON N E LEARNING
2
Useful to clarify or illustrate concepts in an online learning programme.
Graphics and images can be created, or digitised using a scanner
TECH NOLOGI ES
and imported into a computer using specific image manipulation
The Internet, the backbone of online learning, is an interlinked network
software, such as Adobe PhotoShop or Adobe Illustrator. Images are
of networks that allows computers worldwide to connect to it, and to
then imported into an HTML web page.
communicate or exchange 615-i-with each oth.. The Internet is based
Common image formats include the Graphic Interchange Format
on Transmission Control Protocol - Internet Protocol (TCP/IP);
(.GIF) and Joint Experts Photography Group (.JEPG), which use com-
information is routed in "packets" according to TCP/IP specifications.
pression technology to make image file sizes smaller for quicker web
The WWW works on the Internet through its own HyperText Transfer
display or download. Though graphics and images are useful learning
Protocol (HTTP), an interactive platform that uses the following media:
tools, their preparation requires some skill and experience in using
Text, plain or formatted
graphic design software. Graphics or images generally have a bigger
file size than plain text, and take longer to download or to display on
Hybrid text/graphics documents, such as Adobe Acrobat
screen.
Colour images, still and animated or videos
AUDIO AND VIDEO
everyone's messages being available on the WWW as a series of
discussions. Messages are displayed online as they are received or as
Useful to show practical and real life activities. Hazardous and costly
appended replies to the original message, allowing simultaneous coverage
experiments can be captured using video for presentation on the WWW, for
of many topics.
repeated use. With new digital audio and video progressive download and
streaming capabilities, audio and video can be transmitted directly over the
CHAT
Internet although transmission quality still depends on the learner's network
Internet Relay Chat (IRC) is the standard for synchronous, multi-person,
connection and available bandwidth.
text-based chat. Most IRC applications (such as MSN Messenger, ICQ or
Popular audio and video file formats and software include Apple Quick
Yahoo Messenger) are independent of the WWW, but can also be launched
Time, Windows Media Technologies and Real Network's Real Systems. An-
from a web page. The software keeps track from a central server of when
other emerging format is the Motion Pictures Experts Group (.MPEG), al-
you, and a list of people you specify, are online. You can text-chat or voice
though the disadvantage of MPEG is that the whole file must be downloaded
chat one-to-one, or in a conference. Some systems have an electronic
before it starts to play. If high bandwidth is available, all these technologies
whiteboard on which a teacher may "write" information viewable by all online
can deliver high quality video and sound.
chat participants, simulating a classroom situation. However, synchronous
ANIMATION AND 3D-MODELS
especially in globally
text or voice chat can create organisational problems
; i
offered web courses, where there are time zone issues.
Can be very powerful in teaching and learning spatial applications, but need
high bandwidth to display well. The WWW animation standard is animated
GIF files, although Java, Shockwave and Macromedia Flash are also used.
ILRLDIINGONLIINE
Z,
,
y
The standard for 3-D modelling is Virtual Reality Modelling Language (VRML).
LEARNIING ENVIRONMENTS
A web browser needs a VRML plug-in to display 3-D models properly.
Designing quality animation and 3-D models also requires a high degree of
Designing online learning requires grounding in pedagogy, an understanding
skills and experience in the appropriate software.
of the subject to be taught and of how the MAN works. Collis and Moonen
COMMUNICATION TOOLS
(2001) identify institution, implementation, pedagogy and technology as the
Internet communication is either asynchronous (email, mailing lists, bulletin
key components; Jolliffe, Ritter and Stevens (2001) describe an 18-step process
for developing online learning. However, they emphasise "there is no magic in
boards) or synchronous (text-based chat, audio chat, videoconferencing).
the actual number of steps." The following is a possible plan of approach.
Web-based communication for teaching and learning has been popularised
by the constructivist-learning paradigm (Oliver, 2000; Hung and Nichani,
1. NEEDS ANALYSIS
2001), which is based on collaborative learning principles.
Market research on the demand and need for an online course should be
ELECTRONIC MAIL
the starting point. The resulting report should contextualise the project,
outlining its benefits or disadvantages and potential obstacles.
Users send and receive email text messages asynchronously through a
programme (like Microsoft Outlook or Qualcomm's Eudora Pro) installed on
Demand for online courses: does real demand exist? Will online
the user's computer, which sends and receives information through an email
delivery be cost-effective? Is it the best option currently available?
server provided by the user's Internet Service Provider (ISP) or office network.
Course credit and equivalence: how will course credits be
However, web-based email (like Hotmail or Yahoo Mail) allows users to
transferred for certification? What about the equivalence of the
access their account from any computer with an Internet connection. A user
course with face-to-face programmes? Is it necessary to get
can send emails to multiple recipients simultaneously, and can attach files
certification from an accreditation body?
(word-processed documents, spreadsheets, images) to each message. This
2. LEARNER PROFILE
facilitates collaborative group learning at a distance, but puts the onus on
This will help you understand who your potential learners are, and how you
the learner to initiate or maintain contact.
can best fulfil their learning needs.
MAILING LISTS
Hardware/software: do learners need to purchase special
Mailing lists are many-to-many communication channels on the Internet,
hardware or software to access the course? Most computers now
managed using specialised software such as Listserv, Majordomo, and
ship witha web browseLltlearners have_tadownload aspecial
Listproc. People email instructions to join or leave a list to the computer
plug-in from the Internet to view a particular course component, it
running the service. Lists can be moderated or unmoderated, and can be
is better to provide them with a CD-ROM of that component to
used to collaboratively discuss and debate education or training issues within
save costly Internet access time.
learning communities. However, too large a group can hinder rather than
Internet access/bandwidth: how accessible is the Internet for the
help the learning process.
learners, and what bandwidth or connectivity (e.g. dial-up modem,
DSL, cable) is available? Low bandwidth availability has signifi-
DISCUSSION BOARDS
cant design and pedagogic implications. You can't prepare
Internet discussion board systems such as WebBoard, Yahoogroups or
learning materials based on graphics, animation, sound or video
Smartgroups are similar to mailing lists, with the additional feature of
TABLE 1: LEARNING EVENTS BASED ON INTERACTION
INTERACTION
LEARNER-LEARNER
LEARNER-TEMHER
LEARNER-GONTENT
MK@
941;3 040 901)fl
ONE-ALONE
NOW criA CatiWyrm) agM
(WVII
paradigm
iRIVVCON), (tliifflaCtcPliCigt
'
MAL (0071§CMAIDCfit
I.L©AV alklARED/M01:
ONE-TO-ONE
IyAblablq)
iliEDGgikligroktffe§
A
OR
paradigm
SADRAIDIVn~
GtiViL MEM i'11417 WCICOMff.
CralCiRMT7
OA El
DIMAICRI
Mi`41%1T CiAgtig10%
BOAR
paradigm
board
anaguiwmgioxim
=MOM%
BO RD
g@)gJaAA CIRCIMCR)
GROUP
agcutmgiq
paradigm)
wimp, raig
BASED
performance is crucial. Although online examination brings a
because of the time and costs involved for learners to
number of authenticity, security and certification issues,
adequately view or download the materials.
evaluation models should take the WWW's constructivist
Costs: who will bear the cost of needed computers and
(student-centred) approach into account. The WVVW can
Internet access? Although normally this falls to the student, the
from computer-based
facilitate many evaluation systems
costs may be prohibitive. Is it possible for your organisation to
(web-based) objective testing to tutor-evaluated, long answer
arrange for subsidised learning, in partnership with industry or
but is capable of supporting much more
tests or assignments
government? Can you facilitate educational loans? Is it possible
than the traditional, three-hour paper and pencil test. Online
for you to create learning resource centres, with computers and
course developers now use alternative assessment tools such
Internet facilities, for group learning and access?
as evidence-based tests (where learners submit projects
3. ORGANISATIONAL PROFILE
online), learning diary submission, participation in discussion
Your organisation must be prepared to undertake an online learning
forums or peer-based evaluation.
Learner responsibilities: The nature of online learning
project.
requires learners to be very self-motivated. The role of the
Expertise and infrastructure: do you have the in-house
instructor is to challenge learner curiosity and help learners
expertise to design, develop and deliver an online pro-
achieve personal learning goals. Online learning should
gramme? Do you have the infrastructure to support online
therefore be designed according to adult learning principles, in
courses, or will upgrading be needed? Can you affordably
which learners have as much responsibility as their teachers, if
outsource expertise (content and technology) and infrastruc-
not more. Learners need to be informed of their role and
ture from elsewhere?
responsibility prior to starting the course. A period of orientation
Faculty development: How prepared is your faculty to
may be needed, as most online learners are initially novices of
handle additional online courses? Will faculty be compen-
the medium.
sated for any extra effort, and in what way? What training
Development strategy: At this point in the design and
facilities are available for teachers to upgrade their teaching
development of online learning, most institutions and instruc-
skills for the online learning environment?
tors have to decide if the course will be developed using a
4. BLUEPRINT
suite of individually available web tools, or an integrated course
In addition to the needs analysis, learner and organisational profiles,
delivery software package.
the blueprint for the course should contain:
In general, web-based applications such as email, discus-
Pedagogical features: Online teaching and learning must
sion groups and chat software are not designed for educational
meet the requirements of the subject and the needs of the
purposes. Using them in isolation or developing an integrated
target learner group. Online learning can be a supplement to
educational system around them may not be effective in terms
face-to-face instruction, equally mixed with face-to-face
of cost, time or learning outcomes. Integrated systems for
instruction, or the main delivery method, instead of face-to-
online learning are needed because the generic web environ-
face instruction. The last category is the most challenging for
ment does not provide:
educators and instructional designers. When designing online
a standard way to organise course materials
i)
learning, it is best to consider the best practices of all learning
prior evidence of the environment's instructional
ii)
theories (behaviourism, cognitivism, constructivism). The
effectiveness
VAMN provides opportunities to use all these.
tools to support basic instructional activities such as
iii)
Media mix: An appropriate media mix for the course, taking
course design, organisation of groups spaces and
into account the suitability of a given media to a particular
personal spaces, grading, and easy integration of multiple
subject (such as using 3-D models for an architectural
media files
drawing), will increase the effectiveness of student learning
iv) models to support learning strategies that involve
and contribute to the successful achievement of course
collaborative learning, knowledge building and multiple
objectives. Media delivery options must be decided during
representations ofideas and knowledge structures
course content planning, so that the appropriate media
(Harasim, 1999).
creation tools can be used for content development.
Commercially available, integrated application software
Interaction: Interaction is a major contributing factor to
packages include facilities for every aspect of designing an
successful learning experiences. Table 1 lists different
online learning programme.
possible learning technology combinations, based on three
Learner tools are available to learners when they log on to
basic interaction modes (Moore, 1989) and on four methods
the system:
of computer-mediated communication (Paulsen, 1997).
Course tools: for content presentation, displaying
i)
Assessment: Assessment and evaluation of learner
6. LEARNING MATERIALS DEVELOPMENT
industry-standard, interactive web pages to learners.
The pages have links for navigation, and contain all
Implementing course development and design standards maintain
course texts, graphics and multimedia learning
consistency, especially if many people or partner organisations are
materials
involved. Since course development is time consuming, it is worth
securing permission to use or adapt existing material where
Collaboration tools: for synchronous and asynchro-
ii)
nous activities like email for one-to-one communica-
appropriate to launch the course more quickly.
tion, discussion boards for conferencing, chat for real
7. EVALUATION
time clarification of doubts, whiteboards for lecture
Once course materials are uploaded to the online learning
presentation and group work, or a virtual "drop box" for
environment, there should be a field trial of the learning materials
sharing programmes and applications
and usability testing of the website, possibly through an initial pilot
iii) Support tools: include personal learner profiles, a
project. No online course should be launched without thorough
facility to upload files to the system (e.g. for submitting
evaluation. Consider:
assignments), personal library, search facilities, study
Learning effectiveness: how does the online course
skills guidance, bookmark facilities (to remember
compare with face-to-face or other distance delivery
where you stopped in the last session) and calendars.
methods?
Developer tools for the website administrator and the
Cost-effectiveness: take into account the high initial set-up
instructor. These seem initially more complex, but are easy
cost, and any ongoing costs such as upgrading of
to use after a short training or demonstration period:
equipment or software.
Administrator tools: allow course software to be
i)
Learning environment how do learners negotiate the online
installed on a server, provides resource monitoring
environment?
and website management facilities. Assigns user
Accreditation: the issues/problems in accreditation of online
identification, passwords and usage rights to learners.
learning.
Some systems also handle online registration and fee
payment
Evaluation: how do you improve the evaluation process?
Designer tools: online teaching tools for the instructor.
ii)
8. PROMOTION
Includes facilities to prepare course plans, upload files
The course must be promoted both online and offline to its target
(course content) and announcements, design
learners, with plenty of lead-time for course registration. Ongoing
assessment tools (such as quizzes) and a calendar of
promotion will encourage the level of enrolment needed to make the
activities. The instructor can also design the appear-
programme financially viable.
ance of individual web pages through choice of
background colour, text font and type of images or
9. MAINTENANCE AND UPDATING
graphics.
Online programmes require constant updating and maintenance to
Learning management tools are features to track student
be effective. Learners need prompt feedback to address concerns
progress and log-ins to the website. Instructors can monitor
and technical problems. Course instructors or specialised personnel
the progress of individual learners and provide personalised
should be trained to constantly monitor and maintain the website.
feedback. Complete statistics on website use can be
.)
,
.7
generated for reviewing or evaluating policies and practices.
z-;CONCLUSI1ON
Interactive user guides and "Help" facilities for troubleshoot-
ing and systems operation are also common in almost all
Designing effective online learning requires an understanding of the
features of the WWW and a carefully planned blueprint for
software packages, for both learner and developer tools.
implementation. The emergence of integrated systems for online
5. INSTITUTIONAL PREPARATION
leaning has somewhat simplified the design process, but the instructor
Any project-related hardware or software should be installed and
or manager of an online learning programme still has to have clear
tested. All involved faculty and staff should be trained in the systems
objectives to work from. In the initial planning stage, identifying the
and equipment, and should be familiarised with the pedagogical
design requirements that are compatible with your needs and
techniques.
objectives will help you choose the right integrated system. Evaluation
is also essential to improve on existing instructional design.
Murphy D 0000 lnstr etional Design for Self-Learning n @ stance
Go Ills B and Moonen J 200
F exible Learning in a Digital World
E ucation ancouxe The Gornmo wealth of Lea
ing
ogan Page
ep_e_o_ces a d expee ations, La do
e
col org Know e ge
ale C Jo nson C
Farr G Eds
French D 999 Internet-base,
n
on B 0001 0 me Educationa @eli e
ra ewor or igLer ed ca a and b si ess
etio an
eb too for
Applicatioas A
Learning An i
t a
La
compaiatiye analysis
Kogan Page
Londe
www c0tO ca/lan online
0.0 puter
1999 A Framewor for online learning The Virtual-U
Harasim L
aughey M 0000
30 9 44-49
a aging for electro i
or ing VancotLer
e
of Lea
onwealt
The Go
g
997 T e se of the Inte net
ber P / side Multi etha 167 1
May p 1
i
col org Knowledge
Hung D and Nie ani M 0001
an e-lear ing Ba aneing
Gonstructivis
Tooth T 0000 T e Use of Mul i Media in Distance Ed catio
Vance ver
between t e ndiv dua and sow levels of coalition, Educational
The @ommonwealt of Learning
Tee no ogy 4 6 40-44
ww aol org Knowledge
et do am surveys January Mil
ter et So ware Go sortiu
e00
Inte
I
Web-based Trani ghat Infor
atio @e ter Tools
isc o g ds
WW-20010i1
www flename corn wb pages wbttools h tin
Jo lieA R tter J and Stevens CI 0001 The @nli e Lear ing
andboo
sing Web-Based Learning, Londe
Developing a Kogan Page
Khan B H
1997 We -based instruction (WBI what is it and why is it?
In
Khan Badrul H
Web-based I structio
Englewood ®Ii
E,
NJ
BlackBoa
Edueatio al Teehnolog, Publication
b ack oard cow
oore M G 1989 E tone Th ee types of interactio
Amenca Jour a of
E@ollege
3 6 1- 6
Oista ce Educatio
ww ecollege cow
0000 How
a y online?
Nua Lt
@entnnity
Pirst@lass Unif ed @ommunioations
surveys ow man
o line
a co
ww softer corn
er K M 0000 Met o. s for developing construeti ist learning on t e
eb
IntraLearo
40 6 5-18
Edueatio a Tech o og,
www in ralear corn
ethods an tee nig es or computer
Paulsen M Teae ing
1997
Lot s Development Gorporation
LearningSpace
Paper prnseated at The le leDE
ediated communication
or d
w lotus Goirl ome nsf tabs learnspaee
@0 ference T e Ne Lear ng environment A @la al Pers .00 'me, IGOE
The Learning Manager
Pennsy vania Sta e University
99
thelearningmanager corn
Rya, S Scott B F ee an, H a
Patel ID 0000 The V rt a
iversit
WBT Systems
Top_Glass
The Inter et and esouree-base
learning, London Kogan Page
www wbtsystenos cow
WR ambreeht + Go E000
Gorpokate E-Learning Exploring a new frontier
Virtua -U research projeet
odd @a munica to and Info mation Regal, 1999-2000 1999 Pans
virtual-u GS sf ea uweb VUenglish
UNKG®
We CT Inc
bree t eom/ d researe elear ing/ir ir exp orn titml
rha
webet solo
#
140341114,3111
Tne Kitwledge,546's is a topical, start-up gui.e to
NewAtles ere Oubl,Ished :each yel
stance edtbaticrq praetice arid cleeliver
'
r
r
8eries'?ditor Graee,Chi
44
"wolgitateri,
Series designervArex'HenRio
t
1
refergOs and links1/initMlzblcation areaerate atpress time
,e.,114,fe
4
1
This publicati mabe repaduced fooOpeomtmercial pit-pose's
0,The Cornrrionwealin of Learning, 20,451
j i
(
1
Ack owledgemeorato T e Commonwealth' ofoLear ing,ondbmuthor mostO retained www col.org/kno,wledgp)
torn rage
created by Co rhonwealth He-ads of GoVern
tertgoveyme*tS1 o ganisatto
res
(@.0Litis.a
.
r
(keg
irshar,ing4o oteR lea ni wan dis ance eduea`tioinow
' e broprpent
ologies
e
ri
4,0n1
M
T ,gzgommor4W-1,,ep,011,ofiReArning.
§41/e0i la85-116glqbadkag,VancegyptliBC
3K81;;COA0'A
604 d48.2
EleNL
epl.org+W&Bi,
4
60i41f7:53501%
P
o
410
.A..i
06:.5
U.S. Diver &Tang. oF Ethscagion
Office of Educational Research and Improvement (OERI)
National Library of Education (NLE)
Educational Resources Information Center (ERIC)
Bicational bounces In iniolion Center
REPRODUCT§OX RELEASE
(Specific Document)
L DOCUMENT EDENTERCATTON:
Dal
Lew,
lite
1)e
FlyA-614-5
/5 k
Dt,',5-cem A.7a
Author(s):
7,
Publication Date:
Corporate Source:
I 14 J
çptc
o o
Le akosi
nototeo9e
Ctv,.....cowoq
O. REPRODUCTION RELEASIE:
In order to disseminate as widely as possible timely and significant materials of interest to the educational community, documents announced in th
monthly abstract journal of the ERIC system, Resources in Education (RIE), are usually made available to users in microfiche, reproduced paper copy, ar
electronic media, and sold through the ERIC Document Reproduction Service (EDRS). Credit is given to the source of each document, and, if reproductic
release is granted, one of the following notices is affixed to the document.
If permission is granted to reproduce and disseminate the identified document, please CHECK ONE of the following three options and sign at the botto
of the page.
The sample sticker shown below will be
The sample sticker shown below will be
The sample sticker shown below will be
affixed to all Level 2B documents
affixed to all Level 2A documents
affixed to all Level 1 documents
PERMISSION TO REPRODUCE AND
PERMISSION TO REPRODUCE AND
DISSEMINATE THIS MATERIAL IN
PERMISSION TO REPRODUCE AND
DISSEMINATE THIS MATERIAL IN
MICROFICHE, AND IN ELECTRONIC MEDIA
DISSEMINATE THIS MATERIAL HAS
MICROFICHE ONLY HAS BEEN GRANTED BY
FOR ERIC COLLECTION SUBSCRIBERS ONLY,
BEEN GRANTED BY
HAS BEEN GRANTED BY
1P
C91'
TO THE EDUCATIONAL RESOURCES
TO THE EDUCATIONAL RESOURCES
TO THE EDUCATIONAL RESOURCES
INFORMATION CENTER (ERIC)
INFORMATION CENTER (ERIC)
INFORMATION CENTER (ERIC)
2B
2A
Level 2B
Level 2A
Level 1
Check here for Level 20 release, permitting reproductior
Check here for Level 2A release, permitting reproduction
Check here for Level 1 release, permitting reproduction
and dissemination in microfiche only
and dissemination in microfiche and in electronic media for
and dissemination in microfiche or other ERIC archival
ERIC archival collection subscribers only
media (e.g., electronic) and paper copy.
Documents will be processed as indicated provided reproduction quality permits.
If permission to reproduce is granted, but no box is checked, documents will be processed at Level 1.
I hereby grant to the Educational Resources Information Center (ERIC) nonexclusive permission to reproduce and disseminate thi
document as indicated above. Reproduction from the ERIC microfiche or electronic media by persons other than ERIC employees an
its system contractors requires permission from the copyright holder. Exception is made for non-profit reproduction by libraries and othe
service agencies to satisfy information needs of educators in response to discrete inquiries.
Gajaraj Dhanaraj an
Printed Name/Position/Tille:
Signature:
Sign
President & CEO
here,
604 775 8210
604 775 8200
The Commonwealth of Learning
Organization/Address:
FAX
Telephone
please
1285 West Broadway, Suite 600
[email protected]:
E-Mail Address:.
March 27, 200;
Vancouver BC
V6H 3X8, Canada
f Ove
IL DOCUMENT AVALABOUTY ONFORMATOON (FROM
NON-ERDC SOUJRCIE):
If permission to reproduce is not granted to ERIC, or, if you wish ERIC to cite the
availability of the document from another source, please
provide the following information regarding the availability of the document. (ERIC
will not announce a document unless it is publicly
available, and a dependable source can be specified. Contributors should also be
aware that ERIC selection criteria are significantly more
stringent for documents that cannot be made available through EDRS.)
Publisher/Distributor:
Address:
4
Price:
OV.RIEFERRAL OF ERDC TO COPYRDOHT/REPRODUCTOON
ROGHTS HOLDER:
f the right to grant this reproduction release is held by
someone other than the addressee, please provide the appropriate
name and
address:
Name:
Address:
V.WHERE TO SEND TH11S FORM:
Send this form to the following ERIC Clearinghouse:
Acquisitions Coordinator
ERIC Clearinghouse on Adult, Career, and Vocational Education
Center on Education and Training for Employment
1900 Kenny Road
Columbus, OH 43210-1090
iowever, if solicited by the ERIC Facility, or if making
an unsolicited contribution to ERIC, return this form (and the document being
mntributed) to:
FF-088 (Rev. 2/2001)