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CIT INFOBITS July 2000 No. 25 ISSN 1521-9275
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Distance Learning and Faculty Compensation
Who Owns Faculty-Developed Software?
Technology and Higher Education Books
Distance Learning and Traditional-Aged Students
Models for Distance Education
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DISTANCE LEARNING AND FACULTY COMPENSATION
"What are the current policies and practices in higher education for
compensating faculty who develop and teach distance learning format
courses? Will the increased use of distance learning format courses
alter overall labor conditions for American faculty? If so, how?" In
"Early Patterns of Faculty Compensation for Developing and Teaching
Distance Learning Courses" (JOURNAL OF ASYNCHRONOUS LEARNING NETWORKS,
vol. 4, issue 1, June 2000), Gary Berg, Director of Extended Education
at Chapman University, investigates compensation practices for faculty
developing and teaching distance learning courses and the long-term
implications for faculty and higher education as a whole. The article
is available on the Web at
http://www.aln.org/alnweb/journal/Vol4_issue1/berg.htm
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WHO OWNS FACULTY-DEVELOPED SOFTWARE?
"Is software traditional scholarly publishing, and thus owned by the
professor? Or is it more like an invention, a work for hire, and thus
owned by the university?" Scott Carlson explores these questions in
"When Professors Create Software, Do They Own It, or Do Their
Colleges?" (THE CHRONICLE OF HIGHER EDUCATION, July 21, 2000, p. A29).
According to Trotter Hardy, professor of law at the College of William
and Mary, "We're in a transition period between a time when no faculty
member was expected to write software to a time in the future when it's
likely that faculty will be expected to produce software in the form of
course materials and teaching aids. . . . And if it's expected, then it
will be more like everything else that professors do. Right now, no one
expects faculty to write software, but they are beginning to. So it's
pretty uncertain, and that makes it all the more important to have a
policy." Read the article online at
http://chronicle.com/free/v46/i46/46a02901.htm
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TECHNOLOGY AND HIGHER EDUCATION BOOKS
The "Breakthrough Books" column in the current issue of LINGUA FRANCA
(vol. 10, no. 5, July/August 2000) features the recommendations of six
scholars and writers for the best recent books on digital technology
and higher education. The article is available on the Web at
http://www.linguafranca.com/0007/brbooks.html
Here are some of the recommended books, along with links to online
portions of the texts:
The Digital Dilemma: Intellectual Property in the Information Age by
National Research Council Committee on Intellectual Property Rights and
the Emerging Information Infrastructure
http://www.nap.edu/books/0309064996/html/
Managing Technological Change: Strategies for College and University
Leaders by Anthony W. Bates
http://www.JosseyBass.com/catalog/isbn/0-7879-4681-8/
Electronic Collaborators: Learner-Centered Technologies for Literacy,
Apprenticeship, and Discourse by Curtis Jay Bonk and Kira S. King
http://www.erlbaum.com/Books/searchintro/BookDetailscvr.cfm?ISBN=0-8058-2797-8
Dancing With the Devil: Information Technology and the New Competition
in Higher Education by Richard N. Katz
http://www.JosseyBass.com/catalog/isbn/0-7879-4695-8/
Digital Diploma Mills by David Noble
http://www.communication.ucsd.edu/dl/
Lingua Franca: The Review of Academic Life [ISSN: 1051-3310] is
published nine times a year by Lingua Franca, Inc.[...]; Web:
http://www.linguafranca.com/
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DISTANCE LEARNING AND TRADITIONAL-AGED STUDENTS
In "If We Build It, Will They Come? The Effects of Experience and
Attitude on Traditional-Aged Students' Views of Distance Education"
(INTERNATIONAL JOURNAL OF EDUCATIONAL TECHNOLOGY, July 2000), Professor
Tracy Irani (Department of Agricultural Education and Communication,
University of Florida) reports on findings that "provide support for
the argument that, for traditional aged students, intent to take a
distance education course may be directly related to direct experience
of distance education as well as the attitude and perceptions of the
peer groups to which they belong." The article is available on the Web
at http://www.outreach.uiuc.edu/ijet/v2n1/irani/index.html
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MODELS FOR DISTANCE EDUCATION
The traditional technology model of higher education has been based on
print-on-paper and lecture-based teaching. Digital technologies and
site-independent learning requires a different model. In "Distance
Learning: Are We Being Realistic?" (EDUCAUSE REVIEW, May/June 2000),
Diana Oblinger and Jill Kidwell discuss the distance education "market"
and present some alternative models for distance education. The article
(in PDF format) is available on the Web at
http://www.educause.edu/pub/er/erm00/articles003/oblinger.pdf
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