[gu-l] Re: (05/18/02) E-universities (Part #2)
Takeshi Utsumi, Ph.D.
utsumi@columbia.edu
Sat, 18 May 2002 22:05:12 -0400
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<<May 18, 2002>>
Archived distributions can be retrieved by clicking =B3Correspondence=B2 in our
home page at <http://www.friends-partners.org/GLOSAS/>.
For those after 2/27/01, see or bookmark:
<http://www.friends-partners.org/pipermail/gu-l/> and click on =B3Date,=B2 for
example. The most recent archives are the bottom line.
Lewis A. Miller <lamiller@intermedica-inc.com>
W. R. (Bill) Klemm, D.V.M., Ph.D. <wklemm@cvm.tamu.edu>
Dear Lewis:
(1) Many thanks for your msg (ATTACHMENT I) in response to my previous lis=
t
distribution =B3(05/06/02) E-universities=B2 which can now be retrieved at;
http://www.friends-partners.org/pipermail/gu-l/2002q2/date.html
Your msg is very interesting with your vast amount of experiences on
e-learning.
(2) I agree with you that;
> 1. Interaction between instructor and learner and among learners is the v=
ital
> necessity of e-learning,
> 2. The value of this interaction will be enhanced dramatically with perso=
nal
> contact.
In reference to Bill Klemm=B9s msg (ATTACHMENT II) and Jack Wilson=B9s article
(ATTACHMENT III), this means that learners expect more than mere obtaining
content (information and knowledge) for their job-skill enhancement, but
total learning environment, e.g., acquiring life-long friendship with thei=
r
classmates, etc., i.e., wisdom. For example;
> (a) When I came to the US almost 50 years ago, I used to bow to my profes=
sor
> in Japanese way, whenever I entered into his office. One day, he jumped =
up
> from his chair and shouted at me as banging his desk =B3Don=B9t bow to me any
> longer!! I am not God! I am just a student of truth, as same as you are=
!!=B2
> Oh, boy, I was totally shocked since in Japan we were taught to walk at l=
east
> 3 feet behind our teacher lest we should step on even his shadow.
>=20
>> Without this spirit, Japan cannot create their own science nor society a=
nd is
>> now in the middle of economic doldrums. An Englishman published his boo=
k
>> with a title =B3Sinking Sun Country=B2 -- the tile of an article by another
>> Englishman (an Oxford graduate) was =B3Country sun never rise.=B2
>>=20
> (b) When I encountered with the situation to decide to return Japan witho=
ut
> finishing my Ph.D., my professor told me =B3Finish up your Ph.D., then you =
would
> become a man to think the whole matter of Japan.=B2
>=20
>> Well, as introducing a predecessor of Internet to Japan and worked on th=
e
>> deregulation, monopolization and privatization of Japanese telecom polic=
ies
>> and industries, I could accomplish his words. This also led to the end =
of
>> life-employment in Japanese industry, and thus brought even the concept =
of
>> Renaissance as having Japanese recognize the individual human right by h=
eart.
>=20
> (c) When one of my family friends asked me to inherit his position of the
> Japanese house representative, my professor murmured to my ear with disma=
yed
> tone =B3Haven=B9t you graduated from Japan yet?=B2 -- in other words, =B3Be a man=
to
> think on global matters!=B2
>=20
>> This is why of my current zeal of creating Global University System (GUS=
).
>=20
>> Incidentally, this professor donated $150 million to Polytechnic Univers=
ity
>> in Brooklyn, NY, when he passed away and another $25 million to a nearby
>> hospital where his wife had to be taken care of =8B the largest amount of
>> donation made to a higher education by a university professor in history=
.
>=20
>> How he made such big money? One of over 150 patents he invented was how=
to
>> concentrate vinegar to acetic acid by azeotropic distillation for produc=
ing
>> celluloid for photographic film while he worked for Kodak Company, the Y=
ellow
>> King.
>>=20
>>> BTW, the person who inherited the house representative in my home town
>>> district became the Secretary of Japanese Self Defense Force and later =
the
>>> Minister of Health and Social Welfare.
>>=20
Frankly speaking, I forgot almost all of what he taught me on the details o=
f
chemical engineering, high polymer chemistry, etc., but those of his wisdom
words mentioned above changed and guided the course of my life. In contras=
t
to cumulative nature of information and knowledge, wisdom is one generation=
.
I believe that the essence of teaching is how to inherit wisdom from
generation to generation =8B particularly for attaining world peace.
We need to create an atmosphere and environment which can bring such
inheritance of wisdom cost effectively with the use of advanced telecom
media.
With this in our mind, we are now building a forum of members of our
GUS/UNESCO/UNITWIN Networking Chair Program as mentioned in my previous lis=
t
distributions. It takes time, but we believe that this is the future of th=
e
knowledge age in the 21st century.
(3) About the economy of e-learning, e-learning itself, Internet and
broadband wireless, etc., etc., are all new to the society and hence should
be entitled to the government support for providing it free of charge =8B say=
,
for a couple of initial years, as same as subsidizing national high-tech R&=
D
project. Next is how to sustain it afterward.
One of colleagues told me once before that the governor of St. Thomas Islan=
d
in the Caribbean was a medical doctor. He let his government subsidize
$45,000/month leasing fee of T1 (1.5 Mbps) line from the island to the US
for the initial few years so that K-12 schools on the island could have
broadband wireless Internet connections. He then invited commercial firms
to use the line with higher charge to take over the burden of the high
leasing cost =8B in a sense, the same as the US FCC=B9s E-Rate scheme. We plan
to apply similar approach to our Amazon project.
Anyone may now be able to visit webs of MIT=B9s course free of charge.
However, he/she may be in a similar position as an auditing learner, i.e.,
he/she may be standing outside a face-to-face classroom which window is ope=
n
so that he/she can watch what an instructor is writing on a blackboard and
also can hear what he is saying. However, when he/she got a question,
he/she cannot ask it to the instructor nor he/she can get a credit since
he/she has not paid a tuition. Namely, whenever there is an interaction by
human, there can be an exchange of hard currency =8B same as medical doctor,
lawyer or accountant.
> For example, telephone directory service with a live operator now charges=
$.75
> which used to be only $.25; software vendors now often charge $25 to $50 =
per
> incidence for their tech support =8B incidentally, when I was getting the t=
ech
> support for NetMeeting videoconferencing software of Microsoft, I was
> surprised to find out that the tech support was not in Seattle, but in No=
rth
> Carolina!! -- he could be in Ireland, Bangalore in India, Lagos in Nige=
ria.
>=20
(4) About one of your observation about education:
When I made my talk in Japan last year, I urged them to change from 3 Rs
(Read, wRite, and aRithmetic) to (1) English speaking capability, (2) use o=
f
PC for writing, and (3) use of Internet for communication.
As you may know, Nissan Automobile Company (which was a factory of producin=
g
Zero fighter during the WWII) is now taken over by a French automobile
company and uses English for their daily business. The company president
recently urged Japanese to throw away their =B3Shame=B2 (Haji in Japanese) to
learn English speaking.
The author of a famous book =B3Chrysanthemum and Sword=B2 said that the value o=
f
America is =B3justice=B2 and that of Japan is =B3shame.=B2 In order for Japanese t=
o
acquire good English speaking capability, they have to throw away the value
of Japanese culture now!! I think when this will be done by Japanese, the=
y
can have rational judgments, and hence scientific creativity to forge ahead
the new economy of the 21st century.
Dear Bill:
(5) Many thanks for your valuable info about Jack Wilson=B9s article and your
web. I read his article with great interest.
I could not find your paper at your web. Pls let me have its exact URL.
Yes, pls send me a copy of your new paper =8B you always write excellent
papers!!
Best, Tak
ATTACHMENT I=20
On 5/10/02 12:23 PM, "Lewis A. Miller" <lamiller@intermedica-inc.com> wrote=
:
> Dear Tak:=20
>=20
> Thank you for your thoughtful comments on the New York Times article. I h=
ave
> been enthusiastic about distance learning for a number of years, but find=
that
> it is developing much more slowly than I had expected. Of course, distanc=
e
> learning has many aspects, including:
> 1. Telephone conferences
> 2. Video Conferences, including satellite broadcasts
> 3. CD-ROM=20
> 4. Webcasts (live)
> 5. Web courses=20
> 6. Web searches=20
> 7. Video cassettes
> 8. Audio cassettes
> 9. and even print!
> I have worked with many of these media in the United States and Latin Ame=
rica.
> The choice of medium, as you suggest, is secondary to the educational pro=
cess.
>=20
> From my years in education, not only of health professionals, but also of
> university graduates and high school dropouts, I have learned that intera=
ctive
> learning is much more effective than didactic teaching -- no matter the
> delivery mechanism. I have also learned that some kind of personal -- tho=
ugh
> distant -- contact between teacher and student is important as well. Lack=
of
> personal involvement is, I believe, a factor in the slow growth of electr=
onic
> distance learning.
>=20
> To date, however, there have been a number of successes in distance learn=
ing.
> You may recall the old-fashioned "correspondence schools," that taught co=
urses
> by mail; some universities still offer such courses. And they are
> substantially cheaper than those using electronic media. For several year=
s, I
> chaired the Alumni Studies Program at Princeton, which included home stud=
y
> courses in print and audio tape. These courses still draw a good audience=
--
> but not large enough to support the cost of restructuring in web format. =
I
> applaud MIT's decision to offer free Web courses, but someone had to pay =
the
> $200 million -- and I suspect it came from major donors who had made thei=
r
> money in profit-making enterprises!
>=20
> A couple of observations about education:
> * Education has been established as a right for relatively few years, eve=
n in
> the United States. Determining the right to education here has been left =
to
> the states, several of which have only reluctantly included this right in
> their constitutions during the 20th century. The only path to economic
> development in developing countries is through education =8B leading to an
> eventual move from an agriculturally based economy to a manufacturing/ser=
vice
> based economy.=20
> * When education is designated a right, it then becomes a public service.
> Public entities can, however, contract with profit-making entities to car=
ry
> out the educational function. As you know, Edison and other profit-making
> companies have been awarded contracts by cities (e.g., Philadelphia) to
> operate schools.=20
> * In my mind, the goal of education is to enable a person to make the mos=
t of
> his/her life, and by so doing, to enrich the lives of others. In today's
> world, an educated person must be able to read, write, compute and form
> rational judgments.
> * An example of how education can make a difference occurred a few years =
ago
> in Western Kenya, when a small group of educators from the U.S. Instructe=
d
> villagers how to put a simple solar panel in their huts, to be used for
> cooking and heating. The women and children no longer had to spend their =
days
> foraging for firewood. The women learned crafts and derived their own inc=
ome.
> The children attended school. Eye and respiratory problems dropped
> dramatically with the reduction of smoke inside the huts. Whether this
> contributed to world peace is another question -- the men in the village
> became disgruntled because they no longer had complete control of their w=
ives!
> Best,=20
>=20
> Lew Miller=20
ATTACHMENT II=20
Subject: Re: [gu-mmoa] (05/06/02) E-universities
Date: Wednesday, May 8, 2002 1:34 PM
From: William Klemm <WKLEMM@cvm.tamu.edu>
To: <utsumi@columbia.edu>
Tak:
=20
I just read a provocative article by Jack Wilson, former Provost at
Rensselaer Polytechnic Inst. and now CEO at UMassOnline. He argues that
content is the LEAST important part of higher education. He also mentioned
the MIT "giveaway" and pointed out what they are NOT giving away:
=20
1. access to MIT classes
2. academic credit
3. their faculty
4. their students
5. their campus
6. their library,
7. or any other aspect of their educational environment
=20
Wilson, Jack. M. 2002. Long live your course. Syllabus, May., p. 12-14.
Speaking of educational environment, have you seen the paper I recently
published on using FORUM for case studies? It is linked from the corporate
Web site (www.foruminc.com <http://www.foruminc.com> ).
=20
I will have a really important paper coming out in The Technology Source on
extending the pedagogy of threaded-topic discussion boards. I will try to
remember to give you the link when it comes out.
=20
Bill Klem
=20
W. R. (Bill) Klemm, D.V.M., Ph.D.
Professor of Neuroscience
Dept. VAPH, Mail Stop 4458
Texas A&M University
College Station, TX 77843-4458
=20
Phone: 409-845-4201
=20
Web sites:
http://www.cvm.tamu.edu/wklemm
http://www.foruminc.comm
ATTACHMENT III=20
<<May 18, 2002>>
Excerpt from
http://www.syllabus.com/syllabusmagazine/article.asp?id=3D6331
May 2002
Highlights from Syllabus Magazine
More than Digital Content: Long Live Your Course
Having served as a dean and an interim provost, as well as being a widely
published faculty member himself, Jack Wilson has seen the complex issues o=
f
intellectual property up close and from nearly every angle, including
digital rights. Here, he reflects on the nature of digital content in
relation to the policies and practices that are still evolving within highe=
r
education.
It all used to be so easy. As far as a university administrator was
concerned, content came in two forms: written materials and patents. Over
the centuries, a very simple way of dealing with these was developed:
Faculty were left the ownership of the text materials, and the university
got custody of the patents. The university benefited from publication of th=
e
texts because the fame of the professor accrued to the institution, which
was always recognized on the article or textbook. The faculty benefited fro=
m
the patent because it could be included in the promotion and tenure process=
,
and they would also share in the profits through a pre-negotiated percentag=
e
of the royalties.
Then the world changed. As the bumper sticker says: "IT happened."
Information Technology, that is. Being digital. What was clear became
obscure. What was known became perplexing. Content now became digital, and
it could be copied, altered, stolen, distributed, and sold at rates never
before imagined. When greed and paranoia are added to sudden change, it is =
a
recipe for trouble, and that is exactly what we have.
Trouble in the Kingdom
Perhaps greed struck first. The media decreed that "Content is King," and
corporations moved to lock up as much content as they could and then worked
to develop the digital distribution systems to capitalize on that content.
Universities, seeing dollars in digital content, began to promulgate
policies to assert their intellectual property rights. Faculty were not muc=
h
wiser. They began to think that their content was so valuable that they wer=
e
going to be able to make big money by digitizing and selling it. Very few
did. Content providers, the companies formerly known as "publishers," moved
to take advantage of their ownership of the content.
Every publisher had a strategy to capitalize on its content in the digital
world. For example: Harcourt Higher Education was launched as a college in
2000 and confidently predicted "50,000 to 100,000 enrollments within five
years." Unfortunately, by late 2001, the Harcourt effort was gone after
enrolling a total of 32 students.
I am not suggesting that faculty and universities do not have the right to
be compensated for their intellectual property. I believe they do. I am
suggesting that a foolishly inflated sense of the value of their property
(read: greed) leads to foolish and counterproductive policies and actions.
So much for the greed. What about the paranoia? While serving as provost an=
d
dean at Rensselaer Polytechnic Institute, I had to adjudicate many disputes
between faculty and the university legal counsel over the ownership of
digital materials. At one point, the counsel asserted that "anything on the
university servers becomes the property of the university." That got the
faculty excited. It also created havoc in our education programs as faculty
threatened to remove materials from our Web sites. With a lot of work and
reference to tradition and legal precedent, we were able to craft a policy
that was acceptable but far from perfect.
As part of several national projects, I have had the opportunity to work
with faculty and administrators from all over the country. Many faculty
seriously fear that their work will be digitized, their lectures put in
digital video, and then there will be no more need for them. I was once on =
a
panel where another panelist suggested that we were moving toward a day whe=
n
Paul Samuelson would teach all the introductory economics courses and Jack
Wilson would teach all the introductory physics courses. I stood up and
said, "I object!" This is a serious misconception that seems to equate the
role of the professor with the presentation of content. I have often said
that any faculty member that could be replaced by a videotape, CD, or Web
site should be replaced=8Bas soon as possible. I don=B9t expect many to be
replaced. Teaching is not presenting. Watching is not learning.
What=B9s Wrong with This Question?
It has become popular, in the past few years, to ask the question: "Who own=
s
courses?" I think that is a question that comes from confusion between
courses and course materials. I also think it is a profoundly dangerous
question. Merely asking the question presumes that someone actually "owns"
courses. That contravenes centuries of traditions of freedom of speech and
academic freedom. In some sense, academic disciplinary communities take
ownership of courses though defining a general community understanding of a
course=B9s content. Usually this definition is arrived at informally and over
a period of time. It is always under discussion and revision.
At times, a community makes a more formal effort to define a course. This
definition of ownership is acceptable because it is community generated,
permissive, non-restrictive, and non-coercive. For this reason, the syllabi
of particular courses (in mathematics, history, economics, art, and so
forth) look pretty much the same wherever they are taught. Not identical,
but very similar. One can own course materials, but one cannot own courses,
syllabi, pedagogies, or ideas. Those are in the collective custody of
various communities who are charged with their stewardship, but without the
prerogatives of ownership. We do not want to allow the necessary dialogue
over ownership of "materials" to in any way alter this essential freedom.
The Least Valuable
What have we learned over the past few years? Teaching is not about content=
.
That does not mean that content is not important. I have taught physics (an=
d
other subjects) for 33 years. The content is very important. It is just tha=
t
it is a commodity in most cases. The introductory courses that I have taugh=
t
use pretty much the same content as those taught by nearly every other
professor in the world. In fact, the content found in the introductory
physics courses of the 1980s was substantially the same as that found in th=
e
courses of the 1940s.
When MIT announced that it was providing free access to the materials from
all of its courses, I was immediately called by several reporters all askin=
g
variations of the question: "If MIT is giving away their courses for free,
why would anyone pay for courses from UMassOnline?" I would ask the reporte=
r
if MIT was giving away access to their classes, their academic credit, thei=
r
faculty, their students, their campus, their library, or any other aspect o=
f
their educational environment. The answer was always no. MIT is planning to
give away free access to some or maybe even most of their content. That is
all. Of the entire value chain of higher education, content is the least
valuable part.
It All Adds Up
Another way to look at this is to point out that more than 170 students pai=
d
more than $3,000 each to be in my "live-on-line" graduate class last
academic year at RPI. All of the content of that class was available for
free on the Web or available for roughly $50 in a text. If so, why were
students so eager to pay the $3,000 tuition that I had to raise the course
enrollment limit four times? These students were certainly interested in th=
e
content, but they were far more interested in the holistic educational
experience, which included "live-on-line," or live interaction with a
faculty member, stimulating interactions with other bright and experienced
students, team-generated case studies, academic credit from a well-respecte=
d
university, and the experience of being part of an academic community.
Looking at it from another angle: UNext, through its Cardean University
offspring, planned to acquire content from five leading universities in the
United States and Europe and then use that to offer degrees from Cardean.
They spent amounts up to $700,000 per course to massage that content into
very well-produced online courses. Unfortunately, the expected market has
yet to materialize. Students want access to Chicago, Columbia, Carnegie
Mellon, and Stanford degrees; to faculty, fellow students, and classes; and
not to their content.
Harcourt officials stumbled over the content issue in a different way. As a
leading content provider, they assumed that they had a leg up on the
competition with their extensive library of content. To their credit, they
quickly realized the need for the rest of the value chain and set about
building it from scratch. Still, it is hard to build the kind of reputation
in a few months that took universities more than a century to acquire.
Publishers make a business by aggregating this content value over a large
number of providers. It may be true that the content is worth only $50 out
of a course that costs $3,000 per student to deliver, but this 1.7 percent
adds up when spread over hundreds of thousands of students in thousands of
universities. Content is worth more to the publisher than it is to the
university. For a few faculty members=8Bthe authors=8Bthe content is worth more
to them than it is to the university.
Rights and Compensation
Online courses have raised further questions. While textbooks were often th=
e
product of one or two authors, teams of faculty, staff, students, and even
commercial providers often produce online course materials. How should valu=
e
be apportioned? There is also a need to provide for reusability of material=
s
that were produced, often at great expense. Some programs have attempted to
solve this problem by invoking the "work for hire" doctrine. That is
unlikely to work given past traditions in academe. It is also unnecessary,
in my view. There are better ways to apportion credit and value.
One way that has worked in the past is to negotiate royalty-free rights of
reuse for each party. Then the materials may be reused in future classes,
and they may also be reused by the faculty members for future (electronic o=
r
traditional) publications. In other cases, it may make sense to pay a
royalty for reuse. That has often been done for reuse of video materials.
When a faculty member=B9s reputation is clearly linked to materials, there
will also have to be provision made for ensuring that materials are not
marketed in a way that would be detrimental to the faculty reputation.
Although many faculty members would wish that they could also control the
quality of use, that has never been possible in the past (with textbooks an=
d
other materials) and is unlikely to be possible in the future. Fortunately,
the public has long been accustomed to that and rarely holds the original
author responsible for misuse of the materials because they know that the
author does not have this control.
New Definitions from Old Principles
We know that the laws and customs for the new world of digital content will
be hammered out in court cases, union negotiations, and faculty senate
deliberations over the coming years. If we want to find a safe way through
this it would be helpful to remember a few principles:
=80 The value of a university learning experience, online or traditional, is
far more than the value of the content.
=80 Content-based intellectual property is more valuable to the faculty than
it is to the university.
=80 Development of digital materials will require some sharing of ownership
between faculty and the university with minimal restrictions on reuse by
either and proportional compensation to each for their contributions.
=80 No one can or should own courses, syllabi, pedagogies, or ideas.
Defining intellectual property rights and sorting out digital content
management issues will undoubtedly be a long and tedious process, but
attention to the underlying principles may help us through.
Jack M. Wilson is chief executive officer of UMassOnline.
jwilson@umassonline.net
List of Distribution
Lewis A. Miller
Chairman
Intermedica, Inc.
International Medical Education Services
90 Goodwives River Rd
Darien, CT 06820-5921
(203) 662-9690
Fax (203) 655 2904
lamiller@intermedica-inc.com
www.intermedica-inc.com
W. R. (Bill) Klemm, D.V.M., Ph.D.
Professor of Neuroscience
Dept. VAPH, Mail Stop 4458
Texas A&M University
College Station, TX 77843-4458
409-845-4201
or
President
Forum Enterprises, Inc.
9001 Grassburr Road
P.O. Box 5755
Bryan, TX 77805-5755
409-589-2665 (home)
FAX: 409-847-8981
wklemm@cvm.tamu.edu<<June 22, 1999>>Use this.
wklemm@vetmed.tamu.edu
wrk2101@tam2000.tamu.edu
72133.2476@compuserve.com
http://www.ForumInc.com
http://www.cvm.tamu.edu/wklemm
http://www.cvm.tamu.edu/wklemm -- resume and slide show of 8/19/98.
Demos & literature available at our WWW site:
http://cvm.tamu.edu/~vaph/klemm/whoami.html
http://cvm.tamu.edu/~vaph/klemm/resume.html -- photo of Dr. Klemm
http://cwis.usq.edu.au/electpub/e-jist/vol2no1/klemm/caadehom.htm
www.cvm.tamu.edu/wklemm/contents.htm -- white-paper
http://www.foruminc.com/forum98.show/ss_ind.html -- slide show
**********************************************************************
* Takeshi Utsumi, Ph.D., P.E., Chairman, GLOSAS/USA *
* (GLObal Systems Analysis and Simulation Association in the U.S.A.) *
* Laureate of Lord Perry Award for Excellence in Distance Education *
* Founder of CAADE *
* (Consortium for Affordable and Accessible Distance Education) *
* President Emeritus and V.P. for Technology and Coordination of *
* Global University System (GUS) *
* 43-23 Colden Street, Flushing, NY 11355-3998, U.S.A. *
* Tel: 718-939-0928; Fax: 718-939-0656 (day time only--prefer email) *
* Email: utsumi@columbia.edu; Tax Exempt ID: 11-2999676 *
* http://www.friends-partners.org/GLOSAS/ *
**********************************************************************
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<HEAD>
<TITLE>Re: (05/18/02) E-universities (Part #2)</TITLE>
</HEAD>
<BODY>
<FONT FACE=3D"Courier"><<May 18, 2002>><BR>
Archived distributions can be retrieved by clicking “Correspondence&#=
8221; in our<BR>
home page at <<U>http://www.friends-partners.org/GLOSAS/</U>>.<BR>
For those after 2/27/01, see or bookmark:<BR>
<<U>http://www.friends-partners.org/pipermail/gu-l/</U>> and click on=
“Date,” for<BR>
example. The most recent archives are the bottom line.<BR>
<BR>
Lewis A. Miller <lamiller@intermedica-inc.com><BR>
<BR>
W. R. (Bill) Klemm, D.V.M., Ph.D. <wklemm@cvm.tamu.edu><BR>
<BR>
<BR>
<B><U>Dear Lewis:<BR>
</U></B><BR>
(1) Many thanks for your msg (<B>ATTACHMENT I</B>) in response to my =
previous list distribution “(05/06/02) E-universities” which can=
now be retrieved at;<BR>
http://www.friends-partners.org/pipermail/gu-l/2002q2/date.html<BR>
<BR>
Your msg is very interesting with your vast amount of experiences on e-lear=
ning.<BR>
<BR>
(2) I agree with you that;<BR>
<BR>
</FONT><OL><OL><LI><FONT FACE=3D"Courier">Interaction between instructor and =
learner and among learners is the vital necessity of e-learning,
</FONT><LI><FONT FACE=3D"Courier">The value of this interaction will be enhan=
ced dramatically with personal contact.<BR>
</FONT></OL></OL><FONT FACE=3D"Courier"><BR>
In reference to Bill Klemm’s msg (<B>ATTACHMENT II</B>) and Jack Wils=
on’s article (<B>ATTACHMENT III</B>), this means that learners expect =
more than mere obtaining content (information and knowledge) for their job-s=
kill enhancement, but total learning environment, e.g., acquiring life=
-long friendship with their classmates, etc., i.e., wisdom. For exampl=
e;<BR>
<BR>
</FONT><BLOCKQUOTE><FONT FACE=3D"Courier">(a) When I came to the US almost 50=
years ago, I used to bow to my professor in Japanese way, whenever I entere=
d into his office. One day, he jumped up from his chair and shouted at=
me as banging his desk “Don’t bow to me any longer!! I am=
not God! I am just a student of truth, as same as you are!!” &n=
bsp;Oh, boy, I was totally shocked since in Japan we were taught to walk at =
least 3 feet behind our teacher lest we should step on even his shadow.<BR>
<BR>
</FONT><BLOCKQUOTE><FONT FACE=3D"Courier">Without this spirit, Japan cannot c=
reate their own science nor society and is now in the middle of economic dol=
drums. An Englishman published his book with a title “Sinking Su=
n Country” -- the tile of an article by another Englishman (an Oxford =
graduate) was “Country sun never rise.”<BR>
<BR>
</FONT></BLOCKQUOTE><FONT FACE=3D"Courier">(b) When I encountered with the si=
tuation to decide to return Japan without finishing my Ph.D., my professor t=
old me “Finish up your Ph.D., then you would become a man to think the=
whole matter of Japan.”<BR>
<BR>
</FONT><BLOCKQUOTE><FONT FACE=3D"Courier">Well, as introducing a predecessor =
of Internet to Japan and worked on the deregulation, monopolization and priv=
atization of Japanese telecom policies and industries, I could accomplish hi=
s words. This also led to the end of life-employment in Japanese indus=
try, and thus brought even the concept of Renaissance as having Japanese rec=
ognize the individual human right by heart.<BR>
</FONT></BLOCKQUOTE><FONT FACE=3D"Courier"><BR>
(c) When one of my family friends asked me to inherit his position of the J=
apanese house representative, my professor murmured to my ear with dismayed =
tone “Haven’t you graduated from Japan yet?” -- in other w=
ords, “Be a man to think on global matters!”<BR>
<BR>
</FONT><BLOCKQUOTE><FONT FACE=3D"Courier">This is why of my current zeal of c=
reating Global University System (GUS).<BR>
</FONT></BLOCKQUOTE><FONT FACE=3D"Courier"><BR>
</FONT><BLOCKQUOTE><FONT FACE=3D"Courier">Incidentally, this professor donate=
d $150 million to Polytechnic University in Brooklyn, NY, when he passed awa=
y and another $25 million to a nearby hospital where his wife had to be take=
n care of — the largest amount of donation made to a higher education =
by a university professor in history.<BR>
</FONT></BLOCKQUOTE><FONT FACE=3D"Courier"><BR>
</FONT><BLOCKQUOTE><FONT FACE=3D"Courier">How he made such big money? O=
ne of over 150 patents he invented was how to concentrate vinegar to acetic =
acid by azeotropic distillation for producing celluloid for photographic fil=
m while he worked for Kodak Company, the Yellow King.<BR>
<BR>
</FONT><BLOCKQUOTE><FONT FACE=3D"Courier">BTW, the person who inherited the h=
ouse representative in my home town district became the Secretary of Japanes=
e Self Defense Force and later the Minister of Health and Social Welfare.<BR=
>
</FONT></BLOCKQUOTE><FONT FACE=3D"Courier"><BR>
</FONT></BLOCKQUOTE></BLOCKQUOTE><FONT FACE=3D"Courier">Frankly speaking, I f=
orgot almost all of what he taught me on the details of chemical engineering=
, high polymer chemistry, etc., but those of his wisdom words mentioned abov=
e changed and guided the course of my life. In contrast to cumulative =
nature of information and knowledge, wisdom is one generation. I belie=
ve that the essence of teaching is how to inherit wisdom from generation to =
generation — particularly for attaining world peace.<BR>
<BR>
We need to create an atmosphere and environment which can bring such inheri=
tance of wisdom cost effectively with the use of advanced telecom media.<BR>
<BR>
With this in our mind, we are now building a forum of members of our GUS/UN=
ESCO/UNITWIN Networking Chair Program as mentioned in my previous list distr=
ibutions. It takes time, but we believe that this is the future of the=
knowledge age in the 21st century.<BR>
<BR>
(3) About the economy of e-learning, e-learning itself, Internet and broadb=
and wireless, etc., etc., are all new to the society and hence should be ent=
itled to the government support for providing it free of charge — say,=
for a couple of initial years, as same as subsidizing national high-tech R&=
amp;D project. Next is how to sustain it afterward.<BR>
<BR>
One of colleagues told me once before that the governor of St. Thomas Islan=
d in the Caribbean was a medical doctor. He let his government subsidi=
ze $45,000/month leasing fee of T1 (1.5 Mbps) line from the island to the US=
for the initial few years so that K-12 schools on the island could have bro=
adband wireless Internet connections. He then invited commercial firms=
to use the line with higher charge to take over the burden of the high leas=
ing cost — in a sense, the same as the US FCC’s E-Rate scheme. &=
nbsp;We plan to apply similar approach to our Amazon project.<BR>
<BR>
Anyone may now be able to visit webs of MIT’s course free of charge. =
However, he/she may be in a similar position as an auditing learner, i=
.e., he/she may be standing outside a face-to-face classroom which window is=
open so that he/she can watch what an instructor is writing on a blackboard=
and also can hear what he is saying. However, when he/she got a quest=
ion, he/she cannot ask it to the instructor nor he/she can get a credit sinc=
e he/she has not paid a tuition. Namely, whenever there is an interact=
ion by human, there can be an exchange of hard currency — same as medi=
cal doctor, lawyer or accountant.<BR>
<BR>
</FONT><BLOCKQUOTE><FONT FACE=3D"Courier">For example, telephone directory se=
rvice with a live operator now charges $.75 which used to be only $.25; soft=
ware vendors now often charge $25 to $50 per incidence for their tech suppor=
t — incidentally, when I was getting the tech support for NetMeeting v=
ideoconferencing software of Microsoft, I was surprised to find out that the=
tech support was not in Seattle, but in North Carolina!! -- he =
could be in Ireland, Bangalore in India, Lagos in Nigeria.<BR>
<BR>
</FONT></BLOCKQUOTE><FONT FACE=3D"Courier">(4) About one of your observation =
about education:<BR>
<BR>
When I made my talk in Japan last year, I urged them to change from 3 Rs (R=
ead, wRite, and aRithmetic) to (1) English speaking capability, (2) use of P=
C for writing, and (3) use of Internet for communication.<BR>
<BR>
As you may know, Nissan Automobile Company (which was a factory of producin=
g Zero fighter during the WWII) is now taken over by a French automobile com=
pany and uses English for their daily business. The company president =
recently urged Japanese to throw away their “Shame” (Haji in Jap=
anese) to learn English speaking.<BR>
<BR>
The author of a famous book “Chrysanthemum and Sword” said that=
the value of America is “justice” and that of Japan is “s=
hame.” In order for Japanese to acquire good English speaking ca=
pability, they have to throw away the value of Japanese culture now!! =
I think when this will be done by Japanese, they can have rational jud=
gments, and hence scientific creativity to forge ahead the new economy of th=
e 21st century.<BR>
<BR>
<B><U>Dear Bill:<BR>
</U></B><BR>
(5) Many thanks for your valuable info about Jack Wilson’s article an=
d your web. I read his article with great interest.<BR>
<BR>
I could not find your paper at your web. Pls let me have its exact UR=
L.<BR>
<BR>
Yes, pls send me a copy of your new paper — you always write excellen=
t papers!!<BR>
<BR>
Best, Tak<BR>
<BR>
<HR ALIGN=3DCENTER SIZE=3D"3" WIDTH=3D"95%"></FONT>
<P ALIGN=3DCENTER>
<FONT FACE=3D"Courier"><B><U>ATTACHMENT I
</U></B></FONT>
<P>
<FONT FACE=3D"Courier"><BR>
On 5/10/02 12:23 PM, "Lewis A. Miller" <lamiller@intermedica-i=
nc.com> wrote:<BR>
<BR>
</FONT><BLOCKQUOTE><FONT FACE=3D"Courier">Dear Tak: <BR>
<BR>
Thank you for your thoughtful comments on the New York Times article. I hav=
e been enthusiastic about distance learning for a number of years, but find =
that it is developing much more slowly than I had expected. Of course, dista=
nce learning has many aspects, including: <BR>
</FONT><OL><LI><FONT FACE=3D"Courier">Telephone conferences=20
</FONT><LI><FONT FACE=3D"Courier">Video Conferences, including satellite broa=
dcasts=20
</FONT><LI><FONT FACE=3D"Courier">CD-ROM=20
</FONT><LI><FONT FACE=3D"Courier">Webcasts (live)=20
</FONT><LI><FONT FACE=3D"Courier">Web courses=20
</FONT><LI><FONT FACE=3D"Courier">Web searches=20
</FONT><LI><FONT FACE=3D"Courier">Video cassettes=20
</FONT><LI><FONT FACE=3D"Courier">Audio cassettes=20
</FONT><LI><FONT FACE=3D"Courier">and even print! <BR>
</FONT></OL><FONT FACE=3D"Courier">I have worked with many of these media in =
the United States and Latin America. The choice of medium, as you suggest, i=
s secondary to the educational process. <BR>
<BR>
>From my years in education, not only of health professionals, but also of u=
niversity graduates and high school dropouts, I have learned that interactiv=
e learning is much more effective than didactic teaching -- no matter the de=
livery mechanism. I have also learned that some kind of personal -- though d=
istant -- contact between teacher and student is important as well. Lack of =
personal involvement is, I believe, a factor in the slow growth of electroni=
c distance learning. <BR>
<BR>
To date, however, there have been a number of successes in distance learnin=
g. You may recall the old-fashioned "correspondence schools," that=
taught courses by mail; some universities still offer such courses. And the=
y are substantially cheaper than those using electronic media. For several y=
ears, I chaired the Alumni Studies Program at Princeton, which included home=
study courses in print and audio tape. These courses still draw a good audi=
ence -- but not large enough to support the cost of restructuring in web for=
mat. I applaud MIT's decision to offer free Web courses, but someone had to =
pay the $200 million -- and I suspect it came from major donors who had made=
their money in profit-making enterprises! <BR>
<BR>
A couple of observations about education: <BR>
</FONT><UL><LI><FONT FACE=3D"Courier">Education has been established as a rig=
ht for relatively few years, even in the United States. Determining the righ=
t to education here has been left to the states, several of which have only =
reluctantly included this right in their constitutions during the 20th centu=
ry. The only path to economic development in developing countries is through=
education — leading to an eventual move from an agriculturally based =
economy to a manufacturing/service based economy.=20
</FONT><LI><FONT FACE=3D"Courier">When education is designated a right, it th=
en becomes a public service. Public entities can, however, contract with pro=
fit-making entities to carry out the educational function. As you know, Edis=
on and other profit-making companies have been awarded contracts by cities (=
e.g., Philadelphia) to operate schools.=20
</FONT><LI><FONT FACE=3D"Courier">In my mind, the goal of education is to ena=
ble a person to make the most of his/her life, and by so doing, to enrich th=
e lives of others. In today's world, an educated person must be able to read=
, write, compute and form rational judgments.=20
</FONT><LI><FONT FACE=3D"Courier">An example of how education can make a diff=
erence occurred a few years ago in Western Kenya, when a small group of educ=
ators from the U.S. Instructed villagers how to put a simple solar panel in =
their huts, to be used for cooking and heating. The women and children no lo=
nger had to spend their days foraging for firewood. The women learned crafts=
and derived their own income. The children attended school. Eye and respira=
tory problems dropped dramatically with the reduction of smoke inside the hu=
ts. Whether this contributed to world peace is another question -- the men i=
n the village became disgruntled because they no longer had complete control=
of their wives! <BR>
</FONT></UL><FONT FACE=3D"Courier">Best, <BR>
<BR>
Lew Miller <BR>
</FONT></BLOCKQUOTE><FONT FACE=3D"Courier"><HR ALIGN=3DCENTER SIZE=3D"3" WIDTH=3D"9=
5%"></FONT>
<P ALIGN=3DCENTER>
<FONT FACE=3D"Courier"><B><U>ATTACHMENT II
</U></B></FONT>
<P>
<FONT FACE=3D"Courier"><BR>
<B>Subject: </B>Re: [gu-mmoa] (05/06/02) E-universities<BR>
<B>Date: </B>Wednesday, May 8, 2002 1:34 PM<BR>
<B>From: </B>William Klemm <WKLEMM@cvm.tamu.edu><BR>
<B>To: </B><utsumi@columbia.edu><BR>
<BR>
Tak:<BR>
<BR>
I just read a provocative article by Jack Wilson, former Provost at Renssel=
aer Polytechnic Inst. and now CEO at UMassOnline. He argues that conte=
nt is the LEAST important part of higher education. He also mentioned =
the MIT "giveaway" and pointed out what they are NOT giving away: =
<BR>
<BR>
1. access to MIT classes<BR>
2. academic credit<BR>
3. their faculty<BR>
4. their students<BR>
5. their campus<BR>
6. their library,<BR>
7. or any other aspect of their educational environment<BR>
<BR>
Wilson, Jack. M. 2002. Long live your course. Syllabus, May., p=
. 12-14.<BR>
<BR>
Speaking of educational environment, have you seen the paper I recently pub=
lished on using FORUM for case studies? It is linked from the corporate Web =
site (www.foruminc.com <http://www.foruminc.com> ).<BR>
<BR>
I will have a really important paper coming out in The Technology Source on=
extending the pedagogy of threaded-topic discussion boards. I will try to r=
emember to give you the link when it comes out.<BR>
<BR>
Bill Klem<BR>
<BR>
W. R. (Bill) Klemm, D.V.M., Ph.D.<BR>
Professor of Neuroscience<BR>
Dept. VAPH, Mail Stop 4458<BR>
Texas A&M University<BR>
College Station, TX 77843-4458<BR>
<BR>
Phone: 409-845-4201<BR>
<BR>
Web sites:<BR>
http://www.cvm.tamu.edu/wklemm<BR>
http://www.foruminc.comm<BR>
<HR ALIGN=3DCENTER SIZE=3D"3" WIDTH=3D"95%"></FONT>
<P ALIGN=3DCENTER>
<FONT FACE=3D"Courier"><B><U>ATTACHMENT III
</U></B></FONT>
<P>
<FONT FACE=3D"Courier"><BR>
<<May 18, 2002>><BR>
Excerpt from<BR>
http://www.syllabus.com/syllabusmagazine/article.asp?id=3D6331<BR>
<BR>
<BR>
May 2002<BR>
Highlights from Syllabus Magazine <BR>
<BR>
<BR>
More than Digital Content: Long Live Your Course<BR>
<BR>
Having served as a dean and an interim provost, as well as being a widely p=
ublished faculty member himself, Jack Wilson has seen the complex issues of =
intellectual property up close and from nearly every angle, including digita=
l rights. Here, he reflects on the nature of digital content in relation to =
the policies and practices that are still evolving within higher education.<=
BR>
<BR>
It all used to be so easy. As far as a university administrator was concern=
ed, content came in two forms: written materials and patents. Over the centu=
ries, a very simple way of dealing with these was developed: Faculty were le=
ft the ownership of the text materials, and the university got custody of th=
e patents. The university benefited from publication of the texts because th=
e fame of the professor accrued to the institution, which was always recogni=
zed on the article or textbook. The faculty benefited from the patent becaus=
e it could be included in the promotion and tenure process, and they would a=
lso share in the profits through a pre-negotiated percentage of the royaltie=
s.<BR>
Then the world changed. As the bumper sticker says: "IT happened."=
; Information Technology, that is. Being digital. What was clear became obsc=
ure. What was known became perplexing. Content now became digital, and it co=
uld be copied, altered, stolen, distributed, and sold at rates never before =
imagined. When greed and paranoia are added to sudden change, it is a recipe=
for trouble, and that is exactly what we have.<BR>
<BR>
Trouble in the Kingdom<BR>
<BR>
Perhaps greed struck first. The media decreed that "Content is King,&q=
uot; and corporations moved to lock up as much content as they could and the=
n worked to develop the digital distribution systems to capitalize on that c=
ontent. Universities, seeing dollars in digital content, began to promulgate=
policies to assert their intellectual property rights. Faculty were not muc=
h wiser. They began to think that their content was so valuable that they we=
re going to be able to make big money by digitizing and selling it. Very few=
did. Content providers, the companies formerly known as "publishers,&q=
uot; moved to take advantage of their ownership of the content.<BR>
<BR>
Every publisher had a strategy to capitalize on its content in the digital =
world. For example: Harcourt Higher Education was launched as a college in 2=
000 and confidently predicted "50,000 to 100,000 enrollments within fiv=
e years." Unfortunately, by late 2001, the Harcourt effort was gone aft=
er enrolling a total of 32 students.<BR>
<BR>
I am not suggesting that faculty and universities do not have the right to =
be compensated for their intellectual property. I believe they do. I am sugg=
esting that a foolishly inflated sense of the value of their property (read:=
greed) leads to foolish and counterproductive policies and actions.<BR>
So much for the greed. What about the paranoia? While serving as provost an=
d dean at Rensselaer Polytechnic Institute, I had to adjudicate many dispute=
s between faculty and the university legal counsel over the ownership of dig=
ital materials. At one point, the counsel asserted that "anything on th=
e university servers becomes the property of the university." That got =
the faculty excited. It also created havoc in our education programs as facu=
lty threatened to remove materials from our Web sites. With a lot of work an=
d reference to tradition and legal precedent, we were able to craft a policy=
that was acceptable but far from perfect.<BR>
<BR>
As part of several national projects, I have had the opportunity to work wi=
th faculty and administrators from all over the country. Many faculty seriou=
sly fear that their work will be digitized, their lectures put in digital vi=
deo, and then there will be no more need for them. I was once on a panel whe=
re another panelist suggested that we were moving toward a day when Paul Sam=
uelson would teach all the introductory economics courses and Jack Wilson wo=
uld teach all the introductory physics courses. I stood up and said, "I=
object!" This is a serious misconception that seems to equate the role=
of the professor with the presentation of content. I have often said that a=
ny faculty member that could be replaced by a videotape, CD, or Web site sho=
uld be replaced—as soon as possible. I don’t expect many to be r=
eplaced. Teaching is not presenting. Watching is not learning.<BR>
<BR>
What’s Wrong with This Question?<BR>
<BR>
It has become popular, in the past few years, to ask the question: "Wh=
o owns courses?" I think that is a question that comes from confusion b=
etween courses and course materials. I also think it is a profoundly dangero=
us question. Merely asking the question presumes that someone actually "=
;owns" courses. That contravenes centuries of traditions of freedom of =
speech and academic freedom. In some sense, academic disciplinary communitie=
s take ownership of courses though defining a general community understandin=
g of a course’s content. Usually this definition is arrived at informa=
lly and over a period of time. It is always under discussion and revision.<B=
R>
<BR>
At times, a community makes a more formal effort to define a course. This d=
efinition of ownership is acceptable because it is community generated, perm=
issive, non-restrictive, and non-coercive. For this reason, the syllabi of p=
articular courses (in mathematics, history, economics, art, and so forth) lo=
ok pretty much the same wherever they are taught. Not identical, but very si=
milar. One can own course materials, but one cannot own courses, syllabi, pe=
dagogies, or ideas. Those are in the collective custody of various communiti=
es who are charged with their stewardship, but without the prerogatives of o=
wnership. We do not want to allow the necessary dialogue over ownership of &=
quot;materials" to in any way alter this essential freedom.<BR>
<BR>
The Least Valuable<BR>
<BR>
What have we learned over the past few years? Teaching is not about content=
. That does not mean that content is not important. I have taught physics (a=
nd other subjects) for 33 years. The content is very important. It is just t=
hat it is a commodity in most cases. The introductory courses that I have ta=
ught use pretty much the same content as those taught by nearly every other =
professor in the world. In fact, the content found in the introductory physi=
cs courses of the 1980s was substantially the same as that found in the cour=
ses of the 1940s.<BR>
<BR>
When MIT announced that it was providing free access to the materials from =
all of its courses, I was immediately called by several reporters all asking=
variations of the question: "If MIT is giving away their courses for f=
ree, why would anyone pay for courses from UMassOnline?" I would ask th=
e reporter if MIT was giving away access to their classes, their academic cr=
edit, their faculty, their students, their campus, their library, or any oth=
er aspect of their educational environment. The answer was always no. MIT is=
planning to give away free access to some or maybe even most of their conte=
nt. That is all. Of the entire value chain of higher education, content is t=
he least valuable part.<BR>
<BR>
It All Adds Up<BR>
<BR>
Another way to look at this is to point out that more than 170 students pai=
d more than $3,000 each to be in my "live-on-line" graduate class =
last academic year at RPI. All of the content of that class was available fo=
r free on the Web or available for roughly $50 in a text. If so, why were st=
udents so eager to pay the $3,000 tuition that I had to raise the course enr=
ollment limit four times? These students were certainly interested in the co=
ntent, but they were far more interested in the holistic educational experie=
nce, which included "live-on-line," or live interaction with a fac=
ulty member, stimulating interactions with other bright and experienced stud=
ents, team-generated case studies, academic credit from a well-respected uni=
versity, and the experience of being part of an academic community.<BR>
<BR>
Looking at it from another angle: UNext, through its Cardean University off=
spring, planned to acquire content from five leading universities in the Uni=
ted States and Europe and then use that to offer degrees from Cardean. They =
spent amounts up to $700,000 per course to massage that content into very we=
ll-produced online courses. Unfortunately, the expected market has yet to ma=
terialize. Students want access to Chicago, Columbia, Carnegie Mellon, and S=
tanford degrees; to faculty, fellow students, and classes; and not to their =
content.<BR>
<BR>
Harcourt officials stumbled over the content issue in a different way. As a=
leading content provider, they assumed that they had a leg up on the compet=
ition with their extensive library of content. To their credit, they quickly=
realized the need for the rest of the value chain and set about building it=
from scratch. Still, it is hard to build the kind of reputation in a few mo=
nths that took universities more than a century to acquire.<BR>
<BR>
Publishers make a business by aggregating this content value over a large n=
umber of providers. It may be true that the content is worth only $50 out of=
a course that costs $3,000 per student to deliver, but this 1.7 percent add=
s up when spread over hundreds of thousands of students in thousands of univ=
ersities. Content is worth more to the publisher than it is to the universit=
y. For a few faculty members—the authors—the content is worth mo=
re to them than it is to the university.<BR>
<BR>
Rights and Compensation<BR>
<BR>
Online courses have raised further questions. While textbooks were often th=
e product of one or two authors, teams of faculty, staff, students, and even=
commercial providers often produce online course materials. How should valu=
e be apportioned? There is also a need to provide for reusability of materia=
ls that were produced, often at great expense. Some programs have attempted =
to solve this problem by invoking the "work for hire" doctrine. Th=
at is unlikely to work given past traditions in academe. It is also unnecess=
ary, in my view. There are better ways to apportion credit and value.<BR>
<BR>
One way that has worked in the past is to negotiate royalty-free rights of =
reuse for each party. Then the materials may be reused in future classes, an=
d they may also be reused by the faculty members for future (electronic or t=
raditional) publications. In other cases, it may make sense to pay a royalty=
for reuse. That has often been done for reuse of video materials. When a fa=
culty member’s reputation is clearly linked to materials, there will a=
lso have to be provision made for ensuring that materials are not marketed i=
n a way that would be detrimental to the faculty reputation. Although many f=
aculty members would wish that they could also control the quality of use, t=
hat has never been possible in the past (with textbooks and other materials)=
and is unlikely to be possible in the future. Fortunately, the public has l=
ong been accustomed to that and rarely holds the original author responsible=
for misuse of the materials because they know that the author does not have=
this control.<BR>
<BR>
New Definitions from Old Principles<BR>
<BR>
We know that the laws and customs for the new world of digital content will=
be hammered out in court cases, union negotiations, and faculty senate deli=
berations over the coming years. If we want to find a safe way through this =
it would be helpful to remember a few principles:<BR>
<BR>
? The value of a university learning experience, online or traditional, is =
far more than the value of the content.<BR>
? Content-based intellectual property is more valuable to the faculty than =
it is to the university.<BR>
? Development of digital materials will require some sharing of ownership b=
etween faculty and the university with minimal restrictions on reuse by eith=
er and proportional compensation to each for their contributions.<BR>
? No one can or should own courses, syllabi, pedagogies, or ideas.<BR>
<BR>
Defining intellectual property rights and sorting out digital content manag=
ement issues will undoubtedly be a long and tedious process, but attention t=
o the underlying principles may help us through. <BR>
<BR>
Jack M. Wilson is chief executive officer of UMassOnline. jwilson@umassonli=
ne.net<BR>
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<FONT FACE=3D"Courier"><B><U>List of Distribution
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Lewis A. Miller<BR>
Chairman<BR>
Intermedica, Inc.<BR>
International Medical Education Services<BR>
90 Goodwives River Rd<BR>
Darien, CT 06820-5921<BR>
(203) 662-9690<BR>
Fax (203) 655 2904<BR>
lamiller@intermedica-inc.com<BR>
www.intermedica-inc.com<BR>
<BR>
W. R. (Bill) Klemm, D.V.M., Ph.D.<BR>
Professor of Neuroscience<BR>
Dept. VAPH, Mail Stop 4458<BR>
Texas A&M University<BR>
College Station, TX 77843-4458<BR>
409-845-4201<BR>
or<BR>
President<BR>
Forum Enterprises, Inc.<BR>
9001 Grassburr Road<BR>
P.O. Box 5755<BR>
Bryan, TX 77805-5755<BR>
409-589-2665 (home)<BR>
FAX: 409-847-8981<BR>
wklemm@cvm.tamu.edu<<June 22, 1999>>Use this.<BR>
wklemm@vetmed.tamu.edu<BR>
wrk2101@tam2000.tamu.edu<BR>
72133.2476@compuserve.com<BR>
http://www.ForumInc.com<BR>
http://www.cvm.tamu.edu/wklemm<BR>
http://www.cvm.tamu.edu/wklemm -- resume and slide show of 8/19/98.<BR>
Demos & literature available at our WWW site:<BR>
http://cvm.tamu.edu/~vaph/klemm/whoami.html<BR>
http://cvm.tamu.edu/~vaph/klemm/resume.html -- photo of Dr. Klemm<BR>
http://cwis.usq.edu.au/electpub/e-jist/vol2no1/klemm/caadehom.htm<BR>
www.cvm.tamu.edu/wklemm/contents.htm -- white-paper<BR>
http://www.foruminc.com/forum98.show/ss_ind.html -- slide show<BR>
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* Takeshi Utsumi, Ph.D., P.E., Chairman, GLOSAS/USA  =
; &nb=
sp;*<BR>
* (GLObal Systems Analysis and Simulation Association in the U.S.A.) *<BR>
* Laureate of Lord Perry Award for Excellence in Distance Education *=
<BR>
* Founder of CAADE &n=
bsp; =
&nbs=
p; &n=
bsp; *<BR>
* (Consortium for Affordable and Accessible Distance Education)  =
; *<BR>
* President Emeritus and V.P. for Technology and Coordination of &nbs=
p; *<BR>
* Global University System (GUS) =
&nbs=
p; &n=
bsp; *<BR>
* 43-23 Colden Street, Flushing, NY 11355-3998, U.S.A. &n=
bsp; *<BR>
* Tel: 718-939-0928; Fax: 718-939-0656 (day time only--prefer email) *<BR>
* Email: utsumi@columbia.edu; Tax Exempt ID: 11-2999676 &=
nbsp; *<BR>
* http://www.friends-partners.org/GLOSAS/ &nb=
sp; &=
nbsp; *<BR>
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