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The first half of the proceedings consists of three papers presented during the program session of a Library of Congress Network Advisory Committee (NAC) meeting. The first, a background paper by Robert L. Oakley, identifies some of the problems that modern information technology has created for the intellectual property system in the United States; reviews several alternative proposals for dealing with the problems; briefly examines the ways in which Canada and the United States have approached the same issues; and concludes that these problems are solvable through amendment, new "sui generis" approaches, and expanded roles for an administrative agency, or through the development of voluntary or compulsory licensing mechanisms. In the second paper, Shirley Echelman comments on issues raised by Robert Oakley's report, and summarizes presentations given at a previous program session. The third paper, by Robert J. Kost, interprets an Office of Technology Assessment report about intellectual property rights and explains why the marriage between the law and technology is currently "on the rocks." The second half of the proceedings is a report on the business session of the NAC. Appendixes include the meeting agenda; a list of working groups; criteria for membership in the NAC; a list of suggested and prioritized topics for future research on networking; and a statement from the American Library Association on the phone companies' open network architecture plans filed with the Federal Communications Commission and a request for input on these plans from libraries. (SD)

Twenty-five papers presented at the conference include papers on the role of the site coordinator in a distributed education network in Ontario; student support systems in the Open University of Israel; the dilemmas of designing a computer mediated communication support system; interactive libraries; tutoring in technical science in the Open University of the Netherlands; research supervision at a distance; the role of tutoring and group support in distance education; the relationship between interaction and independence; distance education in India; applications of telecommunications for interactive tutoring; and cost effectiveness analysis of projects that increase student interaction in distance education. Most of the papers include references. The individual papers are briefly reviewed in the introduction, and continuity from papers presented at two earlier conferences is discussed. (GL)

This paper examines the use of network technologies in higher education and explores how adaptable network tools are for particular learning and teaching environments. The study included a review of the literature describing World Wide Web use to support learning in postsecondary courses in the United States and Canada. Additionally, interviews were conducted with 16 students in three classes at two institutions in which Web technology was used, as well as with four instructors. Data examined included student profiles, class topic, network tool, pedagogical tool, context, adaptable system components, educational purpose, and evaluation. The study found Web-based learning at all levels (undergraduate, graduate, professional) and in many different kinds of institutions, with the majority of courses concentrated in scientific and technical subject areas, which do not include many students with identified special needs. Instructors most often use the Web to enhance communication with students; to provide links to outside resources; and to post course information. Teachers struggle to meet students' differing needs because development of Web-based material is so time-consuming. Appended are a list of the literature reviewed, questions applied to the literature review, and interview protocols. (Contains 35 references.) (SM)

This paper outlines a detailed research investigation of Web information systems (WIS), such as intranets, extranets, and the World Wide Web, and their capacity to facilitate organizational knowledge work. The objective was to conduct a case study evaluation of WIS usage that examines the information needs and uses of major sets of users and the information ecology in which WIS are utilized. Data collection involved several techniques: namely interviews, Web usage tracking software, field observations, document review, and questionnaires. Both content and transaction log analysis served as primary modes of data analysis. The study hypothesized that as a means to support organizational knowledge work, WIS need to serve three broad functions: (1) foster the context in which information is created, shared, and used across the enterprise; (2) address employee information needs and users; and (3) incorporate features and functions within the interface design that enhance the potential usefulness of information to users. (Contains 33 references.) (Author/AEF)

Pedagogy embodies the beliefs one holds about students, about the various attributes of media technologies, and about the essential qualities of the content at hand. Teachers make decisions based on the interactions of these beliefs. Therefore, it is imperative to begin the process of designing and contemplating instruction with a consideration of the beliefs one holds concerning the components of this instruction. This paper presents observations about the pedagogical implications for teaching and learning gathered from the authors' experiences with the development of two types of distributed learning systems--the North Carolina Information Highway (NCIH) and CaseNET. NCIH is a video-based information delivery system developed by a consortium of state agencies and private industry; a lack of consideration of pedagogical issues has hindered utilization of the system for educational purposes. CaseNET is a set of World Wide Web-based courses jointly organized and offered by institutions of higher education and district professional development teams from the United States, Canada, and Norway. In contrast to NCIH, the developers of CaseNET have gone to great lengths to construct a distributed learning environment that allows for support and encourages cooperation, communication, case-writing, and reflective practice. Contains 12 references. (Author/DLS)

This paper reports preliminary findings from an ongoing longitudinal study of preservice teachers mathematical knowledge and confidence. The subgroup for this study consists of 11 preservice teachers from a group of 60 students enrolled in the 2-year teacher education pilot program at the Ontario Institute for Studies in Education (OISE), Toronto (Canada). The learning environment is designed to promote a sense of community and includes the following elements: small group discussions in which participants work on math investigations, workshops on cooperative learning techniques, experiences with collaborative learning in a variety of subject areas, and access to shared electronic databases which includes conferences of commentaries on mathematics. There is also a program-wide emphasis on constructivist approaches to learning, and students are introduced to a number of different technology-based and cognitively-oriented approaches to learning. The interpretive framework of community "glue factors" (identity, function, discourse, and shared values) is used to relate the data to the development of a learning community. The preliminary results suggest that the use of a shared electronic database facilitates a learning community for the majority of participants. The different participation patterns also suggest a need for more variety in approaches to accommodate the variety of learning styles and need. (Contains 45 references.) (JLS)

Over 50 delegates from 32 states and 2 Canadian provinces attended this conference, during which 5 intensive working group sessions discussed, debated, and achieved agreement on a number of relevant issues concerning the role of educational telecomputing in school reform and restructuring. The conference proceedings begins with an overview of the current status of telecomputing in schools; an executive summary which presents seven conclusions and four recommendations for action from the five working groups; and an editorial guide to interpreting telecomputing issues by Robert Tinker, who addresses applications and requirements for educational telecomputing and organizational needs. Reports from each of the five working groups are then presented under these headings: (1,2) The Opportunity and Experience (Working Group I: Education); (3) Overcoming Barriers (Working Group 2: Curriculum and Teacher Support, and Working Group 3: Network Functions); (4) States and the Consortium (Working Group 4: Organizing a Consortium); and (5) Resources (Working Group 5: Implementing Educational Telecomputing). Each report covers the issues discussed and recommendations as well as the findings of a survey of all of the conference participants that relate to that particular group. A glossary, a guide to abbreviations, and a 14-item bibliography are also provided. Three appendixes contain a report on the EduCorp Statewide Survey that was conducted in 1990 to determine the status of K-12 telecomputing networks across the United States and identify the leaders responsible for those networks; a list of CET conference participants; and abstracts of the papers commissioned by the conference (see the related volume for the full text of these papers). (ALF)

This document contains 71 papers and 11 workshop presentations on distance teaching and learning from a conference on educational research. The following are among the papers included: "Bridging Distances and Differences" (Nancy Anderson); "The Role of Site Directors in Faculty and Student Success" (Edith M. Barnett, Jeanie P. Kline); "Potential Benefits and Limitations of Investing in Telelearning" (Silvia Bartolic-Zlomislic); "Discussion Diagrams: A Method for Illustrating and Quantifying the Interactive Environment of Discussion-Based On-Line Courses" (Kathryn A. Bickel); "Using Distance Technology in Professional Development and Training" (Donald A. Bille); "The National Guard Distributed Learning Initiative: A Systems Approach" (Craig Bond, Fred Poker, Joseph Pugh); "The Use of Learning Technologies in Modern Business Organizations" (Theresa J. Bowen); "Designing a Web-Based Program in Clinical Bioethics: Strategies and Procedures" (Elizabeth Buchanan, Nancy Morris); "Interactive Satellite Training: More Than Just a Talking Head" (Melissa Buscho, Beth Knutson); "The Assessment of Distance Learning Evaluations" (Matthew V. Champagne, Robert A. Wisher, Jennifer L. Pawluk, Christina K. Curnow); "Creating Accessible Content for the World Wide Web and Distance Education" (Wendy Chisholm); "Constructivist Approach to Satellite Instruction" (Tom Cody, Andrew Kerr); "Using a Collaborative Model of Instruction for the Development of a Distance Education Course and Faculty Training" (Simone Conceicao-Runlee, Ann Hains, Patricia Caro, Rosemary Lehman, Bruce Dewey);"Developing Learner Self-Direction in a Webcentric Learning Environment" (Rita-Marie Conrad); "Evolution of Distance Delivery in a 10-University Consortium Providing a Nurse Practitioner Program" (Betty Cragg, Suzanne Doucette); "Piloting the Psychosocial Model of Faculty Development" (Patricia Cravener); "Strategies for Online Student Learning and Advising" (Shirley M. Davis, Christopher Reese); "How the Internet Will Change How We Learn" (William A. Draves); "Virtual Conversations: A Modest Means for Engaging Faculty at a Distance" (Margarete Epstein); "Transforming Faculty for Distance Learning" (Nancy Franklin, Donald E. Kaufman); "The Care and Feeding of an Online MBA Consortium" (Corbett Gaulden, Jr., Darcy W. Hardy, Jennifer Rees); "Distance Learning Instructor Training" (John H. Gebhardt); "Fine Tuning Interactive Delivery for High School Students in a Rapidly Growing College and Distance Learning System" (Ron J. Hammond); "The Virtual Teacher and the Classroom of the Future" (Richard A. Harrison); "Collaboration Tools" (Denise L. Henderson, Linda B. Ryder); and "Strategies for Addressing 'Cut-and-Paste' Plagiarism in Networked Environments" (Lisa Janicke Hinchliffe). (MN)

This document contains 35 papers and 4 symposia/poster sessions presented at a Canadian conference on the study of adult education. The following papers are among those included: "Adult Education on the Internet: New Dawn Breaking or Sky Falling?" (Archer); "'Shapeshifting': Negotiating Identity in First Nations Adult Education" (Atleo, Atleo); "Beginning to Unravel Our Conceptions of Reflective Practice: Reflecting On A Definition of Reflective Practice" (Benjamin et al.); "A Critical History of National Adult Literacy Policy in Tanzania and Recent Canadian Project Experience" (Blunt); "The Impossible Issue of Professionalization for Adult Educators in Quebec" (Bouchard); "Identities and The Changing Community College Landscape" (Brewer); "The Sound of Clashing Cultures: Coordinating External Training In An Academic Department" (Church, Foth); "Lost in Space: Reinventing Ourselves as Learners on The New Frontier" (Conrad); "Spiritual Possibilities of Informal Learning" (English); "Experiential Learning Revisited" (Brillinger); "Good Work! Redefining Academic Values From a Critical Feminist Perspective" (Gouthro); "Canadian and US Academic Adult Education (1917-1970)" (Grace); "Experiential Learning: Who Benefits Who Loses?" (Grosjean); "Social Movements and Professional Cadre: The Formation Of An Aboriginal Teacher Education Program" (Hesch); "'But I'm Not A Therapist': The Challenge of Creating Effective Literarcy Learning For Survivors of Trauma" (Horsman); "Knowledge Construction In The Virtual Classroom" (Kanuka, Kreber); "Response-ability For Writing Research That Honors Practitioners' Ways of Knowing" (Lander); "Can We Design Culturally Sensitive Interactive Distance Education? Maybe" (Lauzon); "Reducing Communicative Distortion in the Cyber-Learning Paradigm" (Petlock); "Mapping the Fault Line: The Rise of Professionalization and the Fall of Social Policy in North American Adult Education" (Quigley); "A Framework for a Cultural Materialist Approach to Adult Learning" (Sawchuk); "Public and Private Relationships for Adult Educators" (Scott); "From Learning to Credential: PLAR (Prior Learning Assessment and Recognition)" (Spencer et al.); "It Takes Two to Tango: Defining the Century as a Discourse Between Learning and Education" (Thomas); "A New Initiative for Continuing Professional Development" (Wright, Einsiedel, Jr.). Most papers contain author abstracts in both English and French. (AJ)

The role of the Canadian National Institute for the Blind (CNIB) in serving the aboriginal (indigenous) peoples of Canada, especially those in the Northwest Territories (NWT), is described, and the possibilities for future library delivery systems are discussed. The right of these peoples, and of all blind and visually impaired persons, to self-determination is a guiding principle in the CNIB service-delivery system. CNIB, which has provided vision services that are called eye patrols in the NWT since the 1930s, established the CNIB Library for the Blind in 1918. This privately funded library is the largest national production and distribution network for information to blind and visually impaired Canadians. Works are distributed in English and French because a comprehensive braille code has not been developed for the aboriginal languages. Funding and access problems mean that blind and visually impaired people in the NWT are not well served. Recognizing the potential of the electronic highway for improving services, CNIB has responded by establishing an Information Resource Center to serve as a library without walls that uses computer terminals and telephones to increase access to information for those who are unable to read print. Two maps illustrate the service areas. An eye test chart is included. (SLD)

The topic of the 123rd meeting of the Association of Research Libraries (ARL) is the information infrastructure. The ARL is seeking to influence the policies that will form the backbone of the emerging information infrastructure. The first session concentrated on government roles and initiatives and included the following papers: "Opening Remarks" (Susan K. Nutter); "Canadian Information Policy" (Jocelyn Ghent Mallett); "Developing the National Information Infrastructure (NII)" (Michael Nelson); and "North Carolina's Information Highway" (Jane Smith Patterson). The stakeholders in the emerging information infrastructure are examined in the papers in the second session: "Introduction" (Hiram Davis); "The Public Interest Community: The Social and Legal Costs of the Information Superhighway" (Sonia Jarvis); "The Computer Industry's Assessment of the NII" (Kenneth Kay); "The Telecommunications Industry's Cooperative Role in the National Information Infrastructure (NII)" (Thomas Spacek); and "How the Information Network will Affect the Research and Education Communities" (Paul Evan Peters). Finally, papers concerned with the issues and technology of the infrastructure are presented in the third session: "Introduction" (James Neal); "Convergence and Higher Education" (Richard Taylor); and "Technological Change and the Public Interest" (Frederick Weingarten). (JLB)

In 1991, the Cumberland Campus of Nova Scotia Community College established a literacy research and development project to survey local industries and the community regarding training needs and to develop workplace and community-based programs to meet those needs. One effort involved the implementation of a computer-assisted learning program to help the area's adult learners. The college purchased the INVEST Computer Assisted Learning System, a networked system of basic instructional software offering lessons in reading, writing, mathematics, and life skills and arranged a pilot project to evaluate the system. Specifically, the project sought to determine whether a heterogeneous group of adult learners could make significant gains in academic achievement over an 11-week period, and how such gains would compare to more traditional learning approaches. In the project, student journals were used, one private to encourage writing and a second to converse privately with the teacher. Results of standardized skills tests and evaluation questionnaires indicated the following: (1) positive gains were made in all areas of reading and math, with gains of more than 1.5 years realized for mathematical concepts and problem-solving; (2) 73% of the participants felt the project should have been longer; (3) 80% indicated that they became more highly motivated; (4) 73% felt that they were better and more confident learners; and (5) 80% indicated that they wanted more instructor input. The overall consensus was that there were many positive features to the program which could serve as a successful adjunct to traditional models. (KP)

The Education Network of Ontario (ENO) is a telecommunications corporation creating an access and applications network for and by Ontario's 130,000-member education community. When educators register with ENO, they receive full industry-standard Internet and Intranet services in English and French. ENO/REO works from school or home. Statistics such as 100,000 teacher members, over 23,000 logins a day, 250,000,000 minutes a month of online time, and over 100,000 mail or news messages per day are commonplace. Self-nominating teachers lead projects that deal with content creation, classroom projects and technology exploration. Results are as varied as a database of parent letters to go with report cards, solutions to keep small children exercised and content in ultra-cold winter months, an Internet radio station and investigation of video and voice technologies as well as pedagogical practices to support professional development. ENO trains teachers who now understand the need for, and use of, a sophisticated variety of applications and content to support and motivate students in the online environment. The result of this support is a classroom project model that is firmly based in curriculum but created in a way that the students and teachers use access to the Internet and other technologies to enhance learning of subject matter and processes, and not the technology itself. The ENO project model is supported by an automated application so teachers need not become involved in Web functions and software operations themselves. They do not need to understand Web site creation or even negotiate Web hosting with their school or District School Board. In this way, they work from the outset with the skills and experience they already have and they add knowledge of online processes and course management only as they need them in practice. Many project leaders graduate from this initial template to major Web site creation. Because ENO is its own Internet and Intranet Service Provider, it has enabled teachers to create and use a continuously evolving "bootstrap" model to support diverse, creative activities--projects, group work, lessons and student-to-student exchanges at every level of instruction. (Author)

Optimistic, "computopian" scenarios of the new information age emphasize the possibility of radically reversing the central tendencies of industrialization through the implementation of computer technologies that increase the ability to recognize and accommodate the needs of individuals. Pessimistic, dystopian scenarios, in contrast, point out that microelectronic technologies have been introduced as a way to greater efficiency in industrial production. Historical antecedents suggest that microelectronic innovation is not the precursor of a radically new form of social organization, but, rather, is the logical extension of the historical trend to rationalize production processes and to counter the declining rate of profit by substituting equipment and machinery for labor and wages. Whereas computopian and dystopian views recognize the capacity of the new technologies to increase differentiation, it is evident that increased social differentiation has increased social disintegration. At a time of crisis in the welfare state, governments now hope, unrealistically, to find within a compassionate community the resources needed to compensate for the loss of institutional supports and services. As the price of estrangement in society becomes increasingly apparent, public policy must be focused on the reintegration of society. In that effort, technological innovation has an as yet unrealized role to play. (RH)