DOCUMENT RESUME

ED 280 459 IR 012 596_

TITLE Flexible Designs for Learninc- of_the WorldConference_of ICDE-7International Council forDistance Education_(13th; 1..1..albourne, Australia,August 13=204 1985)._ _

INSTITUTI-N International_Council for Distance Education.REPORT NO ISBN=0=9589410-1-7PUB DATE Aug 85 _

NOTE 92p.; Photographs_will not reproduce clearly. For therersort on issues for attention, see_ED 279_316.

PUB TYPE Collected Works_- Conference Proceedings (021).==Reference MaterialS Directories/Catalogs (132)

EDRS PRICE MF01/PC04 Plus Postage._DESCRIPTORS *Distance Education; *Educational Technology; Glo'zal

Approach; Higher Education; *Instructional Design;Inter7ational Oroanizations;_*Telecommunications

IDENTIFIERS Australia; Learner Centered Instruction

ABSTRACTThese proceedings of a world ccnference of the

International Council for Distance Education (ICDE) contain_the fUlltext of the following_conference presentations: (1)_ Official_Opening.(Senator_Susph Ryan, Australia); (2) President's Address (JohnDaniel, Canada); (3) "The Broady Lecture: Opportunities of Distance"(Geoffrey Bolton, Australia)_; and_(4) "Distance Learners,Telecommunications and the Technology/Pedagogy_Gap" (James W. Hall,United_States). A plenary session which_identified_such issues asidentity of distance education, integration of different types ofprograms; growth in access and resource provision,learner-centeredness; flexibility, and assessment is summarized. Alsoprovided are ICDE business meetings; reports on regional activities,current research; the conference program; and pre-conferenceworkshops and visits; a message from the new president; anannouncement of the 14th World Conference; a summary of proposedactivities and initiatives; and a list nf delegates. (MES)

***********************************************************************Reproductions supplied by EDRS are the best that can be made

from the original document.***********************************************************************

U S DEPARTMENT OF EDUCATION_ _Office Ol Edtica Ponal Resevch aid improvemePtEDUCATIONAL RI SOURL ES INFORMATION

CENTE R IERIC,

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Flexible designsfor Learning

Report of the Thirteehth World Cohferenee of 1CDE

2

'PERMISSION TO REPRODUCE THISe" MATERIAL HAS BEEN GRANTED BY

Kevin C. Smith

TO THE EDUCATIONAL RESOURCESINFORMATION CENIEP ERICI

InternationalCouncil forDistanceEducation

Flexible designsfor LearningReport of the Thirteenth World Conference of ICDE

Thirteenth World Con forenceMelbourne, Australia13-20 August 1985

3

Published by the International Council for Distance Education

©ICDE 1986

ISBN 0 9589410 1 7

Printed by Brown Prior Anderson Pty Ltd Burwood Victoria 4

Contents

PrefaceThe Melbourne Conference: A Flexible Design for Learning 1

Official Opt.lingby Senator Susan Ryan, Federal Minister for Education 3

President's Addressby John Daniel

The Broady LectureThe Opportunities of Distance by Geoffrey Lo lton 13

Plenary PaperDistance Learners, Telecommunications and theTechnology/Pedagogy Gap by James W. Hall

Issues for AttentionReport of Plenary Session by Liz Burge

Greetings from UNESCO

Report from the Regionsby Maureen Smith, International Committee

Report of Research Committee 1982-85by Des Keegan

Program Rept rtby Pet_er Smith

-)5

30

34

35

40

42

MinutesFirst and Second Business Meetings(Report of the Executive Committee, June 1985 apper 'ed) 44

Pre Conference Workshops and Visitsby Micnael Parer; Barbara Coltman and Patrick Guiton

The New ICDE Executive

A Message from the New Presidentby Kevin Smith

Announcement: Fourteenth World Conference

Dbjectives ant! Organisation 1985-88

Distribution and List of Delegates

57

62

64

67

69

"You're in Australia"

1CDE Conference songAugust 1985

Chorus

You're in AustraliaNow that you've comeBreak out down under;Land of the sun;Be like Cazaley;"Jive it your all;Work like a devilBut still have a ball.

Verse I

There's a lot more things to QueenslandYon call only hear_of some,It's the top spot of Australia,And it's where ye all come from,Our clocks go slow in summerJoh keeps us in the past,The Sheffield_ Shield is really ours,Our horses all run fast.

Verse 2

There's lots of folk from 'stralia,And they_vary in their lame,They work in distance education,And Smith is oft' their name,The Smith's, they arc like rabbits,It's a name that's not too long,What a fuss if it was something,Like Chaiyong Brah-rna-wong!

Glossary of terms and allusions

Cazaky': Famous Australian Rules FootballPlayer of bygon-.2 years

'have El ball': enjoy yourself

'where we all come from': '_Nye' refers to singers_from DarlkigDownS Institute iii Toowoomba,Queensland

`Joh*:

'Sheffield Shield':

'Smith':

Sir Joh iijelke-Petersen, conservativePremier of Queensland

interstate cricket compen ;on neverwon by Queenslankl!

common name in Australia, evencommoner in distance education inAustralia

V'erse 3

There's much; much more to managing,Much more than meets_ the eye,_There were days when he would give it up,There were days when he would fly,You either love or hate him;He's a gent right to the core;But whenever Jerry shouts a round;You'll hear a mighty roar:

Verse 4

There's lots of weather in Melbourne,And most of it is bad,There's lots of things you can pick up,In St. Kilda th..* are -,ad,It's dead, so dead on Sunday,The rain begins to pour,But those who live here love her,Although she is a bore;

Verse 5

The-e's some here from America,Known to us as the USA,Ted and Edna's married fifty years,No rows along the way.Like all ..fuove the Equator,They think their lives have bounco-,But since we've got the America's Cup,It's what's down under that counts.

'Jerry':

'shouts a round':

'St .Kikla':

*Rd and Edna':

'America's Cup':

Jerry Grimwade. CbrifereheeManager

buys drinks for others

suburb of Melbourne noted for itsred lights and unsuccessful footballteams.

the Estabrookes Whc, celebrated their500- wedding anniversary. Ted hasbeen to ten 1CCE/ICDE worldconferences, a record attendance.

a well known international_yachtingcontest won by Australia in 1983.

Preface

The Melbourne Conference: A Flexible Design For Learning

The Thirteenth TCDE World Conference; held atLa Tiobe University in Melbourne, 13-20 August,1985, was only the second such conference to bestaged in the Southern Hemisphere since ICDEwas established 47 years ago. Christchurch (NZ)had the honour in 1.950 so it was a first forAustralia.

It was expected that with the burgeoning interestin distance education ai-ound the globe, the soccessoh the Vancouver Conference in 1982 andincreased acti..-ity of the newly named Councilduring the years following the Vancouverexperience, as well as a general awareness of thelongstanding tradition of distance education 'nAustralia, that a new attendance record cou.d bezet in Melbourne, despite its 'remote' location.Indeed it was. Altogether well over 700registrations and part registrations from 50countries were recorded.

During the months leading up to the Conference itbecame apparent that accommodating about 250presentations as well as eight plenary sessions andtwo ICDE business meetings in the program withinonly five and a half operational days wouldpresent a significant challenge. In the finalanalysis, the decision to put an emphasis onparallel rather than plenary sessions enabledeveryone who wished to make a contribution tothe program to do so.

Before the Conference, delrgates were sent a Bookof Abstracts to assist them in selecting sessions ofparticular interest to them. Papers were notcirculated in advance but produced in microficheform with reader/printers supplied at the venue. Aiimited number of printed copies were alsoavailable at the Conference on loan.

An outline of the Program's structure is providedelsewhere in this issue by the F rogram Chairman,Peter Smith. Suffice to say here that the theme,"Flexible Designs for Learning", was reflected inmany imaginative presentations for which theProgram Committee had appealed in an attempt toadd variety to more traditional forms of delivery.

This Conference Report includes the full texts ofaddresses and formal papers delivered in tLeplenary sessions: addresses by Senator Fasan Ryanand President John Daniel at the Opening Session,the Broady Lecture by Professor Geoffrey Boltonand another keynote paper ID) James W. Hall.Reports of other plenary sessions and two ICDEbusiness meetings are also covercd ascomprehensively as space would permit.

Among the innovative features of the Conferencewere the Special Interest Group Sessions, out ofwhich some formal associations have been createdand will, we hope, be actiN ely maintained throughthe next World Conference where they can beaccornmezlated once again in the program. T'-ieConference Club which encouraged delegates totalk, eat and drink together every evening after5.30pm was also much appreciated and it is likelythat something of a tradition in socialarrangements for future conferences has beencreated.

The Conference Committee is indebted to manypeople who made- a distinctive ec ntribution to thesuccess of the Conference. It is not possible toidentify them without risking unjustified omissionsso we ask all of you who helped the organiserseither before or during the CorSerence to acceptour sincere thanks. It is essential, however, thatdue acknowledgment is given to the uniquecontribution of the Royal Melbourne Institute forTechnology (RMIT) which, through theConference Manager, provided administrative andlogistic support to the total conferenceorganisation.

We hope that participants in the Conference havepositive memories of the experience and arelooking forward to the Fourteenth WorldConference in 1988.

November 1985 Kevin Smithfor Conference Committee

---Senator Susan_Ryan, Federal Minister forEducation, is introduced by Maiireeti &With(Australia) to regional representatives af theInternational Commktee after the Senatarofficially opened the Catiference. Jahn Hor lock(U.K.), Fred Jevons_(AuStriiii0 and AhdreWJoseph (Argentina) [Oak on.

. .

1..me to relax even in a coffee break for LynPark and Judy Trhnmins (Australia), Reidar Roll(Norway) and Walter Perry (U.K.)

Official Opening of the 13th World Conference of ICDE

Senator the Hon. Susan Ryan, Wednesday 14 August, 2 pm.

i am grateful to the President and Exectun e of theInternational Council for Distance Education forgiving me the opportunity to be with you thisafternoon, and especially for the opportunity towelcome Lo Australia the 350 o-erseas delegatesfrom uo less than 50 countries.

The Australian government is pleased and proudthat Australia has been chosen to host thissignificant international conference. I'm sure thatthe conference will more than jus:ify the time andexpense involved for those of you who have comefrom overseas. This is an aporopriate moment forme to congratulate the committee, chaired byProfessor Fred Jevons, which raised$80 000twice its target to assist more thanthirty overseas delegates to come to theConference:

The challenge of distance has been a constant inAustralian history: European settlers beizan anation 20 000 kilornetres and six months' sailingtime from their origins: They confronted a landwhich; by Eurepean measure; is immense:

One of the many ways in which we have succeededin overcoming this challenge of distance has been,of cot.rse, distance education. The combination ofa vast geography with a long standing commitmentto universal education made Australia an earlyleader in distance education techniques. TheUniversity of Queensland commenced externalstudies teaching in 1911. The subsequentdeNelopment of tertiary education at a distancewas accompanied by the development of ourcorrespondence schools and by the pioneering useof two-way radio by the schools of the air for thechildrer of the outback.

Our pioneering experience was acknowledged whenit was decided that the third world conference oncorrespondence education, scheduled for 1942,should be in Australia or New Zealand. Thesecond world war intervened, of course, and it hastaken us 43 years to recovei our position.

There is, I must con, Lcie, some justice in this. Theearly lead established L y Australia earlier in thiscentury was forfeitec, ,vhen distance educationtook a decisively new turn in the 1960's and1970's. There is no need for me to rehearse forthis audience the extraordinary development ofdistance education in so many nations over thepast twenty years, nor to expanc on the crucialpart in this expansion played bv thc UK's OpenUniversity. Overseas delegates will be less aware,however, of the pattern of development ofdistance education in Australia.

The excitement generated by the Open Universitywas certainly felt here and coincided with a periodof intense optimism about, and communitysupport for, education. Following the Britishexample of linking distance education withopenness of access and an innovative educationalstyle, the Whitlam government in 1973commissioned a major inquiry into "openeducation".

The enquiry's report had the misfortune, however,to coincide with the end of the long post-wareconomic boom: Its major recommendation toestablish a National Institute of Open .'ducationwas not accepted: Distance education was lei', todevelop as it had until then; according to thedecisions of individual institutions; and withoutthe benefit of national co-ordination:

It did remarkably well, however, especially in thethree post-school sectors: In the five yearsfollowing the inquiry; external studies enrolmentsgrew by 50% in the universities and by 135% inthe Colleges of Advanced Education: By 1981about 9Wo of university students and 14% of CAEstudents were external; making a total of about40 000 external studen:s in th,2 two serlors: TheTechnical and Further Educion sector is morethan half as big again; with 65 000 students in1983 making up roughly 707o of its annual studenthours.

The external studies system is also impressive in itsscope. It offers courses ranging from Accountancyto Women's Studies, from Agricu!tural Economicsto Viticulture, and at every level from shortintroductory courses to Ph.D.'s.

This growth occurred within, and entrenched, astructure which is distinctive in two ways. First.we have a multiplicity of providers. In a nation ofonly_15 million we have no less than 6 providers inthe Technical and Further Education sector.Second; all of these provide .s offer face-to-faceand distance education, and in the majority ofcases faculties and individual teachers are involvedin both kinds of delivery.

This system of dispersed and "intear--.ted" diStanceeducation has some very important strengths.

First; it has meant T hat credentials gained beexternal study have not faced problems ofacceptability of the kind that often besetcredentials awa:ded by specialist providers. Adegree or diploma awarded by, say, DarlingDowns Institute of Advanced Education orMurdoch University is just that no oneinstitute,student, or employermakes a distinction..according to the mode of study used in getting thecredentiaL

Second, the "integrated" mode makes it easier fordistance techniques and face-to-face methods toinfluence each other, an advantage which willbecome more arid more important as distinctionsbetween the two modes continue to blur:

Third, because we have providers scattered all overthis very large country it is less difficult to bringdistance educa:ion students together for intensiveresidential sessions, and so overcome what hasbeen a significant drawback of distance education.I note in passing that when distance educatorsconfer, they choose to do so face to face!

These advantages were important in theGovernment's preference for the present systemover a special institution. When we came intooffice early in 1983 we made investigation ofdistance education and its potentials a priority. We_.tw that the dispersed and integrated system did

have important strengths and had demonst:ated,moreover, its ability to expand and improve. Wealso acknowledged that a new institution wouldcause substantial disruption of established andsuccessful institutions. We therefore decided toretain our distinctive system, and to improve anddevelop it.

A

And we were aware that it needed improvementand development. Some of the potential benefits ofdistance education, and ,:specially those arising outof the new information technologies; were notbeing realised widely or quickly cnougIL There wasa need to promote cooperation between institutionsand across states, and sectors. Distance educationproviders have themsek es aeknowledaed that thereis Juplication of effort; and that there are gaps inpiovision and inefficiencies caused by the verysmall scale of sonte operations. Furthermore; theintegration of distance and face-to-face teaching,within institutions means that there are difficultiesin proper accounting of and accountability fordistance education costs.

Coascious of these weaknesses in a basically soundsystem the Government asked the CommonwealthTei tiary Education Commission to suggest ways ofimproving _coordination and cooperation indistance education, and of speeding up the tertiarysystem's adoption of new techologies.

Towards the end of last year the Government.accepicd the Commission's proposal to establish aStanding Committee on External Studies to tacklethese tasks, and in April of this year theCommittee began its work. It has alre-tdyconsidered a range of ways in which our dispersedand integrated system can do its work moreeffectively and efficiently.

The Committee has taken the v!ew that the best_way to promote cooperation within our system isto cooperate with that system. I fully support thiSapproach.

I am particularly pleased to see that there are nowsignificant efforts by distance education providersthemselves to improve coordination. In 1983 thefive major university provider reached agreementto move toward "a consortium of externalstudies". The Association of College Directors andPrincipals has convened discussions amongst CAEproviders. The Association has reache.1 an Accordsimilar to that agreed to by the universities, andhas established a working party to give effect tothe Accord. In the TAFE sector there is a highdegree of coordination within State and Territorysystems, and regular meetings between them.

These; then, are positive moves within the sectorsmade by the institutions themselves. What is moredifficult for providers to accomplish is cooperationacross the sectors, and this is where the StandingCommittee; with its strong representation fromeach of the tertiary sectors, has an especiallyimportant role to play:

10

The members of the Standing Committee are heretoday; and I am advised that they will be makingthemselves available at a special session during theConference to discuss their work with delegates:The Chairmen of the Committee; Mr RichardJohnson; tells me that he is particularly anxiousthat overseas delegates feel welcome o attend thatsession. The Committee is as keen to learn fromoverseas experience as it is to discuss domesticissues. I may add that while we are great admirersof the achievement of specialist institutions; wealso believe that our dispersed and integratedsystem offers an alternative model of developmentwhich may have distinct advantages in someoverseas settings. I am pleased to see that yourprogram includes a theme on these issues.

Amongst the many reasons for the Government'sinterest in distance education are two which Iwould like to discuss briefly.

First we are aware that new technologies areopening up a new phase in the development ofdistance education. I have no need to develop thatgeneral po nt for this audience, but I would like togive you a couple of local examples.

One is AUSSAT. As many of you will be aware,we are now within weeks of_ the launch ofAustralia's first communications satellite. It will bcfully operationalall being wellearly next year.

A recent report of the Australian BroadcastingTribunal gives reason to be optimistic about thefuture role oc the satellite in education. In usingWestern Australia as something of a test case, andresponding to submissions from edUcationagencies, including the Australian EducationCouncil, the Trib,inal reached two important in-principle decisions. First that the licence for the'Western Footprint' should provide for a 'window'for education broadcasts. Second that thesetransmissions Should be accessible to educationinstitutions throughout the footprint and not onlyto those in remote areas. The Tribunal has alsosaid that it expects to come to similar decisionswhen it considers other transmission areas.

Examples of the satellite's capabilities are providedby planning in our two largest States, Queenslandand Western Australia. The Queensland stategovernment has sponsored Q-NET, which willprovide all levels of education in even the remotestparts of tile state with two way voice and datalinks via the saiollito. The Western AustralianEducation Department will use the satellite forbroadcasting television programs to remote schoolsand isolated home pupils. These and otherinitiatives will be supported by national policieswhich will both enhance distance education andfacilitate its movement toward a genuinely nationalsystem.

A second initiative which links the use of newtechnologies with distance education is EDUTEL,an cducation videotex service; about which I havean important announcement to make thisafternoon. For the cost of a local phone callsubscribers to Telecom's videotex service;VIATEL; both in and outside the educationprofession, will be given access to EDUTEL'scomprehensive guide to and index of education-related databanks. As the amount of data held onVIATEL rapidly increases, as I am sure it will; sowill EDUTEL become more valuable; especially todistance education.

EDUTEL is an initiative of the Australian CaptionCentre, which uses its earnings from subtitlingtelevision and video material to provide a widerservice in the area of new informationtechnologies. It gives me great pleasure tocongratulate the Centre on its achievements, andto announce at this international conference thatEDUTEL is, as from today, open, and availableto all.

A second major reason for the Government'sactivity in distance education is its capacity toovercome educational disadvantage. The verymethod is itself, of course, a response to a specialkind of disadvantagegeographical distance. Butdistance techniques have, as I am sure you are allaware, an increasing capacity to address otherkinds of disadvantage, and combinations ofdisadvantage. One of cur hopes is that it willmake a major contribution to the education ofAboriginal people.

The Aboriginal people of Australia arc the hearersof an ancient history; perhaps the lonc,,est:.nt ilitiOtiS history of any human group. Atradition of life reaching back 40 000 yu-s ormore was irreversibly disrupted when Europeaasettlers arrived just under two centuries ag.). Forail the positive achievements of our Europeanforbears we must face up to the devastatingconsequences of their actions l'or Aboriginalsociety.

Amongst he many indicators of the depth andscale of this disruption are the statistics ofAboriginal participation in education. Forexample; there were only eight hundredAboriginals enrolled in higher education in1983-7a mere quarter of the r -nber we wouldhave if Aboriginal participation i were thesame as those ot the population as a whole. Only13% of Aboriginal students complete secoildaryschool compared with a national figure of 45% forthe rest of our population.

The resurgence of the Aboriginal people over thepast 20 years is one of the miracles of humanresistence and courage. The Government'seducation ±)olicies reflect our commitmcnt tograsping the second chance given us by theAboriginal renaissance. Since many Aboriginalpeople live in remote areasindeed thev make lipone third cif the population of _the two mostremote areas_there is a special and urgent need touse distance education techniques for Aboriginaleducation.

An example of what might be accomplished isprovided by the South Australian Collese ofAdvanced Education, with its Anangu Project forAboriginal teacher aides at Ernabella, in centralAustralia. These teacher aides are trainins tobecome teachers under the supervision of alecturer based at Ernabetla, out using print andvideo materials prepared by the Centre forAboriginal Studies and Teacher Education, 1500kilometres away in Adelaide. I add, with somepride, that the Centre is one of the Key Centresfor Teaching and Research established by thiSGovernment.

The program has significant cost advantages o verthe alternative, which is to send trainees toAdelaide. But far and away the greatest benefit ofthe Anangu approach is that trainees can stay withtheir comrnunitis, and the traii:ing goes on in themidst of the culture it must serve, and learn from.

This is i modest project, hut it points to w lilt willbe, I'm sure. a IION era in the use distanceeducation by Aboriginal peopl::.experum nts in tlik area \Vere not successful,simply because the available technologies vereinadequate. But soon we will have thecommunications satellite, and by 19sS l'Wcomwill have provided high quality telephone sd S icesto every community of 200 or more. lihesedevelopments, together with recent and rapidinereaes in the use of audio and video recoidingtechnology in remote Aboriginal comninnitics andinnovations in i'adio and television transmissiontechniques; will ti;insform the education resourcesavailable to them; and open up neW possibilities inthe use of distance education to overcomedisadvantage.

I have used the example of Aboriginal e(1:cationto demonstrate thc capacity of distanceto provide access to disadvantaged groups. Thiscapacity of course exists for other groups sufferingdifferent kinds of disadvantage: women isolated inremote areas; but also in the sprawling suburbs ofour major cities; and those housebound throughphysical disability or age are two groups for whomdistance education projects hold great hopes:

This Conference; and the accompanyinfz, programof activnies; will demonstrate that distance,xlueation in Australia is dynamic and growing.Wc hopr that overseas delegates will learn fromus; and know that we has e to learn from you:

1 look forward to hearing about yourdeliberations. I trust that the Conference will beanother step toward persuading Australians thatdistance education is not a second best option forthose who can't get the real thing. I thank theCouncil for doing us the honour of entrusting itsConference to our distance educators. Icongiatulate the organisers for discharging theirresponsibility go well. I have much pleasure indeclaring open the 13th World Conference of theInternational Council for Distance Education.

President's Address

John S. Daniel

Senator Ryan; Members of the InternationalCouncil for Distance Education; distinguishedguests; ladies and gentlemen:

In 1938 the International Council forCorrespondence Education was created at ameeting in Victoria, British Columbia. Australiaand New Zealand were among the six countriesrepresented at that foundation conference. Theywere also there when the Council was recreatedafter the destruction and confusion of the SecondWorld War. Indeed, our third world conferencewas held in this region, at Christchurch, NewZealand in 1950 and Dr. A.G. Butchers, who wasthen Headmaster of the Correspondence School ofthe New Zealand Department of Education was acry dynamic president of our organisation.

Australians and New Zealanders have continued toplay a strong role throughout our history. At ourlast world conference, in Vancouver in 1982, itwas an Australian, Kevin Smith, Vice-President ofthe Council since 1973, who presented the reportthat led us to change our name from theInternational Council for CorrespondenceEducation to the International Council forDistance Education. At that conference, themembership expressed in a tangible way theirappreciation for the quality of distance educationin this region and the personal qualities of theirAussie and Kiwi colleagues by choosing Australiaas the site for this conference. In case JerryGrimwade is feeling any residual guilt at themanner in which the Melbourne conference bidwas presented, let me assure him that the decisionwould have been the same even without theexcellent Australian wine with which he seduced thepalates of the delegates. I understood that underthe influence of this quality Aussie import evenour more primitive Canadian wine tasted betterthat evening.

This conference is therefore the second to be heldin this region. At Christchurch in 1950 there were79 delegates; mostly from Australia and NewZealand; with papers contributed by Canada,Sweden; and the United States read in absentia. Atthis week's conference; 35 years later; there areover 600 delegates; about half of whom comefrom Australia and New Zealand and the rest ofus come from no less than 48 countries: Theconference is a joint event of ICDE and ASPI:SA;the Australian and South Pacific External Studieslissociation; which is one of the most dynamicregional distance education associations in theworld: I thank ASPESA President; Vernon White;and Secretary; Bruce Scriven; for theirAssociation's contribution to this joint event:

In 1983 I attended the ASPESA Forum held inToowoomba and had the honour of presentingKevin Smith; who was also a founder of ASPESA;with a plaque in appreciation of his service toICDE: Today he is your conference chairman andI invite you to express; collectively; yourappreciation of Kevin's contribution that wassymbolised in the plaque I then gave him on yourbehalf.

I was also in Toowoomba, of course, to check onprogress in planning for this conference. I waspleased tc find Jerry and our ASPESA colleaguesin a state of febrile activity. By the end of theToowoomba Forum, a key decision had beenmade: we had selected the conference wine after athorough expe 'cntial study of more vintages thanJerry can remember.

In return for my help with these experiments, Iwas presented with two briefing documents to helpme understand Australia. The first was Blanched'Alpuget's biography of your Prime Minister, BobHawke,_and the other was Geoffrey Blainey'swork, The Tyranny of Distance.

I warmed immediately to your Prime Minister,whose admiration of traditional educationalmethods clearly stops a long way short of idolatry.About a well-known British University he oncesaid, and I quote: 'I thought there was a fairdegree of bullshit about Oxford'. Later on,however, he said that he came to appreciateOxford as an island in a mad world. I suspect, orI like to think, that he came to realise thatOxford, in its separation of the acts of teachingand the acts of learning, is in some key ways adistance education institution.

1 3 .7.

Professor Blainey's book, The Tyranny afDistance, and its two companion volumes were anexcellent introduction to the history and culture ofthis land. The distance separating Australia fromEurope and America, and the distances withinAustralia itself, have shaped this society and itsinstitutions. The dispershm of some of itspopulation over a vast territory partly explainswhy Australia has becomc a leader in distanceeducation any why it is so appropriate that we areholding the conference he-e. But we trust notbecome so mesmerised by the catchphra,;c: 'thetyranny of distance' that we apply it to our ownendeavours as distance educators as an excuse forself-pity. Professor Blainey himself entered 'hiscaveat. He said: 'Sometimes I think people takethe phrase further than h should be taken. It isessentially about people and commodities, and forthem the cost of distanc2 has usually been high.But for ideas the freight has often been cheap. Intile history of this land, ideas have usually leapedwith relative ease across the ocean and even acrossthe inland.'

As distance educators, we have developedtechniques that have made the freight in ideascheapoften cheaper than carriage by classroominstruction. This conference, despite the airfareswe have paid, will disseminate many ideas at lowcost and continue the steady improvement ofdistance education practice around the world. I amcertain that those of us from outside this regionwill learn much from our ASPEFA colleagues.Many countries are interested in the integration ofdistance education into the rest of the eduziationalsystem at all levels and I believe that we havemuch to learn from the example of New Zealandin this regard. A particular aspect of integration isthe increasing number of tertiary institutionscolleges and universitieswhich are offering someexternal courses alongside their classroomofferings. Australia has an unrivalled experiencewith this form of organisation. As someone whohas recently taken over the leadership of such adual-mode institution, I know that I can learnmuch from the experience of Australianuniversities and colleges of advanced education.Finally, the challenges facing distance education inthe Pacific Islands are unique and it will be aspecial pleasure to meet here our colleagues fromthe South Pacific.

z

At the same time, of course, an InternationalConference is an opportunity to visit the hostcolintry, to enjoy the beauty and diversity of yournatural world and to get to know a differentculture. Australia is unique in many regards. Amap of this country which I dug out of an oldNational Geographic to bring with me is entitled'AustraliaLand of Living Fossils'. That's notvery complimentary to our Australian colleagues,but you know what is meant. There is a flora anda fauna here which are not found elsewhereaswell as some novel accents.

My wife and I have just had the pleasure oftouring New Zealand and Australia for fourweeks, both visiting institutions, taking part inmeetings, and seeing something of the twocountries. It has been such a memorableexperience that I would like to share some of thehighlights with you briefly. Our visit unfortunatelyonly took us to the north island of each countryso I apologise at the outset that I cannot talkabout institutions and scenery in New Zealand'ssouth island arid in Tasmania. I intend to correctthese omissions next time we are here.

We began in New Zealand, a country with a longtradition of distance education. About one NewZealander in fifty if studying at a distance andbetween them the Correspondence School, theTechnical Correspondence Institute, the AdvancedStudies for Teachers Unit and Massey Universityprovide courses from the pre-school to theuniversity levels. New Zealand has done aremarkable j(,, of ensuring that the regular schoolsystem and the correspondence school complementeach other. I congratulate Ormond Tate and hiscolleagues for their very strong contribution to thisconference.

New Zealand is a beautiful country to drivethrough; even in winter: Thousands of sheep keepthe green hills and valleys in golf-course conditionand thanks to the underground hot springs,outdoor swimming pools were warmer than thesurrounding air: We later met the very oppositesituation in Alice Springs where the days were hotbut cold nights keep any open-air swimming poolat a very bracing temperature; A final word ofadvice on New Zealand to those from theNorthern Hemisphere; is not to expect to secKiwis, except the human kind: They are anocturnal birdlike some conference delegates:

1 4

On arrival in Melbourne three weeks ago, JerryGrimwade and his team informed me thatregistrations for the conference were already at anencouraging level. We were particularly pleased bythe remarkable success of the conference fund toassist delegates from developing countries withtheir travel expenses. This is due to the work ofProfessor Fred Jevons, Foundation Vice-Chancellor of Deakin University. In addition to:eading the successful development of Deakin andbeing a persuasive spokesman for distanceeducation among his fellow vice-chancellors, Fredhas coordinated the raising of $80 000 which hasmade possible the attendance of 33 additionaldelegates from the developing world. Would youplease sttow your appreciation of Professor FredJevons.

You should also know that Fred and Dita Jevonshave a country cottage down the Great OceanRoad which is close to paradise, for that is thename of a village six kilometres away. We werethere on a day of spectacular rainbows and it wasa magical place.

One of the most significant Australiancontributions toward greater professionalism in thepractice of distance education has been thedevelopment of the Graduate Diploma in DistanceEducation offered by the South Australia Collegeof Advanced Education. It is of course availableat a distance and several students in theprogramme are here today. I was pleased to learnthat applications to take the programme arealready coming from overseas. For initiating thisDiploma and also for making the journal DistanceEcidcation the quality publication it is today, wehave to thank Ian Mitchell. While we were inAdelaide, Ian showed us the impressive vineyardsof the Barossa Valley. If you talk to JerryGrimwade you might think only the State ofVictoria produced wine: In fact; the other statesall produce wines and I would advise non-Australians not to get caught up in the rivalriesover wine but simply to sample wines from allstates as often as they can:

From Adelaide we went by train over the NullaborPlain to Perth. I had thought that SouthernManitoba was the flattest place on earth but theNullabor is even flatter ard has kangaroos andwallabies too.

In Perth, I learned from Patrick Guiton ofMurdoch University about two challenges facingexternal studies in Australiaone traditional, theother more recent. The traditional challenge iswhat to do when snakes start nesting andmultiplying in your materials storeroom. SeePatrick if you want to know. The topicalchallenge, which is being faced in all states, is tomake good ase of the AUSSAT satellite foreducational purposes. The manner in whichpotential users have got together in WesternAustralia to discuss the options is most impressive.

Our next stop was at Ayers Rock in the middle ofthe red centre of Australia. It would be nice to saythat I stood atop Ayers Rock and was inspired bythe vast space around me to profound thoughtsabout distance education. In fact, when you'veclimbed Ayers Rock you're too busy getting yourbreath back and wondering whether your feet willstand up to the trip down to be very philosophicalat the time. But I do strongly recommend the tripto Ayers Rock and the Olgas. It's the realAustralian outback.

I know of two distance education institutions inthe world that are organised to receive tourists ona regular basis. One is the British Open Universityand the other is the Alice Springs School of theAir. To listen to one of the teachers conducting alesson on two-way radio to children in a millionsquare kilometre region around Alice is a specialthrill for anyone involved in distance education.We can all learn from the way that the AliceSprings School of the Air integratescorrespondence materials, I-, dio contact andvisitsand does so in such a way that realrelationships can develop between teachers, pupils,and parents. I am especially pleased that FredHockley, Principal of the School, has joined usfor this conference and I know he will beinterested to talk to anyone with ideas about theeffective use of satellites in operating a school ofthe air.

In Darwin; satellites were once again a live issuesince the government of the Northern Territory isstrongly committed to using AUSSAT for thebenefit of its sparsely populated region: Those whoare interested in extending tertiary education bybrokerage of courses from other institutionsshould talk to Kevin Livingston, whose NorthernTerritory External Studies Centre is a model ofsuch activity:

A highlight of our visit to Darwin was a ti ipKakadu National Park; one of Australia's wor;dheritage sites; It is a huge area of wetlan0wilderness shared by ciocodiles and a ricn :).!.tis, ofbird life and pelicans to lotus birds; and atsc, amajor area for aborigiral sites and paMi'nj

This reaily is a magnificent country and a C:eatBarrier Reef, where we snorkelled a &tyslater, also leaves memories to last a lifetime; Forthose of us from the higher latitudes th t-. colour oftropical life is a constant thrill.

Australia was a pioneer of external stbdies and theprogramme at the University of Queensland hasbeen in continuous existence :.or 75 years; since1911. I commend to you an ac .ount uf the historyof the programme which has en published tocelebrate that anniversary. Entitled Men of Vision:A University Challenge to Distance Education itreminds us that some technologies do not improvewith age. A report written in 1920 stated; and Iquote: 'The lecture notes :(re posted weekly,leaving the University on Thursday so that theyare in the hands of the majority of the externalstudents for the weekend . . I am sure it is notonly my fellow Canadians who have reason to bejealous of that kine of postal service.

Despite its venerable age, the University ofQueensland is not afraid of change. Delegates willbe interested to talk to their colleagues fromQty-msland about their decision to integrateacademic staff into the regulai universitydepartm.mts irsl--.ad of maintaining a separateLroup of academics within tlyz: External StudiesUnit.

Both the University of Queensland and theUniversity of New England, which we visited next,have a commitment to external studies written intothe statutes creating the respective universities. It isan inspiring experience to visit institutions withsuch a commitment to distance education. I shouldalso add that Armidale, New South Wales, thehome of the University of New England, produceda few snowflakes to make us feel at home. But itwas ako when driving near Armidale that we sawa kangaroo, a dingo, and an echidnaor spinyaiit ..:ater within a few minutes of each other. Soit is a very Australian place. In fact, a kangaroohad jumped on Kevin Smith's car the previousweekbut I Nr;tis shown g-eater respect.

So, although we have yet to see a hairy-nosedwombat in the wild, we have had a marvellousexperience of Australia and New Zealand. May Itake this opportunity to thank, oncc again, ourhosts and guides around the two countries fortheir marvellous hospitality. It was teaut' to meetso many of the delegates from this region atmeetings and seminars in their home environment.But it is not my intention to make light of ourendeavours here this week.

The fact that membership in ICDE has more thandoubled since we met in Vancouver three yearsago indicates that distance education is bein4 usedincreasingly widely to address serious needs inmany countries of the world.

I am sure that each of you has a somewhatdifferent perception of the mak, challenges facingthe world in general and your tiwn country inparticular: To my mind the supreme challmge togovernments and to our world community as awhole is to achieve a proper balance betweenindividual freedom and collective freedom andbetween individual development and thedevelopment of the collectivity as a whole;

This is not a new problem of course. Nor do Iwish to imply that individual and collectiveinterests are naturally in opposition to each other.To a very considerable extent, individual freedomsreinforce collective freedoms and vice versa.Collective development often promotes individualdevelopment and vice versa.

Nevertheless, all societies have to make decisionsabout where to strike a balance where interests doclashand different societies do so in differentways. The degree to which the freedom of thecommunity from needless danger is promoted atthe expense.of the expense of the individual'sfreedom to carry weapons and drive whileintoxicated varies from country to country. Andthis is only a si.nple example. The distinctions inthe emphasis on individual interests and collectiveinterests become even sharpe- when the social andeconomic policies of our different governments areexamined.

My purpose in drawing attention to the possibleconflicts between individual autonomy andcollective development is simply to point out thatdistance education has an unusual record ofsuccess in serv.fig both masters. This is why we, aseducators at a distance, find it so easy to findcommon ground under our different politicalphilosophies.

I might also add that I believe Australia and NewZealand have been particularly successful inachieving the balance between individual interestsand collective interest of which I have spoken. Ourcolleagues from the Australian and South PacificExternal Studies Association, who are a majorityat this conference, are therefore very well placedto appreciate the work and purpose of all themany different institutions you represent.

For some of your institutions the key goal is toextend the educational opportunities to individuals.These may be people who missed out on educationwhen they were youngeror they may be peoplewho have had 4 good education but feel the needto make learning a lifelong activity.

It has become a cliche to talk of the age oflifelong learningbut the term does describe areality of this era of rapid change. Let usremember, however, that lifelong learning shouldnot have to mean lifelong depLndence on attendingclasses. Distance education is a vital component oflifelong learning because it should help to developthe skills of autonomous study. It should helpindividuals take charge of their own learning andbecome increasingly independent of institutions,including our own.

Others of us represent institutions whose focus is acollectivity with a particular development need.When I worked at Canada's Tele-Universite theQuebec government charged us with traininghundreds of secondary school teachers in- what wasthen called the new math. There have been manyexamples around the world of the use of distanceeducation to train teachers. They are a particularlyimportant collectivity because of the multipliereffect they can create within a country'seducational system. And distance education is anideal method for the retraining of teachers since itallows programmes to be mounted quickly andcheaply and to be made available wherever theteachers are.

All of you can cite examples of collectivedevelopment through distancc education. I amespecially pleased that a good number of Africancountries are represented here since they havepioneered some of the most exciting projects ofthis nature.

Our conference theme is 'Flexible Designs forLearning'. You will want to add 'for a wide varietyof purposes' once you have discovered the diversityof experience and aims represented in this room;

In closing, let me say what a special thrill it is tosee the attendance at ICDE conferences becomingmore diverse. I understand there are distancestudents here from a number of institutions, aswell as parents of corresponience pupils. Let's givethose groups a special welcome.

I'm also delighted to see a good number of youwho consider yourselves primarily as specialists ina discipline rather than distance educators. Aspecial welcome to you too. For too long ourconferences have been largely the preserve ofadministrators, designers, or planners. Asacademic staff you will bring a different dimensionto our discussions.

To ill of you then, my best wishes for the bestICDE conference ever. We are most grateful toyou, Senator Ryan, for joining us today. Weassure you that education all over the world willbe advanced by the discussions that will take placehere in Australia this next week.

Geoffrey Bolton delivers the Broady Lecture

John Daniel gives his Presidential Address at theOpening Ceremony

Kevin Smith, Conference Chairinat., invitesquestirqs and discussion after the Broady Lecture.

The Broady Lecture: "The Opportunities of Distance"

Geoffrey Bolton

The Broady Lecture was established to commemorate thecontribution of Knute 0. Broady, a pioneer in the developrnemof correspondence education in the United States and a PastPresident of the ICDE who died in 1974. The Inaugural BroadyLecture was given by Dr. Fred H. Harrington of the UnitedStates at the Brighton Conferenct in 1975. Successive BroadyLectures were presented by Dr. Borje Holmberg of WestGermany in Dethi_(l978) and Mr. Kevin Smith of Australia inVancouver in 1982.

Professor Geoffrey Bolton OA, MA (Wa and Oxon.), D.Phil.(Oxon.), is Professor of History and Dean of the School -ifSocial Enquiry at Murdoch University in Perth in WesternAustralia, one of the five Australian distance educationuniversities. He has held teaching_posts in three otherAustralian aniversities and has spent some time in Englandwhere he has been a visiting Professor at the Univi.rsity o`. Kentand Cambridge Uraversny, and until recently was Fead ot theCentre for Australian Studies at the University of "...ondon forthree years, returning to Australia from that post just in timeto participate in the Melbourne Conference; Professor Bolton isone of Australia's most eminent historians and is also a well-known news commentator on national radio. He has publishedeight books an'', more than thirty major articles. His specialinterests are in maritime archaeology and oral history and he iscurrently involved in planning for the celebration of Australia'sBi-Centenary in 1988.

In 1788, the year of European colonization inAustralia, the English statesman Charles JamesFox was holidaying in Italy when news arrivedthat King George the Third had gone mad. Thismeant a political crisis, for if George's son thePrince of Wales became Regent he would dismisshis father's prime minister William Pitt and inviteFox to form a government. Travelling with thegreatest speed to return from Rome to London-,and indeed at some peril to his health, Foxcompleted the journey in just under a week. Hiseffort was fruitless. The King recovered and itwould be another seventeen years before Foxachieved office. It can have been no consolationwhen some antiquarian calculated that eventravelling at maximum haste Fox had taken aboutthe same time to cover the distance as a courierwould have required in the Roman Empire of thefirst century.

Fox thus belonged to an age when the concept ofdistance education would have been necessaHlymeaningless, and it is worth spending a minute ortwo to consider the sort of education heunderwent as a member of the eighteenth centuryEnglish upper class. His early years were spent athome. Those who fondly imagine that earliergenerations believed in severe discipline will beenlightened to learn that on one occasion Fox'sfather, Lord Holland, promised his eight-year-oldson that he should see a garden wall pulled down.Unfertunately he forgot. In order to console thelittle boy's disappointment Lord Holland had theworkmen reconstruct the wall in order that itmight be pulled down again with Char le: present.A few years later, Charles Fox was sent to Etonand subsequently to Oxford. It was taken forgranted in upper-class England at that time thatboys should be sent away from home at tenderages for prolonged periods for their education,and that education was largely conceptualised interms of training for the ruling elite. This ideapersisted for generations afterwards and does notappear to be entirely absent from the intellectualfurniture of the British official mind.

In the eighteenth and early nineteenth centuries themost prominent items on the syllabus were Greekand Latin These languages were not without somemarginal utility. They were the Esperanto ofinternational scholarship, and in one or twoCentral European parliaments the debates wercstill conducted in Latin through failure to agree onan acceptable alternative. But for the most partthe study of the languages and cultures of thesetwo ancient civilizations was not justified in termsof utilityexcept in the sense that it wasrecommended by The Reverend Thomas Gaisfordwho in his Christmas Day sermon at ChristChurch Cathedral, Oxford, is quoted as saying:

'Nor can I do better, in conclusion, thanimpress upon you the study of GreekLiterature, which not only elevates above thevulgar herd, but leads not infreeuently topositions of considerable emolument.'

Gaisford was right. A knowledge of classics didelevate above the vulgar herd; it was a kind ofguarantee of gentlemanly background, so that fewmajor parliamentary speeches were completewithout a light polish of classical allusion. But italso served to introduce a standard of comparison,a Sense of perspective, because of which noeighteenth century societY cbuld lapse intocomplacent insularity. The politicians and thescholars of the eighteenth century were alwaysaware of measuring their own achievements againstthe achievements of Greece and Rome. One of themost prolonged and futile intellectual controversiesof the eighteenth century was the debate as towhether the Ancients were to be preferred to theModerns. Probably the greatest work of hiStory tdemerge from the eighteenth century waS GiY;on'sDecline and Fall of the Roman Empire, in Whichhe confronted his contemporaries with thedisturbing question: what if your civilization doe§not last?

At this point I expect that some among theaudience will be growing restless and wondering ifI have come to the right conference. What has allthis to do with distance education? I hope it maybe accepted that the classical education of CharleSJames Fox and his generation touches upon thefactor of distance in at least three different wayS.

First; those who mastered Greek and Latin Were inpossession of an international medium ofcommunication. This was of only limited practicalimportance since French was the language ofdiplomacythough examples can be found, aSwhei. the German Elector of Hanover becameKing George I of England and transacted businesSwith his minister Sir Robert Walpole in Latin, andsometimes rather bawdy Latin, because that wasone language which they had in common.However it meant that a member of the Europeanupper classes could expect that any other memberat least possessed a shared educational experience,and th;s may have helped to reduce any sense ofalienation. Secondly; as indicated earlier; the studyof Greek and Latin reduced the insularity ofscholarly communities in an age when travel, asCharles Fox discovered; was infinitely lessconvenient that it is today. But thirdly; and thisexplains why youngsters such as Fox had to besent away from home at such an early age; Greekand Latin and the other items on ft ifiteenth-century syllabus were essentially b ibjectsand could be studied only through iccessto libraries in an era when book pr wasrelatively costly.

This did not necessarily mean that access to highereducation was confined to the aristocracy. An-icingthe Inhabitants of Scotland, for instance, forwhom it was said that education was seen as ahuman necessity; there was an ingrained traditionof academic professional education. It was not justthat Scotland; with less than one-third thepopulation of England; had four universities whereEngland had two; nor that many Scots went awayfor their education; to Holland, for instance fortheir medical training; or to Oxford where thesituation of Balliol College outside the north gateof the old city wall still allegedly testifies to itssuccess in intercepting those young Scots who,with a sack of oatmeal for their term's sustenance,were said to travel the roads from North Britain.Scotland, far more than England; nurtured a beliefin democratic access to learning which was to be amore relevant model when the P7;tisli Empireexpanded overseas; an( when i EC nineteenthcentury the successor communities in the UnitedStates, Canada, Australia; New Zealand and SouthAfrica came to set up their university systems;Scotland was to be their model more often thanEngland.

By this time three basic methods of face-to-faceteaching had become time honoured in Westernuniversities: the lecture, the tutorial involving aone:to-one dialogue between master and student;and the Seminar in which a group discussion wasco=ordinated by an academic leader. The tutorialand the Seminar represented an ancient andhonourable tradition going back to Greekcivilization. In the 5th century B.C. Atheniancivilization produced the Sophists, who aredeScribed by M.D.P. Lee as:

qtavellifig teatheit afid lecturers, who appearin the itiddle of the eenturY in response to thedernand fbe an edileatibri that went beyond thegrounding in the WbekS Of the poets .whichformed the traditibfial Geeek eUrriculum. Theytaught Ming thitig, but Si_ri-ce Success in_life iswhat mos1 theh Want, and Siiice the ability topersuade yout heighhoue iS alWays an _importantelement in sutteSS, And WAS particularlyimportant in the Geeek deitoteacie§; (hey all_taught rhetoric, the att Of Self:expression andpersuasion.'

Out of this tradition came the Structure of Plato'sRepublic, in its essentialS an eXtended Seminar inwhich Socrates largely moriopoliks the argumentwhile the other participantS are reduced to the roleof respectful (or occasionally questioning) hangers-on. One extract will give the flavour (the 'I' in thequotation represents Socrates):

'So much then for the subject-matter ofLiterature' (says Socrates) 'We must next dealwith its presentation, and so cover bothLiterature and Form':To this Adeimantus replied that he did notunderstand what I meant: 'Then I must explain';I said: 'Perhaps you will see if I put it this way.Any story or poem deals with things past;present; or future; does it not?''It must':'And for the purpose it employs either simplenarrative or representation; or a mixture ofboth.''I'm afraid you're laughing at my obscurity' Isaid.'So let me try to explain by confining myself toa particular examp'e; like an incompetentlecturer.'

And off he goes. It is all very like a moderntutorial or seminar except that jibe about 'anincompetent lecturer': if the Greeks couldunderstand generalisations without specificillustrations they must have been brighter thanmost of my students.

This tradition of the academic dialogue survivedmany centuries. The Romans took it over, andyou will find some fine didactic examples inCicero, so one-sided that they almost becomemonologues or lectures. After the decline of theRoman empire I am given to understand that thedialogue can be found as a method of instructionin the early Islamic world. There are certainly_examples to be found in medieval Western writing,such as the twelfth century Dialogus de Scaccario,the Dialogue of the Exchequer in which a seasonedTreasury offical of the court of Henry II ofEngland spells out to a neophyte the skills neededin official budgeting. But the twelfth and thirteenthcenturies also saw the rise of mediaevaluniversities, in which lecturers such as Abe lard atParis conducted both set lectures and disputationswith other and usually younger colleagues. Astudent was not as yet necessarily confined to oneuniversity, for this was the age of the wanderingscholars, when an academic apprenticeship mightinvolve experience in several schools, and teacherswere recompensed by the number of studentswhom their reputation managed to attract.

Discourse was -Dnducted with equa facility withthe spoken and the written word. Probablyeducationalists in the twelfth century regardedspoken debate within the university precincts asthe most satisfactory form of academic interaction.Writing was a laborious and necessarily lesssatisfactory means of communication with thosefrom whom one was separated by distance.

Eventually of course came the European discoveryof printing in the mid-fifteenth century, and fromthat time ol education became even more print-oriented. By the nineteenth century the lecture wasentrenched as a standard method of presentation,though the quality varied enormously. For everyBlackstone at Oxford pioneering a new field ofjurisprudence or Hegel at Berlin scheduling hislectures at eight o'clock on winter mornings in avain attempt to limit the number ofundergraduates who came crowding to hear hisphilosophy; there would be a score ofundistinguished practitic ners serving a rebash ofconventional wisdom: In Oxford and Cambridgethe old concept of the tutorial as one-to-onedialogue still persisted; with the reformers of theearly nineteenth century beginning to insist on thepreparation of student ess.s as a preliminary tothe tutorial session: In Scotland and in manyEuropean countries the group seminar was moreusual, and this is what eventually came to beknown in Australian universities as a tutorial:Nevertheless all these methods of communicationwere founded on the unassailable presuppositionthat unfversity teaching could and should takeplace only on campus. Without regular supervisionby a duly accredited authority in the field it wasimpossible to moderate academic standards.

This was a rational and defensible position but itcloaked two assumptions. The first was thatpresupposition which is implicit in a word such as'civilisation% that learning and the polite arts areessentially civic matters which will be associatedwith urban society and not with agricultural orpastoral communities. "Hill-billy","backwoodsman", and "peasant" are all perjorativeterms .uggesting dullness and a lack of intellectualtraditions. This mockery of rural folk is an ancienttheme. The author of Ecclasiasticus asked twocenturies before Christ: 'How can he get wisdomthat holdeth the plough, and glorieth in the goad,and whose talk is of bullocks?" To get a highereducation it was necessary to come to the city, orat least to the university town. It was thoughtunlikely that the country dwellers would appreciateeducation even if anyone was quixotic enough tobring it to them.

Implicit in the nineteenth century view of theuniversity there was also an assumption thateoucation was intended for the young as a trainingfor their life's work. For a long time it was noteven intended for all the yOung, although startingwith Prussia at the beginning of the century oneEuropean nation after another graduallyintroduced the principle of compulSbry elementaryeducation; aimed at producing well trained andsocially well adapted citizens. Adult education wasslowly struggling into existence but it was seen as athing apart; good enough for the mechanics'institute or the school of arts, but hardly in anyrespect connected with the real scholarship ofuniversities: In Scandanavia and the Netherlandsoff-campus education in various forms wasencouraged from the middle of the nineteenthcentury; but possibly because these countries didnot rank highly in the power politics of their eratheir example was relatively slow to spread.Advanced education in the greater Europeannations was largely reserved for the affluent or thefortunate; and professors were indubitablymembers of the respectable classes: It is a reactionfrom these attitudes that some have traced theanh-mtellectualism which occasionally came to thefore in the settler societies of North America andAustralasia; When the Australian writer; HenryLawson, expressed the hope that the rich andeducated would be educated down he wasreflecting a common enough attitude; The firstgeneration of Labor men in Australia weresceptical about the advantages of universityeducation. Rufus Underwood; a WesternAustralian politician, claimed that it was as easyfor a porcupine to walk backward down a canvashose as for a university graduate to achieveanything practical, and where such attitudes werecommonand they were as prevalent in NorthAmerica as in Australia or South Africatherecould be little encouragement for the extension ofuniverSity education beyond the walls of the ivorytower.

Yet these regions of recent settlement, NorthAmerica and Australasia, pioneered thosetechniques of correspondence education whichwere the forerunners of distance education as weknow it today. This was not simply anenvironmental response to the problems posed bylong diStanceS; the Russian Empire, with apopulation scattered over the largest land area ofany Single political unit in the world, wasconSpicuouSly Slow about spreading educationaladVantageS among itS subjects. To some extent thismay reflect technological backwardness.

The establishment of distance education in any reliableform presupposed the existence of railways overwhich mails could carried. The United Statc.spossessed three transcontinental railways andnumerous minor lines by the 1870s; Canada waslinked from west to east by the 1880s. By the samedecade the Australian colonies each boastedignificant railway systems radiating from the

major seaboard crties, though a transcontinentals-stem would be long delayed because of thebreadth of gauge problem. In Russia the Trans-Siberian railway was not completed until the firstdecade of the twentieth century, and althoughmetropolitan Russia itself was not ill provided thesocial structure of Czarist Russia and the slowerspread of literacy held back the possibility ofdeveloping a demand for correspondenceeducation. Distance education is essentially aproduct of democratic societies, and specificallythose democratic societies vith a strong interest inprimary production and influential rural interestgroups. In such circumstances the demand wouldarise that the old imbalance between city andcountry should be remedied in terms of theprovision of access to educational facilitieS.

And here at length I begin to come to my themeof 'the opportunities of distance', particularly ASthey apply to North America and Australia. Itseems to me significant that some of the earlieStexperiments in correspondence educationoriginated in the mid-West of the United StateS, asfor instance, in 1891 when teachers in agriculturalscience in Wisconsin entered into regularcommunication with students who could not eaSilyattend campus at Madison. For obvious reaSonSsubje:ts such as agricultural science gainedacceptance more readily i_n major primaryproducing regions such as North America andAustralasia than among the older academics ofEurope; and it is not surprising to find innovativethinking in such_an environment; In the samedecade that these pioneering efforts were initiatedin distance-educationin 1893 to be preciseayoung American historian named Fredrick JacksonTurner published a pathbreaking paper on theinfluence of the moving frontier on Americansociety: It was an epic theme; Turner claimed thatthe basic essentials of the North American nationalcharacter were shaped not among the ports andcities of the eastern seaboard; with their built-intendency to look backwards across the Atlantictowards Europe; but on the pioneering frontier ofsociety: First the hunter and the trapper; then thegrazier; then the agriculturalist and only eventuallythe townspeople would take possession of the landand subdue the wilderness. In the process oftransforming the environment they wouldthemselves be transformed by it, and develop intoa practical, innovative, democratic race different inmany respects from their European forbears.

It is not appropriate here to inquire how farTurner was borrowing ideas already sketched outtwo generations previously by that acute Europeanobserver Alexis de Tocqueville nor to ask how thisPrOcess looked to the native inhabitants on 'theOther Side of the frontier', the North AmericanIndian§ and the Australian Aborigines. MypurpoSe iS to suggest that the concept of distanceedUcation may be seen as one of those innovationswhich WaS forged on the frontier of EuropeaneXpahSidh Overseas; and that the history ofdiStance edUcation is to a considerable extent anekample of the process by which ideas andtechnique§ developed on the periphery havegradually been accepted and absorbed into the oldheartland bf European culture. Beyond that thereWill be a ftirther chapter unfoldihg as non-European societies observing this process adaptand modify it to their Own needs.

There might be ahother way of putting it based onOur own AtiStralian experience. Australians havealways made much of their isolation from the restof the world, yet scholars have paid remarkablylittle attention to analySe the influence of thatisolation ii Aaping their society. The outstandingexception is Geoffrey Blainey whose finest book,The Tyranny of Distance, first published in 1966has thrown up more ideas than the historicalprofession has been able to digest properly overthe following two decades. Bfr.iney's book dealsboth with the consequences of big distances withinAustralia and with Australia's distance fromEurope, or as Blainey put it with 'thecontradiction that it de.)ended intimately andcomprehensively on a country which was furtheraway than almost any other in the world.' Thename; The Tyranny lje Distance has becomealmost an Australian cliche and Blainey himselfhas shown some concern about this. In 1982 hewrote: and here I use the identical passage whichJohn Daniel quoted to you yesterdaywhich couldbe an example either of the similarity of greatminds or of inability to go past the opening pagesof a reference`Sometimes I think people take thephrase further then it should be taken andcertainly than the book intended: My book isessentially about people and commodities, and forthem the cost of distance has usually been high.But for ideas the freight has often been cheap. Inthe history of this land; ideas have usually leapedwith relative ease across the ocean and even acrossthe inland.' If; as I believe; Blainey is right;distance education may be seen as one of the greatfacilitators enabling ideas to leap across longdistances. Here again the experience of newsocieties has resulted in useful feedback for therest of the world.

Consider for instance the speed with which theidea spread of correspondence education forprimary schoolchildren. The first experiment in theeducation of children at home by correspondenceis usually credited to the Calvert School atBaltimore in the United States in 1905706. By 1910departments of education in the Australian stateswere showing an interest in this innovation andbetween 1914 and 1922 each of the states set up asystem of correspondence education desig.led toserve families in outback regions so remote thatthey could not muster even the eight_ or tenchildren who in those days constituted thestatutory minimum for a one teacher school. Thewestern and central Canadian provinces_followedbetween 1919 and 1927, as did South Africa andNew Zealand a little Lter.

These developments followed and accompanied thegreat push to open up new farmlands. During thefirst quarter of the twentieth century, both beforeand after the First World War, there was awidespread belief in family emigration fromBritain to the overseas dominions. It was thoughtthat opportunities were contracting in the OldCountry, whereas the new nations were clearlyunderpopulated and must be developed if thecolonists were to justify their possession of theland. The r.:medy faVoured by many politiciamand publicists was the encouragement of a boldyeomanry of family settlers who would reverse thetrend towards uiban centralisation and become thefounders of thriving rural communities. Howeverthe commonest reason given by settlers forgrasping at these opportunities was the hope ofproviding a more ample life for their children thanthey could achieve elsewhere. Such peopleobviously would not remain in the remote areas ofAustralia or Canada if their childreh ran the riskof growing up deficient in basic educational SkillS,and correspondence education was fostered atgovernment level because it helped to §u§tain theagrarian myth.

One side-effect of correspondence education Whichappears to have been less widely publicised than itdeserved was its reliance on the labour of Wive§and mothers as supervisors and teacherS. The neWdemocracies have always tended to regard thetransmission of culture as an interest for women.lt was taken for granted that aS the men of thehousehold would be fully occupied with their farmduties the children's mothers would accept theresponsibility of organising the rezeipt anddespatch of correspondence materialS, overseeingthe students to ensure that they got on with theirassignments diligently and regularly, and in generalfitting in the role of surrogate monitors with thethousand and one tasks of a busy pioneer wife.

23

Few mothers had previous teaching experience ofany kind and many had limited formal education.It would not have been surprising if in the processof helping their children with their education manymothers experienced some stimulus to their ownintellectual interests: It has certainly been observedthat among the most zealous supporters of adulteducation there are many middle-aged and elderlywomen who in their earlier years have undergonesome experience of farm life:

All the same it will be tolerably obvious that for anumber of reasons the establishment ofcorrespondence classes for primary school childrenwas not quickly seen as a model for moresophisticated forms of distance education.Correspondence education depended on themediation of untrained women and was designedfor a rural minority whose educational attainmentswere not expected to be especially high. Therewere still serious limitations on the technologyavailable to distance educators. Until the 1930scorrespondence was virtually the only meansthrough which a tutor could establish contact withstudents scattered over a wide area. There werepractical limits to the number of books andexercises which could be mailed to any individualor to the number of mitten essay-type assignmentswhich either tutor or student could be expected tohandle in any one year. There was the factor ofcost. Governments seeking rural votes arecharacteristically cautious spenders because farmersare traditionally grudging taxpayers even in thebest of timesand the best of times came seldombetween the two world wars.

Compared to the facilities available through on-campus learning at even the most remote andprovincial North American or Australian seniorhigh schools and universities, correspondenceeducation was clearly a second-best. It was asecond-best which was preferable to no educationat all, and between 1910 and 1940 a number ofuniversities in the British Commonwealth came toprovide external tuition by correspondence usingmethods basically similar to those of the primaryschool correspondence classes. Their main targetswere schoolteachers and civil servants working fora bachelor's degree, who did not wish to lose timeunduly when their turn came for posting to acountry town.

Few if any attempts were made to extend thisclientele in ways which might have encouragedeconomies of scale or at the very least haveprovided companionship for the external student.

,4

External tuition was perceived as a deviceimprovised to meet unusual conditions rather thanas a contribution to educational methodolosy atlarge. In any case there was a good deal ofreluctance to believe that the established centres ofacademia in Europe could have much to learnfrom the newer societies of North America or theSouthern Hemisphere. Culture was still seen asdiffusing from metropolitan centres, and Europeanuniversities still basked in the prestige of seniorit5.Distance education was a Cinderalla awaiting theFairy Godmother of improved technology.

But distance education was not designed to remainCinderalla forever. From the 1930s onward theportents of change should have been increasinglyclear for those with eyes to see. Radiobroadcasting as an adjunct to primary educationcatne to the fore in Canada and Australia in the1930s and in Latin America in the 1940s. Civilaviation, already well-developed by the SecondWorld War, offered opportunities of speeding upthe process of communication between teachersand students: It can hardly have been acoincidence that 1938 saw the first internationalconference of the body which I have the honourof addressing: Educationalists at that timeglimpsed the possibilities offered by newtechnologies in media: Some foresaw that a partmight be played by film and television. With allthese possibilities on the horizon it is at first sightpuzzling that in most parts of the world thirtyyears would elapseanother generationbeforedistance education at the university level came intoits own:

It might have been expected that the SecondWorld War and the subsequent problems ofpostwar reconstruction exercised a disruptiveinfluence but to a surprising extent the emergencyseems to have encouraged innovation.

Several nations devised comprehensive programs ofeducation for those serving in the armed forces,originally because many recruits were found tohave surprisingly inadequate literacy skills, laterbecause educational programmes were consideredto have a value of their own in terms of morale orsocial usefulness. In Austi alia, for example, therewas a remarkably successful periodical called Saltwhich introduced servicemen and women to a widerange of issues in current affairs. Nor must weforget the impact made in those years bypaperbacks such as the Penguin series. When itgradually emerged that the aftermath of theSecond World War would not be a recession ashappened after the First World War, but instead asustained period of affluence with, at any rate inthe Western democracies, in the early years aconsiderable amount of hopeful optimism aboutbeneficial social engineering, one might havepredicted the speedy unfolding of a bright futurerrsr tlict ono's atillrof Inn

But change came slowly; and I may illustrate thisby my own experience: Jetween 1966 and 1970when I taught modern history at the University ofWestern Australia; the university had on its booksa number of external students who wereundisguisedly second-class citizens: The specialiststaff attending to their needs consisted solely of afemale clerical assistant of mature years and nogreat bureaucratic seniority whose duties wereconfined to arranging the efficient despatch andreceipt of assignments and books. Assignments stillconsisted entirely of written essays. Academicstutoring externally were given no special trainingexcept for such informal advice as the head of thedepartment cared to offer. In several instances thetask was shuffled on to a part-time tutor. Whenthe tutor and I arranged to meet a group ofexternal students for a Saturday seminar at acentral country town I was astonished to beinformed that this was the first time such anexperiment had ever been attempted. Of courseexternal tuition was confined to those livingoutside the metropolitan area. Those living withina twenty-mile radius of the city centres wereexpected to attend lectures and tutorials oncampus no matter how great the inconvenience. Iwell remember the time-consuming argumentswhich were _necessary to ensure external status fora mother of six children living on the margin ofthe metropolitan region who required one unit tocomplete her degree. Plainly she could only do soas an external student but, Heavens, the troublewe had to persuade the Adminstration!

I would not wish in the least to suggest that-theUniversity '.)f Western Australia was unusuallynegligent or backward-looking. Still the questionremains: why hadn't there been greater progress inapproaches to distance education in the twodecades after the Second World War? One answermight be that the first universities specialishig indistance education appeared in the 190s in SouthAfrica and the Soviet Union, neither of themnations likely to appeal to the rest of the world asmodels of educational enlightenment, howevercompelling the environmental factors which wasleading them to innovate. Sweden and Finland alsoenjoyed a long-standing reputation as countrieswith a sustained commitment to distanceeducation, but the rest of the world has alwaysbeen more ready to applaud the Scandanavians borinnovati re thinking than to imitate their examples.Canada and Australia were held hack by theirfederal political structures, as it was notoriouslydifficult to secure co-operation between differen:states or provinces and :lie only integratedapproach before the 1970s was taken by thenational broadcasting services in both countries.

Some successes were achieved such as theAustralian School of the Air. However, fundswere limited so that it was easy to lapse intomethodological conservatism. It was especiallyexpensive to provide television education toscattered and comparatively sparse populations,and in any case the rural districts which were stillseen as the prime target of external tuition wereinvariably the last to get access to television.

I am still not satisfied that these explanations givethe whole answer. There was still among mostacademics and nearly all university administrationsa set of assumptions so common that they werelargely unspoken. There was for instance the beliefthat undergraduate education was a once-onlypreparation for work and life. Having graduatedat the age of twenty-one or twenty-three with amajor in engineering or literary criticism ordentistry or economics; one's training wascomplete and would suffice for the next half-century; regardless of technological change andinnovation: This is understandable. It isthreatening for experienced practitioners of aprofession to suspect that their skills areobsolescent: It is less easy to understand theapathy which most administrators displayedtowards the recruitment of mature age students;whose needs if taken seriously must have fosteredthe development of off-campus tuition: Between1945 and 1950 the universities of many countrieshad experienced the presence of ex-service menand women as an enlivening influence to whosestimulus younger students reacted beneficially: Butthis broadening of the undergraduate age-span wasseen as an abnormal and temporary phenomenon:Normality consisted in reserving tertiary educationas a rite of passage out of late adolescence:

This philosophy worked well enough in theprosperous decades of the 1950s and the 1960swhen in most countries the pace of universityexpansion was quickening so as to draw increasingnumbers of the young into the tertiary sector.Even in the 1960s however there were omens ofchange. The decolonization of the Europeanoverseas empires meant that in Africa, Asia andthe Caribbean new nations were emerging forwhcse people there had never been adequate accessto advanced education. They would be looking toextend opportunities as widely as possible andwould not long be satisfied with universities lx,sedfaithfully on the European model academic robesincluded. Meanwhile the widespread use of thecontraceptive pill suggested that, at least in thoseWestern nations who were or aspired to be in theOECD league, birthrates would fall with importantlong-term consequences for future demand forplaces in tertiary education.

During the middle and later 1960s youth in theWestern world after a period of benign apathybecame unusually politicised, partly but by nomeans entirely as a result of the Vietnam war.Harassed university adm:nistrators who enduredthe sit-ins and protests of the heady years between1967 and 1972 may have begun to question theconventional wisdom that the best students werenecessarily educated on campus and aged betweeneighteen and twenty-two. Simultaneously theincreasingly militant feminist movement remindedits hearers that women, although theoreticallygiven the same access as men to higher education,were in fact often discouraged by a range of moreor less covert social pressures. They should begiven opportunities in adult life to make goodthese deficiencies. The stage was set for a majorre-thinking of the role of off-campus education.

These were the circumstances in which Britaindecided to establish the Open University whosefirst students were enrolled in 1971. Quite apartfrom its success in marrying the use of film andtelevision with the provision of ancillary materialson a scale not previously attempted, the OpenUniversity was of considerable symbolicimportance. Emerging in a country which tendedto be more conservative than most in its attitudetowards educational change the Open Universitymarked acceptance of the view that off-campuseducation was a legitimate academic activity. Itwas a moot point whether it could strictly becalled a contribution to distance education, sinceits success was partly founded on serving a heavilyconcentrated population with a very high ratio oftelevision owners. Nevertheless the quality of theOpen University's programmes and its successfulconfrontation of complex logistic problems made ita model soon followed by many others. It wouklbe tedious for me to enumerate the stages bywhich distance education has taken off during thepast decade and_ a half. It is enough to remind youthat there are fifty-two nations represented at thisConference.

Nor need I dilate upon the pc:qentialities openingup in distance education through the use ofmicrocomputers, or to conjecture that with iecoming of satellite television it will literally be acase of 'the sky's the limit'. There must be manyhere better qualified to comment on thesepossibilities. In the time remaining to me I wishfrom an historian's perspective to comment onsome of the problems and more of theopportunities which arise from this recent growthin distance education.

Among the most important breakthroughs of thelast twenty years I wculd place one which ispsychological rather than technological: iherecognition that distance from educationalopportunity may be measured not only in terms ofkilometres but aLo as a consequence of social oreconomic inequalities: We in Australia for instancehave gradually come to realise that the difficultiesof attending lectures and tutorials on campus mustbe no less great for an Aboriginal or a migrant inthe inner suburbs of Sydney or a mother of smallchildren in a new housing area thirty kilometresfrom the General Post Office as the difficultiesconfronting the schoolteacher posted to a smallcountry town. All these people and many otherscan be served by the methodologies of distanceeducation.

Elsewhere in the world this principle can beextended further. For many nations in Africa andLatin America it would be (at least for thepresent) an unwarranted waste of resources todivert national income into the building of manylarge high schools and universities on the westernmodel. And yet there are large populations of theyoung and not-so-young whose demand foreducational opportunity is pressing. Among thepapers presented to the Vancouver conference in1982 few if any made more impression on me thanthe exposition by Joe Ansere of the challengesconfronting distance education in Ghana. Heshowed that for many inhabitants of that natontheir only hope of secondary education lay in thecreation of a distance education programme. Ithad to be Ghana's own programme tailored to therequirements of Ghana's citizens. Overseascorrespondence courses were often irrelevant incontcxt and approach and demanding of foreignexchange. And Ansere ,thserves in a tellingcomment:

'It was probably fortunate that we did notobtain foreign aid in the initial organisation ofthe programme. (We sought but failed to obtainassistance from the Ford, Rockefeller, and DagHammarskjoki Foundations as well as theUniversity of Wisconsin). If we had had foreignassistance, the programme might have beenorganised on a scale too large to manage . . .

Externally aided projects may be successful atthe beginning, but whim external support endsthe programme almost invariably turns into awhite elephant for the host country.'

One's admiration for the prudence of the FordFoundation and the others falters a little onlearning thLit one quarter of those Ghanianstudents who pass the secondary entranceexaminations and more than half of those whoqualify for university education are unable toproceed for want of sufficient places. Experiencesuggests that the answer lies in distance educationif only becahse the recurrent costs are lower thanthose associated with on-campus education. But itmay have to be dice education withouthardware. Accodii.- insere it has not yet beenpossible to utilise radio a,lci television to anymarked extent in Ghana and a similar report wasmade at Vancouver by an Indian correspondentfrom a Gujarati university who argued in favourof programmed materials in the form of writtentexts. These are salutary reminders againstsuccumbing too readily to the beguilements of newtechnology. And yet these are nations includingregions of high population density which mightseem capable of achieving fairly intensive radio ortelevision coverage over relatively small distanceswith consequent savings in per capita cost. Thechoice of appropriate technology and adaptationto local needs may thus be seen as one of theopportunities and challenges of distance education.

So far I have been speaking as if distanceeducation should be seen as the salvation of thedisadvantaged. If this were all it might still seeman educational second-best in comparison with theofferings of on-campus education. Yet perhaps thetime is coming when that assumption should bechallenged. Perhaps the balance of advantage isshifting away from the conventional universitiesand high schools. Possibly the lortunities ofdistance education need to be silessed morevigorously than hitherto and with differentarguments.

Consider the following pronositions. The lavishyears of educational fund!;ii; ended in nearlyevery country in the wc The economicforecasters give no gro r supposing thatconditions will improve in the foreseeable future.On the contrary some governments are displayinga cannibal relish in demanding cuts from thehigher education sector. In the United Kingdomspeculation is frequent that at least one of thenewer universities may be closed. Even theUniversity of London, which should always berespected in a gathering of this kind for its role inpostgraduate distance education, faces the task ofreducing budget by between 10 and 15 percentover the next five years. It requires littleimagination to visualise the likely results in tern-1Of staff morale, the slowing down of researchprogrammes, the erosion of undergraduateteaching standards, and the removing ofopportunities for those aspiring for advancededucation. There is, alas, no reason to supposethat stories of this kind are confined to the United

To such pressures various responses are possible.The policy currently favoured by the UnitedKingdom government seems to be; as in so muchelse; a re ersion to the ideas of the 1930s; to theproposition that where choices must be made theopportunities of advanced education should bereserved for school leavers; and only for that eliteamong srhool leavers who because of superiorintelligence or parental affluence can be expectedon graduation to make some contribution to thenation's income-producing capacity. There is anilmoble heresy abroad which asserts that educationis valuable only insofar as it producesentrepreneurs capable of increasing the grossnational product. This heresy is not confined toBritain. Nevertheless there are alternative answerseven when all due attention is paid to the costfactor. And here it seems to me that distanceeducators face one of their most demandingassignments. To borrow the words of a nineteenth-century statesman: We must educate our masters.

Those of you who are working at the innovativeedge of distance education have probably becomeover-familiar with the widening opportunitiesoffering_in television and computer technology. Itis easy for you to forget that most senioracademics and civil servants, most in short ofthose decision-takers Who give direction toeducational policy, are still products of the oldconventional system which turned them out intheir early twenties as complete and polishedgraduates in no need of further education or re-education. They are well aware or the need to talkrespectfully about microcomputers. Some mayeven be acquainted with the world "telematic". Interms of practical experience however it can besafely assumed that few are aware of the fullrange of potential in the field of distanceeducation. I speak with conviction as a member ofthat ignorant generation.

And in order to influence these decision-makersand their constituencies you must be careful tomaintain your communication skills in good order.I mention this because it sometimes seems tomeand I venture this comment with someattempt to assume the humility of the amateurthat distance education runs the risk of hiding itsvirtues behind a thickening veil of professionaljargon. It is a natural enough reaction in adiscipline which in earlier years has suffered fromthe neglect and disdain of tradi:ionalists, but itmay be counter-productive. Let me cite anexample from a respected authority.

baba,

In _developing a theory of independent study hewriteS:

Distance in an educational programme is afunction of dialogue and structure. Structure isthe extent to which the objectives,implementation procedures, and evaluationprocedures of the teaching programme can beadapted to meet the specific objectives,implementation plans and evaluation methodsof a particular student's learning programme.Dialogue is the extent to which interactionbetween learners and teachers is possibk

Would it have lost anything in tranSlation if hehad simply written: 'Effective communication indistance education requires teaching programmeswhich identify _and meet the needS -of individualstudents'._No doubt it could be pUt even moresimply. My point is: if distance_educatiOn iS togrow and thrive as it should, educatibniStS mustremember to communicate clearly to thosc of uswho are not educationists.

So the case for distance education can e arguedon the political front on the grounds that it§recurrent costs may be shown to be bower thancompeting modes of education. From the student'Spoint of view it could be argued that home Studyis preferable_to the often rather alienatingatmosphere of a large urban university wherelectures arc en to classes of hundreds and wheredeteriorating resources and low staff morale mayproducc a cynical indifferenee very far from theexcitement and commitment which should begenerated by the learning process. It is alsoarguable that convential universities and highschools are still too much dominated by the use 0fprinted books and articles: Young people today,while not necessarily deficient in reading skills,may not be as much in the habit of reading booksfor pleasure as earlier generations were, so thatacademics who design programme on a basis ofreading set texts may bc failing ic !seep up withthe changes heralded a quarter or a century ago byMarshall McLuhan As an inveterate reader myselfI am not wholly convinced by this last argument,and the testimony from India and Ghana suggeststhat there is still a major demand for printedmaterial in distance education. This is animportant debate, and those of us who are notdistance educators need the benefit of yourtestimony.

2 8

To thc extcnt that radio and television arc used indistance education they must contributc tobreaking down the traditional barricr betweenthose who arc formally enrolled in highereducation and tht reSt of the community. Accessto the Open University's lectureS IS not confined tothose formally accepted for a degree course, thcyarc available to any listener in Southern Englandwho is prepared to get up early in the morningand tune in to the Radio 3. ThoSe involved inhome study can and in many easeS probably dosharc their interests with their family and friends.This ease of accessibility constitutes a powerfulcounter against those who confine cducation tovocational purposes narrowly defined.

In any case we live in an age when serious doubtsare expressed about the availability of vOcations orjobs for everyone: Few would be bold ehough toassert that the present level of unemployment is atemporary phenomenon or that it has readied itspeak. Recurrent education with its twin emphasison re-training for new employment and educationfor leisure is a concept well worth defending, ifonly because of the incalculable social costs ofdoing nothing to alleviate the plight of those whowould otherwise be without occupation: In manyWestern countries the proportion of middle-agedand elderly is notably on the increase: Plato613-served that when people were past the age ofworking they should set themselves to the study ofWiSdOrn, and although modern governments aretoo Seldcim given to the study of wisdom it isSureiy not too much to ask that means should beproVided for those senior citizens who wish toretain a Measure of intellectual agility: Summing itLip, the great argument to be deployed in favourOf SuPPort 6f distance education is this: it is anadmirable and relatively inexpensive instrument forinereaSing access to opportunity and thusecintribriting t6 social justice. Governments whoneglect.thiS inStrument in favour of outmodedlyelitiSt cOneePtS 6f education will find thealternatiVeS tricire burdensome.

One other conSideration must be in all our minds.It iS not beyond the realms of feasibility thatWithin the next fifty years a large portion of theciviliSed world may be devastated by a nuclearWar. Any meaSureS Which can be taken to spreadthc World'S accumulated krowledge and cultureamong greater numberS, any steps which can bctaken to diffuSe and decentralise education, mustincrease the possibility of preserving at least partof that heritage among the survivors. ThetechniqueS devised in developing distanceeducation may play a crucial role in ensuring thatall is not lost of civilisation if the nations arestupid enough to embark on a third world war.

We have come a long way from Charles JamesFox but I think he would have appreciated thepoint. He would have been aware what survived ofGreek and Roman civilization in the eighteenthcentury (and Still more in the twentieth) was only afragment of its entirety. Barbarian invasions,plagues, earthquakes, plunder by the ignorant, thecasual side-effects of local wars, all served todestroy the manuscripts, works of arts, andbuildings which were the masterpieces of classicalcivilization. Much of what was preserved wassafeguarded over the dark centuries in the keepingof isolated provincials: the monastries of theEgyptian desert, the hermitages of the itinerantCeltic monks of Ireland, the remote valleys of theSwiss Alps. This knowledge survived because theearly Christian church had an evangelical missionto teach in every quarter of the known world.

Historical parellelS are never absolute, and itwould be absurd to venture far into prediction.Nevertheless in a keynote address of this naturehonouring such a notable educationist as KnuteBroady it is important to raise our sights from theimmense detail of feedback techniques, thepreparation of course material, and the clash ofrival educational theories in order to look at thebroader perspective. The work of distanceeducation is not simply a matter of philanthropyto the disadvantaged who cannot beaccommodated in the academies. It may also be avital factor in the dissemination and maintenanceof civilised values:

René Erdos (Australia) and Bole Holmberg(Sweden/West Germany) have more than a little incommon. Both are former Presidents of ICCE andboth are now honorary members of ICDE. Rev; iwas attending her eighth World Conference!

James Hall

Giseta Pravda (West Germany) presents a specialptatc to Ted and Edna Estabrooke (USA) tocelebrate their 50th wedding anniversary JohnDaniel (Canu-da); proudly wearing his conferencesweatshirt; looks orL 30

Distance Learners, Telecommunications and the Tc mology/Pedagogy Gap.

James W. Hall.

en occasion I have referred to telecommunicationsin the university as "the dragon in academe:" Thisdragon has slithered out of its cive from time totime; has crept up to the walls of the universitywith a considerable belching of smoke (but notvery much fire); has made a brief and threateningattack; and; after being thrown a few sacrificialbodies; has retreated to its lair without seriouslydiscommoding anyone; least of all; students:Generally speaking; the impact on highereducation of the telecommunications dragon; withits gnarled old twin horns of radio and video; hasbeen rather innocuous: But more recently the olddragon has teamed with a second; themicroprocessor worm; and; in tandem; these twoare assaulting the fortified towers of the universityagain. This time there appears to be more fire thansmoke.

These new protean technology dragons come in amore formidable shape than before. Their newestfeatures are the 256K microchip; the digital TV setwith split-screen, immediate recall, and videorecording; the laser video-disc with its 54,000frame storage and instant retrieval capability; themicrowave dish with the ability to snatch multiplesignals from distant satellites. As if this is notenough, these new dragons are capable of furtherrapid metamorphosis. They constantly assume newdimensions and capabilities, which confusesacademe mightily. Probably it is time foi theuniversity to try to domesticate thetelecommunications dragons, to bring them fullywithin academe's walls, and to harness theirconsiderable energies in its enterprise. Low-costelectronic hardware is now available; data basesand programmed educational course materials areincreasingly accessible; and information setting cannow be linked to interactive teaching. With thesecapabilities, the so-called "electronic university"becomes technologically feasible, bringingelectronic learning into the service of the distancelearner.

Yet wc know that technological feasibility is notenough. A fundamental question still requires ananswer. Can existing university structuresaccommodate to varied technologies? Or are neweducational structures going to be required beforesignificant and high quality use of thesetechnological breakthroughs in teaching andlearning is possible?

It is my judgment that if significant, :arge scaleuse of telecommunications technology is to beeffective, new academic structures are required. Itseems inescapable to conclude thN, in a residentialcampus setting, where teaching occurs throughconventional organized academic departments;where students sit in a classroom; there is a rathercircumscribed future for educational technology:Students like to participate in a classroom settingStudents enjoy discussing ideas and issues withfellow students: Given the competition of aneffective teacher ard a stimulating group ofstudents; educational technology finishes a verypoor third: As an adjunct to classroominstruction; some technologies can function as asolid drill sergeant: Such technology-driven drillscan help students in the library or the learningresources center: On-campus students pursuingsuch subjects as engineering; language; music;graphics; and certain forms of problem-solving dobenefit from extra drill and computation via thecomputer; But the principal on-campus mode ofinstruction remains the classroom lecture withdirect access to the professor; For the conventionalcampus with resident students; technology willhave a useful, but not revolutionary impact onpedagogy.

On the other hand, a degree course offered tostudents who are unable to study on the campusoffers a magnificent opportunity for the use ofinstructional technology. These distance studentscannot sit in the classroom at the foot of ateacher. These are the students who cannot cometo the resource centres for drill via computer orvideo cassette. These are the students for whomthe convenience, flexibility and pedagogy ofinstructional technology are not merely usefulsupplements, but essential to their ability to studyat all.

Unfortunately, availability of technology does notautomatically ensure effective learning. Pastexperience shows an alarming and predictable gapin student engagement and persistence. I choose tocall this the technology/pedagogy gap. Fewfaculty, aside from some ICDE members, havethought very much about how to teach distancestudents, and in most cases the solution ispedestrian: either to transplant the classroom to aremote location, or to offer correspondencecourses, essentially written forms of traditionallectures. Both traditional solutions have proven oflimited effectiveness in maintaining distancestudent motivation and course persistence. With

James Hall has been the Foundation President of Empile State few exceptions, existing university pedagogics andCollege of the State University of Nevi York since 1971. Before structures are unprepared to exploit the newthis he held a number of senior positions in the CentralAdministration of SUNY. .

.technologies effectively.

31

The conventional academic structure, with fewek:eptionS, ha§ been unable to conceptualize anddeliver effective distance instruction to non-reSidential §tudent§. There are, of course, a fewgood eXample§ of effective use of correspondencestudy uSing print materials, occasionally enhancedby teleVision. But moSt often these efforts merelyduplicate 0 pical campuS instructional methods.And in any caSe the controlling governancestructureS of the university insure that thesedeviant instructional modes are not permitted tobecome central and threatening to the dominantinstructional system. My observations should notbe taken as a criticism of traditional academicstructures. These structures function well, haveprovided an excellent education for many students,and will undoubtedly continue to do so. It is tosay, however, that the successful employment ofeducational technology, for that very large groupof distance students who have no other practicalway to study, requires new academic structures.

Planning for telecommunications in service todistance students ought not to begin with theiconoclastic notion that the university of thepresent is outmoded; irrelevant and ineffective.Rather; it shouldbegin with an assumption thatthe university; with its great strengths andenduring values; can be adjusted structurally, sothat the qualitative essentials of a greatuniversityfaculty; scholarly and researchresources; and pedagogycan be extended toreach distance students not now well served: Onemajor reason that electronic technologies and theuniversity have often failed to connect is that thetheoreticians and practitioners of each seriouslymisunderstand one another: Telecommunicationsholds the promise not only to fulfill the oldernotions of university extension and outreach; butalso to bring to the distance student that quality ofeducation associated with traditional campusinstruction at its best: Such quality will be possibiebecause, for the first time; the faculty andresources of the university can be made availablepractically to the off-campus student:

In this morphism, the traditional universitycampus will emphasize its role as a dynamicintellectual center wherein new knowledge andideas are generated. Building on these traditionaland centrai strengths, the university will designand support a variety of pedagogies andinstructional delivery structures which bring theuniversity to the student, whether it be in thehome, the workplace, the library, or otherlocation.

The revolution in electronic communications hasthe potential to increase access to learning: Nolonger will knowledge be confined within the wallsof colleges. Instead; it can be carried into even themost isolated localities and into basic socialInstitutions and situations. But such acces5 toknowledge does not itself produce a learningsituation: that state in which the learner is fullyactive. Nor does it solve the problem of how newinformation and knowledge transmittedelectronic-illy win interact with the other basicforms of social communication that bindcommunities togetherencounters at work, wordof mouth among neighbors, conversations infamilieS. If neW access and new structures are toemerge,_we must focus as much on reception as onelectronic "packaging".

Perhaps the central difficulty in all this is what onemight call the illusion of access. It is true thattelecommunication reduce§ diStance and walls tonegligible proportions. The SimPle act of pushing abutton brings messages to a student quickly andeffortlessly, but perhaps it i§ thiS Seeming ease thatproduces a characteristic State cif relaxation, ofpassivity in the presence Of media. It is all donefor us, though we maintain the fiction of controlthrough our power to change the channel br flip aswitch. Consequently educators whb Wthild tiSetelecommunications must stimulate behaVidr,encourage a posture and practice for learning thatis active, alert, serious. Only in thi§ WaY can thenew technology bring genuine arid full acee§§. Ourplanners need to consider a supporting §trUcturewhich can stimulate an inward ahd criticalinvolvement on the part b f the leather that lead§to questionii,g and dialogue.

It is also misperception about the meaning andcharacter of higher education itself that account§for many of the limitations of diSiance or off:campus learning. Non-traditional modeS ofinstruction, including correspondence, televiSion,and computer-assisted courses prove highlyefficient in helping the student addreSS Suchfuticlamental aspects of learning as the acquisitionof knowledge and communication skills. But whilethese are the essential broad bases for a Solidadvanced education, they do not in themselvesadequately enable the student to attain thosehigher skills and abilities which must characterize ahigh quality baccalaureate. These higherintellectual and personal dimensions have seldombeen treated systematically in off-campusinstructional modes and, indeed, th-!y are achievedonly occasionally by the most effective oftraditional classroom instr.ictors. Nonetheless, ifoff-campus instruction is to achieve recognizedhigh quality; it mus': strive to achieve aneducationa! potential best expressed by the conceptdisplayed in the "Pyramid of the EducatedPerson:"

In this pyramid it is not enough to convey factsand develop students' communication skills; ratheranalysis, synthesis, application and, finally,valuation or judgment are the hallmarks of theeducated person. It is these higher intellectualachievements, characteristics of a truly highereducation, that the designers of education softwarehave usually neglected.

Today, emerging interactive technologies hold highpromise to accomodate teaching and learningpedagogies which nurture and elicit advanced skillsand abilities from the student. But those whocreate such educational pedagogies will need toguided by well7defined concepts of what higherlearning is really about, and how it can bestimulated. The best teachers, always few innumber, have known how to do precisely that.Can we capture those concepts, those techniquesfor advanced learning, and realize them in distancelearning? This is the real challenge for educatorswho would use telecommunication systems forhigher learning. This is the Technology/Pedagogygap which must be overcome if the use oftelecommunications in serving distance students isto be effective.

Designing suitable academic structures to meet thetechnology/pedagogy gap will not be easilyaccomplished, because the university, as I'vealready suggested, finds difficulty in thinkingcollectively about the learning objectives which aremet in an individual professor's lecture or seminar.It might be helpful, therefore, to begin with-thedistance student's pattern of engagement with theelectronic university, and to imagine ourselves justa few years into the future, say about 1990. Andin this speculation, we should keep foremost inmind that service to the distance student muststrive for comparability with services now availableto the traditional residential student. After all, it istelecommunications technology which makesfeasible our contemplation of such comparability.

Imagine, if you will, that our 1990 student isseated before an array of linkedtelecommunications media which I sha:l call theHigher Education Work Station (HEWS).

This work station; which can be found in mostcommunity or village libraries; in manygovernmental and postal offices; and in some smallplaces of corporate business; is also replicated atmodest cost in the homes of many students: Sucha work station; as we might imagine it; is now-sufficiently ubiquitous as to allow for its use byvirtually every potential distance student; includingthose who are handicapped; incarcerated; orimpecunious:

Accessibility through HEWS, more than anythingelse, accounts for the fact that the universityfaculty n, w fully recognizes that its "non-traditional" students ..re the regular and essentialaudience for all of its programs, n Dt merely, as inearlier years, a handful of exotics to be servedthrough a number of profitable "specialprograms." Without laboring the point, the rangeof students who are now served extends to anyperson who can be linked to the network, andthese possibilities arc virtually unlimited as toplace and time of study.

These changes did not happen without somesignificant modifications in the way the universityoperates. First the faculty had to understand thatthe technology/pedagogy gap was not somethingwhich might be closed by simple tinkcring. Thefaculty of this "electronically aided" university of1990 finds that a thoroughgoingreconceptualization of the entire universitystructure is required so as to adequately servethese distance students. In this brief presentation Iwill comment on three of the major areas ofchange which are crucial in bridging thetechnology/pedagogy gap.

The first such area concerns how academicplanning and advisement occurs, and how thecurriculum addresses the essential qualities of theBaccalaureate degree. How the prospective studentgains sufficient information to apply formatriculation is less important to our discussionthan the immediate availability of detailedinteractive academic advisement which leads thestudent to make informal course choices within alarger set of educational goals. How does realacademic planning and advisement occur?

Working at HEWS, the student's first contact withthe university is a battery of interactive questionswhich, followine, pioneer Dustin Heuston'sprototypes of the 1980s, helps the student toproject, within a very short time, a set of goalsand inquiries to individual academic departmentsvia electronic mail and to make a preliminaryjuogment about course registration. The student isalso able to draw on such diverse materials asstandard catalog descriptions or the studentelectronic newspaper displaying the latest "insider"information on course effectiveness.

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In this Way, the student's interests; achievementsand capabilities are quickly assessed, and aSequence of interactive discussions with speciallytrained academic advisers are completect Theimportant thing to note here is that this electronicdialogue iS not limited to a student interactingwith a machine programmed to anticipate a widerange of poSSible questions. In addition tovaluable adviSement software, the indispensableingredient iS acceSs to individualsprofessors,advisorS, aSSiStantswho can respond throughelectronic mail. The combination of sophisticateddiagnostic tool§ and responsible course advisementis actually an improvement upon the older largelyserendipirouS approacheS to advisement andenrollment.

Earlier I touched upon the issue of curriculumdefinition. While curricula for distance studentshave often focuSed only on the lower levels o:learning e.g., baSic information andcommunication skills, telecommunications andadvanced software design now offer improvedfaculty iools for building into the instructionalJesign a potential for achievement of higher levelintellectual skills. Moreover, here in 1990, therange of courses offered to Students is notunlimited, sirice courses are available from manysources. Consequently the nch panoply of theresidential university curriculum iS available to allstudents residential and non-reSidential. One couldsay that the practical differenceS between on-campus and off-campus students are virtually gone.Moreover; since physical space doeS not limit theability of a student to enroll in a courSe or lecture,increased numbers of otherwise qualified StudentScan be admitted to "laces." Finally, the breadthand the interactive character of the offeringS tostudents are aided by the fact that traditionaltextbook publishers have discovered at last a readymarket for educational software. These firms nowengage the professoriate in many profitablecommissions to create new third-generationsoftware for the superb hardware available tostudents.

A second area of conc2rn addresses thetechnologies which comprise the student accessstation that provides for adequate communicationand delivery of education, and the softwareprograms necessary to carry out all of the variousuniversity interactions with the student.

I asked you earlier to imagine with me a studentof the future seated before an impressive array oftechnology, called HEWS; In fact the technologyfor HEWS was all available in 1985; but its costwas still too high for the typical student; thesoftware was still too primitive; and thetransmission of data was far too slow: Moreoverthe university in 1985 had not yrt determined howto use this educational delivery and communicationtool very effecdvely;

Then came several key improvements with startlingrapidity. First, the cost of put-chasing good qualityhigh capacity equipment came within range ofmost organizations and many households. Second,the spread of digital transmission over regionalcommunication backbones dramatically increasedthe speed and quantity of real timecommunication, and at reasonable cost.

Although the particular design of the academicwork station varies, it typically features the linkageof a computer and terminal with large memory,two disc drives; i video disc and tape player, anda network: Its g aphic reproduction Capability isfar superior to the earlier forrn, for picturetransmission is easily achieved by a mountedvideo-camera:_Trarismission speeds now permitrapid photoTcommunication. Translation viamodem to analog form _is_ no_longer necessary inthe more advanced systems: All of this is essentialto the highly interactive_instructional software andfaculty communication structures.

A third area of concern is how faculty supportslearning by providing feedback and evaluation ofstudent performance; and by guiding andfacilitating access to resources such as books,guides, and data bases: This_ was perhaps the rnbstdifficult challenge for the professors, for theirtime-honored methods of lecturing to studentsabout their latest research findings and thensending the student to the library for_furthei studyare simply not possibie for distance students.Faculty lectures are now recorded in video andavailable to be downloaded from a central databank at any convenient time: The same is trne forbibliographies, actual text; and a wide variety ofdata bases and analytical systems software: TheStudents actually pursue most of their studyindependently, but are expected to discuss keyconcepts and questions with mentor-teachers byelectronic mail. Student written papers and mentorreSPonSeS are also transmitted electronically andcafi be reviewed by each party at a convenienttithe.

These new ways of operating have changed therble of many teaching faculty and shifted theemphasis from the classroom setting to thosereSponSive strategies for teaching andinterpretation which only the faculty member cansupply. Additionally, HEWS has brought an endto the old calendar of terms or semesters withfixed courSe Schedules, and has been highlypopular With students everywhere.

This brief description of these three areas ofactivity and concern for the electronic university in1990 is, of course, only suggestive and so riskstrivalizing enormous complexity and conflict. But Iam perSuaded that the distance student will not beServed adequately by the technologies at hand untilSuch thbroughgoing restructuring occurs.

Now it is clear that the model I have describedrequires an advanced and costly nationaltechnological infrastructure and this leads one to aseries of concluding observations which aresoberine.

In the developed nation§ of the world, theexistence of sividespread on=campus educationalopportunitie§ beyond the Secondary level tends tominimize social and political demand for off:campus delivery system. Conver§ely in theeconomically lesser developed nations theuniverSity iS often limited to ar elite core ofStudentS. In the§e nation§ moSt ot the availablegovernmental support for education has funded amaSSive expanSion of elementary and secondaryeducation, aiming primarily for public competencyin literacy and technical/vocational subjects. Buttoday, a§ increaSingly large numbers of studentscomplete public §chooling, the demand for furthereducation is considerable. One result has beenSubstantial political pressure for government toestablish "open learning" universities which canaccommodate large numbers of students whileminimizing the need to invest in large brick andmortar campuses of the traditional variety. Indeedtoday 10 million students are enrolled in such openand distance learning universities across the world.These unique universities would seem to be thegreat testing area for the use of educationaltechnology and telecommunications pedagogy:

The most intriguing oprortunities for intensive andwidespread use of educational technology are likelyto be found in those less economically developednations where the demands are very great and theresources modest: It Is in such nations as Nigeria,Thailand; China; and Pakistan where educationaltechnology could have a remarkable impact inextending education to populations unable to studyon a residential campus, to those people who livein rural OF in geographically r,zirnote regions.

But this opportunity presents a paradox as well.Educational technology requires sophisticatednational telecommunications infrastructures.Ironically i.hose nations which have the necessarytelecommunications and postal infrastructures areprecisely those nations in which the needs ofstudents are met most fully on the traditionalcampus at the foot of a prole§§or. Canver§ely,those nations which most need systems ofeducational technology to reach their burgeoningand geographically widespread population§, lackthe necessary infrastructure for operation of suchsystems. This paradox contributes to a situation inwhich most of our experience regarding the merit§or weaknesses of educational techncilogy ccime§from those institutions which have the leaSt realneed to use it. My point here i§ that We do not geta truly accurate picture of the potential value ofeducational technology. We have primArily onlythe pedagogical experiences and opiniOnS of thogefaculties fior whom educational technolOgy i§ atbest a supplementary, wholly optional medium forstudy.

In those economically developed rations whichhave the capability to operate educationaltechnology, there is an insufficient mass ofstudents who will actually use elaboratetelecommunications systems. These goVernmentsdo not support technology systems with publicfunds because no strong political constituencyexists for whom these alternative systems of highereducation are absolutely essential.

So the technology dragons will likely require a lotmore tinle to domesticate, and quite a few morebodies are likely to be seared by the dragon's firebefore we carefully channel their terrible andterrific force toward the betterment of distancelearning. Working now to overcome thetelecommunications/pedagogy gap can do much tobring that day closer:

65

Issues for Attention

A Summary of written contributions from participants at the final Plenary Session Monday, Aueust 19, 1985

Liz Burge

Session design

Two broad assumptions supported a design for thePlenary that was both interactive and innovative.The first assumption was that informedprofessional practice depends not only on the useof appropriate personal phil()sophya criticalknowledge about the reasons for one's practice.Without such an articulation, field Practice ifiaYshow internal consistencies; or, more seriously,incongruences between what is preached and whatis actually practised. The second assumption wasthat after an intensive conference week,participants may want to reflect and talk to moreabstract and personal levels abbut learning and:-teaching:

The specific goals of the session were to i) presentselected ideas and arguments from two differentperspectiv, sa traditional and pedagogical one,and an open and andragogical one; ii) allow theparticipants to_talk to each other aud articulatetheir own personal perspective ("Where do I standon this very complex contincum?"); and iii) giventhis perspective; enable each participant to list oneor two issues demanding attention.

Barbara Spronk and Mary Ngechu presentedarguments supporting open approaches andGomathi Mani and Christine von Prummerpresented some traditional_approaches. (Notethearguments each colleague presented were notnecessarily a reflection of her personal values).

These abbreviated presentations drew outresponses and questionsall of which_helped toconfirm the complexity of developing anarticulated, coherent perspective. Then, for twentyminutes, the theatre noise and energy levels rosemarkedly as colleagues worked in pairs toarticulate their own perspectives. It was veryrewarding to si colleagues talking, as Kevin Smithput it, to each other and noi past each other.

Finally, each participant was civcn a form onwhich to record his/her issues. We expected tohave returned approximately 80 forms7comingfrom one third of approximately 250 participants:In fact, 234 forms were returnedto contribute atotal of 450 individual statements of issues:

3 6tri

Publication deadlines for this report prevented ailexhaustive qualitative analysis. However, everyissue was recorded under pre-determined headingsto see approximate frequency distributions. Oh thewhole these distributions were low-7 there were somany different issues! Gradually six broad themesbecame evident. Each issue was cross-checkedagainst a theme to test its appropriateness forinclusion: since 90% of these statements could beincluded under a theme; the thematic organizationwas followed for this summary: Participants willallow that not every statement could be includedVerbatiMi and that some handwriting proved to beillegible. Quotations have been used to highlightdinieriSibris of each theme. Where the word`SeVeral' -occurs, it refers to 3 w 5 responses:

The theme§ are Identity, Integradon, Growth;Learner:Centredness, Flexibility and Assessment:Reader§ will §ee many connections between thesethemes and may wish to develop their owninterpretation§ of these concepts. If nothing else,thiS pre§ent articulation reflects some of thecurrent maturity of distance-mode learning and itsfacilitation.

Theme I: Idehtity

I grouped iSSue§ StatementS as they related todefining and enhanc:ng the identity of distanceeducation as a field of education. FourteenrespondentS referred to identity in terms of eitherdefinition, upgrading or broadening of itsapplication 'to education generally:

We should be Opening tip learning . . . Placedistante edutatibri AS a diSciplihe more firmly inperspective.

The development of theoretical baSeS of distanceeducation were important to seven respondents:

The construction of theoretical perSpectiveswhich . . . break from the eXpectation thatexternal courses mug be duplicateS of internalcourses . . . an integrated philoSophicalapp.roach . . . move distance education theory[to a] student centred view.

Eleven respondents specifically listed aspects ofprofessional development of distance educators:e.g.

The need to educate [them] in openness andflexibility of Ciought . . . [persuade]governments to invest in training distanceeducators . educators who are remote fromtr le. centres of power are not adequately trained. . . to cope with methodologies that are sodistant from their previous .. . experience.

Other responses can be linked t^ identity becausethey referred to greater information exchange anddevelopment:

To spread the existing knowledge more widelyrather than to pretend to add to it . . . asystematic approach . . . develop increasedpublic awareness . . . to generate politicalsupport and growth:

Exchanges of non-culture bound materials (dosuch exist?), better data bases, coordinations ofpersonnel working in similar subject areas, andresearch programs in third world were alsomentioned by individual respondents.

The concerns felt by this next respondent wereechoed by several others:

We need to go beyond our identity crisis andget on with the affairs that are important ineducation. I believe we are too involN ed inattempting to set ourselves aside from othereducators and develop our own theory,philosophy, etc. Education c education!

Theme 2: Integration

This theme applied to both inter- and intra-institutional issues, and to internationaldevelopment. Calls were made for greaterintegration between different types of programsformal (credit) and non-formal (non-credit)education and training, enrichment and jobtraining courses. Thirteen participants wanted tosee distance education converging with classroombased education: but definitely not regarding it asa second class alternative! Several wanted to havethis integration modelled in institutional practice.

There is no single solutioni.e., distance or oncampusthat meets the needs of all situations. . . [see] distance education as complementingtraditional education and not as an alternative.

An expansion of distance edLeation intotraditional sectors which presently do not usedistance modes was specifically listed by ninerespondents.

. . . reconcile into a unified whole .. . spreadthe word on developing flexible approa,..thes informal and nor foi mai. courses . . .

development of public relations for wideracceptance of [distance education] . . . politicalaction to break down the ivory tc,wers offormal institutions

Inter-institutional collaboration and cooperationwas a specific concern for ten responthnts, andbetween them they noted accreditation; research;courses and programmes; and design aridimplementation as issues: Several respondentsexplained thei.7 concern collaboration in termsof current resource and funding constraints:

International development as a broad goal wasindicated in various references to developingcountries and their needs for support fromdeveloped countric:,.. Calls for practical assistai cewere made. One respondent suggested theestablishment of sister/brother pairing ofinstitutionsrather like the concept of sister Ortwin cities. Others were less specific:

Reduce the gap . . . provide support(technological and advisory) . . . somethingwhich distance education is well suited to [do]

. social equitythere is a real danger thattechnology, delivery systems will further widengaps between haves and have-nots.

One respondent referred to the need to educategovernments, especially hi Africa, to recognise therole [that] distance education can play, andanother said that distance education should bemanaged [so [hail it "provides degree-oriente 'education .. . and functional literacy". The samerespondent listed as a second issue the need for theICDE to "refine the tools of distance riucation inthe [developing] societies in particliiar".

Theme 3: Growth

The concept (and goal) Of growth is implied in thefirst two_themes,_ but it is worth distinction herefor two significant dimensionsaccess andresource provision: Eighteen respondents listedincreased access generally as an issue, and severalreferred specifically to gender and socio-economicstatus issuese;g:

Women and increased access . . . do we simplyrespond to the needs of the ruling section of asociety, or aim . . . to the more disadvantagedgroups?

Specific kinds of educationinformal; basic;vocational, primary and continuing education wereidentified by seven respondents. Increased access indeveloping countries was a concern for fifteenpeople. Four other responses related toadmin'Arative concerns:

Making sure that open door policies are notallowed to become revolving door 71olicies .

jadapting] existing traditional instit Itions tofimprovej access . . . [keeping] a balancebetWeen traditional and non-trachtionalapproaches to access . . . and how to usetechnologies to help access.

One reSpondcnt called for a redefinition ofeducation in terms cf its openness of access, andSeVeral mentioned the need for greater attention tothe ore---adult age grdup getting elementary andseecindary schOol level education).

Not surprisingly, the improvement of existingresourceS both qualitative and quantitativeemerged as a key issue for many respondents. Theproblem of balancing course expansion demandswith those of reSource conStraints was implied orstated in several responses: eg.

A realistic assessment of where the resourceswill come from for broadening [accesS to d.e.]. . resourcesgiven government concentrationon youth and school leavers.

Perhaps this statement says it all:

The best means of producing the most of theshrinking global education dollar thiSencompasses many issuese.g., collaboration,centralized or decentralized system,credentialisrn vs open access.

Theme 4: Learner-Centredness

This ther:: as a strong and cral one: itrelated to t oth overt and covert statements aboutmeeting the needs of learners. Implied referencesto learner needs were seen in statements calling formore flexible educational structures, and greaterfreedoms for educators to work moreindependently with learners in course selecticn.

Thirty issue statements alluded specifically to theneeds and/or wants of learners. Individual learningstyles; relevance of course studies to personal life;person-specific learning, not learning based on anaverage male view of the curriculum: negotiationof content and credentials to reflect needs oflearners, i.e., "the world of study and the world ofwork"; the linking to work into learning, theappropriate use of hardware, matching teachingand learning styles, and the use of women'Sperspectives and experience of the wcirld were eachmentioned by several respondents. One reSpondentdistinguished between a traditional curriculum anda functional one, in relation to the needS oflearners at various stages of dependence andindependenco. Another wanted to have educatorscl'eck their own assumptions about a learner'scurriculum needs:

One respondent centred her/his two issues on theandragogy vs pedagogy debate, and called forresearch and practice that will develop a betterunderstanding or appropriate methodologies.

Thirteen respondents were concerned aboutsupport services and_skills for learners. Thedevelopment of learning-howTtoTlearn skills, theuse of counselling services; _the attention given tothe learner's socio-cultural environment, the extentof the help needed by underprivileged people andthe ability of institutions to provide that specialisthelp, and a call for educators to check their ownassumptions around support were issues of specificconcern:

We must get to students before they enrol sothat we help them choose the most appropriateeducation for their needs . . include skills andresource identification and development andreduce emphasis on content;

One_respondent's issue statement pnavides anexcellent but challenging conclusion:

Moving distance education (philosophy; if youwill) out of the province of administrators; whoadopt an expedient, cost-efficient; institution-based view, to a point of view which is student-centred and is dominated by theories oflearning.

Theme 5: Flexibility

It was hardly surprising that this theme becameobvious rather early in the analysis; given theconference theme, and the interrelationshipsbetween issues! Specifically; however; flexibilitywas reflected in statements relating toadministrative issues, and in the desian oflearning.

Learning design issues were of specific concern toeleven respondents. Representative statements are:

Let's make more of the flexibility we have . . .

flexible designs for individual learning given oyacademic institutions which now seem to bemore interested in comparing with traditionalinstitutions than giving attention to the students'needs . . . how to make distance educationreally flexible without giving up the academicstandard.

Many of the thirty-seven statements referriog tothe use of hardware were related to the concept offlexibility and appropriate use by learners:

Develop a ..:ost efficient, user-oriented strategywhich avoids too much inherited wisom . . . theuse of technology to create more individualizedprograms for students.

Administrative issues related to flexibility appearedto centre on institutional responses to marketdemands and to the work of faculty.

The constraints of the demand that credit-granting institutions place cn flexible modes oflearning . . . flexibility in terms of providingdemand-led courses quickly for lower numbersof students (as distinct from suppiy-led forlarger numbers) . . . [are] flexible study patternscompatible with conventional tertiary education?

In the eleven statements referring to facultyactivity, there were three rnajoy,emphases:

Attracting faculty into d.e. work, reducing theirworkloads, providing training . . . innovationsin facilitating learning/teaching at a distance[should] antagonism to d e reduce [their]unproductive workload (i.e., paperwork).

Theme 6: Asses.anent

This theme was reflected most in statrnents relatingto hardware: Some of the factors relating tohardware have already been mentioned, but it is

worth adding emphasis to the concerns abouteducators being technology-driven; Threerepresentative statements:

The optimum use of technology; and [notbeing] slaves to new innovations . notallowing the technologists to run away witheducation for too often there is deplorablelack of [underlying justification . . . high tech;one-way delivery systems have :he power andpotential to serve the interests of the powereine.

The assessment of success in learning was listed byseveral respondents as an issue. One called for acritical assessment of the validity of examinationas the end-point in a course or programme,another called for broader and more sophisticatedunderstandings of multi-dimensional culturalcontexts to Esipport broader assessments of success.The smallest statement of all is the biggest inimplication: "increase success rates".

A final dimension of the assessment theme relatesto a more public processthe general acceptabilityof distance mode qualifications. Seven respondentsreferred to legitimisation:

Final acceptance . . . as at least the equals ofthe traditional deliverers . .. not a second bestchoice . . . and . . . a viable alternative.

Summary

Some of the issues statements we regard asfamiliar, others have been states in ways whichmay both unfreeze some of our present mind setsand encourage us to innovate still further. Whatstruck me during this analysis was a certainliberalization of attitudes and increasedquestioning of our philosophies and practice. Theexpected development of this "critical knowing"about ourselves will be a development insophistication.

While no statistically significant numbers of issuesemerged, what is of particular interest in thisexercise is the emphasis on integration and on thelearner's perspective. If this emphasis reflects ourown needs for informal intellectual explorationsand interdependence with other educators, we haveindeed reached a certain maturity and confidence.

39

NOte: Readers interested in seeing the shortpresentations given in the first section of thePlenary should contact the presenters:

Dr. Barbara SpronkAthabasca UniversityBox :0,000Athabasca, AlbertaCanada TOG 2R0

Ms Mary NgechuP:O. Box_ 30231Nairobi, Kenya

Dr Gomathi Manic/o Department of Adult Continuing EdUcationUniversity of MadrasMadras; India 600-005

Ms Christine von Priimmer,Zentrum fur FernstudienentwicklungPostfach 940-5800 HagenWest Germany

WIN's Dinner: great fun; 50 delegates and manylate stayers caught to be photographed

Fbrmer President and now an honorary memberOf the ICDE, Bakhshish Singh (India) and P.D.Gunatilake (Sri Lanka) co-chair the Sub-Continentregrbnal session.

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Greetings from Unesco

The following message was received frt)111 theDirector-General of UNESCO; Mr. Amadou-Mahtar M'Bow:

too'

"On behalf Of UNESCO 1 Scnd my Warinestgreetine,s to all of the partictpants ot the ICDF'sThirteenth World Conference ip Melbourne.This important event with its theme of' Distance

Fle\ible DeSigm; for Learningconstitutes an exceptional occasion for educatorsto meet and exchange their :xpericoces andideas at an international level. Long rangeobjectives and activities of your Council are ofgreat interest tO UNESCO in its own efforts indistance eductItion throughout the wOrld. Itherefore wish you every success in yourdeliberation and look forward tO continuingcollaboration_and co-open:di-or betWeen theICDE and UNESCO in the ftuure."

Sharifah Alsagoff(MalaySia), ZhOU Jain=Shri(China), Takashi Sakamotb (Japan) and WichitSrisa-an (Thaitand) make a truly internatiOnalquartet at the Asia regional session.

Report from the regions

The Conference began with an `icebrep' ,sionin which delegates from broad geo bgrai. °ionsof the world assembled in self-contained ups toget to know one another, review deve:opments indistance education in their regions and exploreways of sharing experiences between worldconferences.

Brief reports of these meetings were submitted bythe following groups: Australia/PNG, the SouthPacific, Asia, the Asian Sub-Continen', Africa, theAmericas and Europe.

Australia and Papua New Guinea

Chairs: Vernon White and Patrick Guiton,AustraliaGureharan Kaeley, Papua New Guinea

Australia

There were some three hundred Australiandelegates at the conference. Australia is a largecountry. Over fifty percent of the population offifteen million live in a relatively few large citieswith the remainder scattered over vast distances.Because of the vast area distance education begansoon after the turn of the century and wasparticularly significant in primary and secondaryeducation. However, in the nineteen sixties ,andseventies tertiary level distance teaching expandedrapidly, partially at least because of the realisationthat many people in the cities either prefer thismode of learning, or find it a more convenientmethod.

Australia has developed a diverse system ofdistance teaching. In the primary and secondaryareas and in technical and further education, eachof the states has a fairly autonomous system; intertiary education there are some thirty institutionsteaching credit and non-credit courses at adistance. All are mixed mode;

It is generally accepted that the large number ofproviders could co-operate more efficiently in someaspects of distance teaching to produce a more costeffective system. The Commonwealth Governmenthas established a standing committee on distanceeducation, and the three sectors, (technical andfurther education, colleges of advanced educationand universities) are working to improvecollaboration, initially within each sector.

While Australian distance educators are workingtowards more co-operative activity within their owncountry, they also accept that there is scope forinternational co-operation. In this regard they lookto the ICDE for some direction in how best tochannel their expertise and energies.

Papua New Gumea

A small contingent of delegates from Papua NewGuinea (PNG) attended the conference.

PNG consists of a main island, several othersizeable islands and a number of outlying atolls.The population is just over three mil'ion. Themountainous nature of the mainland island andthe spread of the outer islands and atolls makecommunication and contact difficult. Because ofthese factors a strong case can be made for thedevelopment of distance education.

PNG is a land of extremes. On one_hand there is awell developed.modern technological sectorencompassing twenty percent of the people.However, the_remaining eighty percent_ dependmainly on subsistence farming. Formal educationin PNG has a short history. The 1:igh schoolsystem has largely been developed since the earlynineteen sixties, but correspondence teaching hadbegun prior to this.

The College of External Studies began in 1959:The purpose of the college is to provide acontinuing system of education afternativ t! to thatof the formal school system for those who areunable to pursue the latter: At present the collegehas over 10;000 secondary school studtnts:

The Department of Extension Studies at theUniversity of Papua New Guinea has offered degreelevel credit course and matriculation studie since1976; A further deve;opment came wit:i e settingup of provincial universi!y centres:

Although its impact has been somewhat imited;distance education in PNG has been ablc to helpremove disparities in educational opporturrties;Nevertheless; the delivery sysi :ms have stif someway to go before they come up to the stan:+ards ofthe developed countries: PNG looks tc, the ICDEto provide assistance in its cuture c'evelopment.

35

South Patine Asia

C airs: Don Bewley, New ZealandMarjorie Crocombe, Fiji

Approximately 23 participants_ attended, about halfof whom came from New Zealand and theremainder _from Fiji (some representing the_11states of University of South Pacific's membership);Tonga, the Marshall Islands and Papua NewGuinea (participants who had preferred this smallermeeting to the much larger Australian group). Thegroup was multilevel, representing schools,ministries and other non-tertiary institutions; aswell as universities and polytechnics_ andrepresented consumers (students and schoolparents) as well as providers. Nevertheless, therewas concern that ICDE is_'high-education' and'provider' dominated and that among the'providers' more subject teachers should beattracted;

Recent developments include the emphasis at NZTechnical Correspondence Institute on a stafftraining programmt, the report of which promptedour statement that staff training and developmentis the foremost issue among all of us, at whateverlevel of distance education engages- us. Discussionconsidered appropriate staff training and whetheremphasis should be given to instructional materialsdesign; developing skills of interpersonalcommunica.ion with students or the developmentof a clearer professional role of 'distance educator'among the range of other professional roles ofacademics.

One negative development; the cessation of theATS I ('Peacesat') satellite;_a major resource ofUSP, prompted hopes (and the possibility ofpressure groups ac.i.,ity) for its replacement eitherby AUSSAT extending its range and set vice, or byanother NASA Satellite. A resolution on theformer was subsequently accepted by ASPESA.Some members are to participate in Peacesatconsortium discussion.

Interest was expressed in other technologies,especially interactive technologies and_in improvingthe public image of distance education as well asits cost effectiveness. The group's main hope forICDE is that is will maintain its interest in smallcountries and in multilevel and school baseddistance educaticin.

Chairs: Takashi Sakamoto, JapanWichit Srisa-an, ThailandZhou Jian-Shu, China

Summary: Sharifah Alsagoff, Malaysia

Delegate Representation:

Major D -lopments

Chiha

China 3Hong Kong 1Indonesia 3Japan 3Malaysia 12Philippines 3Singapore 1South Korea 2Thailand 7United Arab Emirates 1Representative ofUNESCO RegionalOffice 1

China preSently undertakes the education of morethan 1.2 million students in distance educationmainly by televiSion broadcast transmission system:StudentS graduating from these programs areconSidered of equal qualification compared to non-diStance education Students.

Hohg Kohg

The UniverSity of EaSt ASia has been forgingahead in the development Of various programs. ThePolytechnic iS aiSo developing itS first distanceeducation courses although there is no intake asyet.

Japan

Japan saw the establishment of its University ofthe Air in 1983. WO yearS later teaching began.One hundred and five Subject courSeS weredelivered mainly via televiSiOn arid radio and to alesser extent via the print modeS and itSaccompanying study centreS. PreSently there areabout 8,000 degree studentS Working towards theirBA while 9,000 others are enrolled in credit courseswhich could be accumulated towards a degree.Japan is also developing an optical fibretransmitting system to network between campuses.

Malaysia

Presently only Universiti Sains Malaysia in Penanghas programs leading to a degree in distanceeducation. Currently the course design andprograms at Universiti Sains Malaysia areundergoing major changes in response to thespecific requirements of distance education andcourses are being developed in module form. TheUniversity of Malaya in Kuala Lumpur now alsooffers non-degree programs.

Philippines

The Asian Institute of Distance Education is verymuch involved with distance education and offersthe BA degree in its undergraduate program. Othernon-degree programs are also offered through radiobrondcast. The University of the Philippines is nowplanning to offer courses in 1986 for science.`eachers. No degree programs are yet planned.

SOUth Korea

The Korea Air and Correspondence University wasfoundcd in 1972. It has now 153,000 students whoare all enrolled in degree programs.

Indonesia

The Open University in Indonesia v. as started twoyears ago with about 60,000 student enrolmentsand with about 100;000 students now enrotled it isfelt that the Open University mode of distanceeducation delivery is becoming more . ecepted byIndonesian students: Other distance educationinstitutions are privately operated; with an annualstudent enrolment of approximately 5;000 inspecific institutions

Singapore

For the past 35 years, Stanford College hasprovided home study courses for 15,00° studentsfrom Singapore, Malaysia and the neighbouringareas. Courses presently offered are nainly in thebusiness management arevs and do hot lead to adegree. The future direction of Stanford Collegewill be to collaborate with the USA in theprovision of degree programs externally.

United Arab Emirates

At this stage distance education has not beenintroduced to the United Arab Emirates.

Regional Organisation and TCDE

DECASIA or Distance Education Council for Asiawas mooted in Malaysia several years ago.Subs:!quently its constitution was drafted inVane% :wen The officers involved met again inHong Kong during which time Thailand wasrequest.:d to host a conference to be held inJanuary or February 1986.

The Asian Sub-Continental Region (Bangladesh,Maldives, India, Nepal, Pakistan, Sri Lanka)

Chairs: Bakhshish Singh, IndiaP. D. Gunatilake, Sri Lanka

Delegate Representation: Arab Gulf States 1*Bangladesh 3Burma 2*India 20Nepal 1Pakistan 3Sri Lanka 2

*The delegates from Arab Gulf States and Burmajoined the Asian Sub-continental region during theice-breaker session.

Institutional Offering Level:Tertiary/University/Degree 5Secondary School 2:

MVor Developments

Arab Gulf States

Several :t.eps have been taken towards theestablishment of an "Open University" type ofinstitution to provide additional opportunities forcontinuing and higher education:

Bangladesh

Bangladesh Institute of Distance Education whichwas c.stablished this year has enrolledapproximately 3,000 students for the B.Ed.program.

Burma

The Institute of Education has commenced adistance education training program forapproximately 9,000 primary school teachers.

43 37

India Africa

Andrapradesh Open University in Hyderabad,India; commenced operations two years ago and abill to establish a National Open University to benamed Indira Gandhi National Open UniverSity i§expected to be passed in the Indian Parliament. 28universities have distance education programs forcollege/university level courses.

Nepal

Primary_School_Teacher training through diStAriceeducation has commenced.

Pakistan

Al lama Iqbal University; Islamabad, Pakistan,offers 82 courses of study and the number oftutors on roll has now exceeded 1,600 with over80,000 students reading courses in the areas ofteacher general and functional education.Arrangements have been made to presentBachelor's Degree courses in BusinessAdministration, Commerce; Mass Communicationand Humanities.

Sri Lanka

Programs of study leading to the Bachelor ofScience of Engineering (B.ScEng) Degree of WaterResources, Energy, Transportation and ComputerScience, Bachelor of Law (LL.B) Degree and thePost-graduate Diploma in Textile Technology havebeen presented by the Open University of SriLanka. The University has also enrolled students inits Higher Degree Program to read for the Masterof Philosophy (M.Phil) Degree by research.

The Challenges Ahead

Provision of adequate facilities for staff training,evaluation and research in distance education.

to Removal of resource constraints in the use ofCommunication Technology for §tudy at adistance.

Hopes for 'EDE

The delegates hope that ICDE will have thedetermination and the strength to use it§ goodoffices to establish a Documentation Centre in theAsian region, and support Research programs andworkshops/seminars, etc.

Chairs: Ben Gitau, KenyaLara Euler-Ajayi, NigeriaIrenei Mbenna, Tanzania

It Wa§ observed that within the African Continentthere has been a significant trend over the lastdecade of an increased demand in the use ofDistance Education for development of human resources.

There was a need also to integrate distanceeducation With other forms of educational deliverySy Stem§ in Africa. Furthermore, co-operation andcollaboration amongst distance educationpractitioners in Africa needed to be emphasised,especially in the exchange and dissemination ofinformation at all levels within and betweenmember countries.

The delegateS re§olved that ICDE and its affiliatesbe requested to continue their support to AADEand increaSe their financial contribution so that theabove goalS can be tackled effectively in the spiritof resolution No. 15 of the ICDE 1982.

The Americas

Chairs Shannon Timmers, CanadaAndrew Joseph, Argentina

Diversity was the hallmark of the America§contingent which attended the 13th WorldConference of the ICDE And Which dreWrepresentation from traditional universities andcolleges, mixed mode inStitutionS, three majorCanadian oper learning institutionS, tWoeducational television broadcaSting authoritie§,technical institutes, professional aSSotiationeducators; and a host of smaller innovativedistance education programS. From the regionwhich encompasses the Latin-speaking countries ofSouth and Central America, the Caribbean,Continental USA, Alaska, and Canada, three majorlanguage groups were represented: SpaniSh, Frenchand English:

The 45 delegates at this regional meetingrepresented some 150;000 internal and 115,000distance education students. Given the diversity Ofsuch a group, it was impossible to define allsignificant recent developments; however, severalimportant ones emerged: In Venezuela; theUniversidad Nacional Abierta has gainedacceptance and; indeed; flourishes: The Universityof the West Indies is experimenting with a satellite-baSet1 system of distance education linkingCaribbean Island countries. In North America;consOrtium building among distance educationoperations is growing, as evidenced by the successdf the International Universities Consortium, theBriti Sh Columbia Open Universities Consortiumand others.

Finally, North American development agencies andother granting bodies are taking a more activeinterest in distance education, thus facilitating thetransfer of experience and technology betweendeveloped and developing countries.

It is perhaps not surprising that two of the bidsfor hosting the 14th World Conference of theICDE have emerged from the Americasone fromthe United States, the other from Argentina. Thesebids reflect both the diversity and intensity ofdistance education activity in our region. Theregional representatives discussed the central roleplayed by ICDE World Conferences in energizingparticipation in distance education, and noted theimportance of such participation in developingcountries.

Altl,ough the Americas delegation is a diversegroup, the key word expressed by speakers was"sharing". Delegates identified the ultility ofsharing experiences, tools and techniques, anddistance education courseware. Where advancedtechnology is available, they are experiencing amultitude of useful inter-institutional relationships.The delegates also noted, however, that modemtechnology has the power to isolate further thosedistance educators who lack the resources foracquiring new communications and computertechnologies.

Delegates from the Americas expressed theirappreciation to the hosts of the 13th WorldConference of the ICDE. This forum provides thLtopportunity to discuss our new developments andtechnical innovations, to express our aspirationsand to discover others who seek similar answers toour common problems. In this light, delegatesfrom the Americas support the idea that the ICDEWorld Conference continue to promoteinterpersonal exchange at a more interactive anddeeper level of discussion amongst special interestgroups or practitioners with common interests.

Europe

Chairs: Manfred De !ling (West Germany)David Sewart (U.K.)Birgitta Willen (Sweden)

The two European associations of distanceeducation institutions who had given up theiroriginal confrontation tactics years ago and hadalready organized several joint workshops agreed inSpring 1985 to join forces in one new association,the 'Association of European CorrespondenceSchools' (AECS). Encouraging as this developmentmight be, one must note that the members of thisAssociation come mainly from the private sectorand state institutions of the European countries,particularly at university level, are rather reservedtowards the association.

In West Germany where the `Fernuniver,itaet' andthe DIFF (German Institute for Distar ce Studies)are situated there is a gulf not only between privateinstitutions and public institutions and publicinstitutions but also between institutions atuniversity level and institutions at secondary level.Only occasionally do individuals or the symposiaof the BRIEF (an association for the promotion ofresearch into distance education) succeed inbridging this gap. Nor are there any contactsbetween students of the `Fernuniversitaee andparticipants of secondary-level distance studycourses. Whether the attempt to integrate alldistanc'; students in the Deutscher Studienkreis'(German Association of Distance Students,founded 1961) will succeed is not yet certainupto now its members have been recruited only fromparticipants in private distance study courses.

Universities and state authorities in West Germanyare as sceptical of distance study as ever, for anumber of reasons. A diffuse fear of the supposed'competition' is certainly one of the reasons whythe universities show so much reserve. Researchresults which show that distance students representa different social grouping from on-campus-students are not yet been sufficiently well-known.

Research into Distance Education in West Germanyis undertaken mainly by the ZIFF (CentralInstitute for Research into Distance Education,Fernuniversitaet, Director: Boeriz Holmberg), oythe DIFF (a_iman Institute for P.stance Studies,an institution of a public-sponsored foundation,Director: Karlheinz Rebel) and by the Departmentof Distance Education of the BIBB (FederalInstitute for Vocational Training, Head of theDepartment: Christoph Ehmann) and a few privateresearchers.

In the past few yea.s the number of distancestudents at all levels has increased.

4 5

Maureen Smith,Chair,

International Committee

39

Report of the ICDE Research Committee

The plenary session of the conference onWednesday 14 August from 1600 to 1730 hourswas given over to the ICDE's research commiteereport for 1982-1985.

The committee comprised: J. Ansere (Ghana), A.Bates (UK), A. Gupta (India), B. Holmberg(FRG); H. Markowitz (USA), A. Morgan (UK), J.Palavicini (Mexizo), D. Shale (Canada), J. Taylor(Australia), B. Willen (Sweden).

The work of the committee was in three areas:(a) Monitoring and support for research indistance education(b) ICDE research grants(c) International research project

Monitoring and Support for Research in DistanceEducation

The Vice-President of ICDE, John Baath ofSweden, states in the executive report distributedto the membership before the Conference:

When I started my research on distanceeducation 12 years ago, there was already aconsiderable literature on this subject,accumulated since the latter part of the previouscentury. However, the reasonably essentialcontributions to this literature were hardlyoverwhelmingly numerousthey could besurveyed. Today the situation is radicallychanged. There has been something like anexplosion of writings on distance educationduring the last few years.

This explosion was a characteristic of the periodof life of the committee and what follows seeks togive the membership some guidelines to it.

accessions listing. A most important toolfor monitoring research in distance education isthe New accessions fist published biannually byKeith Harry from the United Nations UniversityInternational Centre for Distance Learning atMilton Keynes. This lists publications of all kindsand in all languages and is indispensable for thosewho wish to keep up with contemporary researchin distance education.

(ii) Computerised databases The computeriseddatabases now carry large amounts of material ondistance education. In 1983 1 was successful ingetting the ERIC system to accept 'Distanceeducation' as a majar descriptor and a search onthis descriptor in the week before the Conference(August 1985) yielded 167 titles. A similarAUSINET search on the same day produced 136titles.

1982-1985.

The main databases accessible from Australia arelisted below and similar servis;es are available frommany countries:

For journal articles:AEI (Australian Education Index), 1978 ;ERIC (Educational Resources Information Centre);1966=;British Education Index, 1976 ;EUDISED (European Documentation andInfortnation System for Education), 1975;

For monographs (i.e. books):ANB (Australian National Bibliograpnic Database)including Australian material), 1972Library of Congress (US material), 1968BritiSh Nat. Bibl. (UK material), 1971Canmarc (Canadian material), 1971USGPO US (Government) material, 1976NZNB (New Zealand material), 1982

for thesesAustralian Education IndexDissertation Abstracts Online

(iii) Journals Four journals are dedicated todistance education:

Distance Education edited from Adelaide forASPESA

Open Learning formerly Teaching di a Distanceedited by D. Grugeon from Milton Keynes

Epistolodidaktika edited by L. Mosley fromLondon

1CDE Bulletin (the journal of this associationedited by D. Sewart from Manchester.

In addition most of the major education journalSlike International Journal of Education, BritishJournal of Educational Technology, ProgrammeuLearning and Educational Technology, HigherEducation; Media in Education and Development,Educational Broadcasting International nowregularly carry articles specifically on distanceeducation. At the conference Rudolf ManfredDelling distributed a listing of 110 distanceeducation journals and newsletters:

(iv) Overview. Not only was Baath correct inunderlining the explosion of research in thisfieldin the period under review there is a newcohesion. The acceptance of the term 'distanceeducation' by this association at its last conferencein Vancouver has clearly been beneficial. Energiesthat were previously dispersed down terminologicalcul-de-sacs have now been unified as research ondistance education.

Much of the important research on distanceeducation in the 1960s was in German and in the1970s in English but by the mid 1980s there isconsiderable work in Spanish, German and otherlanguages in addition to the explosion in English.An analysis of the bibliographies provided byHarry shows that foi recent years 25% of titles arein Spanish, 12% in German and there are eventitles from the socialistic republics of central andeastern Europe. These percentages are high for anEnglish-based bibliography and it is unfortunatethat this richness is not reflected in the attendanceat this conference.

ICDE Research Grants

When the Committee was established in the earlymonths of 1983 the President allocated to it$15000 for research grants. A structure foraccepting and evaluating proposals, with a memberof the committee as chairperson, was set up foreach of the six continents: Africa, Asia, Europe,North America and South America. Applicationswere called for by 31 December 1983.

During the early months of 1983 the applicationsreceived were evaluated by the continent panelsand the recommendations of these panels wereforwarded to Torstein Rekkedal in Norway. Heevaluated the panel recommendations one againstthe other and recommended funding levels foreach project. On his recommendations it wasdecided to award grants to four projects fromIndia and one each to Argentina, Canada, CostaRica, Kenya, New Zealand and a joint one fromAustralia and New Zealand.

On the announcement of the grants the ICDETreasurer forwarded 66% of grant monies to allgrantees. All project leaders were required to makean interim report to Torstein Rekkedal in Norwayby 31 December 1984. All ten did so. Over the lasttwo months (June-July 1985) the completedprojects have been arriving from around the worldand authorisation for the payment of theremaining 34% of the grants has been made.

Projects presented at the conference

B.K. Gitau (Kenya) described his project'Achievement motivation in distance education':

T.E. Rayr or (Canada) presented his project'Identification of potential distance learningdrop-outs'.

M. Williams and J. Williams (New Zealand) spokeon their project The evolution and function of astudent-operated support n..twork for distancestudents'.

M. Parer (Australia) presented the cross-institutional project `Institutional support andrewards for academic staff teaching externalstudies' on behalf of his fellow researchers,B. Shaw (New Zealand), B. King (Australia) andS. Croker (Australia).

Projects not presented at the conference becausethe researcher(s) was unable tu attend

I. Kahn (India) 'Survey of drop-outs in thedistance education system ot

N. Chander, S. Kevin and P. Sudhakaran (India)'Drop-outs from distance educationa case study'.

R. Asher and A. Oak (India) 'An investigation inthe study habits of adult learners of openuniversity programmes of SNDT University andthe study of impact of guidance on their studyhabitS!

G. Orsucci (Argentina) 'The attitude of universityprofessors toward distance education inArgentina'.

Projects not completed by the confcrcnce

G. Zelaya Goodman (Costa Rica) 'Projecto deinvestigacion de tutoria telefcnica'

K. Sharma (India) 'Developing a feed-back systemin distance education'.

International Research Project

In the absence of the project leader J. Taylor(Australia) his colleague, V. White; presented theInternational Research Project to the conference:'Student persistence in distance education: a cross-cultural multi-institutional perspective':

Conclusion

The ICDE is exploring the possibility of publishingthese projects in 1986:

Des KeeganChair

Program Report

The Program of the 13th World Conference ofICDE was characterised by its breadth and itScomplexity.

Some 213 papers were represented in 67 parallelsessions, divided into 5 major sub-themes and 19interest groups. Because the Conference Committee,and the Program Committe were committed toallowing as much_flexibility in the program aspossibl and were encouraging of innovativepresentation methods, organisation of the programcan be likened to holding a tiger .",e tail.

Superimposed on this complex program was thefeature sessions, under the guidance of KevinSmith. These were offered nearly every day of theConference, and are covered elsewhere in thisConference Report.

The Program was organised into the five sub-themes and the various interest groups as follows:

Sub-themes

Interest Groups

The LearnersThe Social ContextThe DisciplinesThe Learning ResourcesThe Organisation

Libraries in f`stance EducationNew InstitutionsNew TechnologiesInstructional De,ignDistance Educat on andDeveloping Socit tiesReSearchSchoolsTechnical EducationWomen's International NetworkDisabled StudentsPrivate Proprietary CollegesCounsellingStudy CentresContinuing EducationProfessional DevelopmentTeaching HistoryTeaching English as a SecondLanguageTeaching Business StudiesTeaching Mathematics.

These Interest Groups were a new venture in ICDEConferenceS, having been srgested at the 12thWorld Conference in Vancouver. Each InterestGroup had a convenor and, depending upon theSize of the Group, And the style of its convenor,they operated quite differently. Somne InterestGroup§ Were almoSt indiStinguishable from theSub-Theme Parallel SeSSionS, in that they had aSeries Of paper§ to be preSented on their specialisedformS. Other Interest Groups operated asdiscussionS groupS With members sharingexperienceS from different partS of the globe.Finally, there were some Interest Groups whichused their time to draw up a program of futureaction and to Seek commitment from members wcarry out these actions.

The Sub-themc Parallel SeSSions Program wasorganised by placing presentations with commonthemes together, into a theme=related parall:1session. The Program Commiitee would be firSt toadmit that we were not always successful in thatendeavour and we sometimes got the miX incorrect.However, it is not unfair to claim that theentcrprise was a generally succeSsful one and mostpresenters found they had compatible co-preSenters.

This Program Report lists below the titles of theParallel Sessions under each Sub-theme.

Before going to that list; though, this Reportwould not be complete if if did not expressgratitude to all presenters for their sustainedefforts; and to the many sessions managers wholaboured tirelessly during the Conference to contactpresenters and organise the sessions: Some of thosepeople deserve medals rather than mere thanks.Additionally; thanks are due to the many sessionchairpersons who ensured that things ran smoothlyduring the parallel sessions: Thanks are due inlarge quantity to the Interest Group convenors whothought so well and planned so well before theConference, and who worked so hard during it:Finally, I would like to express my own heartfeltgratitude to all those people who; from time totime, detected that the tiger I had by the tailduring the Conference was in grave danger ofgetting loose. Many people stepped in to assist meoften; others, just in passing; lent a hand as theywert by the struggling tiger tamer. Thank you all:

Peter SmithChair

Program Committee

4

Parallel Sessions Titles with Sub:Themes

Sub-theme I: 7he Learners

Convenors: Beatrice HamiltonMaureen SmithPeter Smith

Learning Skills and StrategiesStudent Counselling and OrientationClient Specialised Su_pport TechnitvesComputer Assisted Guidance and Testing ofStudentsLearning Styles and Conditions 1Learning Styles and Cond:tions 2The Learner's ViewTele-teachingSupport Systems for ChildrenStudent CharacteristicsWho u3es SupportSystems?Widening Horizons of Student Support

Sub-theme: The Social Context

Convenor: Dave Meacham

Adult EducationContinuing EducationDistance Educatbn and Rural CommunitiesDistance Education and Developing CountriesDisadvantaged Grows 1Disadvantaged Grc,ups 2Distance Education and Disadvantaged ChildrenOvercoming Social DisadvantageSocial and Cultural DisadvantageCase Studies of the Cultural Context 1Case Studies of the Cultural Context 2

Sub-theme 3: The Disciplines

Convenors: Peter SmithDonald Bewley

Background Theoretical IssuesHumanities IHumanities 2Theory of Distance Education ITheory of Distance Education 2Pr ofessional Development by Distance EducationTt:aching Science and TechnologyTeaching and CounsellingMathematics and ScienceCurriculum OrganisationNursing EducationLiteracyEducational TechnologyAgricultureBusiness

Sub-theme 4. The Learning Resources

Convenor: James Taylor

Invited SpeakersTechnology and Distance EducationComputers and Distance EducationIssues in Distance EducationStaff DevelopmentMedia and Distance EducationTeaching Methodologies: School LearnersTelevision and Distance EducationTeaching Methodologies: Science TeachingTeaching Methodologies: Individualised LearningInstructional Design and EvaluationDistance Education Resources in DevelopingCountriesInstructional Design 1Instructional Design 2Instructional Design 3Teleconferencing

Sub theme 5: The Organsiations

Convenors: Patrick GuitonPaul Northcott

Planning: Processes and ProductsPlanning: Programs and PrioritiesPlanning: Promise and PerformancePlanning Workshop: The Viable System ModelCase Studies in Organisational InnovationOrganisational Structures: The Dual ModeInstitutionOr3anisational Structures: The Learners and theSystemsPlanning ModelsCollaboration: A National and A RegioaalPerspectiveCollaboration: Linking InstitutionsCollaboration: Course Sharing at a Distance

43

First Business Meeting

WednesdaY, 14 August 1985-11.00 a.m. LaTrobe University; Melbourne; Australia

1. Call to Order

After Welconiing delegates to the first businessMeeting Of the ICDE at its Thirteenth WorldConference, Dr. John Daniel, President of theCouncil, called the meeting to order.

2. Mutates of the Business Meetings of theTwelfth World Conference

It was moved by Paul Dahan and seconded byJack Foks that the minutes of the businessmeetings held on June 9, 1982 and June i4, 1982at The University of British Columbia, Vancouver,Canada be adopted as published.

3. President's Report and Remarks

Di% Daniel drew attention to the Report of theExe tive Committee to the Membership,published in June 1985 and distributed to themembership by mail and through the ConferenceRegistration Office. (Extracts from this Report areappended to these minutes.)

Prior to making comments about the President'ssections of the Report; Dr. Daniel expressed hisregret that Past-President Charles Wedemeyer wasnot able to attend the Conference due to illnessand wished Dr: Wedemeyer a speedy recovery.

He expressed regrets on_behalf of ExecutiveCommittee members ianet Jenkins and JohnBaath who were unable to attend.

Dr. Daniel prefaced his report with a refetence toone of the resolutions of the 1982 Vancou ,erConference which called for "the resolutionsapproved at a world conference to be reviewed andreported on by the President at a subsequentworld conference". He then proceeded to addsupplementary comments to the Review of theVancouver Policy Resolutions included in thepublished Report of the Executive Committee.

With respect to Secretariat functions, Dr. Danielindicated that the decision to continue with avoluntary secretariat had p:riven to be a cost-effective one and that membership and treasuryfunctions have been handled very well.

He noted that the ICDE Bulletin has given theCouncil greater prominence, has achieved a highstandard right from the start and, under theskilled hand of David Sewart, has been one of theCouncil's most successful ventures. 50

In drawing attention to the work of theInformation and Documentation ServicesCommittee, Dr. Daniel noted that Lord Perrywould report further on progress in theinformation exchange area and on the continuingneed to improve the flow of information aboutdistance education and the organization involved,around the world.

He noted the initiatives take:, to promote andsupport journals in the field of distance education(Distance Education, Journal of CorrespondenceEducation, and others) and the support given tothe translation of articles to ensure a broad baseof contribution and readership.

Dr. Daniel advocated an increased involvementwith national and -egional associations andcontinuing cooperation in sponsoring, supporting,organizing and attending meetings, conferencesand workshops, particularly in developingcountries. He urged the Council to give particularconsideration to the special needs of Africa, notingthat despite the attention given under the mandateof the Vancouver Conference resolution, theunmet needs remain enormous.

He indi.;ated that a Special report on therelationship between ICDE and UNESCO wouldbe given by David SeWart later in the meeting.

Noting that the Council's network of LiasonOfficers extends to 20 countries. Dr. Danielsuggested that more be done With this concept andencouraged groups to propose liaison officers tothe Council executive and interested individuals tomake known their willingness to serve in thiscapacity.

After noting that the International Women'sNetwork was founded but tWo year§ ago, hasdeveloped rapidly and iS noW Widely admiredthroughout the world, Dr Daniel concluded Withthe following words:

We left the Vancouver Conference with a strongmembership base which enabled us to improve ourservices to our membership and the broadercommunities that we serve. We are now part of aninternational network of distance educatorS andinstitutions operating at many levels. Theachievements of a dedicated team form a strongfoundation for the father development of ICDE.My three years as president have been anenjoyable and fulfilling experience and I thank allmembers of ICDE for their cooperation andsupport.

4. Executive and Committee Reports

4.1 Conference Chair

Noting that the "official" welcome would beextenaed at the Opening Ceremony later in theday, Kevin Smith welcomed delegates and offeredhis hope that the program would offer rewardingexperiences. He expressed appreciation to .,thersinvolved in organizing the program, particularly toPeter Smith who, as Associate Chair, "carried themajor workload".

Mr Smith acknowledged the problems beingexperienced with the micro-fiche format of thecontributed papers for the conference; iidicatingthat reader-printers would soon be opet tionaland that he hoped that this would alleviate omeof the problems.

In concluding his remarks, Mr Smith expressed hishope that the conference theme-flexible designsfor learning-would be expressed in a practicalway in the sessions most of which providedopportunity for participants to practice theinnovative techniques that many of us advocate.He wished all delegates a successfLI and enjoyableconference.

4.2 Secretary- Treasurer

Making references to his published report, BarrySnowden provided an overview of theupdates (distributed with the agenda for themeeting):

Mr Snowden indicated that, although thepublished membership report and the updateprovided with the agenda indicate the overallyear-to-year growth and distribution ofmembership, these summaries do not oisclose thefull membership picture or the degree to which theCouncil has attracted new members, and_hassufie.red an outflow or loss of members. Heprovided the following information in this regard.

Financial Performance-An Update

7982* 1983* 1984* 1985*

Income:

Conference Foes 110 420 0 225;000Membership Fees

-Individual 147 16,643 12,28' 10,000-Institutional 20,053 10,092 10,000

Publication Sales 2,084 _ 500 1;000Interest 314 6,421 3,613 8,800Other Revenue 3,336 1,892 200

571 48,957 28,378 255,000

Expenses:

1982 Conference Expenses 2,749 9,323 0 01985 Conference Expenses 7,210 16,495 198,000ICDE Bulletin 13,652 15,631 12,400Grants to Regional_ Orvrizations 9;244 5,727

W, V & E CommitteeExpense 700 350

Workshops, Exchanges &Visits 1;845 2 800 5;150

Women's InternationalNetwork 180 1,622 600

Information &Documentation Svcs. 76 300

Research CommitteeExpense 683 850

Research Grants 12,759 5,760Distancc Education_ Translations 266 235 400Executive Travel-

Regional Meetings 1,729 16,788 3,087Executive Travel -Gen-A-al 4,289 776 6,100Travel Support to

Members 1,559 2,362 5,960Execntivc Committee

Meet ing 12,045 200General Administration-

Salaries & Wages 2,813 549 200Postage 296 284 2,800Other Communications 14 0 50Materials & Supplics 65 2,028 203 500Printing Services 270 _0 2,500Fees & Honoraria 1,200 1,200 500Bank Service Fees 17 47 50

Other Expenses 254 381 26 600

4,-/98 71,377 77,308 243,270

Surplus or Deficit( ) (4,226) (22,420) (48,930) 11,730

Current Assets atYear-End 130,796 106,646 57,716 69,446

Assets (at Cost)ixed Assets (Depreciated

11;304 13;034 13;034 13;034

Value) 9,643 6,750 4,725

ActualEstimates

5145

MembershipAn Update

Council Membership at 31 July 1985

Institutional Memo.:rsInd.&Rep.

Countrl. Memb. Cat 'A' Cat 'B' Library Members

Argentina 17 26Australia I I I 3 3 4 138Austria 1

Belgium 1 6Canada 74 7 5 140ChileColombia 1 1

DenmarkDominican Republic 6England 14 2 2 35Fiji 3 6Finland 2 2France 2 8GhanaHong Kong 2 1

India 9 7 57Indonesia 1

Ireland 2 2Israel 6Italy 2 IIJapanKenya 1

Korea 4 1 10Lebanon 1

Malawi 1 7MauritiusMexico 1

New Guinea 1

New Zealand 11 29Nigeria 6 1 2 18Norway 4 3 22Pakistan 1 1 4Peoples Rep. of China 1

PeruPortugal 3Saudi ArabiaScotland 2 5Singapore 2 5South Africa 1 4Spain 3 9Sri Lanka 6Sweden 13SwitzerlandThailand 6The Netherlands 2 7Turkey 7 3U. S. A. 38 2 6 68U: S. S. R: 1

Venezuela 6West Germany 10 19Yemen Arab Rep.Zambia 3 9Zimbabwe 3 9

Total Members 350 45 37 27 731

5 2

Membership Report Supplementary Information

Country

ArgentinaAustraliaAustriaBelgiumCanadaChileColombiaCosta RicaDenmarkDominican RepublicEnglandFijiFinlandFranceGhanaHong KongIndiaIndonesiaIrelandIsraelItalyJapanKenyaKoreaLebanonMalawiMauritiusMexicoNew GuineaNew ZealandNigeriaNorwayPakistanPeoples Rep. of ChinaPeruPortugalSaudi Arabi:,ScotlandSingaporeSouth AfricaSpainSri LankaSwedenSwitzerlandThailandThe NetherlandsTurkeyU. S. A.U. S. S. R.VenezuelaWest GermanyYemen Arab Rep.ZambiaZimbabwe

Total Members

_ _Nett, New Ne.v-Members Members Members

1983 1984 1985lndiv. Inst it. lndiv. InsM. bully. Instit.

1016

1

19 7

II70

14

5

34

10 2

1

2 _2

1

1 7 241 I 2

1

-1

151

3

1

4 1

1

1

61

85 51 135 36 70 15

Note: For the purpose of this report, 'new' members are memberswho were not paid-up members in the previous year.

1

4.3 Editor: ICDE Bulletin

David Sewart reported that, since January of 1983,eight volumes of the Bulletin had been publishedand distributed to the membership, plus a specialpublication of papers seltxted from those presentedat a September 1983 Internationai Workshop onCounselling in Distance Education. He noted thatVolume 9 was ready for production on his returnto Manchester and that a brief report on theConference would be included.

After drawing attention to the recommcndationsmade in the Bulletin Editor's section of thepublished Executive Committee Report, Dr. Sewartexpressed his appreciation for the advice,assistance and support given by his executivecolleagues, for the suppor and contributions ofthe Open University, and for the steady flow ofunsolicited contributions from members of theCouncil.

4.4 Chair: Workshops; Visits and Exchanges

Gisela Pravda provided an overview of theCommittee's written report, expressed appreciationto members of the Workshops, Visits andExchanges Committee, and to her executivecolleagues. She noted that, since publication of theExecutive Committee Report to the Membership,two additional grants had been provided bringingthe total financial assistance awarded in the1983-85 period to $7250.00 US. With respect tothe future of the W.V. & E. program,continuation is recommended. Ms Pravdaindicated that more work would be required tomake the exchanges element of the program moreeffective.

Ms Pravda drew attention to a questionnaire beingdist: ibuted by the Committee to obtain feedbackand irput from the membership and encouragedmembers to complete and return the questionnaire.

4.5 Chair: Research

Desmond Keegan reported_on the 1983-85program of the Research Committee, drawingattemion to the processes by which researchproject applications were solicited and reviewedand grants awarded. He described the means bywhich progress had been monitored noting that aplenary session of the Conference later in the daywould include reports from a number of theprojects.

After describing the International Research Projectbeing undertaken by the Committee and notingthat thirteen institutions in nine countries areparticipating. Mr Keegan expressed appreciation tomembers of the Committee for their contributionsto the research program over the 1983-85,period.

4.6 Chair: Womens' International Network

In describing the origin and beginnings of WIN,Liz Burge expressed appreciation to SusanD'Antoni, Audrey Campbell, John Daniel andothers, and indicated that early efforts wereconcentrated on organizational structure andcommunication vehicles noting that five issues of anewsletter were published over a three-year period.She indicated that the Network's aims haveincluded professional development for all membersof ICDE, personal support for Network membersand groups cohesion.

In describing needs and prospects for the future;Ms Burge made reference to the problems andissues addressed in the final paragraphs of theWIN section of the distributed Report of theExecutive Committee:

5: Appointment of Committees

The recommendations of the Executive Committeefor nominations to standing committees for theduration of the Conference were presented asfollows:

Nomincu'ons and Elections Committee

P. Guiton, ChairJ. PhillipsG. GrimmettE. SaupeM. HaugheyE. Ljosa

(Australia)(Australia)(United Kingdom)(West Germany)(Canada)(Norway)

The committee was elected by a show of hands.Since E. Saupe was not in attendance at theConference, the Committee was empowered toreplace this member.

5.2 Future Plans Commiuee

V. White, ChairG. PravdaA. CampbellD. Grugeon0. Dewal

Alternatives:

D. MeachamA. TurnbullB. AgboolaE. PriorT. Sakamoto

(Australia)(West Germany)(Canada)(United Kingdom)(India)

(Australia)(Canada)(Nigeria)(Sweden)(Japan)

The committee was elected by a show of hands.It was reported that bids for the next worldconference had been received from Argentinaand the United States.

=1)47

5.3 Resolutions Committee

D. Sewart, Chair (United Kingdom)B. Gitau (Kenya)T. Rekkedal (Norway)0. Tate (New Zealand)M. Smith (Australia)A. Hershfield (U.S.A.)B. Willen (Sweden)A. Joseph (Argentina)L. Burge (Canada)R. Datt (India)

The committee was elected by a show of hands.

6. kiternational Centre for Distance Learning

Lord Perry presented a report on the activities ofthe International Centre for Distance Learning,indicating that with support from the UnitedNations University, this organization had becomethe successor to the Open University'sInternational Documentation Centre. He indicatedthat by the end of 1984, more than 400 institutionshad provided information about their distanceeducation operations and that this information wasnow available as a computersupported database.Work has begun on a bibliographical database.

Lord Perry indicated that the future of the centrewas likely to depend upon ICDE playing somepart in its financial affairs.

7; ICDE and UNESCO

In reporting on the current status of relationshipsbetween ICDE and UNESCO, David Sewartindicated that after an exchange of correspondenceearly in 1985 and some initial delay, a meeting wasscheduled at which discussion centred mi the"Draft Program and Budget" for UNESCO for1986-87 and those aspects of the program whichmight involve Distance Education: He noted thatthe current serious funding problems of UNESCOraise questions about all aspects of plannedactivities:

Dr Sewart indicated that the question offacilitating membership in ICDE for those fromdeveloping countries where currency exchange is aproblem was also discussed and there is some hopefor progress in this regard.

With respect to working linkages, he noted thatthe UNESCO Conference on Adult Education heldin Paris earlier in 1985 had not involved DistanceEducation. He added that UNESCO's Bangkokoffice has been, from time to time, activelyconcerned with Distance Education projects, oilerinvolving individual members of ICDE.

The First Business Meeting adjourned at 12.30p. rn.

X

Ben Gitau (Kenya); Barbara Matiru (Kenya) andfrenei Mbenna (Tanzania); chairs of the Africanregional session

3

,g A

Barry L. SnowdenSecretaryTreasurer

Second Business Meeting

Monday, 19 August 1985-4.00 p. m. LaTrobe University, Melbouine, Australia

1. Call to Order

President Daniel called the meeting to order at4.05 p. rn. and noted that the meeting would beexpected to deal with a sizeable agenda in arelatively short time period. He asked membersto bear in mind that the meeting s objectiveshould be to give general guidance to theincoming Executive Committee.

2. Report from the Conference Manager

The Conference Manager; Jerry Grimwade;reported that total conference attendance was792 with 53 percent of the registrants fromAustralia and the balance from 47 othercountries: He indicated that the number of full-time delegates was 474 of whom 218 wereAustralian and noted that the 318 partialregistrants were equivalent to an additional 84full-time delegates.

President Daniel congratulated Mr Grimwadeand his staff for organizing and running a mostsuccessful conference:

3. Affiliations

After drawing attention to the Council's policywith respect to affiliation with national andregional distance education organizations, DrDaniel reported that the Executive Committeehad approved affiliation _rrangements with theDistance Education Association of New Zealand(DEANZ), the Independent and DistanceEducators of Alaska (IDEA), and the AfricanAssociation for Distance Education (AADE).He noted that, in addition, encouragement wasbeing given to the DECASIA gioup to becomemore active.

4. Honorary Membership

The President recited the provisions of theConstitution regarding the granting of honorarymembership and announced that the ExecutiveCommittee was pleased to recommend thatAudrey Campbell (Canadab Bo-rje Holmberg(West Germany) and Past-President BakhshishSingh (India) be awarded this lionour. Therecommendation was approved by a show ofhandS.

Dr Daniel presented Professor Holmberg andProfessor Singh with gifts in recognition oftheir service to the Council and indicated thathe would ensure that a persona; presentajon ismade to Ms Campbell :ho was unable toattend the Conference.

S. Report of the Resolutions Committee

On behalf of the Resolutions Committee, DavidSewart (Chair), reported that more than 50resolutions had been proposed by themembership since the first business meeting. Heindicated that the Resolutions Committee haddiscussed all resolutions; combining many andorganizing the results into a format suitable forpresentation to the meeting: After expressingappreciation to the membership for their effortand concern; Dr: Sewart presented the followingresolutions for consideration:

5:1 Resolution relating to iVorid Conferences

Be it resolved:

1. That steps be taken to choose the venue of aworld conference well before the precedina worldconference

2. That planning be directed al holding futurev,orld conferences to ensure as much as possiblean even distribution among the continents.

3. That the Executive Committee initiate timelydiscussions with members in these regions in orderto increase the lead time for planning.

4. That the Executive Committee seek funds tohelp defray the travel and conference expenses ofdelegates from developing countries, from minoritygroups and for others who they deem to bedisadvantaged.

5. That the next conference committee be askedto review the 'procedures for the acquisition andpublication of conference papers.

Carried by show of hands.

49

5.2 Resolution relating to Students

Be it resolved that students with disabilitiesshould have similar opportunities as the rest ofthe population to gain access to distanceeducation.

Carried by show of hands.

5.3 Resolution relatthg to Publications

Be it resolved that ICDE re-affirm its policy ofusmg non-sexist language in all officialpublicannnS.

C-arried by Show Of hands.

5.4 Resolutim:s relating to Constitution

Be it resolved

1. t hat a process of constitutional revision beinitiated through the establishment, by thePresident, of a working group representativebf the membership, to review the constitunonand to make recommendations for revisions,paying particular attention to:

the composition of the Executive Committeevoting and election procedures

2. That the outgoing Secretary Treasurercontinue to perform the duties of this officeuntil end of the accounting period inwnich the World Conference is held or untilsuch time as is mutually determined betweenthe SecretaryTreasurer and the Exet.utiveCorr mince.

Carried unanimously.

5:5 Resolutions relating 10 the Bulletin

1. That ICDE continue to publish a Bulletinalong the lines of the present publication andfund this activity so as to maintain a focusof ICDE activities for its members.

2: That the Executive Committee explore thefeasibility of provid 'fs Bulletinarticles in languae,

Carried unanimousL

5.6 ReSOlUtiOnS relating to Priorities

Be it reSblVed:

1. That the EXecutive Committee facilitate thecontinuing activity of the ResearchCommittee, Dying attention to:

support and encouragement of researchersin distance education

iw publication Of tepbilS atkihg btit Ofsponsored researcha focus of attention On the pedbleitis ofdistance education in develOping ebuntrieSa formal inquiry into the status andconditions of women learners andeducators in _distance education

2. That the Executive Committee facilitate,through designated convenors, interest groupsin specific areas; such as the following:

Disabled studentsMusic

at Educational technology in distanceed I! cationDistance education at the primary andsecondary levelBibliographical data bases

And that the Council promote; through theseinterest groups; the dissemination of informationon new developments; contact between people andinstititions, newsletters; etc:

3. That the Exec..tive Committee undertake thefollowing activities:

the promotion of regional meetings atwhich the Executive would be represented

ist the development of relationships with non-English speaking areas of ti.e worid andEastern Europethe promotion of regional newslettersthe re-establishment of links with theNational Home Study Council (NHSC);the Association of EuropeanCorrespondence Schools (AECS, formerlyEuropean Home Study Council andCouncil for Education by Correspondence)(EHSC/CEC), and similar organizations

1 the deVelopment of a network of regionalrepreSentatives and the facilitation of thetaSkS of these representatives by theregular provision of membershipinformationthe brdadening of the membership base interms of both private and public sectorinstructions.

4. That ICDE should encourage each of itsregional organizations to explore thepossibility of setdng up a regional resourcecentre which would be a focus wheremembers could study and compare distancelearning materials from various sources.

5. That the Executive Committee promote thecontinued development of the InternationalCentre i -r Distance Learning so as to makeinstitutional/bibliographical data readilyaveable throughout the world (as hard copy

disk form) and support the Centre soto ensure its continuing sponsorship by the

United Nations University.

6. That the Executive Committee shouldfacilitate the continuing activity and work of:

the Workshops, Vkits and ExchangesCommitteethe Women's International Network

Carried by sh,-)w of hands.

5.7 Resolutions rdating to Organization andOperations

Be it resolved:

1. That in establishing cornmittees the ExecutiveCommittee should attempt to ensure enoughturnover of the membership of eachcommittee to maintain a reasonable degree ofcontinuity with the introduction of new members.

2. That the Executive Committee give earlyconsideration to the matter of programcontinuity, to establishing a budget, and toensuring the timely appointment of officers.

Carried 'oy 'iow of hands.

5.8 Appreciative Resolutions

Be it resolved:

1. That this conference congratulates andexpresses its thanks to the Preesident, themembers of the Executive Committee, andthe Committee chairs for their excellentstewardship of ICDE since the 12th WorldConference in Vancouver.

filat this conference congratulates andits thanks to the Conferenceicrry Grimwade, and all those who

work,d with him; for their considerableefforts over the last three years to ensuie thesuccess of the 13th World Conference of ICDE.

Carried unanimously:

6; Report of the Future Plans Committee

The following report was presented by Mr.Vernon White on behalf of the Committee:

1:0 General:

The Committee met on Friday; August 16th;1985 to consider requests to conduct the 14thWorld Conference of ICDE, Applications .verereceived from Argentina; Norway and theUnited States of America.

2.0 Criteria:

The Committee considered the applicationsunder a number of criteria, not all of whichwere recogniFed as being of equal importance.However, it decided the most importantconsideration in the choice of venue should bethe development of distace education in itsbroadest sense. It agreed that a successfulconference must provide for a maximumexchange of ideas and experiences. It must beof benefit to both the older establishedinstitutions and the newer ones, particularlythose from developing educational areas.

3.0 Decision:

3.1 The Committee agreed that while theapplication from the United States of Americawas very attractive, an International Conferenceheld in that region would not assist the worldwide development of distance education to tileextent of the other venues. The Committee alsoconsidered the fact that the last ICDEconference was held on the North Americancontinent.

3.2 The Committee was divided in its supportfor the other two applications. Members werehampered in their endeaour to arrive at aconsensus by a lack of knowledge on certainaspects of the proposed venues and the longlead time before the conference.

4.0 Resolutions

The Committee recommended:

4.1 That the Executive be directed L. ainfuller information on the two applicaticnsincluding more precise detail on the proposedsite within the venue, likely costs to delegates,specific details on support funding, and thestructure of the conference.

5 7

4.2 That a final decision be arrived at byDecember 2, 1985, and that leaders of bothproposals be interviewed by the Executive, or anExecutive sub-committee, before the finaldecision is reached.

4.3 That ICDE should do everything possible toassist the holding of a regional conference inLatin America in the next few years, whether ornot Argentina is selected as the official ICDEWorld Conference venue.

4.4 That notwithstanding the obvious problems,the ICDE recognise the need to move towardsthe adoption of more than one official languagefor at least some sections of its worldconference.

The recommendations of the Future PlansCommittee were approved and adopted by ashow of hands:

7. Report of the Nominations and ElectionsCommittee

Mr. Patrick Guiton presented iie followingreport; after describing the procedures adoptedby the Committee which included the holding ofan election by secret ballot:

The following nominations had been received

For President Fred Jevons (Australia)Kevin Smith (Australia)

For Vice-PresidentJoe Ansere (Ghana)Liz Burge (Canada)Lara Euler-Ajayi (Nigeria)Rune Flink (Sweden)Ben Gitau (Kenya)Raja Jayagopal (India)Ian Mugridge (Canada)Michael Parer (Australia)Gisela Pravda(West Germany)Riyaz Punjabi (India)Reider Roll (Norway)David Sewart(United Kingdom)Maui een Smith (Australia)Wiehit Srisa-An (Thailand)Ormond Tate(New Zealand)

A total of 310 ballots were cast for Presidentand Kevin Smith was elected.

A total of 1471 ballots were cast for Vice-Presidents and the following five persons, whoobtained the highest number of votes, wereelected as Vice-Presiuents:

Liz Burge (Canada)Ben Gum (Kenya)Gisela Pravda (West Germany)David Sewart (United Kingdom)Maureen Smith (Australia)

The President congratulated the new membersof the Executivve and thanked the members ofthe Nominations and Elections Committee fortheir work.

The Second Business Meeting idjourned at 5:35P.m-

Barry L. SnowdenSecretary-Treasurer

Extracts from Report of the Executive Committee, June 1985

Message from the Presideut

Countdown to Melbourne

I know that members of ICDE look forward with specialpleasure to our world conferences. Between conferences ourinternational contacts are limited so the conference itself is anintense period of interaction. We renew old acquaintanceships,develop new ones and enjoy the intellectual and professionalstimulation of hearing about the progress of distance educationin many different countries. These activities alone could keep usbusy for more thnn 16 hours a day every day o: theconference.

However; there is another very_important activity that alsodemands our attention during the conference. It is for themembership to chart the course and set the priorities of ICDEfor the next few years. The 1982 Conference in Vancouver wasan_important event in this regard. The resolutions pas, by theICDE membership at that conterence really have gui,Executive Committee in its work since 1982.

One of_those resolutions called for "the resolutions iriproved ata world conference to be reviewed and report,: hy thePresident at the following world conference-. That is thepurpose of this report. By also providins you with tilt tsof the Executive_Committee members and the CommitteeChairs well_in advance of the conference business_meetings Ihbpe to facilitate your participation in the discussion cf ICDE'sfuture development.

This report to_the memberShip haS tonr sections. After thisreview of the Vancouver resolutions the second section containsthe reports of the ICDE officers and committee chairs. Thethird section presents brief updates on the status and activitiesof various national and regional distance education _

associations. Section four tells the story of the last few years inpictorial form, recalling through photos some of the events inwhich ICDE has been improved.

Review of the Vancouver Policy Resolutions(pp 32-33: 1982 Conference Report)

Secretariat

Two resolutions called for ICDE to alter its historical policy ofoperating without a permanent secretariat. Accordingly thePresident made application in 1982-83 for the ICDE Secretariatto be fundeciunder a proeramme_for the SoCial Sciences andHumanities Research Council of Canada. Unfortunately thisapplication was unsuccessful. In these circumstances, and giventhe dispersal of ICDE's secretariat functions among officers an,,committee chairs in many _different countries and localities, itwas decided not to invest ICDE funds in a single secretai lat.Nevertheless, as the Secretary-Treasurer reports, a relativelyhigh volume of secretariat activity has been sustained on a cost-effeeve basis:

Bulletin

The resolution calling for the transformation of the ICDENewsletter into a regular Bulletin has been implemented.ICDE Bulletin, which has appeared on schedule every foutmonths; achieved a high standard right from the start andcontinues to broaded its coverage thanks to the excellent workof Editor David Sewart.

International Documentation Centre

The report ot 1CDE's information and Documentation ServicesCommittee indicates that considerable progress has been madein implementing the resolution calling for the establishment ofan international documentation centre. With ICDE support andthe sponsorship of the United Nations University theInternational Centre tot Distance Lei/ming has been create..: atthe U.K. Open University.

Support fi, tiler Journals

Several _resolutions called for ICDE to support otherjournals inthe field cif distance education._.As a result Distance Educationnow carries the ICDE logo on its masthead and ICDE has paidfor the translation of certain articles that have appeared in thisjourmil. ICIDE isin regular contact with the editor of_Teachingat a DiStance and regretsthat budget_cuts_ have forced thatimportant journal to publish on a reduced schedule.Epistolodidaktika has hecome the Journal of CorrespondenceEducation and includea iCDE members on its editorial board.

RetationShips with National and Regtonal AssociationsThe Executive has been successful in greatly strengtheningrelationships with other distance education associations. Apolicy on affiliations was developed and has led to jointmembership arrangements with some associations (ASPESA,Swedish Association for Distance Education) and specialagreements with others. ICDE has made grants to help theactivities of associations in the non-industrialized countries(African Association for Correspondence Education,DECASIA, Argentina Association for Distance Education).

Regional Workshops

ICDE has done much to implement the 1982 resolution callingfor it to facilitate the holding of regional workshops, It hasbeen a co-snonsor of a number of suLth wbrUmps (Harare-July 1983; Cambridge -September 1983; Hong Kong -October1983; Buenos Aires -September 1984). It has also ensured thepresence of ICDE members at many other meetings by ascheme Df personal grants operated by the Workshops; Visitsand Ex,2hanges Committee.

An JUDE delegation visited Un,s.to HQ in October 1982 andthere have been ongoing contacts with various offices of Unescosincc that date. Unesco now disLibutes 50 copies of the IC_DEBulletin, The resolution passed in Vancouver which called forICDE to "urge Unesco to collect, reproduce, disseminateImportant research findings on distance education fordeveloping countries" has been carried out.

Another resolution called for ICDE to "work with Unesco todraft proposals, promote development of rational policies fordistance learning; and their integration into general educationalplanning": While individual ICIDE members_may be engagod inthis endeavour the Executive has not been able to make it apriority.

More recently ICDE has begun_ discussions with_Unesco and theUnited Nations Univtsity on their future Riles in thesponsorship of t.. !n. rnational CentrL for Distance Learning.This will be the subject of a report in Melbourne, at whichpoint members_may wish to discuss further ICDE's role as acuegoty B affiliate Of Unestib.

Confrrence organization

One resolution of Vancouver called for training sessions to beheld in conunction with world confere.tes. Th.-. three pre-conference workshops to be held in Australia from August6-13, 1985 are a result. The Conference Prbgramme Committeehas also followed through on another Vancouver resolution byorganizing sessions of special imerest to academic staff.

5 9

Africa

Resolution No. 15 called on_ICDE to pay special attention tothe important needs of Africa. This resolution_has beenimplemented in various ways. ICDE provided financial supportto the Harare workshop in July 1983 and for a prior meetingto pla that workshop heldin Accra. ICDE also funds thenewsletter of the African Association for CorrespondenceEducation. Since 1982 ICDE's grants to African members andinstitutions have substantially exceeded its total revenues fromthe continent. The unmet needs remain, however, enormous.

Liaison Officers

In response to a resolution calling for additional liaison officersthe Executive developed a statement on their duties andappointed some 22 liaison officers in 20 countries. Inattordance with the terms of the policy many of these liaisonofficers have earned credi: towards the registration fee for theMelbourne Conference.

Conclusion

Thanks to the efforts of a dedicatedieam of vice-presidents,officers; committee chairs, liaison officers and committeemeMbers the resolutions passed by the membership inVancouver in 1982 have been implemented in nearly all details.These achievements form a strong foundation for the furtherdevelopment of ICDE. The international network of distanceethitatbrs and institutions is now operating at many levels. As aresult of the emphasis_we_have placed on 'being there' atregional meetings awareness of ICDE has increasedconsiderably and with it our membership in many countries.

We must remember, however, that even at present numbersmembership fees alone cannot provide a sufficient financial basefor ICDE activities at their current level. We owe our healthyfinancial situation to the surplus generated by the Vancouverconference. Although ICDE will likely aim_for a surplus onfuture_conference accounts it should also seek to diversify itssources of funds by, for example, approaching internationalfoundations for the funding of specific activities.

These three years as president of ICDE have been an enjoyableand fulfilling experience. I thank all members for theircooperation and support.

Seeretary-Teasurer's Report

This report covers a thirty month period, commencing after theTwelfth World Conference_(June 1982). It is presented in threesections: Organizational Strategy, Financial Performance andMem -ship.

Orpunizational Strategy

Following the very successful 1982 Conference held inVancouVer, Canada, the President and Treasurer undertook areview of the roles of Treasurer, Secretary and MembershipSec:.ciary. It was concluded that the positions of Treasurer andSecretary should be combined under the title of Secretary-Treasurer and that this officer, working closely with thePresident, should take responsibility for administering themembership registry.

To make thiS organizational strategy feasible and to minimizerequirements for paid staff support and other services, modestinvestments were made in microcomputer hardware andsoftware to support accounting, membership processing andcorrespondence functions. This approach has been successfuland, along with contributions of office support and otherassistance from the President's and the Secretary-Treasurer'semploying institutions, has made it possible to sustain anrelatively high level of activity on a cost-effective basis.

Financial Performance

Accounting operations commened shortly following the 1982COriferente With the reeeipt of a , );ing Capital transfer ofSI8,465 from ihe former Treasuer ibsequent transfersincluded $15,929 from the 1982 Conference Managen,$13,246ronl the 1982 Conference Program Chan-man, and S98;686

from the:thriller TreaSitter. Iii total, aSSetS (reCOrded as cash)Of $146,326 Were transfered from the accounts of outgoingofficers.

The following table summarizes Income, Expenses, Assets andLiabilities for the 1982 through 1984 period, with estimates for1985. All amounts are expressed in Canadian Dollars.

1982Actuals

1983ACtuals

1984Actuals

1985Estimates

Income 572 48,957 28,378 246,000Expenses 4,198 72,477 77;308 243;775Surplus (Deficit) (4226) (22,420) (48,930) 2,225Assets:

Cash 6,038 7,460 2,944 1,941Deposits 20,000 92,450 52,800 58,000Receivables 104,757 6,737 1,972 0Equipment 11,304 9,643 6,750 4,725

142,099 116,290 64,466 64,666Liabilities 6 0 0 0

In June of 1982 there were 499 iffdividual Menthers and 45member institUtiOns of thc Council, including those fullyregistered delegates who attended the Twelfth WorldConference. A total of 53 different countries were represented:

For the year imtnediately follOWing the 1982 Conference,MeniberShiP recruitment efforts were directed at maintaining theexpanded base resulting from the larger than ever conferenceattendance. In July of 1983; special recruitment efforts wetecommenced in Cie Atistralia and South PaCific regidn to build astrbng Membership base for the 1985 World Conference andsubsequently, a special joint membership arrangement wasmade with the kustralia and South Pacific External StudiesAssociation. Individual membership in this tegion increaSedfrom 46 at the end of 1983 to 116 at the end of 1984. Over thesame period, North American membership declined from 133 to120. At the end of 1984, Australia had the largest number ofmembers _with 101, Canada ranked second with 78 and theU.S.A.; third, With 42.

Since 1982, an emphasis has been placed on encouraginginstitutional membership; to make the Council's fmantial basesomewhat more stable, and to giVe Council activities a greaterprbfile Within the growing number of institutions becominginvolved with distance education activities. From the 45institutions on the roster in June. of 1982, the institutionalmembership LI-a., obwri to 115. Forty-five of these haveenrolments of greater than 3,000 students. Thirty are librarymembers.

Summaries of membership fiat- 1982 and 1983 are preSented inthe folloWing table. Additional detail can be found inAttachment 2.

Among the initiatives_undertaken tO inerease meMberShip andattbiity leVels in ICDE between World Conferences was thedeVelopment of a worldwide network of liaison officers topromote the Council in their countries and to inforM ICDE oflocal development: In addition tO their tiontributions tO theBUlletin and other Council intereStS and activities, manybrought new members to ICDE,significantly expandingmembership in their countries and regions.

lndivididual:1983 1984

Honorary 3 _3

Regular 276 35

Institutional:Category A (3000 + enrol) 44Category B (3000 -enrol) 40Category L (Library) 30

Total Individual Members& Institutional Representatives 644 742

Report of the Workshops, Visits and Exchanges Committee(abridged)

(Membership: Gisela Pravda (chair), Susan D'Antom, I.D.Euler-Ajaya, Michael Parer, S.D. Ndlovu, David Seligman,Chester Zelaya)

General Alms

The general aims of ICDE Workshops, Visits and ExchangesCommittee are to collect and share information aboutworkshops, conferences etc. In the field of distance educationaround the world: to encourage and support the organizationof workshops mainly either on special subjects of interest or onregional aspects, to promote visits of distance educationinstitutions; to develop an exchange programme -on a smallscale, to start with; to support the participation of IndividualICDE members in distance education workshops, conferencesetc.

It is the general idea to make workshops, visits and exchangesan interrelated unit whenever and wherever possible in order tofocus our attention on one special topic or one region al atime:

Budget

1CDE allowed SUS 10,000, for the Workshops, Visits andExchanges Committee. These funds were meant either to enableindividual 1CDE members to take oart in workshops or theplanned exchange change programme or to visit other distanceeducation institutions.

Results of Our Work

Looking baek over the last two years we have to aSk what didwe achieve? First we were able to support a number of ICDEmembers to participate; etc. or to visit DE institutions.

We started to build up a re.,,ular information service in theBulletin of the 1CDE about DE conferences, workshops etc.taking place around the world. This service has to be improvedand urgently needs the help of many 1CDE colleagues.

The intended exchange of DE colleagues has only been started.We hope to be able to report about some kind of successduring the Melbourne conference.

With reference to Workshop Subjects we have closelycooperated with ICDE Women's International Network (WIN)and have suggested conducting a DE workshop on the occasionOf the UN World Conference on Women_ in Nairobi in July1985. We are hoping that -with support from Liz Burge aridSusan D'Antoni, Chairpersons of WIN -Dr. Reinhild Rodrigueswill be able to give a presentation on "Non-traditionaleducational opportunities for women".

The Workshops, Visits and Exchanges Committee is alsopartner in a pre-conference to the 13th ICDE WorldConference in Melbourne on "The Design and Development ofDE" organized by Dr. Michael Parer. Gipps land Iniititute ofAdvanced Education.

Research Committee Report

(Membership: Desmond Keegan (choir), J. Ansere, A.W. Bates,AGupta; B. Holmberg, H. Mark ow..z, A. Morgan, J.Palavicini, D.G. Shale, J. Taylor. B.

Research Grants

For thc period 1983 to 1985 the ICDE Research Commun.,: .ispromoting research in distance education by the awarding ofgrants to successful applicants.Applicants were received in 1983 and evaluated by committeesestablished in each region as follows.

Region

AfricaAsiaAustralasiaEurope

North AmericaSout h America

Grant Committee Chair

Joseph.K_AnsereArim K. GuptaJ.C. TaylorBirgitta WillenAlistair_MorganDoug ShaleJaime Palavicini

The successful proposals from_each region_were assessed oneagainst the.othet by Torstein.Rekkedal in Norway and on hisrecommendations the grants listed on the following page weremade by the chairman of the research committee, DesmondKeegan.

All grantees were required to send a progress report of theirresearch to reach Torstcin Rekkedal in Norway by 31 December1984. The finished project is to reach the chairman by 30 June1985

Monitoring Research

As a service to the members of ICDE the ResearchCommittee monitors projects throughout the world. Allmembers submit lists of important bOokS or projects known tothem for the period July 1982-June 1985. Reports are beingcollated and listing of important projects will be made at theMelbourne conference.

Women's International Network Report

Since its inception in June 1982; the activities of the Women'sInternational Network have generated attention bOth within thebeyond the distance education arena.

The idea of a women's network within the ICDE arose in theatmosphere and discussions of the Twelfth World Conferencein Vancouver in June 1982. A majority of the women delegateswere concerned about the need to represent the e:perience ofwomen learners and women educators more equitably inprofessional discussions. They were also keenly interested indeveloping a communicatimls and support system that woulddevelop links made in Vancouver and encourage up-to-datesharing of information. In short these delegates sought anorganized way of strengthening contacts: a way that would beintegrated with 1CDE activity, yet recognize the uniqueness ofwomen's experience in education. Liz Burgc and SusanD'Antoni agreed to poll all women ICDE members on theircommunication needs and set up an organization to meet theseneeds. Support in various forms from Audrey Camr.bell andJohn Daniel began at this stage and has continued tnroughthese first three years.

By early 1983, Women's International Network (WIN) had beenofficially established. In its goals and structure, it is similar toother professional networks although it is comparativelyunique in its extent of internationaLcaverage. The nearestparallel organization is The Women's Program of theInternational Council for Adult Education; its help and supportare also acknowledged.

Activity has centred on building an organizational structure,defining the concept and creating communication tools.

61

Groats awarded the Research Committee

Audior(s) Title (1ram

International ).C. Taylor Darlin wg Dons IAL, Preactive Nlemnalysk: A Nctt ReSear-ch 81.500RescarehProjgct

(Co-ordinator) Thom oomba,Australia

Paradigni. Ion Distziiice youcation

Africa 11.K. (Mau Correspondence Course Aciticternent Nlotivation in Distance bditeationUnit. _University OfNautili'. Kenya

Asia I Kahn lit kal Universit y_ Survey of Drop-Outs in .the Dklance S SOOBhubanesit ar 4: Orissaiidia

Education System ut India

N. Josen Chander. University or Kerala. Drop-Outs from Distance Education S 800S. Ket in and

SudhakiiranKariavattam,Frit andrum, India

A Sitidy

Asher and S.N.D,I. Women's An Investigation into The Study Habits S SOOAwoak University. Bombay of Adult Learners Of Open

India Programmes of SNDT University and theStudy ot Impact of Guidance on Their StudyHabits

K. Sharma Himachal PradeSli DeVelOpiiie a FeedbaCk System in S 800University. Shunki Distance Education171005, India

Australasia Extra-Mural Student's The EvOlittiOn and FrinetiOn Of a S1,200Massey Unit ersny, Society, Nlassev Student-Operated Support Network forB. Sham, D.W. Hutton University, New Zealanij Distance Students

M,S, Parer. Clippsland 1AE, Deakin CroSS-ltiStittitibrial Pi InStitutional S 900S.W, Croker Umversity Sit Pprirt and Rewards lin. Academic

Staff Teaching. External Studies

Europe No :iwards approved:

Ninth Aineriea T.E. Raynor Institute of Canadian Identification 0CP0tential 52,500Bankers, Momreal,C. ti nada

I:earhing DrOp-OtitS

SOtrih Anierica (1.1). !_elaya 1 i',ersidad Estatal a Proyecto de investigaciOn de 52:500Goodman Distaneia; Costa Rica t uvula telefOillea

Olsucci C ohin 857, P 9N0 The Attitude of University Professors SE200DPTO. 'B', 5000 Tom ard Distance Education in ArgentinaCordoba, Argentina

The organizational structure consists of a central Office hiToronto, Canada, and eight regional represent ail% es. WI N'sChair has been responsible forinternational level commis,production of the Win Newsletter and Membership Directory;liason with related networkS, and general planning, ine-cillabOration with the representatives. The representatives areresponsible for ICDE publicity and recruitment _to_ WIN, newsgathering for the WIN Newsletter, and general raeilitation ofcontract between colleagues at the regional love!. Broad worldareaS renreSented so far arc the UK, the Nordic countries, theAfrican continent, the South Pacific, India, Ausmiia (whichhas its own WIN structnr,:1; Canada. and South America.

Defining the concept of networking has been important for tworeasons,_Tirst, while the concept of networking for informationand support has been a strong and overt tradition in maleexperience; it has not been so_in the traditions and workeXperience of many women. The benefits 01 overt netmorkinghave therefore been outlined to encourage the assertive andproductive use of new resourec.

56

If the first reason was based on explanation, the second isbased en accuracy. Defining the concept Was also designed aSreassurance that the network is hOt eXiSteneeaCknoWledgeS the ebirtinning need Of Women to more effectivelyShare their ideas and own experience, but points out also thatthis mav be done in parallel with other networking activity.Where women still have to contend With the effeetS (Oftenunintended: but Still having iiiiriael) of. for example, sexistlanguage, their identifiction with the experience of women peersnmy act as a coping mechanism.

Pre-Conference Workshops and Visits

In the week preceding the Conference twoworkshops were held in Melbourne (co-ordinators,Michael Parer and Gies la Pravda) and Geelong(co-ordinator; Babara Coltman) and a group visitto Perth tertiary institutions was organised byPatrick Guiton and Maureen Smith: Reports ofthese ventures appear below by courtesy ofMichael Parer; Barbara Coltman and PatrickGuiton: (Ed:)

Report on the Pre-Conference Workshop onInstitutional Design held at Victoria iege(Toorak Campus) 7th-I3th -August; 1985; byMichael Parer

A Pre-Conference Workshop was planned for theweek preceding the Conference 7-13 August. Therewere three strands planned, one on educationaldevelopment/instructional design, one on nurseand health education and the third music at aalsiance.

This workshop was to be co-ordinated by MichaelParer of Gipps land Institute of AdvancedEducation and Gisela Pravda, Chair of the ICDEWorkshops Visits and Exchange Committee.

These workshops had a twofold objective:

I. to enable participants to work in teams todevelop their instructional materials.

2. to prepare participants to conduct similarworkshops in their own institutions.

Each strand of the workshop had sliE:uly differentobjectives.

Educational Development/Instructional Design

to explore the professional role of theinstructional designer in DE.to work in teams with a diversity of studymaterials brought by participants.to design effective group strategies to assist inthe development, administration and teaching ina DE system.

Nurse and Health Education

a to explore the possibilities of DE in nurse andhealth education as it changes to the AdvancedCollege sector.

to overcome some or the distance relatedproblems ln _Australia by using the methods ofexternal studies that have been successful inother di5ei1ilines.to meet with nurse educators frorn otherinstitutions already using DEto share health_ oriented_ educational materialsthat_ arc currently used to teach in the externalmode:

Mnsic at a Distance

to establish contact between persons/institutionsworking in this area or planning to do st.)to present a diversity of materials used Forteaching music at a distance:

a to discuss content and instructional design ofthese Materials.through group discussions and work sessions tofind practical solutions to difficulties inpresenting music in the distance mode.to present and give ill(' participams "hands on"experience in the use various media fordelivering music at a dis:ance.

Eight weeks before the wockshops were to begin,however, there were only a dozen participants.Consequently we re-assessed the original plan andwrote to all \vim had expressed some interest. Theresponse led us to modify our plan to a series oftwo-day workshops to be held at the MelbourneStudy Centre of GIAE at Victoria College ToorakCampus.

These -vamped programs were attended byseveni 70) participants from ten (10)countrie,-35 educational developers, 18 nurse andhean 2 lucators and i7 music educators.

Educanonal Developments/Instructional Design

In conjunction with Dr Bob Ross of GriffithUniversity, who is the convener of the ASPESA,pecial Interest group on instructional design thetwo-day program was planned to allowparticipants to clarify their preferred role andpractice. Participants were asked to bring as thebasis for the workslibp:

a diary of their activities over the past month.several_ examples of what_ they_saw as goodexamples of design principles in their studymaterials.a short list of the authors who_ had mostinfluenced their preferred activities.

57

63

The participants ranged from newcomers toexperienced ; .actitioners and the workshop wasadopted to satisfy the needs of both groups. Theseactivities were then continued at the turee specialinterest sessions for developers at the ICDEConfel elice.

Two suggestions emerged from this workshop:

I. The need for further workshops to be designedto brief newcomers to the field on techn:questhat c been found successful in preparingDistance Education Materials.

2. That it is opportune to get experienceddesigners and developers to reflect and write ontheir professional role. It is proposed that thisbe undertaken before the next 1CDEConference.

Nurse and Health Education

The eighteen participants found among themselvesa community from a dozen institutions en her inDistance Education e. interested in usiri thismethod: During tins workshop they iooked at theways of designing materials, and of the importanceof a comprehensive system to design and producematerials; to administer the enquiries and delayprocesses; and to keep open communication withthe students: A couple of sessions were held inconjunction with the Educational Developers.

An important resolution emerged from this_workshop:

ne working group of nurse educators meetingto the ICDE conference in Melbourne,

7!.i.:t 1985; resolved to establish a special interestundei t,le auspices of ICDE and

'EE anr ie College of Nurses, Australia.T ,peceal ini, -:st network will seek to collect

'r and study materials andpr. 411 r' );essi,r.I: development_in nursing and

; will seek to organise a.,._-ksho,! in Victoria mid-1987. TheIli be 3,-me Corchrane; Executive

College of Nurses; Australia.luoatipnal Development

and Rescar..ti, GIAE wi!. ironitor and collect DEnursin mate:i.ds and organize the conference. Theiruernati,_nal li,..kages will be through MargaretHaughy of the University of Victoria; B.C. andRiyaz Punjabi of the University of Kashmir.

58

Mu-sic at a Distance

The two-day workshop attracted participants fromall of the Eastern States of Australia, India,Norway and West Germany. The persons attendingrepresented a broad spectrum of organisations(correspondence schools, education departments,tertiary colleges; universities and other independentand state music teaching and/or distance educationinstitutions) inv31ved in the development ofprograms ranging from elementary to advancedlevels.

Three types of concentrated activity were provided:the presentation of actual course materials and/orsubject matter by participants; the demonstrationof various media used in music programs at adistance, followed by hands-on experience; groupdiscussions of issues and problems in teachingmusic at a distance. Participant presentations ofmaterials included the use of print; graphics; musicnOtation and cassette-tape. One mediaderrionstration explored further use of the audio-caSSettee AS a powerful sound-recording andcommunication medium particularly suited tomusiC prbgrams in distance education. VariousMicr6=c6mputer demonstations provided workingeXperierice With interactive instructional musicSOftWare, the development and production of printniaterialS and graphic scores and the recording andreprOdUctiari 6f musical examples.

A moSt Significant aspect of this pre-conferenceWorkShop WAS the unanimous resolution by theparticipantS to establish a special interest network,or working group, under the auspices of ICDE.The Special intereSt grOup Will seek to develop acommunication netW6rk, in the form of aneWSletter and a WOrking/reSearch journal,thrOughout AuStralia and than to replicate thisnetwork in other countries, beginning withNOrWay. The primary Objective of such a networl-,will be to develop, foSter and promote music indistance educatibn thrOugh the collaboration ofindividualS and inStitutionS. The cha:rperson of theintereg group in AUStralia Will be Mr TonyHugheS, Senior Lecturer in MuSic, Deakin7 :,:iversity, 3217 and the international co-chair MrBernt Johan Ottem, Gammelgaardveien 31,N-9020, TromSdalen, Norway.

6 4

Report on the Pre-Conference Workshop inCounselling sponsored by Deakin University andAthabasca University, held at the Institute ofEducational Administration, Geelong, 9th-12th,1985; by Barbara Coltman

Bridging the gap

In his keynote address; Staniey Croker (Universityof N.S.W.) suggested that those concerned withstudent support in Distance Education were "lessbuilders of bridges than a bridge available tostudents; a direct link between students and theinstitutions; students and their environment;students and themselves; and we are usually abridge within the institution between individualsand groups."

Extending the metaphor of bridging and gaps, theworkshop sessions centred on a number of aspectsof support, both for students and for staff. Thefirst sessio.. was student-centred; a short workshoplooking at open-entry and academic readiness.Nigel Paine of the Scottish Council forEducational Technology (S.C.E.T.) identifiedcertain characteristics which represented open andclosed systems of learning. The nature of opensystems of learning broadens access but at thesame time, the more open system the morecomplex the administrative and academic issues. Itis therefore important to be aware of the need tobalance "openness" for learners with what ispossible for institutions to implement.

Three main questions to come from the discussionwere the problems of assessing academic;readiness; what strategies can we employ to avoidhigh attrition and what staff development, if any,is required in such an open system.

Response to some of these issues came out of asessior: of Pre-enrolment Counselling. BarbaraColtman (Deakin University) and Stanley Crokerdescribed a three stage process of self-counselling,during which sitidents are invited to reflect ontheir choices anj 0...:cisions so that self-selection,rather than instiLitional sclection, is the objectiveof the process. lilt- Counselling service takes ana.:tive role in stuck. t contact to provide: iformaticn, to ass .t in clarifying the goals of

,tending students, to suggest ways in which'!. se may be achieveLl. Personal contact by

..plione or through L t.zntation workshops playsimportant part in Lie lecision to enrol.

A

Professional development is the main motivationalfactor for those enrolling at Fernuniversitat: JornBartels noted that students at F.U. experiencedsimilar difficulties to those reported by students inother institutions with respect to time and studytechniques: A recent survey of withdrawingstudents indicated that there is a major difficulty inlearning alone; and that the sense of isolation isone factor in attrition:

The role of educational broker is particularlyimportant in the pre-enrolment period forstudents. Kevin Livingston (Northern TerritoryExternal Studies Centre) provides a resource forstudents at twenty-four universities and collegesthroughout the Commonwealth. Emphasis on thedual functions of information and counselling isimportant in providing the best opportunity forappropriate decisions. The N.T.E.S.C. uses arange of technologies to provide that two-foldservice. The outcome of appropropriate decisionmaking is the confidence building aspect for theindividual, in turn is important for effectivelearning.

Other ways of providing information and effectivesupport for the pre-enrolment period were use ofcontinuing students, information booklets basedon student feedback, and sharing with newstudents what we know from experience ofstudents in previous years.

From the concerns of pre-enrolment counselling wemoved to the questions of academic readiness andproN, ision of support through enhancement oflearning skills.

BOrje Holmberg (Fernuniversat) distinguishedbetween deep and surface learning and postulatedthat instructional design plays an important part inthe learning response. Deep structure learning canbe encouraged ti.rough an integrated process ofexercise, example and study skills teaching whichencourages flexible learning.

An integrated model for delivering study skillspresented by John Brown-Parker (Tas. C.A.E.)suggested some "navigational aids" for negotiatingthe obstacles with frequentl; impede the transitionfrom secondary to post-secondary education.Particularly, the discussion concentrated on studyskills for the educationally and sociallydisadvantaged and strategies for mountingappropriate programs.

65

Fr bm a Wide eXperience of teleconferencing bothby telephone and satellite, Kevin Livingston

preSented a case study of orientationSeSSicinS conducted by teleconferencing. He spoketo a paper preViciusly circulated which raised suchiSSueS AS providing the students with a sense ofbelonging tcLan alma mater; the need to balancethe means of communication with the needs ofstudents, and the nature of that communicationwith itS objectiveS.

Thc paper stimulated a lively diScussion, both withthe panel and the workShop participants on therange of uses for which teleconferencing is avaluable bridge.

University of the South Pacific hag uSed varionstechnologies. Data transmission with microprocessors and teleconferencing iS uSed in bothadministrative and in academic activities, coursedevelopment, staff deVelopMent, teaching, pre-enrolment information, committee rneetingS andcase conferencing.

Athabasca University uses a regu..student-suppurt services and in 1\t:

multi-point conferences were cot.,It..sites were linked for a worksht2support; and the second wor!,sites for a workshop on compuleducation: Observations on the :ice ofteleconferencine ere that meetings ten :eu ioshorter than coi..tentional meetings and the suceesSof a teleconference is contingent on two keyissues: chairing the meeting requires a clearprotocol an:, record of proceedings and theplanning needs to be well documented with anagenda circulated to participants prior to themeeting.

Similar statements on the need for carefulpreparation prior to the conference wer.: expressedby others who have included teleconferencing intheir teaching repertoire and for administrativepurposes. Teleconferencing emphasises the frailtiesof httman interacttion; hence there is a need toprepare and analyse.

Technology must be "user-friendly" above all elseand for this reason staff training is important toexplore and develop new ways of questioning,listening and leading by the teleconferencing mode.

P. and LiCingston, K,, "Orientation Sessions forDistance Students: Cornl)ining teleconferencing with lacc-to-face contact through regional centres"; Northern TerritoryExternal Studies Centre; Darwin; MMiti; Atititt-Jlift

60

"Hanus on" workshops were conducted on decisionmaking, self-help groups, computer games, MAILTe:,t and effective use of the telephone. A practicalsession on stress management for staff provided asmall haven of quiet for those who followed SueDorland's (U.N.E.) instructions to "breathe quietlyand relax."

The session was on service evaluation.Presented by Athabasca University, Jane Brindley,Christine Nelson and Barbara Spronk introduced amodel for student support which related tutorial,advisory and counselling function to subject,problem and person-centred concerns: The modelsctrved as a most useful structure for consideringthe ranpc of support roles recognised as"counsft;ling" in Distance Education:

The purposes of service tvaluation are_impOrtantto identify needs and initiate improvement in_aservice and in the face of diminishing financialreSources for higher education; evaluation serves toidentify, justify and maintain effective supportprograms.

In the ple.tary session the chairperson; DavidGrOgeon (O.U.) identified certain recurring themestroM the workshop.

:Zt le.--ar.:_:iety for counsellors derives in part fromthe need to iovide new modes of supportremoved from the traditional models ofcounSelling. Often the roles for the counsellorinclude tutoring and acting as intermediarybetWeen StudentS and the institution. Harking backto the analogy of bridges, if we recognise the"crocodileS" beneath the bridges then perhaps the"role of counsellor may not be to tame thecrocodileS but to become as savage as they are"

Flexibility iS needed to provide appropriatebridges, Since an ekpanding clientele leads to newcustomS and neW wayS of providing Support.CounSellorS Will have to become familiar with theappropriate uSe of technology. The role conflictfor counsellorS in dual:role inStitutions is apparentwhen the demandS of a traditibnal on-campusstudents are combined with provision of supportfor external StudentS, whoSe needS may be similarto on-campuS StudentS but the Support providedmust be different.

In his final summing-up, David Sewart (O.U.)asserted that distance education needs bridgesbetween students and institutions. Counsellors arean important part of the bridge deSign whichallows students to reach the insiitution andfunction within it.

6 6

There was concern expressed that distanceeducation is still in a defensive position and isoften seen as the "poor elation" of traditionalmodes. With the rapid increase in numbersentering higher education by way of distanceeducation. there is likely to be greater recognitionof parity. The cleavage between oi and off-campusstudy is a point of view that has more to do withsystems than the quality of the mode of learning.

A plea was made for the preservation of print as ateaching mode and a wat ning issued on theseductions of techn6ogy, where misuse can be atechnical drama rather than learning experience. Insupporting print as a proven means of learning,Sewart pointed out it is cheap, easilytransportable, and readily available to all. Thisfinal point in the form of a question waswhereto from here?

That question was addressed at a meeting of theCounselling Special Interest Group (COUN-SIG) atthe main conference.

Pre-ICDE Conference Visit: Western Acstralia;by Patrick Gutton

International delegates flying directly to ICDE inMelbourne could see provision of distanceeducation for Victoria's one third of the Australianpopulation concentrated in one tenth of itslandmass. Those responsible for distance educationin Western Australia wanted to give somedelegates the chance to see how our programs areprovided for one tenth of the nation's populationscattered over one third of its total area.

This pre-ICDE visit program was run from Augustbth to 8th and we welcomed 12 visitors form 6countries ranging from Canada, through Scotland,England, West Germany and Thailand to NewZealand. Half day visits with specific themes werearranged at each of the four tertiary institutions(University of Western Australia, W.A. Instituteof Technology, W.A. College of AdvanceEducation and Murdoch University) and delegatesalso visited the Technical Extension Service andthe Distance Education Centre of the Departmentof Education which caters for school age students:One European delegate having risen early onemorning to catch a flight to the Goldfields foundhimself in the paradoxical position of being fog-bound in the Australian outback but persevered inorder to see the Kalgoorlie School of the Air inoperation

The group was a happy one and those of us whohad acted as hosts in Perth were glad to havemade new friends with whom to share the rest ofthe ICDE Conference in Melbourne. Our thanksto all those international delegates who came tosee us in Perth.

For Distinguished Service

During the Conference, Deakin University inGeelong (80 km from Melbourne) 3ok theopportunity while having many of the world'sleading experts in distance education in Australiato honour three of ICDE's most distinguishedmembers for their contributions to distanceeducation. Dr. John Daniel (Canada), ProfessorI3orje Holmberg (Sweden/West Germany) andProfessor Otto Peters (West Germany) wereawarded honorary Doctor of Letters degrees at aceremony at Deakin on the Thursday evening ofthe Conference. Several busloads of conferencedelegates travelled to Geelong for the occasion.Fellow member Professor Fred Jevons, as Vice-Chancellor of Deakin, presented the candidates tothe Chancellor, Mr Justice K. V.A. Asche, whocc .fferred the degrees (honoris causa) upon them.

Professors Borg, Holmberg, Fred Jevons,Otto Peters, Mr Justtc Asche and Dr John Dantel

6 7 61

The New ICDE Executive

President

Kevin SmithDirector of External StudiesUniversity of New EnglandArmidale NSW 2351Australia

Past President

John DanielOffice of the Presiden.Laurentian UniversitNRamsey Lake RoadSudburyOntarioCanada 133E 2C6

Vice President

Liz BurgeInstructional Resources Development UnitOntario Institute for studies in Education252 Bloor Street We StTorontoOntarioCanada N5S 1V6

Vice President

Ben GitauAssistant Director.Correspondence Course UnitCollege of Adult and Distance EducationUniversity of NairobiR 0; Box 30688NairobiKenya

62

17ce President

Giselo PravdaGreulichstrasse 71000 Berlin 48West Germany

rice President

David SewartRegional DirectorThe Open UniversityNorth West Region70 Manchester RoadChorlton-Cum-Hards-Manchester M2I 1PQENGLAND

Vice President

Maureen SmithDirector of University ExtensionUniversity of Western AustraliaNed landsWestern Australia 6009

Secretary/Treasurer

Barry SnowdenVice-President AdrninistrationGrant MacEwan Community CollegeJasper Place CampusP. O. Box 1796EdmontonAlbertaCanada T5J 2P2

68

Kevin Smith

John D-aniel

Ben Gnau

Giseta Pravda

David Sewart

Maureen Smith

A Message from the New President

Chmige§

It iS an hianour to be writing to you as President.Not only is it personally satisfying to have theOpportunity to help in promoting the cause ofdiStance education on an international scale butthere iS also SOme SatiSfaction to be gained inbringing a little more visibility to the role that^i.uAralia haS played in distance education overmany yearS.

It iS jtiSt tWetity years Since this organisation, thenthe Internatidnal COuncil for CorrespondenceEducation (ICCE), had an Australian President inthe person of Rene Erdbs who at the VancouverConference in 1982 was made an honorary memberfor her distinguished service to distance_education,especially within Australia and Africa. Co-incidentally, it was Rene Erdos who persuac' -1 meat the Brighton Conference in 1975, the first ICCEConference that I attended, to stand for a positionon the Executive because she was standing downafter many years of service. Du rig the MelbourneConference it was mentioned on several occasionsthat I was the longest serving Vice-President on theExec Ave. I had a feeling that people were tryingto tell me something. I was of a mind to step asideat ihetwo previous Conferences in Delhi in 1978and Vancouve7 in 1982, and went to Melbournewith some conviction that it was indeed time tomake room for others. That I did not wasprobably due more than anything else to thedynamism and exuberance of the delegates whoattended the Conference vhich seemed to point soclearly to exciting years ahead. Certainly, therehave been marked changes in tlic organisationsince that Brighton Conference which I attended asa newcomer to the international scene

5one associated with distance education ov r the1 ,'ears or so would have nor!clphenoinenpi growth in terms of enrolments, neworganisatit,iial models and more varied deliverysystems made possible by new tedinologies. Theresult of all this has been a change in thecomposition of the membership_and of theexecutives elected at the two or three conferences.Such changes have not been without tension but achange of name for the organisation at theVancouver Conference was, I believe ian mportan,step forward.

This name change was more than an exercise insemantics for it has attracted membership fromsystems and organisations which had notpreviously shown interest in the organisation and

provided a stimulus to established members toset new goals and evolve strategies for achievingthem. I believe that the expectations of themembership have risen accordingly. Members areno longer satisfied (if they had ever once been)with waiting three or four years for the next worldconference. They expect that their subscriptionswill provide more than this and that theorganisation Will be as active betweci conferencesas during them. One only has to reflect upon theresolutions passed at the Vancouver ar.i MelbourneConferences to see that they now conomtrate moreon future developments than on expressingappreciatiOn for paSt aehievements. Indeed, theachievements of the past three years under thePresidency of John Daniel have been quiteremarkable and have set a precedent forsubsequent presidents to attempt to match.

The Executive

The new Executive combine§ eXperienee Withfreshress and neW perSpectiveS. John Panic' DavidSewart, Barry Snowden and I continue fro leprevious executive WhilSt Liz_Burge, Ben Gitau,Gisela Pravda and Maureen Smith are neWmemi, of the team. I must cdngratulate the five

s.idents_whb were SucceSsful in being,Icc.ed to the &ecutive as it was a re .1! teSt oftheir qualities on this occasion because of thestrong competition fiar all poSitionS. AltogetherII1CL were fifteen nominatiOns fOr the five Vice=Presidential positions. I believe that the health ofan organisation can often be judged by thenumbers of people Who wish to be irivohp7.d in thedecision-making and are prepared to centeSt an

cutive position to thiS end. It iS unfortunate,however, in such circurnStanceS, that thcre will be aneinber of disappointed candidateS. I With td takethis opportunity now of thanking thern for Offeringtheir services and, indeed, inVite them td do SO bysuggesting ways in which Ciey might contributepositively to ICDE activitieS, perhapS by jOiningcommittees, acting as L;aison Officers, Workingwithin executives of Regional ASSociationS, writingarticles on distance educatiOn for publication,engaging in resegrch, conducting workshops orsharing their e..portise with others in some way.

The W.4 Ahead

Whilst tue university sector might appear to beover-represented on the Executive and other sectorsnot represented at all, I hasten to assure membersthat we will be sensitive to the needs and interestsof the membership as a whole. Indeed, as I said atthe closing luncheon at the Conference, we wish toprovide as many opportunities as possible formembers to participate in positive ways towards thedevelopment of their particular areas of interest,whatever the level of education involved, whereverthey may live or whatever model of distanceeducation they represent.

We can encourage involvement firstly by continuingthe committee structure that has worked wellduring the past three years. Secondly, we proposeto add to it by encouraging the formation ofinterest groups. Indeed, one of the majorachievements of the Con fcx-..nce-, in my opinion;was the success of thc in!er, it group sessiors owof which formal Special 1-.ttei2.st Gro,:.ps Ft bes-:ncreated; conveners chor.n :,1ar ior ongoingactivities within ft...se groups 1; ;nulated. I seemuch to be g :nicd by the 7:Execative in encouragingany ai y whicb w cilitate regular -.ontactid ev.cliangec :11 various forms within

such grouir. vJieher it be by di-,:ance educationmethod" -;(ng CIL'. and new technologies); or

easionally; if f: is permit, getting together on apersonal basis v/orkshops and seminar...-. Theimportance of interest groups is reflected in theExecutive structure wherein each Vice-President hasresponsiblity for fostering the degeiopment ofseveral such groups. TII;rdly, your interests can beassured only if you are prepared to initiate suchevents or get involved in the planning andimplementation of programs. Perhaps you can domore to promote what you regard as important foryour local area in the development of distanceeducation? Your suggestions will always bewolcome, either thorough youi regional associationif you are a member of one; or directly to me orto any appropriate Vice-Preside:

Priorities

Developing interest groups and encouragingregional association activities are important on-going tasks. Tlwre are also 3ther issues requiringour attention.

Obviously, one of the most immediate tasks for theExecutive is to decide on the venue for theFourteenth World Conference. As I write thismessage in September, the Executive is seekingmore detailed information from Argentina andNorway to supplement their original submissionand a decison will be taken within the next monthor two whether we are all to meet again in BuenosAires or Oslo. Whichever is the yeTY: am surethat the next conference will have i to offer.To most of us; either venue represents unfamiliarterritory and because of this the prospects ofattending the next conference are exciting:

As far as the Bulletin is concerned; no time hasbeen lost in producing Voiume No: 9. So organisedis the Editor; David Sewart; that he managed towrite a brief report of the Conference on his wayhome and ad one day in which to meet theprinter's deadline; Perhaps before you read thismessage he will halv -,-,)duced the first issue for1986: In any case be sure that there willbe no hiatus in the pi,duction of this finepublicati(

In the area of research, the extent to which ICDEcan provide encouragement is governed partly bythe funds that will be available for grants butmostly by the quaiity of proposals that areforthcoming from members. Maureen Smith willhave oversight of this important area but the initialrecommendations for grants, the monitoring ofprogress in the supported projects and reportingresults to the next conference will be theresponsibility of a Research Committee chaired byTorstein Rekkedal of Norway.

Meanwhile, Gisela Pravda is developing plans forpromoting workshops, visits and exchanges, JohnDaniel is maintaining close links with KeithHarry's International Centre for Distance Learning(ICDL) with a view to providing both moral andtangible support from ICDE, Ben Gitau is taking aspecial interest in the problems of developingcountries and Liz Burge will continue to encouragethe development of womens' networks CY global

I hope that all this activity will keep ourSecretary/Treastir,i, Barry Snowden busy on two:onts, namely. responding to requests for new

membership applications and advising theExecutive on how far its funds can be stretched tosupport deserving enterprises and projects.

66

Conclusion

Just as our common goal as distance educator§ i§to try to devise better ways of diminishing diStancebetween us and our students in both spatial andpsychological terms; so the essential role of ICDEis to diminish distance amongst its mel iberS. If webelieve in our own distance educationmethodologies, then we should think of these aSour first and most cost-effective means ofinteracting, by using publications, informationsheets and data bases as well as forms ofinteractive technology such as telephones andteleconferencing; and 1 hope that we have notforgotton that letter writing is also an interactivetechnology but requires prompt responses toenquiries to be effectively interactive, Nevertheless.I hope that we will always look for opportunitiesbetWeen conferences to add that extra d; ,on ofperSonal contact too, for even distancenc:,, the Stimulus of such contact. Ai'

education a matter of indepensin(Lction and "getting the mixture right .

Finally, at the risk of belabouring the point; ICDEiS the memberShip, not the Executive. We're hc:emainly to respond to your ideas and initiatives; notto gue§§ What they are on your behalf. Of course;we have been given guidelines for action throughyour Conference resolutions but translating thegeneral to the particular and turning statements ofprinciple into relevant action that meets your needsmust be a §hared reSponsibility. With apologies tothe late John F. Kennedy may I conclude with themaXim: "Don't a§k What ; )E can do for you butwhat you can do for ICDE'. So now, it's over toyou.

October, 1985.Kevin Smith

Stop Press November 1985.Fourteenth World Conference in Oslo

The next ICDE World Conference will be held inOSIO, NOtWay in August (probably from 10th-17th);1988. It will be Mark _the 50th anniversary of thefoundation of ICCE from which ICDE hasderived.

At the_Melbotitile Conference last August; offers f'stage the next COnference were _received fromArgentina, NOtWay _and the United _States butadditional infOrtnation_was required before theExecutive waS ih a pOSition to make a finaldecision.

The Conference Manager will be Reidar 1,.oPExecutive Director of the Norwegian s cfor Distance Education (NADE) 1,1, be theofficial host and coordinating agen.,, 1' :xpectedthat the Conference will be supp the RoyalMinistry of Church and Education and tbeNorwegian State Institute for Distance ECucation(N.F.U.)

David Sewart, Regional Director of the North \VestRegion of the U.K. Opel niverSity and a Vice-President of ICDE will Program Chair andErling Ljosa; of the Norsk KorreSpondanseskoleand Secretary of the Assocrulon of EuropeanCorrespondence Schools ,AECS), ASSociate Chair.

The actual venuo for the Conference will be theBlindern campus of the University ot lo. TheConference Manager has already reserved 600rooms, mostly in the Universuy's own hotelaccommodation; for tile expected influx ofdelegates.

Oslo, the capital of Norway, has a population Of500 000 and is beautifully situated between theOslo fjord and forests and lakes that surround thecity, r that has a 950 yeal-long history. StatiSticstell it the average temperature in Oslo inAugust is approximately 20 with 15 to 16 sunnydays.

More details . plans unfold. We hope to see youthLre.

72

Kevin Smith131,2,:iderit

Objectives and Organisation 1985=88

The resolutions of the second business meeting ofICDE at the Melbourne Conferencei_which areincluded elsewhere in this Rcport, reflect themembership's wishes that certain activities becontinued and new initiatives taken. The scope anddiv,:.,ty of the tasks require the participation ofindividual members who are wHing to becomeinvolved on committees or act as the 'eyes and ears'Of ICDE in their regions as liaison officers.Members of the Executive will have specific areasof responsibiiity at a policy level, butimplementation of many resolutions, especially thedevelopment of interest groups, will be delegated toothers who are prepared to take an active role. Inthis way the Council will more accurately reflect itsinternational character and become more visible asan enterprising and dynamic association thatachieves its basic constitutional objective, "topromote knowledge and improvement of distanceeducation throughout the world" through theinherent desiie of its members to share nselfishlytheir diverse expertise and experience with others.

Please write to the appropriate Executive member,or to President Kevin Sninl , if you wish tocontribute to the work of IL:PE in particulararea. The areas of responsibility have ueendistributed as follows:

I. Repional Association and Liaison Officers:Kevin Smith

2: Special Institutional Liaison: John Daniel3: UNESCO Liaison: David Sewart4: Information and Documentation Services:

John Daniel5: 1CDE Bulletin: David Sewart6. Workshops; Visits and Exchanges: Gisela

Pravda7. Research: Maureen Smith8, Women's International Network: Lfz Burge9. Constitutional Review: Ben Gitau10. Membership: Barry Snowden

Interest Groups are already being formed and eachof the five Vice Presidents will have responsibilityfor facilitating the development of several of themthrough their respective committee conveners. Thefollowing interest groups are being established, asrequested by the membership through theResolution Committee:

BibliographiL, Data BasesDisabled StudentsEducational TechnologySchool Level Distance EducationMusic at a DistanceScience at a Distance

Other Interest Groups are likely to be establishedin the following areas: Language Learning,Agriculture and Horticulture, Education Courses ata Distance, Business Management Courses,Graduate Level Distance Education, Counsellingand Instructional Design

Further details will he published in the

If any member wishes to ,s.,,-,yrne an additionalinterest group, please write to ti,-outlining your ideas for developir.c ,'eractiolwithin your interest group andICDE could help you achieve this

7367

Jerry Grimwadei Conference ManagerAll ruPV's special focus papets On feminist issuesdemanded attention

nir

The Darling_Downs Institute 'Choir' leads delegatesin the ICDE Conference Song "You're inAustralia".

ulfr

The closing session: an international puntdiscusses the future of distance education.

68

4:

List of Delegates

Jenny AbbeySA Health ConinussinnGlenside Hospital, Ful%.i.,;nFastwood3,',A;;tralia 5063

John AbbottNational Extension College18 Brook lands AvenueCambridgeEnglandUK CB2 2HN

Abdul AbdullahC/- Eric Griii.inDeakinWaurn PondsVieAustralia 3217

Dorothy Adam_Adult Migrant Education Services250 Elizabeth StreetMelbourneVicAustralia 3000

Peter AdkinsPO Box 1144Milton Centre POMiltonQldAustralia 4064

Jill AdlerSached Trust Corresp CollcgePO Box 11350Johannesburg_2000South Africa 2000

Pm!. ap AgramalAgraLial Classes Corresp Div202 Piasad Chamber:,BombayIndia400 004

May AhmadPershawar Uni/Pyschology DeptPO Box 843PeshawarN-W FPPakistan

Salahuddin AhmedInternational Training InstMiddle Head RoadMosmanNSWAustralia 2091

Bruce AhrensMinistry of Education909 Yonge StreetTorontoOntarioCanada M4W 362

Dive AjudgaPO Box 21143NairobiKenya

Ahmad Al-KhateetoArab Bureau of Educn for the GulfStatesPO Box 3908RiyadhSaudi Arabia

Al lamaAl lama lqbal Open UniversitySector H-BIslamabadPakistan

Sharifah Alsagoff5011 Brooklyn Ave N E07Seattle).V..ishingtonN1alyasia 98105

Cheryl Amundsen1503 ArgyleMontrealQuebecCanadaH36 1V5

Lynette Ah.. AsonInternational Training InstMosmanNSWAustralia 2091

Norm AndersonInternational Correspondence InstChaussee De Waterloo 451640 Rhode-St-GeneseBrusselsBelgium

Lee AndresenTERC University of NSWPO Box 1KensingtonNSWAustralia 2033

John Angus1r, Mute of Early Childhood Stu,'(146 Burren StreetNewtownNSWAustralia 2042

Joe AnserePistitute of Adult EducatiouUniversity of GhanaPO Box 31Lego!:Ghana

Noel AnthomDean, Faculty oi BusinessRM1TMdbourneVicAustralia 3000

Pat AppavnoAthabasca UniversityBox 10000AthabascaAlbeCanadaTOG Z RO

Keith Ap-,::eionAustin Hospital School of i ngStid;,V

bergV

Aus,ralia 3084

Ralph Arel.tAustin Hospitai :,00l of NursingGPO Box 826WodenACTAustralia 2606

Geoff ArgerExternal StudiesUniversity of New EnglandArmidaleNSWAustralia 2351

Geoff AshurstTocca143 Franklin StreetMelbourneVicAustralia 3000

Roger AtkinsonExternal Studies UnitMurdoch UniversityMurdochWAAustralia 6150

Hilo li AveiInternational Training lnstMiddle Head RdMosmar.NSWAustralia2091

Mini BairdEmily C. College_of Art & Design1199 Johnston St, GranvilleVancouverBCCanada V6H 3R9

Alf BakkenNorsk FjernundervisningPrinsengate 6; 0152OSIti 1Norway

Jud lt Batik\riles Distance Unit 25M HouseGround Floor186 Blues Point RoadNorth SydneyNSWAustralia 2060

Winifred BanksAdult Migrant Education Se,-vices250 Elizabeth StreetMelbourneVicAustralia 3000

L. BarberAdult Mig Services250 Elizabeth StMelbourneVicAustralia 3000

Lindsay BarkerDDIAEpo Darling HeightsibowoonthaQldAustralia 4350

loern BartelsFernuniversitat5800 Hagen 1West Germany

James BeckRMIT Comm Services UnitBOX 2476V GPOMelbourneVictoriaAustralia 3001

Genevieve BenierlECAM_ _

48 Rue La BoetieParisFrance 75008

Chris BennettC/-Tocca143 Frankli StMelbourn,VieAustralia 3000

Terry BennettEducational Services BranchDeakin UniversityWaurn PondsVicAustralia 3217

Marjorie BenniiiiiThe Learn Ala ,.a Network2221 East NOrthern Lights Blvd, SuiteAnchorageAlaskaUSA 99508

Jorge BernuyTarapaca 370MirafloresLimaPent

Don BewleyCentre for Extramural StudiesMassey UniverityPalmerston NorthNew Zealand

Dr BhatnagarDirector of Corresp CoursesPanjab UniversityChandigarhInd Ia 160014

Bob BigsbyOlds COldsAlbertaCarada TOT 1PO

Pam Birke«Corres School/Education CentreFlinders StreetAdelaideSAAustralia 5000

70

Narelle BlakemanC/7TOCCA _143 Franklin StMelbour:a:VicAustralia 3000

Charles 13Ioou3605 Artic 1644AnchorageAlaska_ _

USA 99503

Ingeborg BoNorsk Korrespondanseskolelndustigraten 410357 OsloNorway

hilts Van Den BogaerdeViee Principal UnisaPO Box 392Pretoria 0001South Africa

Des Bow layStudent Services CentreUniversity of New EnglandArmidaleNSW Australia 2351

Ron _Bow leyGIAESwitchback RdChurchillVicAustralia 3842

Colin BowlingPO Box 522Tabubil

210 Western ProvincePNG

David BoydCollege of Extergai Studies199 RegentRedfernNSWAustralia 2016

Gary BoydEdur _Dept H549 Concordia Um1455 De Malsonneuve WestMontrealQuebecCanada H36 IME

Margaret BradneyPO Box /8HawthornVicAustralia 3122

Chaiyong BrahntawongOffice of_Ed Technology STOU9/9 MOC 9 Tambol BangphoodPakkredNonthaburiThailand 11120

Kath BrewsterAnnidale CAEPO Box 344Army:taleNSWAustralia 2350

Jane BrindleyAthabasca University10324-.782 AvenueEdmontonAlbertaCanada T6E 128

Kdwin BrooksDean School of CommercePO Box 588Wagga WaggaNSWAustralia 2650

Gilbert BrownRMIT Comm Services UnitBOX 2476V GPOMelbourneVicAustralia 3001

Robert BrownleeDeakin UniversityWaurn PondsVicAustralia 3217

Robert BrulotteTele Universite214 Ave St SacrementQuebecQCCanada GIN 4M6

Liz BurgeIns! for Studies In Ed252 Bloor Street WTorontoOntarioCanada M55 I V6

Richard BurrowsStudent CentreDeakin UniversityWaurn Ponds VicAustralia 3217

Dick CairnesDistance Education CentreParliament PlaceWest PerthWAAustralia 6005

Margaret CameronDeakin UniversityWaurn PondsVicAustralia 3000

Joan CampbellTOCCA-RMIT143 Franklin StMelbou rneVic 3000

Diana CarlMount Saint Vincent University166 Redford HighwayHalifaxNova ScoL:aCanada 133M 21i"

Bertil CarlssonUniversity of Vax:ioBox 5053VaxjoSweden S-35005

7 6

Chris CarstensTCAE Devonport Study CentrePO BOX 215DeVbnpoitTasAustralia 7310

CiietetAthabasca UniversityBox 10000AthabascaCanadaH3A 2X2

Peter CasquinhaInst. of Canadian Bankers1981 McGill College MeQuebecCanada H3A 2x2

Con CastanSESCEUniversity of QueenslandSt LuciaQldAustralia 7

Angela CastroDistance Edneation Unit

1.irl UniversityWaurn PondsVicAUStralia 3217

Michael CatchpoleNorth Islan_d College4000-8th AventrePort AlberniBritish ColombiaCanada. V9Y 454

Egino ChaleSAEUPO Box 70074Dar Es SalaamTanzania

Owen ChampnessP() Box 335SheppartonVicAustralia 3630

ieethis, ChappleDirector of OperationsThe Open UniversityWalton HallMiltOn KeynesUK MK7 6AA

Max CharlesworthDeakin UniVersityWaurn PondSVicAustralia 3217

ChatidhriCentral Inst of Ed TechnologySri AurobinGlo AshramAUrbbindel MargNeW DelhiIndia 110 016

Ghafoor Chaudhry _

MI6-had-6151 Training InStMiddle Head RdMosmanNSWAustralia 2091

Daniel ChewSchool of Nursing Austin HospitalStudley RdHeidelbergVic _

Australia 3084

Mwiza ChirwaMalawi Correspondence UnitPrivate Bag 302ChichiriBlantyre 3Malawi

Prof ChittibabuVice-Chancel!orAnwamalai UniversityAnwamalainagarIndia608 002

Siew ChongC/- Technical Extension ServiceProspect PlacePerthWAAustralia

John Chong GumInternational Training InstMiddle Head RdMosmanNSWAustralia 2091

In Seop ChungKorea Air and Correspondence University169 Dongsung-Dowg Chongro-KuSeoul 110South Korea

Rohan ClarkGeography DepartmentUniversity of New EnglandArmidaleNSWAustralia 2351

John_CliftUniversity Tchg & Research CentreVictoria UniversityWellingtonNew Zealand

Sue_Clilverd20 Brightmore StreetCremorneNSWAustralia 2090

Barry_ClyneCl-Special Projects 1.1tiRichmond College of TAlli 70 Swynne StRichmondVieAustralia 3121

juice CochraneCdllege Of Mil-Sing AustraliaSuite 22, 431 St Kilda RoadMelbourneVicAustralia 3004

7 7

Bryan ColeborneGIAESwitchback RdChurchillVicAuStralia 3842

Hans CollaClr TOCCA143 Franklin StMelbounreVicAustralia 3000

Barbara ColtmanCommunity Services1)eakin UniversityWaurri POndsVicAustralia 3217

Ian Conboy_10 Michael StLower TemplestoneVicAustralia 3107

Helen ConnoleSACAE SturtStun Rd__Bedford ParkSAAustralia 5042

Val CooksonWariiiainbool Institute Student U. onSher vooi Park, P.O. Box 275WarrnamboolvieAtiStralia3280

John_CoomeyG1AESwitchback RdChurchillVicAustralia 3842

Ian CooperC/O Agricultural CourseRoseworthy CollegeSAAustralia 5 71

Jennie Cop1 tns5 BendigG StreetHamptonVicAustralia 3188

Tommye Jo CorrRt 2 PO Box 865SoldottiaAlaskaUSA 99669

Mr CotareloUniversidad Nacional De Educcaion A DistaneiaMadridSpain 28040

Caroline CdttmanDECE Darling Downs IAEPO Darling HeightsToowoombaQldAustralia 4350

71

Rod Coutts Paul Dahan Janis_EldridgePO Box 423 95 Raglan St TOCCAWarrnambool South Me lb 143 Frankiin StVic Vie MelbourneA,:stralia 2016 Australia VicAustralia 3000P.r4 Craig Chris Dalton _

NS ..I' College of TAFE/External Studies Principal ITL Correspondence Schools Chris Elliott199 Regent Street 400 Paeific Highway GIAERedfern Crows Nest Switchbatk RdNSW NSW ChurchillAustralia 2016 Australia 2065 VicAustralia 3842Gail Crawford Pam Damon

Box _38 Site 6 126 Nelson St RUSSell Ellititt :RR 2 Annandale Deputy RegistrarWinterburn NSW Deakin UniverAtyAlberta Australia 2038 Waurn POndsCanada TOE 2N0Vie

John Daniel Australia 3217Jenny Crew Laurentian UniversityHistory Dept University of New England Ramsey Lake Road Allan Ellis_Armidale Sudbury PO Bbk 491NSW Ontario _ _ LismoreAustralia 2351 Canada P3E 2C6 NSW

Australia 2480MichaeLCrock Kiran Danie!DECE Darling Downs 1AE Cttee on Christian Literature Wendy ElrickPO Darling Heights 475 Riverside Drive (Rm 670) Indep Study DivisionTowooba NeW York University of GuelphQld NY GuelphAUStralia 4350 USA 10115 Ontario

Canada NIG 2WChristine Crocker Wayne Darnley25 Woorama Road Preston Off Campus Study Centre Lewis EltonThe Gap St Georges Rd Educational StudiesQld Preston University of SurreyAustra:la 4061 Vie Guildford

Australia 3072 EnglandMarjorie Ctocombe UKDirector of Extension USP Rudda DanPO Box 1168 Prineipal, School of Corresp Courses Alex EmanuelSuva University of Delhi Educational Services BranchFiji Delhi Deakin UniVerSitY

India 110007 Waurn PondsStanley Crocker VicDeputy Registrar/Uni of NSW Ijmail Daut Australia 3217PO Box I C/- Eric GoughKensington Deakin University Yael EnochNSW Waurn Ptinds Everyman's UniversityAustralia 2033 Vic 16 Klausner Street

Australia 3217 Ramat AVivPew brikISrael 61392Sehot F Education, Darling Downs IAE Tony Davidson

PO Darting Heights 1199 Old Northern Road Renee Erdos _Toowoomba Dural 9/10 7Ayitiotia RbadQld NSW Neutral ri:,'Australia 4350 Australia 2158 NSWAustralia 2089Chris Curran Alan Davies

DistanCe Ediacalibn Centre Australian National University Ted EStabrinikeNational Inst for Higher Education GPO Box 4 Hadley Sch for BlindGlasnevin Canberra 700 Elm StreetDublin ACT WinnetkaEire 9 Australia 2601 IllitibiSUSA 60093Janice Currier Patricia Davies

Anhrdp/Uni of Alaska Heahh Admin Lars Euler-Ajayi429D Street Suite 210 Uni of New South Wales Vocational Section, Federal Ministry of EducationAtithbrage PO Box 1 Science and Tech, Ahmadu Bello WayAlaSka KenSington Victoria IslandUSA 99501 NSW LagosAustralia 2033 Nigeria

72

.r0.

bursa Evan!Bcr: 165

Kooringa:NSWAustral.

.1!..".at EvansG1AEwitchback Roac,Churchill

Aus,rara 38,12

Terry EvansDEUDeakin Univer.-:tyWaurn PondsVicAustralia 1217

Chike EreaniCOSIT Science ProgrammeUniversity of LagosPO Box 56AkokaLagosNigeria

Chiman ExedmaFaculty of EducationUniversity of Jos PNH208',JosNigeria

Alan Fair leyCSACSOSACAEKintore AvenueAdelaideSAAustralia 5000

Karlene Faith12/11 Cotton DriveVancouverBCCanada V5L 316

Maurice Farquhar40 Hadfield StEast BairnsdaleVicAustralia 3875

Roy DarrenWA Education Dept/TESProspect PlacePerthWAAustralia 6000

Mansur Al FarokiInternational Training InstMiddle Head RdMosmanNSWAustralia 2091

John FenwickDistance Ed CentreLincoln CollegeCanterburyNew Zealand

(ina De BolfoC i AESwitchback RdChurchillVieAustralia 3842

Ines Nobel! r_seB Power 27915016 Cori( baArgenthia

Coen De N'ochtOpen Univ. rsitietPO Box 2(0HeerlenNetherlands 6401 DL

Peter DeersonTOCCA141 Franklin StMelbourneVicAustralia 3000

John DekkersDept of External StudiesCapri zornia LAERockhamptonOldAustralia 4800

Manfred DellingAutenriethstr 37400 Tubingen 1West Germany

Fredrick DesrochesSt Jerome's CollegeUniversity of WaterlooWaterlooOntarioCanada N2L 363

o S_DewalNat'l Council of _Educl Research & TrainingSri Aurobindo MargNew DelhiIndia 666 047

Barrie DickieSchool of EducationDeakin UniversityWaurn PondsVi-Atistralia 327

Aoes Dodds1.-ixtenv' idies UnitMu, lc,.: JniversityMurdochWA.Australia 6150

John DohertyDDIA EPO Darlini_. jhtsToowoomb._OldAustralia 4350

Ian DonnachteOpen Universit. ,n ScotlandEdinburghScotlandUK EH3 7HF

79

S'-aron DonnellyT.)CCA143 Franklin StMelbourneVicAustralia 3000

Peter Donovan _Religious Studies DeptMassey UniversityPalmerston NorthNew Zealand

Sue DorlandSenior CounsellorUniversity of New EnglandArmidaleNSWAustralia 2351

Peter DoyleBox s976, Mail CentreCairnsQueensland _Australia 4871

Teresa DoyleEducation DepartmentMassey UniversityPalmerston NorthNew Zealand

Birgit Dunkelberg_AH/2E Swedish Educational Broadcasting UR115 Bo StockholmSweden

Colin DonnettEducaCona! Technology Centre81 Flinders StreetAdelaideSAAustralia 5000

Birnie Duthie57 Cooper StKaroriWellingtonNew Zealand

Martin DuttingINADES-Formation08 BP 8Abidjan 08Ivory Coast

David EdgeDeakin UniversityWaurn PondsVicAustralia 3217

Philip EdwardsGIAESwitchback RdChurchillVieAustralia 3842

Per EklandUMEA Regional Board of Higher EducationRadhusesplanaden 11S-902 47 UmeaSweden

Tiana Ferrer William Fowler Clive GeorgeInstituto Dc Ciencias Dc La Educacion National Home Study Council Secondary CorreSpondence SchoolUniversidad Nacional De Ed a Distancia 1601-l8th Street NW 405 Montague RoadMadrid Wa.c:Iiir,-on DC West EndSpain 28040 USA 20009 Qld

Australia 4101Philip Flack Ken', Fr_Preston College of TAFE St GeorgeS Rd Vie.,rl . CrciiiegC Bliiiiid C Elisabeth GerverPreston 221 131 ',nod Highway Scottish lust of Adult EduenVie Bumeou 30 Rutland SquareAustralia 3072 Vic Edinburgh

AUStralia 3123 ScotlandSr. Teresa Ranee ly UKGoroka Teachers' College Ai. FrankP.O. Box 1078 527 foronga Road Kerr GibbonGoroka Ha *thorn NSW Board of Adult EducationPNG Vic 189 Kent Street

Australia 3123 SydneyPeter_ Fleming NSWRACGP 4th Floor Mie bad FreShWaler Australia 200070 Jolinlont Street OTU/Manpower Services CommissionEast Melbblithe Moorfoot Isaac GinindzaVic Sheffield Emlalatim Development CentreAustralia 3002 UK SI 4PQ PO Box 547

NbabaneAgneta mina Leone Fuller SwazilandAstrakanvagen 22 83 Stanley StS-22356 Lund North Adelaide Ben GitauSweden SA University of Nairobi

Australia 5000 PO Box 30688Rune Flinck 'nirobiAstrakanvagen 22 Tony Gallagher iVaS-22356 Lund C'Wealth TeitiarY Ed CcimmissionSweden PO Box 18 Brian Glover

Belconnen Dept of External StbdiesNicholas Flower ACT UniVerSity bf NeW England.Educational Services Branch AUStralia 2616 ArmidaleDeakin _University NSWWaurn Ponds M Gangopadhyah Australia 2351Vic ,Vialt Mig Ed_ServiecsAustralia 3217 250 Elikab-eth St Barbara Goodey

Melbourne School of Nursing-.Melt PAS Vic Auein HosritalTOCCA RMIT Australia 3000 Heidelberg143 Franklin Street VicMelbourne Jean Garrigaii Australia 3084ViC 1FCAMAuXtralia 3000 48 Rue La Boene Robyti Miitee GoliSehalk

Paris 25 Warwick StHazel Forrester France 75008 Hobart20 KenSitigtbri Road TasRd Se Park Randy Garrison AustraliaSA_ Faculty of Containing EducationAustralia 5063 UniVerSitY of CIgd 6t Ron Gowans

Calgary 159 Eastfield RoadAnne Forster Alberta South CroydonSACAE Underda:e Campus Canada VieHo !brooks Road Aust ,lia :136Underdale Gill Cart IanSA Educational Servicis Branch Neil GrantAustralia 5032 Deakin University GIAE

Waurn PondS Switchback RdMike Forster . Vie ChurchillSehool of the Air Australia 3217 VicPO Box 96 Australia 3842Katherine Peter_GarlSideNT The Scottish Committee on Open Learning Carlotta GreenAuStralia 5780 74 Victoria Crescent Road &Searle St

Glasgow DarwinBill Foster Scotland NTMcAuley College UK AustraliaPO Box 247Everton Park Terry GeddesQld External Studies & Cont EdAustralia 4053 Mitchell CAE

BathurstNSWAustralia 2795

74

Mary Griffiths Arun Gupta Sandra HardwickGIAE Model Inst of Ed & Research Adelaide College of 'FAFESWitchback Rd BC Road 20 Light SquareChurchill Jammu AdelaideVic ' '. K S: SAAustralia 3842 :a 180001 Adelaide 5000

Craig Grimison David Guy Jane HarperDixson Library Centre for Continuing Education S A College Advanced EducationUniversity of New England University of Waikato Lorne AvenueArmidale Hamilton MagillNSW New Zealand SAAustralia 2351 ALICI ralia 5072

Bonnie IlaalandGeorge Grimmett Part-time & Continuing Ed Pat HarrisonBritish Council University of Western Omar: C/O BCO10 Sprinu Gardens London I Cross StreetLondon Ontario ToowongUK SWIA 2BN Canada M6A 5B8 Qld

Australia 4066Jerry Grunwade John HalueRMIT Director External Studies Keith HarryMelbourne Mitchell CAE Internatl Centre for Distance LearningVie Private Bag 2 The Open UniversityAustralia 3001 Bathur:d Milton Keynes

NSW UK MK7 6AAJo Grimwide Australia 2795"Knowel" Lee _HathawayBethanga RaciI Halac Student CentreVic Faculty of Architecture Deakin UniversityAustralia 3691 University of Cordoba Waurn Ponds

Argentina VieDavid Crugeon Autralia 321748 The Grove James W. FlailBedford President Margaret HaugheyEngland _ _ Empire State College University of VictoriaUK MK40 3JN Saratoga Springs Bok 1700

NY VicMarilyn Grundon USA 12866 Canada VBVxDECE Darling Downs 1AEPO Darling Heights -Adrian Hamilton :efI HarellToowoomba 20 Naranghi DriVe '\ternal StudiL.Qld Bendigo illongong l :

Australia 4350 Vic ) Box 1144A. -tia 3550 'VoLlongong

Cheah Guam NSWC/- Eric Gough Beatrice Hamilton Australia 2500Deakin Univ_arsity PO Box 441Waurn Ponds Buninyong Paulene_ HeilerVic Vie _ External Studies College of TAFEAustralia 3217 Australia 3357 199 Regent St

RedfernThomas Guinsburg Liam Hanna NSWUniversity of W Ontario Principal_Curriculum Officer Australia 2016170 Stevenson-Lawson Building C.D.C. P.O. BOX 34London Schools Commission, P.O. Box 34 Norm HenryOntario Woden Education Unit; RM1TCanada N6A 5138 A.C.T. GPO Box 2476V

Australia 2902 MelbournePatrick Guiton VicExter_nal Studies Unit Ian Hansen Australia 3001Murdoch University Regency Park College of TAFEMurdoch Days Road Alan HerrmannWA Regency Park Darlins Downs IAEAustralia 6150 SA PO Box Darling Heights

Australia 5010 Toowoomb:tP D Gunattlake QldOffice of the Vice Chancellor John Hardie Australia 4350The Open University of SRI Lanka NSW Tafe College of External StudiesNawaL 199 Regent Street Allan HershfieldNugegoda Redfern lineman Uni ConsortiumSri Lanka NSW Unit Illy'd & Adelphi Road

Australia 2016 College ParkMaryland__USA 20742

81 75

Yvonne Hes lopCentre for Continuing EdAustralian National UniversityGPO Box 4CanberraACTAustralia 2601

Doug _HewittCatholic College of EducationPO Box 968North SydneyNSWAustralia 2060

Barry HigginsYal lourn College of TAPEPO Box 63NewboroughVicAustralia 3325

B HillAdult Mig Ed Services250 Elizabeth StMelbourneVicAustralia 3000

Craig HillDeakin UniversityWaurn PondsVicAustralia 3217

Mac HillVPSECPO Box 346HawthornVicAustralia 3122

LHiIlerC/-Royal Flying Doctor Service of Ausi49 YorkSydneyNSW _

Australia 2 .

Glennis HintonO tizanne St

BoondallQldAustralia4034

Vivienne HirstRMIT Off Campus CentreGPO Box 2476VMelbourneVicAustralia 3001

Yoshimitsu Hisano20-17 2-Chome Danjo-ChoNishinoniyaHyogoJapan 663

Fred HockleySchool of the AirPO Box 1220Alice SpringsNTAustralia 5750

MrS A HoddinottEnglish DeptUNEArmidaleNSWAustralia 235'

Geoff_Hodp,son8/93 Smith StDarwinNTAustralia 5790

Mefi HoldenCorrespondence Study AdvisorBox 2225KodiakAlaskaUSA 99615

Borie HolmbergFernumversitat ZIFFPostifach 940HagenWest Germany 05800

Dale HoltDistance Education UnitDeakin UniversityWaurn PondsVicAustralia 3217

Rose HondradeDunmore Lang CollegePO Box 150North RydeNSWAustralia 2113

David Horgan2008 Powder Hill RdSilver SpringsMarylandUSA 20903

John H HorlockVice ChancellorThe Open UniversityWalton_HailMilton KeynesUK MK76AA

Stuart HoskingWarrnambool IAEPO Box 423WarrnamboolVicAustralia 3280

Dawn HowardDisc Program RM 7100 Lib:arySimon Fraser UniversityBurnabyBritish ColumbiaCanada

Judith Hu ImeDept of Nursing StudiesHawkesbury Agricultural CollegeRichmondNSWAustralia 2753

82

Arthur HuntDepartment of 1,xiet mil StudiesUnivei g Nev liugland

tuidaleNSW.Austfat.

Bob L.DDIAEPG Darling Heigh.ToenvottmbaOldAustralia 4350

Peter HuntsmanCollege of Estate ManagementWhitenightsReadingEnglandUK

Syed Hussaini

250 Elizabeth StreetMelbourneVicAustralia 30,10

Angela HutsonDeakig Study Centre256 ,ders StMelbourneVicAustralia 3000

Saipin lansarr-AngNormanby HouseMonash UniversityClaytonVieAustralia 3168

Alistair InglisESU RM I TGPO Smt 2476VMelbourneVicAustralia 3001

Paul InglisBrisbane CAEPO Box 284ZillmereQldAustralia 4034

Gobporn IntrakatnhaengDept Vocational Ed/Planning DivMinistry of EducationBangkokThailand 10300

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