Global Cross-Border Networked Education in the 21st Century
Bob Jensen at Trinity University
Homepage:  http://www.trinity.edu/rjensen

Shared Open Courseware (OCW) from Around the World: OKI, MIT, Rice, Berkeley, Yale, and
Other Sharing Universities

Going Online in a Hurry: What to Do and Where to Start ---
https://www.chronicle.com/article/Going-Online-in-a-Hurry-What/248207?utm_source=wb&utm_medium=en&utm_source=Iterable&utm_medium=email&utm_campaign=campaign_1081819&cid=wb&source=ams&sourceId=296279

The coronavirus has colleges and universities swinging into action to move courses online. In the coming weeks, we’ll find out just how prepared (or not) academe is to do this on a large scale. Those of us in online teaching and educational technology have moved quickly to help, too, and it’s astonishing how many helpful resources have already been pulled together.

Even just a few weeks into the crisis, and really only a few days since class cancellations started to become a reality, there are top-quality guides free for the taking, created by people who really know their stuff. I will make no claim to have read all or even a fraction of them, but there are several that are clearly share-worthy:

• A detailed Google doc, written by Jenae Cohn and Beth Seltzer — both academic-tech specialists at Stanford University — is geared for Stanford, but there’s a lot there that anyone can use. Their guide is particularly noteworthy for how it breaks down the synchronous-asynchronous distinction, explaining advantages and disadvantages of each and offering guidance about how to use Zoom for virtual meetings.
  
• Derek Bruff, director of the Center for Teaching at Vanderbilt University, has pulled together a lot of useful ed-tech advice under the heading of "just-in-time online teaching." Read this page, in particular, for step-by-step instructions on key aspects of going online fast (the advice is geared toward the Brightspace learning-management system, in particular, but is general enough to apply to other platforms, too).

Continued in Article

Bob Jensen's long-time threads on asynchronous learning ---
http://faculty.trinity.edu/rjensen/255wp.htm

Bob Jensen's threads on Tools and Tricks of the Trade ---
http://faculty.trinity.edu/rjensen/000aaa/thetools.htm

Bob Jensen's threads on education technology and learning theory ---
http://faculty.trinity.edu/rjensen/000aaa/0000start.htm 
 

Bob Jensen's threads on listservs, blogs, and social networking ---
http://faculty.trinity.edu/rjensen/ListservRoles.htm

Bob Jensen's Threads on Shared Open Courseware (OCW) from Around the World: OKI, MIT, Rice, Berkeley, Yale, and
Other Sharing Universities (OKI. MOOCs, SMOCs, etc.)---
http://faculty.trinity.edu/rjensen/000aaa/updateee.htm#OKI

Bob Jensen's threads on Higher Education Controversies ---
http://faculty.trinity.edu/rjensen/HigherEdControversies.htm

Bob Jensen's Home Page ---
http://faculty.trinity.edu/rjensen/

Click here to search this Website if you have key words to enter --- Search Site.
For example if you want to know what Jensen documents have the term "Enron" enter the phrase Jensen AND Enron. Another search engine that covers Trinity and other universities is at http://www.searchedu.com/.

The term "electroThenic portfolio," or "ePortfolio," is on everyone's lips. What does this mean?
http://faculty.trinity.edu/rjensen/assess.htm#ElectronicPortfolio 

When you want to search for an education phrase, go to 
http://faculty.trinity.edu/rjensen/searchh.htm#education

The near-monopoly of course management systems since 1994 has been Blackboard (Bb) since Bb was allowed by the Government to buy out its WebCT arch competitor --- http://www.blackboard.com/us/index.Bb

Question
What's next in course management since Blackboard is taking aim at its own foot?

Updates on Moodle --- http://faculty.trinity.edu/rjensen/290wp/290wp.htm#Moodle

Updates on Sloodle and Second Life (virtual world learning) --- http://faculty.trinity.edu/rjensen/000aaa/thetools.htm#SecondLife

Bob Jensen's Blogs --- http://faculty.trinity.edu/rjensen/JensenBlogs.htm
Current and past editions of my newsletter called New Bookmarks --- http://faculty.trinity.edu/rjensen/bookurl.htm
Current and past editions of my newsletter called Tidbits --- http://faculty.trinity.edu/rjensen/TidbitsDirectory.htm
Current and past editions of my newsletter called Fraud Updates --- http://faculty.trinity.edu/rjensen/FraudUpdates.htm
Bob Jensen's past presentations and lectures --- http://faculty.trinity.edu/rjensen/resume.htm#Presentations   

Create your own Web applications with ease using this free Zoho Creater software

August 7, 2006 message from Richard Campbell [campbell@RIO.EDU]

Is this a MS Access-killer-app?

http://www.zohocreator.com/

"This free Web-based software handled the job -- but without the bells and whistles of Access that had baffled Mr Hughes. And since the program stored his data on the Web, his colleagues could tap into it easily with a browser. "To me it was like a godsend" says Mr. Hughes, operations manager at SoluChem. "
Robert A. Guth, The Wall Street Journal Online --- http://www.zohocreator.com/

	Create Apps from scratch Create your web application in minutes, not days. It's just a few clicks away.			Create Apps from spreadsheet Import your spreadsheet to create web application automatically.
	Browse, Copy & Customize Browse public applications. See something you like? Copy and customize to your needs.			No coding required Create web application without coding. You don't need to have HTML or PHP skills .
	Embed Forms/Views in website Embed Forms and Views easily into your website and blog.			Share your App Share your app with other users or keep it private among your friends, colleagues and clients.

Zoho Creator helps you to easily create personal and business web applications on your own by structuring and presenting your data in a lot of interesting and useful ways. You can view the data as a table, calendar or just as a summary. In addition to just viewing your data in many ways, you might also want to perform one or more of the following:

• Perform an action when a row is added successfully or detect when someone adds a row to a form. For example, you might want to receive email notifications as and when a row is added. Learn more

• Perform an action when a row is updated. For example, in the case of a bug tracker, you might want to receive email notifications whenever the status of the issue gets modified. Learn more

• Validate the form data before persisting it.

• Add a row only if it satisfies a certain criteria and reject the other entries. For example, in a recruitment application, accept only those applicants who have more than two years of experience. Learn more

• Define formulas for calculations. For example, assume a student database has marks obtained by students in all the subjects and you want to display the total and average marks also. Learn more

• Create complex filters in views. Learn more 

 With Zoho Creator, you don't have to write code to build a simple data collection and viewing application like a Contacts list. But, scripting will be indispensable for building a full fledged application with complex logic, for example, Library Manager.

Jensen Comment
Although this is not course management software, it can be used for authoring presentation lessons by instructors.

Bob Jensen's summaries of course authoring and course management software are at http://faculty.trinity.edu/rjensen/290wp/290wp.htm

Free Audio and Presentation Files of Three Days of Workshops on Education Technologies --- 
http://faculty.trinity.edu/rjensen/000aaa/CPEshows/CPEmenu.htm 

Bob Jensen's Recent CPE/CEP Technology Workshops at the American Accounting Association Annual Meetings

During the past decade, I have organized at least one all-day technology in education workshop at each of the American Accounting Association annual meetings.  In the early years, these were not videotaped.  The past three workshops were videotaped.  Both the presentation materials and the MP3 audio files of the various speakers can be downloaded from the following links:

San Antonio on August 13, 2002 
CPE/CEP Workshop Number 1 --- http://www.cs.trinity.edu/~rjensen/002cpe/02start.htm 

Free audio and presentation files of the following speakers:
http://www.cs.trinity.edu/~rjensen/002cpe/02start.htm 

• Dennis Beresford, University of Georgia
• Amy Dunbar, University of Connecticut
• Nancy Keeshan, the Global MBA and Cross-Continent MBA Programs of Duke University
• Susan Spencer, San Antonio College
• Bob Jensen, Trinity University
  

Atlanta on August 11, 2001
CPE/CEP Workshop Number 1 --- http://www.cs.trinity.edu/~rjensen/001cpe/01start.htm

Free audio and presentation files of the following speakers:
http://www.cs.trinity.edu/~rjensen/001cpe/01start.htm

• Don Carter, Chartered Accountancy (CA) School of Business
• Michael T. Kirschenheiter, Columbia University
• Robert Walsh, Prentice-Hall and Marist College
• A team of faculty from UNext
• Bob Jensen, Trinity University
  

Philadelphia on August 12, 2000
 CPE/CEP Workshop Number 1 --- http://www.cs.trinity.edu/~rjensen/000cpe/00start.htm

Free audio and presentation files of the following speakers:
http://www.cs.trinity.edu/~rjensen/000cpe/00start.htm

• Charles Hickman, AACSB and Quisic (formerly University Access)
• Michael T. Kirschenheiter, Columbia University
• Anthony H. Catanach, Villanova University
• Dan N. Stone, University of Illinois
• Bob Jensen, Trinity University
  

Definitions:

Distributed Education = Distance Education
Chris Dede, Diana Oblinger, Carole Barone, Brian Hawkins and others make a distinction between distance education (that can be synchronous and delivered much like traditional classroom education) from distributed education (which is usually asynchronous and delivered over the Internet).  I don't find such a distinction useful in the dawn of high definitional television (HDTV) that will be interactive and further blur the distinction between distance and distributed education.  Furthermore, the terms are often used as synonyms in the literature.  See
"High-Definition Television Could Change Telecourses and Online Learning," by Florence, Olsen, The Chronicle of Higher Education, July 5, 2001 --- http://chronicle.com/free/2001/07/2001070501u.htm 

More important distinctions lie in the type of interactive communications of a course

• Students

•  Instructors

• Mentors

• Consultants

• Librarians,

• Learning Communities

Asynchronous Learning Networks (ALN) http://faculty.trinity.edu/rjensen/255wp.htm 

• Uniform Pace versus Discretionary Pace

• Total versus partial ALN

Synchronous Learning Networks (SLN)

• Virtual Classrooms

• Instant Replays

"Changing the Interface of Education with Revolutionary Learning Technologies,"  by Nishikant Sonwalkar, Syllabus, November 2001, pp. 10-13 --- http://www.syllabus.com/syllabusmagazine/article.asp?id=5663 

Bob Jensen's comments on how traditional classroom materials must be modified for online use are given at http://faculty.trinity.edu/rjensen/000aaa/thetools.htm 

From Infobits on September 30, 2002

RECOMMENDED READING

"Recommended Reading" lists items that have been recommended to me or that Infobits readers have found particularly interesting and/or useful, including books, articles, and websites published by Infobits subscribers. Send your recommendations to carolyn_kotlas@unc.edu for possible inclusion in this column.

Two free, electronic newsletters devoted to distance learning issues came to my attention recently:

DESIEN [Distance Education Systemwide Interactive Electronic

Newsletter]

http://www.uwex.edu/disted/desien/

Infobits subscriber Rosemary Lehman <email: lehman@ics.uwex.edu> edits DESIEN. The newsletter is published monthly by the University of Wisconsin-Extension <http://www1.uwex.edu/>. Each issue offers original articles which emphasize distance education themes. News, updates, conference information, and contributions by subscribers are also regularly included. Subscription information is included on the DESIEN homepage.

[Note: the August 2002 issue includes the article, "Electronic Content Accessible for Distance Learners with Disabilities," by the CIT Infobits editor. The article is available at http://www.uwex.edu/disted/desien/2002/0208/focus.htm]

---

SIDEBARS

http://online.bcit.ca/sidebars/index.htm

Infobits subscriber Glenn Millar <email: Glenn_Millar@bcit.ca> co-edits SideBars. The newsletter is published by the Learning Resources Unit of the British Columbia Institute of Technology to provide "useful information and news items for instructors, course developers, educational technologists and anyone else who has an interest in distributed learning in its various manifestations." Subscription

information: http://online.bcit.ca/sidebars/subcribe.html

 

A summary of the many disadvantages as well as advantages of education technologies --- http://www.trinity.edu/~rjensen/245ch02.htm 

For a summary of the Dark Side, see http://faculty.trinity.edu/rjensen/000aaa/theworry.htm 

Wow Article of the Week in the December 3, 2001 Edition of New Bookmarks

Note from Bob Jensen:  This demonstrates the growth of distance education and then questions some of the pedagogy.

"A Virtual Revolution:  Trends in the Expansion of Distance Education," by Thomas J. Kriger, USDLA Journal (a refereed journal of the United States Distance Learning Association," November 2001 --- http://www.usdla.org/ED_magazine/illuminactive/NOV01_Issue/article02.html 

This report describes four major trends leading the growth of distance education. The purpose is not to cover every provider but to draw a picture of the types of organizational structures and educational activities that are on the rise. These include:

• Existing higher education institutions that have or are developing distance education programs, such as e-Cornell, NYU Online, the University of Illinois On-line; University of Maryland University College, Rio Salado Community College, the SUNY Learning Network and Virtual Temple;
• Full virtual universities, such as the University of Phoenix Online, Western Governors University, Andrew Jackson University, Cappella University, Jones International University, Kennedy-Warren University;
• Corporate university or training institutions, such as the members of Corporate University Xchange and Click2learn.

Corporate-university joint ventures. those that provide course management systems such as Blackboard, Campus Pipeline, eCollege and Web CT, as well as those who package and distribute courses or content from existing institutions such as UNext.com, Cenquest, Fathom, Global Education Network, Quisic and Universitas 21;

What do we learn from these descriptions? First, we learn that the variety of new ways to organize DE and reach new students is enormous, as is the talent that can be brought to bear in making education attractive in the new medium. But we also find that the way distance education is being organized and conducted often poses serious questions.

Much of the distance education under study here, whether non-profit or for-profit, is built on corporate ideas about consumer focus, product standardization, tight personnel control and cost effectiveness (maximizing course taking while minimizing the "inputs" of faculty and development time). These concepts are contrary to the traditional model of higher education decision-making which emphasizes faculty independence in teaching and research, academic control of the curriculum, academic freedom in the classroom and collegial decision-making.

While traditional practices are not sacrosanct, academic decision making processes have been very successful in producing quality higher education the best in the world. Our concern is that some of the new trends and practices described in this report may inhibit rather than promote good education. A number of specific concerns arose:

• Education based primarily on the marketplace and the model of "student as customer" is too narrow. Student and industry preferences certainly matter in designing curricula, but if pleasing the customer is the pre-eminent value, there is a real danger that the curriculum will not be coherent, rigorous enough or broad enough to meet the student's long-term interests.
• A central characteristic of many DE providers is to "unbundle" the faculty role so that different specialists develop the curriculum, teach the course, evaluate student performance, etc. This allows for greater standardization but it may not add up to better education.
• Standardization of coursework also inhibits students from being exposed to the diverse views of different faculty members with varying knowledge and perspectives. This diversity is important in enabling students to hone their own ideas and knowledge.
• Some programs exhibited an inclination to increase class size as a means of increasing the financial output of a course. The only proper consideration in fixing class size is to maintain the best level to facilitate learning.
• Some programs rely too heavily on testing for individual "outcomes" and "competencies" while downgrading the importance of class time and social interaction in developing deep knowledge about a subject. Along the same lines, distance education providers too often dismiss the importance of same-time same-place interaction rather than building it into their programs whenever possible.

It is appropriate, indeed essential, to present information for the DE marketplace in an attractive, computer-friendly fashion. But over-attention to drawing "customers" may result in technology driving the way teaching is conducted-leading, for example, to models centered around bite-size, "point and click" accumulations of facts rather than a more reflective, less easily measured search for knowledge.

In the year 2000, AFT published Distance Education: Guidelines for Good Practice. The guidelines lay out 14 specific standards which, if observed, ensure high quality distance education. (A synopsis of the guidelines appears in the report's conclusion.) The guidelines advance AFT's belief that broad academic content, high standards, personal interaction and professional control are the key elements of educational quality. College faculty must insist on sound practice based on a broad vision of education-one that recognizes education is about more than facts, more than competencies, more than career ambitions.

Education, among other things, is about broadening intellectual horizons, relying on facts and reason when confronting life issues and learning to listen to others and defend ideas by the force of argument. That is why education is the foundation of a working democracy. Because distance education is ubiquitous and offers so much promise, faculty are obligated to carry the banner for quality and good practice while recognizing that this will sometimes require challenging current trends and practices

Continued at  http://www.usdla.org/ED_magazine/illuminactive/NOV01_Issue/article02.html  

Bob Jensen's documents on distance education are at http://faculty.trinity.edu/rjensen/000aaa/0000start.htm 

In particular, a related article on "The Dark Side" of distance education is provided at http://faculty.trinity.edu/rjensen/000aaa/theworry.htm 

Online Pedagogy at the University of Phoenix

Phoenix faculty work in a highly structured environment. Course facilitators in traditional classes are forbidden to lecture. Faculty are, instead, expected to closely follow Phoenix's "teaching/ learning model," which begins with course syllabi and detailed teaching modules developed by fulltime faculty on the main campus. In this way, faculty responsibilities are broken down into a series of discrete steps, such as when course development is detached from teaching. Phoenix course modules "include guidelines for weekly assignments, group activities and grading."  Some course modules contain classroom time-management guidelines broken down into 15-minute intervals.

Phoenix defends its practice of using these restrictive guidelines in the name of standardization. The university's online catalog declares: "The standardized curriculum for each degree program provides students with specified levels of knowledge and skills regardless of the delivery method or classroom location."

Critics argue, however, that Phoenix's course modules violate academic freedom because they don't allow faculty members sufficient discretion. Milton R. Blood, managing director of the American Assembly of the Collegiate Schools of Business, has characterized Phoenix's standardized curriculum as "McEducation." He explained, "It's a redefinition of how we go about delivering higher education. The question is whether it's really higher education when it's delivered in a franchised way."

Thomas J. Kriger, quoted from the Wow Article of the Week cited above.

More from Kriger's article cited above:

Table 1 A Sampling of Colleges and Universities that Offer Online/Distance Education Programs
Institution	Characteristics	Number and Type of DE Programs	DE Enrollment	Accreditation
e-Cornell	For-profit spin off; no courses offered yet	Will offer certificates, not degree programs	NA	Not accredited as a separate entity
NYU Online	For Profit spin off primarily for corporate market	Two graduate; many corporate programs	166 (in graduate programs)	Not accredited as a separate entity
University of Illinois Online	Umbrella Organization for different U. of Illinois campuses	One professional degree; 10 master's, bachelor's completion program	6,000 courses taken online	North Central
University of Maryland University College	Claims online program is world's largest online university	12 bachelor; 10 graduate	7,955; UMUC now claims enrollment of 40,000	Middle States
Rio Saldo Community College	One of the first and largest online community college programs	Six associate degrees; 12 certificate	200 onpine courses, 8,000 students per semester	North Central
SUNY Learning Network	One of the three largest DE programs in the country (with Phoenix and UMUC)	1,500 courses from Accounting to Web design	Approximately 10,000 course enrollments per semester	Middle States
Virtual Temple	For profit spin off; no courses offered yet	NA	NA	Not accredited as a separate entity
* Figures for 1999-2000, US Department of Education, Report to Congress on the Distance Education Demonstration Programs, January 2001. Other statistics reported directly by institutions.

Rio Salado Community College (Table 1) offers one of the largest distance education programs at the community college level. One of 10 separate institutions in the huge (9,000-plus square miles) Maricopa Community College District in the greater Phoenix area, Rio Salado was founded in 1978 as a center for adult education. With no central campus, this self-described "college without boundaries" originally offered courses in high schools, libraries and community centers in the Phoenix area. In 1996, Rio Salado began to add online programs to its extensive menu of distance learning courses and training programs. Today, Rio Salado delivers 80 percent of its general education courses via the Internet or other DE technologies. New course selections at Rio begin every two weeks and students can study at their own pace, which offers flexibility for working adults.[9] Rio Salado employs 18 full-time faculty and 600 part-timers, and every faculty member is required to teach at least one online course.

The faculty role at Rio Salado is "unbundled," or broken down into a series of discrete tasks. Design teams-which include a technical trainer, an editor, a proofreader, and Web and content specialists create a curriculum and standardized courses that are taught primarily by adjunct faculty.

Rio Salado College is one of a handful of U.S. institutions that participate in the Pew Learning and Technology Program's Grant Program in Course Redesign. This program was based upon ideas found in the National Learning Infrastructure Initiative, in which modular, online exercises, tutorials and quizzes would replace more expensive direct contact with actual faculty in high enrollment introductory courses.

Links to these and many other online programs can be found at the following sites:

http://faculty.trinity.edu/rjensen/000aaa/updateee.htm 

http://faculty.trinity.edu/rjensen/crossborder.htm 

More from Kriger's article cited above:

Table 3 Corporate-University Joint Ventures: Hybrid Course or Content Providers
Institution	Characteristics	Number and Type of DE Programs	Affiliations	Accreditation
Cardean University / Unext.com	Create courses in collaboration with prestigious business schools; problem-solving based curriculum	MBA Programs and 80 courses offered	Columbia, Chicago, Stanford, Carnegie Mellon, and the London School of Economics	DETC
Cenquest	Offers graduate business degrees and training	1 certificate 2 Master's program	Partnered with Babson, U. of Texas, Oregon Institute, Adelaide University, Monterey Institute of Technology	No
Fathom	Columbia's for-profit spin-off; niche is to provide high-quality content, courses to include arts and humanities	600 courses listed; 75,000 registered users; several hundred students enrolled in online courses	13 member institutions including U. of Chicago, American Film Institute, London School of Economics, NY Public Library	No
Global Education Network	Brainchild of Weilliams professor Mark Taylor and investment banker Herbert Allen; trying to attract faculty with star power; will offer core curriculum including arts and humanities	3 or 4 courses currently in development; no degree programs available	Corses by individual faculty from Williams, Wellesley, Brown, Amherst, Yale	Seeking accreditation
Quisic (formerly University Access)	Offers undergraduate, graduate business courses, training; original focus undergraduate DE	Clients incoluding Cisco, United, Citigroup, Lexus, IBM	200 corporate clients; university partners indlude Dartmouth, London School of Economics, North Carolina, USC	No
Universitas 21	Global network of 18 institutions; joint venture with Thompson Learning	In planning stages	Seeking U.S. institutional participants	No

Beginning with specialized business courses in the summer of 1999, today Cardean offers a complete online MBA and a total menu of almost 100 courses. Masters courses, which require 25 to 30 hours, cost $500 each. Shorter quantum courses, each requiring two to three hours, are priced at five for $380. Teaching at Cardean is unbundled, with "senior" faculty planning the curriculum, "advisory" faculty counseling students and supervising adjuncts, and "adjunct" faculty members working with students by grading assignments, answering e-mail and directing online discussions.

Another ambitious online joint venture is Global Education Network (GEN) (Table 3), the product of an alliance between Williams College humanities professor Mark Taylor and investment banker Herbert Alan Jr. As with Fathom, GEN is one of the few for-profit DE providers committed

to bringing the "soft" subjects of the humanities online. GEN, in fact, plans to offer a full undergraduate core curriculum in a few years, with faculty drawn from small, prestigious liberal arts colleges, which are not usually associated with distance education. Not surprisingly, GEN markets itself as a high-quality DE access point; currently on the Web site are courses from individual faculty at Williams, Wellesley and Brown. The privately owned GEN reportedly has institutional relationships with Wellesley, Brown and Duke, although many other institutions-including Williams (Taylor's home campus) have chosen not to affiliate with GEN. The main objection at Williams was that associating with a DE provider would hurt its quality reputation.[21]

Other distance education joint ventures-some with significant outside funding-are attempting to capture the estimated $4 billion that corporations spend each year on DE training for their employees.[22] Founded in 1997, Cenquest (Table 3) offers business courses and graduate degree programs in partnership with a number of university MBA programs. Cenquest's original affiliates were the Oregon Graduate Institute of Science and Technology and the University of Texas at Austin.

Working with these institutions, Cenquest adapts their courses for the DE market by dividing them into shorter units, which are then offered on a rolling schedule either for individual applications or degree and certificate programs such as accounting, which are more readily standardized and modularized. In December 2000, Cenquest affiliated with the prestigious Babson College to provide an MBA program to Intel employees. Cenquest has been successful in attracting venture capital. It began offering DE courses, which now number over 100, in 1998.

Update from Bob Jensen:  
I think Quisic abandoned all or most of its college courses.  You can read more about Cardian and listen to some of its faculty discuss course development and delivery from my August 2001 workshop in Atlanta --- http://www.cs.trinity.edu/~rjensen/001cpe/01start.htm 

A typical undergraduate course at Phoenix lasts five weeks; graduate courses are six weeks. Students attend one four-hour "workshop" per week or meet for longer sessions on alternate weekends. Students also take classes sequentially-one at a time-so they can better focus on the subject matter while working full-time. An additional requirement is that students work in teams. As Phoenix's online catalog explains,

The university organizes each class into problem-solving teams of the type employed successfully in business and industry. Thus, in addition to the development of intellectual and technical knowledge, the student is able to grow emotionally so that the potential for practical application of knowledge and skill is optimized.[26]

An estimated 90 percent of Phoenix faculty (both online and classroom) teach part-time. At its Northern California brick-and-mortar campus, Phoenix employs 20 full-time faculty and 550 part-timers. These part-time "facilitators," as they are called, must possess a graduate degree from a regionally accredited institution and must work full-time in a field related to the courses they teach.

Links to these and many other online programs can be found at the following sites:

http://faculty.trinity.edu/rjensen/000aaa/updateee.htm 

http://faculty.trinity.edu/rjensen/crossborder.htm 

Quotations on the Dark Side from Kriger's article can be found at 
http://faculty.trinity.edu/rjensen/000aaa/theworry.htm 

 

Internet Companies Directory (A Partial Listing)

COMPANY	DESCRIPTION	URL
e-Retail (consumer products and services)
1-800 Contacts	Contact lenses	http://www.1800contacts.com/
Alloy Online	Goods for teens	http://www.alloy.com/
Amazon.com	Books, music, electronics	http://www.amazon.com
Autobytel.com	New, used car guide	http://www.autobytel.com/
Barnesandnoble.com	Books, music	http://www.barnesandnoble.com/
Drugstore.com	Medical products	http://www.drugstore.com/
eBay	Auctions	http://www.ebay.com/
Egghead.com	Computer products	http://www.egghead.com/
Expedia	Travel planning	http://www.expedia.com/
Hotel Reservations Network	Discounted hotel rooms	http://www.180096hotel.com/
Priceline.com	Travel reservations	http://www.priceline.com/
Stamps.com	Postage	http://www.stamps.com/
Ticketmaster	Guides, tickets	http://www.ticketmaster.com/
Travelocity.com	Travel reservations	http://www.travelocity.com/
e-Finance (banks, brokerages and credit companies)
Ameritrade	Securities broker	http://www.ameritrade.com/
Charles Schwab	Securities broker	http://www.schwab.com/
CSFBdirect	Securities broker	http://www.csfbdirect.com/
E-Trade	Securities broker	http://www.etrade.com
IndyMac Bancorp	Mortgage lender	http://www.indymacbank.com/
Intuit	Personal finance info	http://www.intuit.com/
NetBank	Consumer banking	http://www.gefn-compubank.com/
NextCard	Consumer credit	http://www.nextcard.com
TD Warehouse	Securities broker	http://www.tdwaterhouse.com/
Wit SoundView	Securities broker	http://www.witsoundview.com/
e-New Media (advertising/subscription-supported media)
AOL Time Warner	Consumer content	http://www.aoltimewarner.com/
Ask Jeeves	Search engine	http://www.ask.com/
Cnet Networks	Technology content	http://www.cnet.com/
HomeStore.com	Real estate content	http://www.homestore.com/
HotJobs.com	Career content	http://www.hotjobs.com/
InfoSpace	Wireless content	http://infospace.com/
MarketWatch.com	Financial content	http://cbs.marketwatch.com/
McAfee.com	Computer protection	http://mcafee.com/
MP3.com	Music content	http://www.mp3.com/
Multex.com	Financial content	http://www.multexusa.com/
NBC Internet	Consumer content	http://www.nbci.com/
SportsLine.com	Sports content	http://sportsline.com/
Terra Lycos	Consumer content	http://www.terralycos.com/
TheStreet.com	Financial content	http://www.thestreet.com/
Apollo Group U of Phoenix Online	Education content	http://www.ipopros.com/histdeal_pla.asp?deal=2285
Yahoo	Web guide	http://www.yahoo.com/
e-Access providers (connections to the Internet)
Aether Systems	Wireless Internet access	http://www.aethersystems.com/
Excite At Home	Internet access	http://www.excite.com/
EarthLink	Internet access	http://www.earthlink.net/
Juno Online Services	Internet access	http://www.juno.com
Metricom	Wireless Internet access	http://www.metricom.com/ IMPORTANT NOTICE: Please be advised that Metricom has filed for Chapter 11 bankruptcy protection.
NetZero	Internet access	http://www.netzero.net/
Prodigy Communications	Internet access	http://www.prodigy.com/
RCN	Internet access	http://www.rcn.com/
Research in Motion	Wireless Internet access	http://www.rim.net/
WorldGate Communications	Internet access	http://www.wgate.com
Dr Jensen, In your internet access directory you have listed e-Access providers - none of these providers offer managed services...i.e. a place to safely house your servers and storage with both physical and internet security provided in addition to system administration services and storage and backup services. If you ever add these to your listing please consider including us, S4R ( www.s4r.com ) - we provide these services at the best prices around and give the best service! Thank you. Jennie Enholm | S4R (760)804-8004 x113
e-Learning providers (corporate) For more details go to http://faculty.trinity.edu/rjensen/000aaa/0000start.htm
Caliber	Training and executive dev.	http://www.caliber.com/
Pensare	Executive development with plans for degree programs in partnership with prestige universities	http://www.pensare.com/
UNext	Executive development and for-credit programs through UNext's Cardean University and in partnership with prestige universities	http://www.unext.com/
Smart Force	Executive development	http://www.smartforce.com/
Quisic	Content development, executive development, and for-credit courses	http://www.quisic.com/  (Formerly called University Access)
Headlight (From CyberU)	Recreational learners and an online small business training center	http://www.cyberu.com/training/headlight/index.asp
OnlineLearning.net	Training and executive development and for-credit courses	http://www.onlinelearning.net/
University of Maryland University College	Training and executive development and for-credit courses	http://www.umuc.edu/
Fathom (headed by Columbia University in conjunction with many prestigious partners)	A huge knowledge portal that offers over 600 courses	http://www.fathom.com/index.jhtml
New York University Online	Training and executive development and for-credit courses	http://i5.nyu.edu/~jmm282/nyupage.html
University of Phoenix	Training and executive development and for-credit courses (The largest accredited private university in the world.)	http://www.phoenix.edu/index_open.html
The Kaplan Colleges	Training and executive development and for-credit courses (including the online Concord School of Law)	http://www.kaplancollege.com/
Sylvan Learning Systems	Training and executive development and for-credit courses (and testing centers)	http://tutoring.sylvanlearning.com/
Intellnex from Ernst & Young (the first Big 5 accounting firm university)	Training and executive development	http://www.intellinex.com/flash/index.htm
(Note that most prestige universities have already or are forming private corporations for online delivery of training, executive development, and for-credit courses)
For links to Internet Libraries, go to http://faculty.trinity.edu/rjensen/searchh.htm#Librarian'sIndex
Many other corporate providers are discussed in a book that can be downloaded free: The Business of Borderless Education, by S.C. Cunningham, et al., (Australian Department of Education, Evaluations and Investigations Programme of the Higher Education Division, 2000).  Hard Copy ISBN 0 642 44446 3 and Online Copy ISBN 0 642 44447 1 --- http://www.detya.gov.au/archive/highered/eippubs/eip00_3/bbe.pdf

Bob Jensen's documents on e-Learning are available free at http://faculty.trinity.edu/rjensen/000aaa/0000start.htm 

Bob Jensen's other bookmarks are at http://faculty.trinity.edu/rjensen/bookbob.htm 

• My threads on computing and education technologies --- http://faculty.trinity.edu/rjensen/threads.htm
  
  

• My threads on assessment of education technologies --- http://faculty.trinity.edu/rjensen/assess.htm
  
  

• My threads on knowledge portals and vortals --- http://faculty.trinity.edu/rjensen/000aaa/portals.htm 

Workshop Title
Innovative Learning Programs for Accounting and Business:  the Ivy League Goes Online, the Sloan Foundation Experiments in Asynchronous Learning, and Experiments in Self-Learning at Major Universities Using the BAM Pedagogy