HDTenEightyP/NetNews huggingface dataset:
From: Nancy.Petersen@p0.f23.n105.z1.fidonet.org (Nancy Petersen)
Newsgroups: k12.sys.channel9
Subject: Planning: process
Date: Thu, 15 Oct 92 09:11:00 PST
Organization: FidoNet node 1:105/23.0 - HI TECH TOOLS / Lib, Portland OR

Date: 13 Oct 92 12:09 +0800
From: Tony Bates <tonyb@ola.bc.ca>
To: banpln-m@acs.ucalgary.ca
Message-Id: <477*tonyb@ola.bc.ca>
Subject: Planning: process
 
Under the topic of process, I'd like to discuss planning models and
techniques within those models. At OLA, we have been using a strategic
planning model for over three years. This model is derived from
the business environment, and is the one 'taught' by the American
management Association. Basically, it consists of the following steps:
        Define a mission/mandate statement for the organization
                (what do we do)
        Scan the external environment: what is happening outside
                the Agency that may affect its work?
        Develop a SWOT analysis: what are the strengths/weaknesses/
                opportunities/threats for the Agency in the external
                environment?
        Issues definition: what are the main issues facing the Agency?
        Define strategic directions: what are the main directions that
                we want the Agency to go in?
        Define clear objectives for the next 3-5 years, in measurable
                terms
        Develop strategies to achieve those objectives
        Develop a budget to reflect these objectives/strategies
        Operationalize a plan to achieve objectives/strategies within
                the constraints of actual or likely budgets for the 
next
                year
        Measure the achievement or other wise of objectives
        Evaluate plan ready for next year's planning process.
We have now produced a strategic plan three times for the Ministry,
received a lot of praise and moral support for our mission and 
strategic
directions, but still been funded at more or less the same level as
all other post-secondary institutions. We are as a consequence
seeking to broaden our base of funding (our Ministry now provides
just two-thirds of our revenues, and this proportion is slowly
declining each year).
Questions:
        1.      Do you have a similar planning process? If so, what
                are your experiences? Has it worked? What are its
                limitations?
        2.      Do you have a different process? If so, what is it and
                what are your views on it?
        3.      If you don't have a process, but want to learn more
                about it, what areas are of particular interest?



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uucp: uunet!m2xenix!puddle!23.0!Nancy.Petersen
Internet: Nancy.Petersen@p0.f23.n105.z1.fidonet.org
From: Nancy.Petersen@p0.f23.n105.z1.fidonet.org (Nancy Petersen)
Newsgroups: k12.sys.channel9
Subject: Moore; dist.ed.theory
Date: Thu, 15 Oct 92 13:37:27 PST
Organization: FidoNet node 1:105/23.0 - HI TECH TOOLS / Lib, Portland OR

Date:   Wed, 14 Oct 1992 19:27:00 -0400
From: <N0G@psuvm.psu.edu>
Subject: Re: Moore;dist.ed.theory
To: KWB107@psuvm.psu.edu
Cc: banthy-m@acs.ucalgary.ca
Wed, 14 Oct 1992 16:39:00 -0400
 
You ask "elaborate on your perceived differences between the two"
and I think you mean by "the two" the educational theory as opposed
to what you call a scientific theory... I dont accept, for the moment,
the proposition that educational theory should be "looser" than some
other kind of theory called "Scientific". Should be.. I said..
I recognize that at present most educational theories are less well
grounded in empirical data. It is a chicken and egg problem isnt
it... We have no well accepted summaries of knowledge about 
distance learning and teaching. Therefore people gather information
that is a-theoretical... it neither refutes or confirms any theory..
some distance teaching universities sweep up mountains of facts that
do little to advance knowledge in general...
they know how many men or women there are in each region, how old 
they are, their grades, etc.. all useful to plan the system,
but of no contribution to development of
basic understanding about how people learn and teach... So we have
theories with weak foundations in fact, and facts unrelated to
theories....
 
I hope this discussion will help break us out of this circle... 
... we can be more scientific, without yet reaching the stage of being
able to test hypotheses in experimental design..I personally think the
experimental method is an important and the most sophisticated form
or research.. and I also like qualitative, ethnographic and other
inductive research... I dont think we are ready yet for much
hypothetico-deductive research... but we should aspire to it..
in other words we might be "looser" and not what you call scientific
now... but we can get less loose if we applied discipline in our
qualitative methods, aspire and seek ways of testing by experiment...
and build research from our theories.. and seek to developo them in
light of the information we discover... I dont know if this is
answering your question... anyway I am more interested in hearing
what other people think... I would like to get some consensus views
on these issues to take forward to Bangkok...
so let's hear from you....
Michael Moore.



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uucp: uunet!m2xenix!puddle!23.0!Nancy.Petersen
Internet: Nancy.Petersen@p0.f23.n105.z1.fidonet.org
From: Nancy.Petersen@p0.f23.n105.z1.fidonet.org (Nancy Petersen)
Newsgroups: k12.sys.channel9
Subject: Planning: getting started
Date: Thu, 15 Oct 92 09:09:18 PST
Organization: FidoNet node 1:105/23.0 - HI TECH TOOLS / Lib, Portland OR

Date: 13 Oct 92 11:20 +0800
From: Tony Bates <tonyb@ola.bc.ca>
To: banpln-m@acs.ucalgary.ca
Message-Id: <475*tonyb@ola.bc.ca>
Subject: Planning: getting started
 
Well, here we go. I feel like someone standing on the top of a mountain
and shouting, without knowing if anyone is listening! (or even if
the message will carry).
 
First, welcome and thank you for your interest. I see my job as getting
discussion going, rather than instructing, although I will of course
be happy to pass on any information/guidance that I may have,with
regard to specific issues.
 
I'm going to start by asking you to follow some very simple but
essential procedures/habits. You will note I started with a
subject title, which has two parts: Planning, so people will
know which of the six conferences they are in; and Getting
Started, which is really the topic within Planning. It will
help everyone if you can all follow that format for the subject
title.
 
Second, please send only those messages through this conference
that you want to share with everyone; the first time you send
a conference message, please indicate very briefly who you are
and where you work/study/etc. I would like to know more about
you, and will be happy to talk 'one-on-one' about issues, but
if you want to do that and not share, please send me an e-mail
(address: tonyb@ola.bc.ca) rather than post it in the conference.
It would be useful to include your own e-mail address when you
send a conference message, because some people may prefer to
address the issue with you 'one-on-one', rather than as part of
the conference.
 
Lastly, keep your messages short! Break them up into different
messages with appropriate subject titles. For this reason, I am
stopping now, and will start on the topic itself in my next
message. In the meantime, if you would like to introduce yourself
to me, please send me an e-mail. OK, now let's get started.



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uucp: uunet!m2xenix!puddle!23.0!Nancy.Petersen
Internet: Nancy.Petersen@p0.f23.n105.z1.fidonet.org
From: Helen.Sternheim@f109.n321.z1.fidonet.org (Helen Sternheim)
Newsgroups: k12.sys.channel9
Subject: LIBRARY TALK
Date: Thu, 08 Oct 92 10:49:45 PST
Organization: FidoNet node 1:321/109 - Pioneer Valley PCUG, Amherst MA

In a message of <07 Oct 92  11:59:01>, Leona Dalton (1:255/2) writes:

 LD>Hi to anyone in the great country of New Zealand. I would like to make 
 LD>contact with a teacher or librarian to exchange news and views. Leona 
 LD>Dalton from Prince Edward Island, Canada.

This channel is reporting on an international conference on Distance Learning.
Please repost your message in K12 Teacher Chat or the Fidonet Library Echo.

Thanks. 



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uucp: uunet!m2xenix!puddle!321!109!Helen.Sternheim
Internet: Helen.Sternheim@f109.n321.z1.fidonet.org
From: Leona.Dalton@f2.n255.z1.fidonet.org (Leona Dalton)
Newsgroups: k12.sys.channel9
Subject: LIBRARY TALK
Date: Wed, 07 Oct 92 11:59:01 PST
Organization: FidoNet node 1:255/2 - NEWBED, Fredericton NB

Hi to anyone in the great country of New Zealand. I would like to make 
contact with a teacher or librarian to exchange news and views. Leona Dalton 
from Prince Edward Island, Canada.

--  
uucp: uunet!m2xenix!puddle!255!2!Leona.Dalton
Internet: Leona.Dalton@f2.n255.z1.fidonet.org
From: Nancy.Petersen@p0.f23.n105.z1.fidonet.org (Nancy Petersen)
Newsgroups: k12.sys.channel9
Subject: Etiquette, pt. 1
Date: Thu, 08 Oct 92 07:29:47 PST
Organization: FidoNet node 1:105/23.0 - HI TECH TOOLS / Lib, Portland OR

Etiquette, pt. 1
Copied from AREA:INET.ICDECC-M
From: anderson@acs.ucalgary.ca (Terry Anderson)
Date: Wed, 7 Oct 1992 18:10:27 GMT
Newsgroups: mlist.icdecc-m
 
Bangkok Project - Etiquette Corner!
=================================================
Welcome to Etiquette corner! 
 
The first three topics in the Bangkok Project will be commencing
on Oct. 12.  I'd like to welcome you to the conferences and invite you 
to be
ACTIVE particpants. 
 
The following guidelines were submitted by Angela Castro
from a list made a few years ago by
members of AOLIN (Australian Open Learning Information Network),
and amended by suggestions from others.  The guidelines are
posted here to help participants in the Bangkok Project make the
most effective use of this media.  
 
Most of the Bangkok Project messages are being "ported" to at
least 30 separate discussions lists, networks and stand alone
conferencing systems. None of us have any experience dealing with
such a large, and very loosely distributed communications forum -
thus the guidelines are intended to help us communicate
effectively. 
 
 
1.       Length of message
Brevity  is a definite virtue. Try to restrict a message, if
possible, to a screen; two screen pages are still tolerable.
Brevity is recommended if only for the two following reasons
alone (there are many others ):
a.    Reading long text on the screen can be tiresome for both
          the eye and mind;
b.    Some recipients might have a local disk quota restriction
          or a less- than-well-endowed system to enable them to
          cope with lengthy and copious messages.  If you have a
          long message which is certain to exceed two screen
          pages, break it up into a few short messages and denote
          its structure and sequence through the subject line.



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uucp: uunet!m2xenix!puddle!23.0!Nancy.Petersen
Internet: Nancy.Petersen@p0.f23.n105.z1.fidonet.org
From: Nancy.Petersen@p0.f23.n105.z1.fidonet.org (Nancy Petersen)
Newsgroups: k12.sys.channel9
Subject: Moore; dist.ed.theory
Date: Thu, 15 Oct 92 09:12:48 PST
Organization: FidoNet node 1:105/23.0 - HI TECH TOOLS / Lib, Portland OR

Date:   Tue, 13 Oct 1992 10:18:00 -0400
From: <KWB107@psuvm.psu.edu>
Subject: Moore;dist.ed.theory
To: banthy-m@acs.ucalgary.ca
Message-Id: <92Oct13.102312edt.9390@ugw.utcs.utoronto.ca>
  - - The original note follows - -
Date: Mon, 12 Oct 1992 21:51 MST
From:
 "BARBARA JENNINGS VOICE PHONE: (505) 845-8554
  USERID: BJJENNI NODES REACHABLE
  ON: BOOTES.UNM.EDU, AND SANDIA.GOV."
 <BJJENNI@BOOTES.UNM.EDU>
Subject: Moore;dist.ed.theory
To: deos-l@psuvm.psu.edu
Message-id: <01GPVK8OSSJ48WZOT9@BOOTES.UNM.EDU>
 
The following is a response to Michael Moore's topic abstract 
concerning
the question of theory in Distance Education:
 
        We would like to acknowledge a distinction between a scientific
        definition of theory and those found in education. An 
educational
        theory is looser in its definition, and might include:
                - explanation of phenomenon
                - a position
                - a philosophical construct
                - a model
                - proposed guidelines
        rather than an hypothesis to be proven right or wrong.



--  
uucp: uunet!m2xenix!puddle!23.0!Nancy.Petersen
Internet: Nancy.Petersen@p0.f23.n105.z1.fidonet.org
From: Nancy.Petersen@p0.f23.n105.z1.fidonet.org (Nancy Petersen)
Newsgroups: k12.sys.channel9
Subject: Planning: issues
Date: Thu, 15 Oct 92 09:10:11 PST
Organization: FidoNet node 1:105/23.0 - HI TECH TOOLS / Lib, Portland OR

Date: 13 Oct 92 11:49 +0800
From: Tony Bates <tonyb@ola.bc.ca>
To: banpln-m@acs.ucalgary.ca
Message-Id: <476*tonyb@ola.bc.ca>
Subject: planning: issues
 
I'd like to start by finding out what issues regarding the
future of your distance education institution/department
are bugging you the most at the moment. You can do this in two
ways: put them in the conference, or send them to me as an e-mail,
and I'll collect them together/group them. I'll start off by
listing what is causing the Open learning Agency to review
its plans:
        1.      'Formula' funding; we are being treated more or
                less the same as all the other institutions
                regarding funding of at least our 'base-line'
                from our Ministry, despite growing concern
                about the need for major changes in our post-secondary
                system to meet growing demand and a ceiling on
                public funds.
        2.      Related to this is the pressure from the 'regular'
                institutions to solve the access problem by building
                more campuses: more bums on seats. The council of
                colleges and institutes (AECBC) has just produced
                a paper on access which reinforces this pressure.
                Because a campus is a physical asset in a community,
                such pressure carries a good deal of weight 
politically.
I'll stop there. When we have a number of 'common' issues, we can
start discussing how to deal with them.
e-mail address: tonyb@ola.bc.ca



--  
uucp: uunet!m2xenix!puddle!23.0!Nancy.Petersen
Internet: Nancy.Petersen@p0.f23.n105.z1.fidonet.org
From: Nancy.Petersen@p0.f23.n105.z1.fidonet.org (Nancy Petersen)
Newsgroups: k12.sys.channel9
Subject: Etiquette, pt. 2
Date: Thu, 08 Oct 92 07:30:43 PST
Organization: FidoNet node 1:105/23.0 - HI TECH TOOLS / Lib, Portland OR

Etiquette, pt. 2:
2.      Writing style
Use short sentences and simple English.  Avoid rambling running
prose with complex syntax and a multitude of co-ordinate and
subordinate clauses.
 
3.       Spacing
Neat, meaningful spacing can ease mental processing. For
examples:
a.   Have short paragraphs separated by a blank line rather 
     than long paragraphs with a tab indent for the first line.
b.   Put questions on separate lines rather than stringing them 
     altogether in one paragraph. This makes it easier for people
     to annotate or answer them.
 
4.       Numbered items
Ideas, arguments, etc. are clearer if presented in point form,
and if they are numbered as well, it will make cross referencing
even easier.
 
5.       Annotation
a. Do not reproduce the entire original, extract only the parts
     that you wish to comment on.
b. If your local software does not allow  annotation, then
     paraphrase or summarize the original au that readers who
     have not read the original message can still understand the
     background and follow the argument.
 
6.       Upper case
The upper case is often used among networkers to denote emphasis,
but using too much of it can produce what is know as the "BANG"
effect. Words in upper case shout at you and generate a "noisy"
reading environment.
 
7.       Subject  line
If  you use the "reply" command to respond to a message on the
Internet, in most cases, that will automatically generate a RE
before the subject line of the original. Now if your response is
then read and replied by a third person who reacts to some side
issues that you raised,  his message by then will no longer be a
true reply to the first message and the old subject line can then
be very misleading. In such an instance, it  would be better if
the third person could refresh the subject line and put in
something appropriate to reflect the content of her message.



--  
uucp: uunet!m2xenix!puddle!23.0!Nancy.Petersen
Internet: Nancy.Petersen@p0.f23.n105.z1.fidonet.org
From: Nancy.Petersen@p0.f23.n105.z1.fidonet.org (Nancy Petersen)
Newsgroups: k12.sys.channel9
Subject: Planning; process
Date: Thu, 15 Oct 92 13:05:14 PST
Organization: FidoNet node 1:105/23.0 - HI TECH TOOLS / Lib, Portland OR

Date: 14 Oct 92 11:01 +0800
From: Tony Bates <tonyb@ola.bc.ca>
To: banpln-m@acs.ucalgary.ca
Message-Id: <479*tonyb@ola.bc.ca>
Subject: Planning:Process
 
Thanks to John Rugo, of the New England Academic and Research Network,
for pointing out that I had missed a very important stage of the
strategicv planning process: stakeholder analysis - who cares (or
should care) about what we do? Do they care about the same thing or
different things.
When we did our stakeholder analysis for the first time, we
covered a whole wallchart with different stakeholders. Again,
we found ourselves having to prioritize. One of the concerns
I had was how easily our students/viewers tended to be swamped
by other stakeholders with different interests. This can be a very
useful technique for re-focusing an institution's activities,
to ensure that the main stakeholders are being served.
A colleague at University of Victoria, Kate Seaborne, has used
stakeholder analysis to defuse a highly controversial issue
around a distance education course for aboriginals.
 
Incidentally, I am hoping for more comments, questions or
wisdom - if you are out there 'lurking', and hesitant
to participate publicly, why not send me an e-mail,
so I know that you are there!
e-mail address: tonyb@ola.bc.ca



--  
uucp: uunet!m2xenix!puddle!23.0!Nancy.Petersen
Internet: Nancy.Petersen@p0.f23.n105.z1.fidonet.org
From: Robin.Bain@p5.f505.n770.z3.fidonet.org (Robin Bain)
Newsgroups: k12.sys.channel11
Subject: Response to news
Date: Wed, 14 Oct 92 10:01:12 PST
Organization: FidoNet node 3:770/505.5 - Southern Vortex, Dunedin

Thanks Chris for your immediate and interested reponses. The children here rush to the computer each morning looking for answers to their letters and yours will stimulate more thinking. We have had some reponse from children at Morningside School in Brownsville, Texas but the lettersa seem to have dried up. Are you in a position to encourage replies. I'm not sure who the teacher is but some of the childrens' names are Jesus, Urbano Lopez, and a boy called Russell. It would be great to be able to find out m





ore about where they live.
Kia ora


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uucp: uunet!m2xenix!puddle!3!770!505.5!Robin.Bain
Internet: Robin.Bain@p5.f505.n770.z3.fidonet.org
From: John.Feltham@f706.n640.z3.fidonet.org (John Feltham)
Newsgroups: k12.sys.channel11
Subject: project
Date: Tue, 13 Oct 92 12:44:00 PST
Organization: FidoNet node 3:640/706 - Coral Sea, Townsville Qld Australia

G'day Chris,

Saturday October 10 1992 08:46, Chris Rowan wrote to John Feltham:

 JF>> Kids in Oz and NZ know what a taco is! We even have MacDonalds,

 > No offense intended.  I was just trying to make an example.

None was taken Chris.  :-)

 > Do you have Little Caesar's down there yet?  GREAT pizza

No! Hey, no advertising in K12Net :-)

 > How much do you have to pay for a burger, fries, and a coke?  What
 > does a medium-sized pizza cost?  What is a "typical" Australian dinner?

I will try to get a student to answer your questions

       _--|\
      /     \  ooroo
      \.--._/
           v


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uucp: uunet!m2xenix!puddle!3!640!706!John.Feltham
Internet: John.Feltham@f706.n640.z3.fidonet.org
From: Stephanie.Flynn@f162.n321.z1.fidonet.org (Stephanie Flynn)
Newsgroups: k12.sys.channel11
Subject: news
Date: Thu, 15 Oct 92 10:50:44 PST
Organization: FidoNet node 1:321/162 - SpaceMet Bernardsto, Bernardston MA

Hi Chris,
  Sorry we haven't writen to you for a long time, but we've been awfully busy. 
Here is our news from Natures Classroom.

                        We left at 7:30 A.M.  We arrived at about 11:30 a.m.
   When we got there, we had a luggage line.  Some of the stuff was heavy, but 
 we mannaged.  Then we had lunch.  then we had to do the ort report.  We wiegh 
all the food that was on our plates that could no longer be eaten.  We had a 
LOT of ort!  After lunch we brought our luggage to our cabins.The cabins were 
in the woods.  Then we had a class, then we had field group.  Field group is 
when a group of kids got together and played games.  ( You were with the same 
group of kids all week).  Julie and I were in the same group.  Our leader was 
Kimtoo, she was cool!  We had a big dance on Monday night.  We had lights out 
at 10:30, but we all stayed up later.  On Tuesday we had two classes.  Not all 
of them were fun!  But acouple were.  Breakfast was kind of yummy!  Then we 
had our field groups.  Then we had our classes.  In class we learned various 
subject matter such as wetlands,endangered animals, the American Revolution, 
disection of rats and squid, we learned about lobsters and tides waves and 
currents. On Thursday we had something called Thursday Night LIve this was 
when kids got to amuse the adults by doing skits, we practiced these skits in 
our field groups.  We went on a night hike and a beach walk, both were real 
fun.  There was a haunted mansion across the bay from where we stayed .  It is 
said that a man  was killed there and noone lives in the house now.
Nature's Classroom was really a big hit.

For those of you reading the message for the first time, let us tell you about 
Nature's Classroom.  It is an environmental camp that was held at Bourne, 
Massachuestts on Cape Cod.  This was a 4 hour bus ride for us from our school 
in Bernardston, Massachusetts.  Lots of schools go to Nature's Classroom 
during the year.  It is so.......much fun.


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uucp: uunet!m2xenix!puddle!321!162!Stephanie.Flynn
Internet: Stephanie.Flynn@f162.n321.z1.fidonet.org
From: Nancy.Bucher@p0.f14.n346.z1.fidonet.org (Nancy Bucher)
Newsgroups: k12.sys.channel11
Subject: Demo derby
Date: Mon, 05 Oct 92 09:54:12 PST
Organization: FidoNet node 1:346/14.0 - Room 5, Bonners Ferry ID

Awhile ago, there was a rat craze (everyone wanted one) here.  My brother
brought the first rat to our pet store.  The pet store was allmost
allways in need of more, and we were it's main sourse. Now no one
wants one any more.                                                         




                                              Brett Aring

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uucp: uunet!m2xenix!puddle!346!14.0!Nancy.Bucher
Internet: Nancy.Bucher@p0.f14.n346.z1.fidonet.org
From: Chris.Rowan@f2.n3820.z1.fidonet.org (Chris Rowan)
Newsgroups: k12.sys.channel11
Subject: Re: Updated participants' li
Date: Sat, 10 Oct 92 08:47:53 PST
Organization: FidoNet node 1:3820/2 - The Lyceum, Brownsville TX

*** Quoting John Feltham to Chris Rowan ***

JF> Here is an amendment :-)
JF> CR>John Feltham      |  Townsville, Queensland, Australia | ?

I changed it.  Thanks, John!

Chris


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uucp: uunet!m2xenix!puddle!3820!2!Chris.Rowan
Internet: Chris.Rowan@f2.n3820.z1.fidonet.org
From: Chris.Rowan@f2.n3820.z1.fidonet.org (Chris Rowan)
Newsgroups: k12.sys.channel11
Subject: Re: Magazine Drive
Date: Wed, 14 Oct 92 19:24:07 PST
Organization: FidoNet node 1:3820/2 - The Lyceum, Brownsville TX

Hi Jennifer,

*** Quoting Jennifer Moore to All ***

JM> We have here at the Junior High a special and annual Magazine
JM> Drive.
JM> This Magazine drive is to help raise money for extra cirricular
JM> activities.

What an interesting way to raise money!  Where do you get the magazines from? Do people donate old magazines, or are they NEW magazines?

Thanks for the article,
     Chris


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uucp: uunet!m2xenix!puddle!3820!2!Chris.Rowan
Internet: Chris.Rowan@f2.n3820.z1.fidonet.org