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Hello,
  My Name is Olisa Okadigbo son of previous Nigeria Senate President
Dr Chuba Okadigbo of which , I know the news of my fathers dismiss has reached
the international media. i am 28 years old and currently the only son of the
late senate President {Dr Chuba Okadigbo}, Please I seek a honest person to
transact business with . My father has thesum of U$32 million Dollars which he
deposited in a Security company for the purpose of the 2007 Presidential
Election here in Nigeria . Right now am talking with the Security company where
the fund was deposited . and am also leaving this country for now because my
father was murdered and they are also after me .

That is why I felt happy when I saw your contact because I strongly believe that
by the grace of God, you will help me invest this money wisely. I am ready to
pay 25% of the total amount to you if you help us in this business and another
5% interest of Annual After Income to you, for handling this business for
me,which you will strongly have absolute control over. If you can handle this
project sincerely andalso willing to assist me in lifting this fund, kindly
reach me and I will link you to my legal Representative for further discussion.
Please, note that this
transaction is 100% risk free and I hope to commence the transaction as quickly
as possible.

Thanks Best Regards,
Olisa Okadigbo .

{URGENT/COMFIDENTIAL TRANSFER}
(RE: TRANSFER OF ($ 126,000.000.00 USD}
{ONE HUNDRED AND TWENTY SIX MILLION DOLLARS)
Dear sir ,

We want to transfer to overseas ($ 126,000.000.00 USD) One hundred and Twenty
six million United States Dollars) from a Bank in Africa, I want to ask you to
quietly look for a reliable and honest person who will be capable and fit to
provide either an existing bank account or to set up a new Bank a/c immediately
to receive this money, even an empty a/c can serve to receive this money, as
long as you will remain honest to me till the end for this important business
trusting in you and believing in God that you will never let me down either now
or in future.

I am Mr Osisi.O.O, the Auditor General of a bank in Africa, during the course of
our auditing I discovered a floating fund in an account opened in the bank in
1990 and since 1993 nobody has operated on this account again, after going
through some old files in the records I discovered that the owner of the account
died without a [heir] hence the money is floating and if I do not remit this
money out urgently it will be forfeited for nothing. the owner of this account
is a foreigner and a sailor, and he died, since 1993.and no other person knows
about this account or any thing concerning it, the account has no other
beneficiary.

  We will start the first transfer with twenty six million [$26,000.000] upon
successful transaction without any disappoint from your side, we shall re-apply
for the payment of the remaining amount to your account, The amount involved is
(USD 126M) One hundred and Twenty Six million United States Dollars, only I want
to first transfer $26,000.000 twenty six million United States Dollar from this
money into a safe foreigners account abroad before the rest, but I don't know
any foreigner, I am only contacting you as a foreigner because this money can
not be approved to a local person here, without valid international foreign
passport, but can only be approved to any foreigner with valid international
passport or drivers license and foreign a/c because the money is in U S dollars
and the former owner of the a/c is a foreigner too,and the money can only be
approved into a foreign a/c.


  I need your full co-operation to make this work fine. because the management is
ready to approve this payment to any foreigner who has correct information of
this account, which I will give to you, upon your positive response and once I
am convinced that you are capable and will meet up with instruction of a key
bank official who is deeply involved with me in this business. I need your
strong assurance that you will never, never let me down.

  I will use my position and influence to obtain all legal approvals for onward
transfer of this money to your account with appropriate clearance from the
relevant ministries and foreign exchange departments. At the conclusion of this
business, you will be given 20% of the total amount,75% will be for me, while 5%
will be for expenses both parties might have incurred during the process of the
transfer both traveling and hotel expencess. I look forward to your earliest
reply through my email address; olisa_osisi@...
Send also your private telephone and fax number including the full details of
the account to be used for the deposit.
Best Regards,
OSISI.O.O

{URGENT/COMFIDENTIAL TRANSFER}
(RE: TRANSFER OF ($ 126,000.000.00 USD}
{ONE HUNDRED AND TWENTY SIX MILLION DOLLARS)
Dear sir ,

We want to transfer to overseas ($ 126,000.000.00 USD) One hundred and Twenty
six million United States Dollars) from a Bank in Africa, I want to ask you to
quietly look for a reliable and honest person who will be capable and fit to
provide either an existing bank account or to set up a new Bank a/c immediately
to receive this money, even an empty a/c can serve to receive this money, as
long as you will remain honest to me till the end for this important business
trusting in you and believing in God that you will never let me down either now
or in future.

I am Mr Osisi.O.O, the Auditor General of a bank in Africa, during the course of
our auditing I discovered a floating fund in an account opened in the bank in
1990 and since 1993 nobody has operated on this account again, after going
through some old files in the records I discovered that the owner of the account
died without a [heir] hence the money is floating and if I do not remit this
money out urgently it will be forfeited for nothing. the owner of this account
is a foreigner and a sailor, and he died, since 1993.and no other person knows
about this account or any thing concerning it, the account has no other
beneficiary.

  We will start the first transfer with twenty six million [$26,000.000] upon
successful transaction without any disappoint from your side, we shall re-apply
for the payment of the remaining amount to your account, The amount involved is
(USD 126M) One hundred and Twenty Six million United States Dollars, only I want
to first transfer $26,000.000 twenty six million United States Dollar from this
money into a safe foreigners account abroad before the rest, but I don't know
any foreigner, I am only contacting you as a foreigner because this money can
not be approved to a local person here, without valid international foreign
passport, but can only be approved to any foreigner with valid international
passport or drivers license and foreign a/c because the money is in U S dollars
and the former owner of the a/c is a foreigner too,and the money can only be
approved into a foreign a/c.


  I need your full co-operation to make this work fine. because the management is
ready to approve this payment to any foreigner who has correct information of
this account, which I will give to you, upon your positive response and once I
am convinced that you are capable and will meet up with instruction of a key
bank official who is deeply involved with me in this business. I need your
strong assurance that you will never, never let me down.

  I will use my position and influence to obtain all legal approvals for onward
transfer of this money to your account with appropriate clearance from the
relevant ministries and foreign exchange departments. At the conclusion of this
business, you will be given 20% of the total amount,75% will be for me, while 5%
will be for expenses both parties might have incurred during the process of the
transfer both traveling and hotel expencess. I look forward to your earliest
reply through my email address; olisa_osisi@...
Send also your private telephone and fax number including the full details of
the account to be used for the deposit.
Best Regards,
OSISI.O.O

--

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I apologize if I am missing something here... but the past several messages
regarding "Edulink" have seemed uncomfortably like heavy-duty advertising of
a commercial product.  I understand that part of what goes on here is the
discussion of such things as content/course management systems etc., but
should our discussion lists be a venue for the detailed showcasing of
expensive, commercial products and services?

Brian







-----Original Message-----
From: Ian Rescigno [mailto:mredulink@...]
Sent: Thursday, March 27, 2003 10:12 PM
To: Views@...; mmlynch@...
Subject: [WAOE Views] edulink


Dear Maggie,

Below you can see we must be three years in the future:

Edulink's Universal Knowledge System
"The Evolution of Content Management Systems"

In this present time of a turbulent business environment there are very few,
if
any, guarantees. But besides death and taxes, the one guarantee that will
occur
is the increase of digital assets. Paper is still a major component of
education
and business, but the storage, retrieval, and repurpose of information,
content,
, end-users and
content and software. Yet most importantly, and in addition to the
excellence of

----------------------------------------------
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Please direct questions to: waoe@...

Roberto

It is really difficult to explain these events that cause so much pain. Perhaps
we should not try to find a reason.
Over the last 3 months I have lost 4 people close to the family who succumbed to
some form of cancer, the youngest being a two-year old.

My prayers also go to you for a brighter tomorrow.

Begum
---------- Original Message ----------------------------------
From: Robin Bagent <rbagent@...>
Reply-To: Views@...
Date: Tue, 1 Apr 2003 10:05:10 -0800

>Roberto,
>
>I know condolences do little to help ease the pain you are going through,
>but please understand that thoughts and prayers are being sent to you with
>hope for happier tomorrows.
>
>Robin Bagent
>
>-----Original Message-----
>From: Roberto A. Muller [mailto:rmueller@...]
>Sent: Wednesday, March 26, 2003 5:02 PM
>To: Views@...
>Subject: [WAOE Views] please
>
>
>Dear WAOEs,
>Please have patience and help me with your support because these days are
>very heavy and I am feeling bad.
>Last fryday a student (the best student of forestry egineering) killed
>himself here in UFV, at the campus. Yesterday a friend of my family was
>found killed on her apartment in Brasilia, tied with her hands on the back.
>Right now I new my cousin was assaulted this week in Europe and went to
>hospital.
>I know your religion may be different. As we are in the online education,
>with your thoughts my soul may be educated and I will feel stronger and
>will be able to understand better this big wave of misfortune and
>affliction all around.
>For those of you that can not understand me, please excuse me and discard
>this e-mail.
>Thank you for your comprehension.
>Best Regards.
>Roberto
>----------------------------------------------
>To post to WAOE Views: send messages to views@...
>
>To unsubscribe: send mail to imailsrv@...
>with "unsubscribe views" in the body of the message.
>
>For those who joined through Yahoo Groups (not recommended
>because it is just an archive and one cannot post to the list), see:
http://groups.yahoo.com/group/waoe-views/
>
>Please direct questions to: waoe@...
>
----------------------------------------------
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with "unsubscribe views" in the body of the message.

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Please direct questions to: waoe@...

Roberto,

I know condolences do little to help ease the pain you are going through,
but please understand that thoughts and prayers are being sent to you with
hope for happier tomorrows.

Robin Bagent

-----Original Message-----
From: Roberto A. Muller [mailto:rmueller@...]
Sent: Wednesday, March 26, 2003 5:02 PM
To: Views@...
Subject: [WAOE Views] please


Dear WAOEs,
Please have patience and help me with your support because these days are
very heavy and I am feeling bad.
Last fryday a student (the best student of forestry egineering) killed
himself here in UFV, at the campus. Yesterday a friend of my family was
found killed on her apartment in Brasilia, tied with her hands on the back.
Right now I new my cousin was assaulted this week in Europe and went to
hospital.
I know your religion may be different. As we are in the online education,
with your thoughts my soul may be educated and I will feel stronger and
will be able to understand better this big wave of misfortune and
affliction all around.
For those of you that can not understand me, please excuse me and discard
this e-mail.
Thank you for your comprehension.
Best Regards.
Roberto
----------------------------------------------
To post to WAOE Views: send messages to views@...

To unsubscribe: send mail to imailsrv@...
with "unsubscribe views" in the body of the message.

For those who joined through Yahoo Groups (not recommended
because it is just an archive and one cannot post to the list), see:
http://groups.yahoo.com/group/waoe-views/

Please direct questions to: waoe@...

Dear WAOE Colleagues,

--
Date: Tue, 1 Apr 2003 09:15:27 +0100
From: Niall Sclater <n.sclater@...>
{--}

-----Original Message-----
From: alerts@... [mailto:alerts@...]
Sent: 31 March 2003 19:39
To: virtual-universities-request@...
Subject: Virtual Learning Conference - virtual-universities

Dear virtual-universities Moderator

We would appreciate it if you could post the conference announcement below
on your discussion list if you consider it appropriate.

Kind regards

Helen Terre Blanche (Conference Alerts)
alerts@...

2nd Global Conference Virtual Learning and Higher Education
12 to 13 September 2003, Mansfield College, Oxford, United
Kingdom

Call for Papers
(please cross post where appropriate)

Higher Education institutions have been criticized for living in the past;
some have even proclaimed that the University has lost its relevance. In
the midst of these analyses and criticisms, the advent of Information and
Communication Technologies in today's universities/colleges is seen as a
promising development. What future has Higher Education when the virtual
world of on-line education has so much more to offer? The aim of this
conference will be to examine Virtuality within Higher Education in an
attempt to critique both its essential characteristics and its future
possibilities to influence the education of adult learners.

Being such a broad topic, Virtuality defies a definitive list of
sub-topics but the following list is indicative of the envisaged topics
covered within this Call for Papers:

* Emerging technologies within Higher Education
* International technology challenges
* Organizational issues/strategies in Virtual education
* Financial issues (faculty pay/timetabling/benefits)
* Part-time staff/ adjuncts' role between traditional and
virtual universities
* Contemporary best teaching practices
* International educational experiences/lessons
* Case studies of experimental projects
* Blended Learning approaches
* Professional development/support structures

All papers presented at the inaugural conference are in
the process of being published in a themed volume. All
papers accepted for and presented at this conference will
be published in an ISBN eBook. Selected papers will be
developed and published in a themed hard copy book.

The organisers intend the conference to have the
atmosphere of a working group who engage in a focused
and rigorous manner with the issues raised in the papers
selected for presentation. Consequently it is envisaged
that numbers attending the conference will be capped.
In particular, we warmly invite projects-in-process who
would like the benefit of presenting and receiving
feedback from the inter-disciplinary perspectives of those
present.

Important Dates:
300 word abstract - Friday 6th June 2003
Full Draft Papers - Friday 15th August 2003
Conference - 12th - 13th September 2003
eBook (ISBN) published - 1st November 2003
Themed hard copy published - 1st June 2004

300 word abstracts should be submitted to both the
Organising Joint Chairs:

Dr David Seth Preston
BRG
92 Colney Hatch Lane
London N10 1EA
Email: david-preston@...

Dr Rob Fisher
c/o Learning Solutions
Priory House
149B Wroslyn Road
Freeland, Oxfordshire OX29 8HR
Email: rf@...

The conference is sponsored by BRG and Learning
Solutions. For further details and information please visit
the conference web site:
http://www.inter-disciplinary.net/vlhe03cfp.htm
or contact the Organising Joint Chairs.

---------------------------------------------------
This announcement distributed via
http://www.ConferenceAlerts.com


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Please direct questions to: waoe@...

Dear WAOE Colleagues, I am forwarding the below mail via thanks and
courtesy to townsend listserv of UCB and Monika Mehta. With regards.-Arun
--

Date: Sun, 30 Mar 2003 21:52:14 -0800
From: Monika Mehta <meht0003@...>
{--}

Please Forward:
                       There's no place like home:
                  (Trans)nationalism, Diaspora, and Film
                             A Symposium with
                               Hamid Naficy
                          Friday, April 11, 2003
                            142 Dwinelle Hall
                            UC Berkeley Campus
             <http://socrates.berkeley.edu/~tamao/Diaspora.htm>

  1:30 pm Opening Remarks

1:45 - 3:15 pm Panel I
Gayatri Gopinath (Women and Gender Studies, UC Davis)
“Bollywood/Hollywood: Queer Representation and the Perils of
Translation”
Sirida Srisombati (History of Consciousness Program, UC Santa Cruz)
“Two Tales of Globalization: Transnational Circuits of Thai Television”

3:30 - 4:45 pm Panel II
Darcy Grimaldo Grigsby (Dept. of History of Art, UC Berkeley)
“’She’s my sister’: Adoption and Longing in Josephine Baker’s Zou Zou
(1934)”
Riché Richardson (Dept. of English, UC Davis)
“The Caribbean Problematic in Contemporary American Media”

5:00 pm Hamid Naficy
  (Dept. of Art and Art History/Film and Media Studies, Rice University)
        "House, Home, and Homeland in Diasporic and Exilic Cinemas"

  Reception
7:30 - 9:30 pm Diasporic Aporias: Films and Filmmakers
Anita Chang (in person), Mommy, What's Wrong?; Nguyen Tan Hoang (in
person), Pirated!; Caveh Zahedi (in person), The World is a Classroom;
Cauleen Smith, Chronicles of a Lying Spirit by Kelly Gabron; Tran T. Kim
Trang, Aletheia; Walid Ra'ad, Hostage: The Bachar Tapes; Shashwati
Talukdar, My Life as a Poster.

Prof. Naficy is the author of The Making of Exile Cultures: Iranian
Television in Los Angeles (University of Minnesota Press, 1993) and An
Accented Cinema: Exilic and Diasporic Filmmaking (Princeton University
Press, 2001). He has edited Home, Exile, Homeland: Film, Media, and the
Politics of Place (Routledge, 1999).

Organized by Monika Mehta and Tamao Nakahara, with programming assistance
from Irina Leimbacher. Special thanks to the Dept. of Comparative
Literature, The Center for Middle Eastern Studies, The Center for South
Asia Studies, The Center for African Studies, The Film Studies Program,
The Dept. of Anthropology, The Center for Race and Gender, and the Dept.
of History of Art.

For information, please see
<http://socrates.berkeley.edu/~tamao/Diaspora.htm> or
call 510-527-6915.

"Born to Be Bad: Trash Cinema Conference and Film Festival"
http://www.trashcinema.com
Tamao Nakahara
Department of Italian Studies
6303 Dwinelle, #2620
University of California, Berkeley
Berkeley, CA 94720-2620
phone: 510-527-6915
--




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I will be out of the District until March 19th.  I will respond to your
email when I return.   If you need immediate assistance please email
admin@....

Thanks!

JAN
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Please direct questions to: waoe@...

Dear WAOEs,

Thank you (thanks a lot) for your support.
Many of you spent time to translate with typed characters and kind words
for all your good thoughts originated from your source of love.
Many others just sent thoughts of solidarity and love without typing.
Some of you could link immediately with other known experiences of your
life and some did it after a while.
Others may understand on the future and just smile.
Please, it is my pleasure to let you know that all this positive, lovely,
holy or whatever word you use to define this good energy was able to relief
and changed fog or smog into clean and healthy atmosphere of life and
feelings.
Certainly and fortunately the transmitted amount was in excess.
You may be sure that this excess (with the help of our Lord) was
immediately able to help others probably overloaded with very intensive
pain, sorrow or in error.
Your valuable help was a kind rescue for my feelings.
In resume, online education was silently good, I learned.
Best Regards.
Roberto

---
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Checked by AVG anti-virus system (http://www.grisoft.com).
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-----Original Message-----
From: Maggie McVay Lynch [mailto:mmlynch@...]
Sent: Friday, March 28, 2003 12:40 PM
To: Views@...
Subject: Re: [WAOE Views] edulink

WARNING: LONG POST WITH POTENTIALLY BORING TECHNICAL SPEAK

 

I can see that my payback for defining Learning Portals is to have a number of commercial vendors now share their marketing materials and claim to have already accomplished this.  I cannot comment on these products as I have not seen them and am not in a position to evaluate or purchase any of them.  Also, having come from the software industry myself (prior to joining academia) I am well aware of the standard in the software industry for amazing marketing engines that use as many buzzwords as possible along with a penchant for selling "vaporware" (products that are in development but not yet really available as advertised).  I am not suggesting that anyone who has posted here might be doing that, but only caution buyers to carefully evaluate what is truly functional and how it works with their systems, future plans, and ongoing budgets.  My experience has been that anything as complex as a portal requires evaluation and support from your systems team -- the people who actually run and maintain your UNIX system, NT system, etc.  Here at Portland State that evaluation process usually takes about a year.

 

Another thing to keep in mind is that the vast majority of educational institutions are nowhere near developing and cataloging learning objects.  Many of them haven't begun to educate technical and educational staff as to what learning objects are or to determine how they will be defined, developed, and used within the institution.  My point is that no one needs to rush to purchase software that allows them to access learning objects when they haven't even begun to understand and define them.  Do not let software vendors form  your opinions or herd you toward their definitions.  Do not let software vendors frighten you into purchasing products that you will not be ready to use for several years.  In the intervening time in which you grow in your knowledge and use of online tools the technology will change drastically, and you do not want to be "stuck" with a product that does not meet your needs when you are finally ready to use it.

 

Having said that, for those who are ready to move ahead or just want to begin some personal education, you might consider the following criteria in evaluating any software claiming to provide the answers for your "learning portal."

 

1.  How proprietary is the software?  Many integated systems are based on proprietary code that you can never access.  This is understandable because commercial companies protect their profitability by not making their code available.  However, this also creates a problem for system administrators because they cannot easily link current systems into the new software.  This puts them in a position of having to purchase more assistance either from the new software manufacturer or from a third party who has worked out license agreements with this manufacturer.  This impacts the ease or difficulty in connecting the portal to other already developed systems at your institution (i.e., registration, course scheduling, add/drop, book purchasing, advising, etc.).

 

2.  On what standards are the databases, interface, and metatagging based?  Are these the most current standards or did the software company create their own internal standards?  It is fine to have a internal standard and to have developed a proprietary database.  Perhaps that helps a company to maintain a highly integrated product.  On the other hand, it again limits the purchasers access and makes interoperability of already developed learning materials more difficult to migrate to the new system.  If the manufacturer has decided to use a particular database (say Oracle or SQL) how does that work with what you are already running?  A good example I experienced recently at my own university was a well-known CMS package upgrade required a particular version of Oracle to run (the newest version).  Though we have plans to eventually do the Oracle upgrade, it was not planned for at least a year.  So, in addition to the high cost of the new CMS system, we needed to add $80,000 more to accommodate the Oracle upgrade.  You can see how costs can run away very quickly.  And many of these costs are not one time purchaes, they are ongoing annual fees for software licensing.

 

3. When talking about educational systems, it is important that the development standards follow what is being done through IMS, LOM, and EML.  Why is this important? Because it allows for interoperability.  The best portals allow you to take products from a variety of sources and see them, reuse them easily because they have followed these standards.  You do not want to be in the situation of having to recode for each software product you purchase.  Though I have seen many vendors talk about following IMS standards (not surprising as these standards have been around for 5 years now), I have to wonder at what point in the standards did they freeze their development and how much of the standards are implemented?  It is easy to say we follow IMS standards.  That could mean you consistently use 5 of the 60 metatags specified.  Unfortunately, those 5 may not be the ones you need to define your learning environment.  Subsets of IMS that are important to track and define for your institutions needs are LOM (learning objects metadata) or EML (Educational Modelling Language) being mentioned. 

 

4.  All of this standards discussion brings us to the next criteria for evaluating a software product, that is how flexible is the company and how well or quickly can they embrace changing technology.  Though all these standards mentioned above are excellent, they are only the foundation for the future of learning object cataloging which is in the semantic web -- being developed currently through RDF (resource description framework).  What is the difference between the standards above and RDF?  To me it is like the difference between knowing how to describe all white stuff that falls on the ground as snow, and being able to describe it in the 9 different types of snow that Alaskan natives have in their language. 

 

IMS and LOM have a controlled vocabulary that provides a consensual means by which to describe objects.  This is very important for getting any metadata standard off the ground and accepted globally.  However, just as in natural language, no two people or institutions normally choose to describe learning in the same way.  For example, I may look at a piece of static text on a webpage that describes an word problem for math and call that "text."  You may look at that same webpage and all it "concept development."  Someone else may look at it and call it "simulation exercise."  Even if your institution has standards for description, it is unlikely that your institutions standards would agree with someone else's descriptions.  RDF is NOT a controlled vocabulary, which means that rather than provide a known, finite collection of terms for describing learning objects, RDF is a structured method with which you can say almost anything about almost anything using whatever terms you please.  It is also specifically designed to be independent of the resource it describes.  In other words, anyone can make sophisticated statements about a resource, whether they own it or not.  A good article for reading some of the differences and discussions on IMS, LOM, vs. RDF is at: http://www.cetis.ac.uk/content/20030127164729

 

Like IEEE LOM (or IMS' implementation of LOM: IMS Metadata), the Resource Description Framework is a technology to, well, describe resources; provide information about information, or, if you like, make metadata. Unlike LOM, RDF is not a controlled vocabulary, which means that rather than provide a known, finite collection of terms with which to describe learning objects, RDF is a structured method with which you can say almost anything about almost anything using whatever terms you please. Not just that, it is also specifically designed to be independent of the resource it describes. Anyone can make sophisticated statements about a resource, whether they own it or not. As Wilbert Kraan of CETIS put it "very simply: LOM is words, RDF is grammar. LOM intentionally constrains, RDF is very flexible indeed. "

 

Now that I have bored everyone to tears, I have one request of all the commercial vendors on this list.  Please stop sending me your marketing email and trying to prove to me that your product meets all of my criteria.  First I am very skeptical that there is already a product out there that does this.  Second, I am not in the market for such a product because we do not have money to purchase one.  Third, I am personally an advocate of open-source software because I firmly believe that offering FREE software that is flexible and easy to use and support is the best way to ensure global access to online education.  Finally, I am not going to endorse any commercial product (even those I personally use) and I do not have time to analyze it for everyone here.  My hope is only to offer some education to those on this list -- not to sell anything or to endorse anyone's products.

 

Here are some interesting articles and sites if you have a desire to learn more about these standards and processes:

 

IMS releases new standards March 2003 for interoperability: http://www.imsglobal.org/pressrelease/pr030310.cfm

A good article for reading some of the differences and discussions on IMS, LOM, vs. RDF is at: http://www.cetis.ac.uk/content/20030127164729

IEEE site on what is happening with LOM: http://ltsc.ieee.org/wg12/

The EML site at Dutch Open University: http://eml.ou.nl/eml-ou-nl.htm

 

 

Maggie

 

Steve McCarty wrote:
> Mihkel, thank you very much for the announcement.
> The Board of Directors will see what we can do to
> reciprocate the favor, by holding a special Board meeting
> as soon as possible.
>
> By now, list subscribers know that Portland State University (PSU),
> with an outstanding infrastructure including Internet 2,
> staff support and the dedication of Prof. Maggie McVay Lynch,
> offers to serve as WAOE's ISP and more for no charge to WAOE.
>
> As per Mihkel's wishes, Maggie is designated to represent the
> Board directly with Mihkel in working out the transfer of
> WAOE's domain name to new IP addresses housed at PSU.
>
> More details of this exciting plan including networking
> and better events for WAOE members are forthcoming.
>
> Events are outracing our legislation, so let me announce
> without the usual introduction of bio-data that Maggie
> is appointed to the new position of WAOE Networking
> Information Officer, which is also planned to become
> a Directorship in an expanded WAOE Board, in order to
> serve members better.
>
> Congratulations and thanks again to everyone involved.
>
> Steve McCarty
> Kagawa, Japan
> WAOE President
>
> ---------- Original Message ----------------------------------
> From: "Miksike" <info@...>
> Reply-To: Views@...
> Date: Thu, 27 Mar 2003 10:24:15 +0200
>
>
>>Dear friends,
>>
>>Some clarification regarding messages sent yesterday to waoe-views +
>>announcement
>>I posted last messages to waoe-views not to attack anybody, specially Steve
>>(am sure that his intentions are good). Messages were sent because
>>understood that  there has been miscommunication and misunderstanding at
>>WAOE directors board regarding Miksike owning waoe.org domainname and had a
>>feeling that also other WAOE members may think the similar way.
>>
>>So...
>>Miksike as organization registered waoe.org in 1998 for WAOE to use. Miksike
>>expenditures were approx $250 (hope I recall correctly) and this was a
>>DONATION to WAOE. But from the message Steve wrote yesterday I concluded
>>that the board of directors believes that Miksike is out on earning& profits
>>and that selling waoe.org name for $500 (gaining $250 profits) will be good
>>motivation enough for Miksike to make this transaction.
>>Not true.
>>
>>Miksike has different intentions. The reson waoe.org domain is still on
>>Miksike name is because there were no visible benefits (at least I have no
>>information about that) for WAOE after changing the owner. When needed,
>>Miksike has transferred neccessery datas in the domainnames registry quickly
>>and have not set any conditions on what waoe.org should do or work with.
>>
>>Maggie wrote today that her organization can offer free ISP services for
>>WAOE in case WAOE own waoe.org name and writes an application to her
>>institution.
>>This is a fully understandable explanation and one can clearly see the
>>benefits WAOE gets if waoe.org will be transfered to registered WAOE. Free
>>ISP services is a great thing. So theres no problems with the transfer.
>>Please just send the neccessery datas of WAOE (telephone, address and email
>>address) and will do this transaction is the near future and WAOE will
>>belong to waoe.org.
>>
>>As I said in the end of last message, it is always easier and perhaps also
>>more effective to treat others assuming that their intentions are good. And
>>even if this rule does not apply to all situations, then this applies at
>>least to Miksike regarding waoe.org domainname. Messages to waoe-views were
>>sent in order to make things right.
>>I truy hope that you will help me out if I happen to be in the similar
>>situation :)
>>
>>So basically there much more great weather in the world then it seems
>>sometimes. Time is running short have to start to work now, sorry if some
>>places were not understandable.
>>
>>Thanks for your time and sunshine,
>>Mihkel
>>P.S. Regarding getting fundng for NGO A Why´n´Not Education for the work
>>with developing online tests standards for Russian speaking schools in
>>Estonia. If WAOE has some free funds available, great if thee funds will
>>reach this project. Lots of work can be done with this money so speaning
>>about great relation between spent $ and value. The project has great
>>friends in US Embassy and Embassy of Netherlands who both love the work NGO
>>A Why´n´Not Education is doing in this area, so can not complain that this
>>organization does not have resources to realize its goal. Just some pieces
>>are missing and if WAOE is interested, whynot to come on board as a partner.
>>Yes, donation to the NGO and waoe.org name transaction are not connected
>>with each other. Domainname tranfer from Miksike to WAOE will take place
>>anyway in condition that Maggie school will offer ISP services free to WAOE
>>as a result.
>
>
>
> --
> Collegially,
> Steve McCarty
> http://www.waoe.org/steve/index.html
> --
>
> ----------------------------------------------
> To post to WAOE Views: send messages to views@...
>
> To unsubscribe: send mail to imailsrv@...
> with "unsubscribe views" in the body of the message.
>
> For those who joined through Yahoo Groups (not recommended
> because it is just an archive and one cannot post to the list), see:
http://groups.yahoo.com/group/waoe-views/
>
> Please direct questions to: waoe@...
>


----------------------------------------------
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Dear Maree Bentley and friends,

Everybody who know Estonia and has visitied it seems like a hero at this
end. So thanks ofr knowing us :).

Tiger leap program, which supplied computers and equipment to Estonian
schools is deffinitely one of the star projects in IT penetration if
Estonian schools and am quit sure that you know also EENet and Village road
programs, which provide internet access to Estonian schools and provide
different activities.
Estonia is lucky to have a non-profit organization/fund managed by Estonian
biggest Banks and Telecom companies. Organization is called "Look  @ World".
They put millions into Internet development and provide intnsive courses how
to use web. Besides that they work also with online school management
system, which allows schools and partents work closely together. Great work
really. And besides that, also Miksike does its humble work. Seems not bad.
Yes, factically all Estonian schools are online.

But these are the organizations, Estonian success is not based so much on
great organization work, but on the fact that the need for the change in
education is bigger here, then in developed Western world and Estonian
society is already productive and efffective enough to organize things
right. Estonia namely did not have the well working "paper era" educational
system. So adopting new learning systems are more easy here. And Miksike is
drffinitely using this benefit and organizing lots of projects and events,
which bring Estonian learning society closer to the Information Age.
Mikske educational web servers get in schooldays at the moment
between 70 - 100 000 pageviews during a schoolday.
   Speculating that the same server is used by American learners as
frequently, this server gets 25-30million pagevies per day. Theres only
approx 1 million Estonians in the world.
Numbers surely do not mean that much, but can still surely say that majority
of Estonian schools are using us on regular basis.

I understood that we have slightly different opinions on how education will
develop in coming years (or, more possibly, we do not have enough backround
information what we mean under "network based learning"... sure, I never
said that changes will take place ocernight. It all works step by step). And
the advantage is in learning places/schools, which have smaller number of
students in classrooms. "Network based learning" (Network means here
"networked people" not "hardware thing and Internet") means student centered
learning where emphasize is put on the creativity. To make this happen, we
need a teacher/student ratio smaller then in bigger schools in big cities.

OK, no time for more, but would love to. Time to finalize the week here.

Glad to communicate and hear your impressions from Estonia.

Thanks for your time and sunshine,
Mihkel

----- Original Message -----
From: "Maree Bentley" <bentleym@...>
To: <Views@...>
Sent: Friday, March 28, 2003 1:58 PM
Subject: RE: [WAOE Views] Friendly waoe.org explanation + announcement


> I think it might be well to balance the impression being given here of
> Estonia's current efforts in E-learning by Mikseke. I would like to see
> some acknowledgement, for example, of Estonia's significant achievements
> in its Tiger leap programme. I doubt that the statement that "this model
> ["network based" learning]
> will later be used in the mainstream education" gives an accurate
> picture of the situation at all.
>
> I make this observation based on work done as part of the OECD team who
> reviewed the Baltic States National policies in Education.
>
> Maree Bentley
>
>
>
>
>
>
>
> ----------------------------------------------
> To post to WAOE Views: send messages to views@...
>
> To unsubscribe: send mail to imailsrv@...
> with "unsubscribe views" in the body of the message.
>
> For those who joined through Yahoo Groups (not recommended
> because it is just an archive and one cannot post to the list), see:
http://groups.yahoo.com/group/waoe-views/
>
> Please direct questions to: waoe@...
>


----------------------------------------------
To post to WAOE Views: send messages to views@...

To unsubscribe: send mail to imailsrv@...
with "unsubscribe views" in the body of the message.

For those who joined through Yahoo Groups (not recommended
because it is just an archive and one cannot post to the list), see:
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Please direct questions to: waoe@...

I think it might be well to balance the impression being given here of
Estonia's current efforts in E-learning by Mikseke. I would like to see
some acknowledgement, for example, of Estonia's significant achievements
in its Tiger leap programme. I doubt that the statement that "this model
["network based" learning]
will later be used in the mainstream education" gives an accurate
picture of the situation at all.

I make this observation based on work done as part of the OECD team who
reviewed the Baltic States National policies in Education.

Maree Bentley







----------------------------------------------
To post to WAOE Views: send messages to views@...

To unsubscribe: send mail to imailsrv@...
with "unsubscribe views" in the body of the message.

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because it is just an archive and one cannot post to the list), see:
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Please direct questions to: waoe@...

I also join Steve in congratulating Professor Maggie!
best wishes
ramesh sharma


----- Original Message -----
Events are outracing our legislation, so let me announce
without the usual introduction of bio-data that Maggie
is appointed to the new position of WAOE Networking
Information Officer, which is also planned to become
a Directorship in an expanded WAOE Board, in order to
serve members better.

Congratulations and thanks again to everyone involved.

Steve McCarty
Kagawa, Japan
WAOE President


----------------------------------------------
To post to WAOE Views: send messages to views@...

To unsubscribe: send mail to imailsrv@...
with "unsubscribe views" in the body of the message.

For those who joined through Yahoo Groups (not recommended
because it is just an archive and one cannot post to the list), see:
http://groups.yahoo.com/group/waoe-views/

Please direct questions to: waoe@...

Dear Steve and friends,

Glad that this problem is solved. Will transfer the domain as soon I get
neccessery datas from Maggie

Yes, a small comment regarding Miksike´s work with Russian speaking
minorities in Estonia. Just to present the situation right way , I must say
that besides US Embassy and Netherlands Embassy we have another partner -
Estonian State on this project board.
So minorities in Estonia are protected and they do have an equal
opportunities to develop their language culture as in every other nrmal
democratic state. And Miksike is one initiative, which make this happen.
The problem with education in Russian language education is mainly
conneceted with the need to give better education in a most modern and
effective way. As the number of Russian speaking people is small in Estonia
(this means market size is small), then developing solutions here is
possible just on non-profit bases. And that is what NGO A Why´n´Not
Education is doing it instead of for-profit organization.
During this work new "network based" learning model is used and this model
will later be used in the mainstream education.
So work with Russian speaking minortities is not that much a social aid
project, rather then a project to build "network based" learning model.


Thanks for your time and sunshine,
Mihkel


----- Original Message -----
From: "Steve McCarty" <steve@...>
To: <Views@...>
Sent: Friday, March 28, 2003 2:56 AM
Subject: Re: [WAOE Views] Friendly waoe.org explanation + announcement



Mihkel, thank you very much for the announcement.
The Board of Directors will see what we can do to
reciprocate the favor, by holding a special Board meeting
as soon as possible.

By now, list subscribers know that Portland State University (PSU),
with an outstanding infrastructure including Internet 2,
staff support and the dedication of Prof. Maggie McVay Lynch,
offers to serve as WAOE's ISP and more for no charge to WAOE.

As per Mihkel's wishes, Maggie is designated to represent the
Board directly with Mihkel in working out the transfer of
WAOE's domain name to new IP addresses housed at PSU.

More details of this exciting plan including networking
and better events for WAOE members are forthcoming.

Events are outracing our legislation, so let me announce
without the usual introduction of bio-data that Maggie
is appointed to the new position of WAOE Networking
Information Officer, which is also planned to become
a Directorship in an expanded WAOE Board, in order to
serve members better.

Congratulations and thanks again to everyone involved.

Steve McCarty
Kagawa, Japan
WAOE President

---------- Original Message ----------------------------------
From: "Miksike" <info@...>
Reply-To: Views@...
Date: Thu, 27 Mar 2003 10:24:15 +0200

>Dear friends,
>
>Some clarification regarding messages sent yesterday to waoe-views +
>announcement
>I posted last messages to waoe-views not to attack anybody, specially Steve
>(am sure that his intentions are good). Messages were sent because
>understood that  there has been miscommunication and misunderstanding at
>WAOE directors board regarding Miksike owning waoe.org domainname and had a
>feeling that also other WAOE members may think the similar way.
>
>So...
>Miksike as organization registered waoe.org in 1998 for WAOE to use.
Miksike
>expenditures were approx $250 (hope I recall correctly) and this was a
>DONATION to WAOE. But from the message Steve wrote yesterday I concluded
>that the board of directors believes that Miksike is out on earning&
profits
>and that selling waoe.org name for $500 (gaining $250 profits) will be good
>motivation enough for Miksike to make this transaction.
>Not true.
>
>Miksike has different intentions. The reson waoe.org domain is still on
>Miksike name is because there were no visible benefits (at least I have no
>information about that) for WAOE after changing the owner. When needed,
>Miksike has transferred neccessery datas in the domainnames registry
quickly
>and have not set any conditions on what waoe.org should do or work with.
>
>Maggie wrote today that her organization can offer free ISP services for
>WAOE in case WAOE own waoe.org name and writes an application to her
>institution.
>This is a fully understandable explanation and one can clearly see the
>benefits WAOE gets if waoe.org will be transfered to registered WAOE. Free
>ISP services is a great thing. So theres no problems with the transfer.
>Please just send the neccessery datas of WAOE (telephone, address and email
>address) and will do this transaction is the near future and WAOE will
>belong to waoe.org.
>
>As I said in the end of last message, it is always easier and perhaps also
>more effective to treat others assuming that their intentions are good. And
>even if this rule does not apply to all situations, then this applies at
>least to Miksike regarding waoe.org domainname. Messages to waoe-views were
>sent in order to make things right.
>I truy hope that you will help me out if I happen to be in the similar
>situation :)
>
>So basically there much more great weather in the world then it seems
>sometimes. Time is running short have to start to work now, sorry if some
>places were not understandable.
>
>Thanks for your time and sunshine,
>Mihkel
>P.S. Regarding getting fundng for NGO A Why´n´Not Education for the work
>with developing online tests standards for Russian speaking schools in
>Estonia. If WAOE has some free funds available, great if thee funds will
>reach this project. Lots of work can be done with this money so speaning
>about great relation between spent $ and value. The project has great
>friends in US Embassy and Embassy of Netherlands who both love the work NGO
>A Why´n´Not Education is doing in this area, so can not complain that this
>organization does not have resources to realize its goal. Just some pieces
>are missing and if WAOE is interested, whynot to come on board as a
partner.
>Yes, donation to the NGO and waoe.org name transaction are not connected
>with each other. Domainname tranfer from Miksike to WAOE will take place
>anyway in condition that Maggie school will offer ISP services free to WAOE
>as a result.


--
Collegially,
Steve McCarty
http://www.waoe.org/steve/index.html
--

----------------------------------------------
To post to WAOE Views: send messages to views@...

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with "unsubscribe views" in the body of the message.

For those who joined through Yahoo Groups (not recommended
because it is just an archive and one cannot post to the list), see:
http://groups.yahoo.com/group/waoe-views/

Please direct questions to: waoe@...


----------------------------------------------
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with "unsubscribe views" in the body of the message.

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Please direct questions to: waoe@...

This is an informal report of an afternoon at a really interesting conference.

I had the pleasure of seeing fellow WAOE board member Katherine Watson at
"DigitalStream: Emerging Technologies in Teaching Languages and Culture"
Conference on Frida, Mar. 21st.This is an annual event offered for the past four
years by California State University, Monterey Bay's Institute for World
Languages and Cultures and the IDEA Lab.

I strongly recommend the website:
http://iwlc.csumb.edu/digitalstream/
It has abstracts of all of the presenter’s materials posted.

Katherine Watson’s presentation "Internet Ironies: Isolation for Communication
and Passive Receptivity for Engaging Activity" was particularly relevant to us
here at WAOE because a lot of the objections that other teacher’s have raised
(in my experience) to online education were addressed. The presentation was
based on her extensive experience in developing her online French course.
One of the common issues I seen raised is the problem of anonymity online. I
often hear this brought up as something negative. Katherine Watson
discussed the irony of anonymity online: students often discuss more about
themselves because anonymity is less threatening for some students than face-
to-face learning. Students find it easier to talk and are more personally
engaged.

Another fascinating irony is that learning online requires more engagement from
the students because online learning engages a broader array of learning
modalities. The internet is a multimedia environment that engages all of the
"multiple intelligences."

There are still a lot of instructors out there who find the internet and online
learning to be an alienating experience. I really like her work because she is
one of those rare instructors who is not trying to reproduce the offline
classroom
to the online world. I think she is taking the best of both and putting it
online.

----------------------------------------------
To post to WAOE Views: send messages to views@...

To unsubscribe: send mail to imailsrv@...
with "unsubscribe views" in the body of the message.

For those who joined through Yahoo Groups (not recommended
because it is just an archive and one cannot post to the list), see:
http://groups.yahoo.com/group/waoe-views/

Please direct questions to: waoe@...

Mihkel, thank you very much for the announcement.
The Board of Directors will see what we can do to
reciprocate the favor, by holding a special Board meeting
as soon as possible.

By now, list subscribers know that Portland State University (PSU),
with an outstanding infrastructure including Internet 2,
staff support and the dedication of Prof. Maggie McVay Lynch,
offers to serve as WAOE's ISP and more for no charge to WAOE.

As per Mihkel's wishes, Maggie is designated to represent the
Board directly with Mihkel in working out the transfer of
WAOE's domain name to new IP addresses housed at PSU.

More details of this exciting plan including networking
and better events for WAOE members are forthcoming.

Events are outracing our legislation, so let me announce
without the usual introduction of bio-data that Maggie
is appointed to the new position of WAOE Networking
Information Officer, which is also planned to become
a Directorship in an expanded WAOE Board, in order to
serve members better.

Congratulations and thanks again to everyone involved.

Steve McCarty
Kagawa, Japan
WAOE President

---------- Original Message ----------------------------------
From: "Miksike" <info@...>
Reply-To: Views@...
Date: Thu, 27 Mar 2003 10:24:15 +0200

>Dear friends,
>
>Some clarification regarding messages sent yesterday to waoe-views +
>announcement
>I posted last messages to waoe-views not to attack anybody, specially Steve
>(am sure that his intentions are good). Messages were sent because
>understood that  there has been miscommunication and misunderstanding at
>WAOE directors board regarding Miksike owning waoe.org domainname and had a
>feeling that also other WAOE members may think the similar way.
>
>So...
>Miksike as organization registered waoe.org in 1998 for WAOE to use. Miksike
>expenditures were approx $250 (hope I recall correctly) and this was a
>DONATION to WAOE. But from the message Steve wrote yesterday I concluded
>that the board of directors believes that Miksike is out on earning& profits
>and that selling waoe.org name for $500 (gaining $250 profits) will be good
>motivation enough for Miksike to make this transaction.
>Not true.
>
>Miksike has different intentions. The reson waoe.org domain is still on
>Miksike name is because there were no visible benefits (at least I have no
>information about that) for WAOE after changing the owner. When needed,
>Miksike has transferred neccessery datas in the domainnames registry quickly
>and have not set any conditions on what waoe.org should do or work with.
>
>Maggie wrote today that her organization can offer free ISP services for
>WAOE in case WAOE own waoe.org name and writes an application to her
>institution.
>This is a fully understandable explanation and one can clearly see the
>benefits WAOE gets if waoe.org will be transfered to registered WAOE. Free
>ISP services is a great thing. So theres no problems with the transfer.
>Please just send the neccessery datas of WAOE (telephone, address and email
>address) and will do this transaction is the near future and WAOE will
>belong to waoe.org.
>
>As I said in the end of last message, it is always easier and perhaps also
>more effective to treat others assuming that their intentions are good. And
>even if this rule does not apply to all situations, then this applies at
>least to Miksike regarding waoe.org domainname. Messages to waoe-views were
>sent in order to make things right.
>I truy hope that you will help me out if I happen to be in the similar
>situation :)
>
>So basically there much more great weather in the world then it seems
>sometimes. Time is running short have to start to work now, sorry if some
>places were not understandable.
>
>Thanks for your time and sunshine,
>Mihkel
>P.S. Regarding getting fundng for NGO A Why´n´Not Education for the work
>with developing online tests standards for Russian speaking schools in
>Estonia. If WAOE has some free funds available, great if thee funds will
>reach this project. Lots of work can be done with this money so speaning
>about great relation between spent $ and value. The project has great
>friends in US Embassy and Embassy of Netherlands who both love the work NGO
>A Why´n´Not Education is doing in this area, so can not complain that this
>organization does not have resources to realize its goal. Just some pieces
>are missing and if WAOE is interested, whynot to come on board as a partner.
>Yes, donation to the NGO and waoe.org name transaction are not connected
>with each other. Domainname tranfer from Miksike to WAOE will take place
>anyway in condition that Maggie school will offer ISP services free to WAOE
>as a result.


--
Collegially,
Steve McCarty
http://www.waoe.org/steve/index.html
--

----------------------------------------------
To post to WAOE Views: send messages to views@...

To unsubscribe: send mail to imailsrv@...
with "unsubscribe views" in the body of the message.

For those who joined through Yahoo Groups (not recommended
because it is just an archive and one cannot post to the list), see:
http://groups.yahoo.com/group/waoe-views/

Please direct questions to: waoe@...

Hi Maggie....your definition of a learning portal represents what we call
our Universal Management LCMS  (learning content management system)..  You
can find our more about it by going to www.edu-link.com.   Dr. Rescigno
----- Original Message -----
From: "Maggie McVay Lynch" <mmlynch@...>
To: <Views@...>
Sent: Thursday, March 27, 2003 12:01 PM
Subject: Re: [WAOE Views]CMS systems and Learning Portals


> Yes in the e-learning world CMS is Course Management System.  I've noticed
> that many places in Europe and Australia also refer to this as LMS
(Learning
> Management System) or MLE (Managed Learning Environment).  The primary
> function of these systems is to provide a single repository for content
that
> is integrated with communication tools ,such as email or discussion
boards,
> and provides some type of quiz or test development and management.
>
> This is different from what is now being proposed by many vendors and
> open-source systems, which is a Learning Portal.  A portal is defined as a
> gateway to other sources or a communication relay to other sites.  To many
> people a "Learning Portal" is more than a gateway with a search engine, it
> also allows individual users (students or faculty) to modify what they see
> or learn, or to select their learning tools.  Some people (usually
> commercial vendors) say they have a learning portal when what they really
> have is a customizable gateway screen.  An example of this is often seen
> with commercial high-bandwidth Internet providers (cable and satellite).
> For example, when you login you have a page that displays news, links,
stock
> market quotes, etc.  You can customize your "portal" by selecting which
news
> items you always want displayed on your front page and which specific
links
> you always access (e.g., google, your home page).
>
> A "Learning Portal," as it is being conceived by many in the field, is a
> complex environment that actually allows you to select not only what you
> want to learn and the sequence of that learning, but also the types of
> activities related to that learning that best assist you.  In order for
this
> to work, the institution must have developed hundreds or thousands of
> individual learning objects, cataloged them according to type, activities,
> styles, etc., and made them easily searchable. The portal would allow you
to
> find, select, organize, and sequence these objects.  It would also be
> integrated with other support services such as the library, the bookstore,
> student advising, etc.
>
> There are many CMS systems, both commercial and open-source.  There are
many
> Portals that allow customizable gateways.  To my knowledge there are NO
true
> learning portals (certainly no commercial ones) as I've defined it here.
> However, there is a great deal of research work being done by several
> institutions around the world to create this.  The entire learning object
> movement and the standardization of the code has just begun, with recent
> standards approved only in the past six months.  I suspect we are at least
> three years away from the first true learning portal examples.
>
> Maggie
>
>
> ----------------------------------------------
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>
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>
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>
> Please direct questions to: waoe@...

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Yes in the e-learning world CMS is Course Management System.  I've noticed
that many places in Europe and Australia also refer to this as LMS (Learning
Management System) or MLE (Managed Learning Environment).  The primary
function of these systems is to provide a single repository for content that
is integrated with communication tools ,such as email or discussion boards,
and provides some type of quiz or test development and management.

This is different from what is now being proposed by many vendors and
open-source systems, which is a Learning Portal.  A portal is defined as a
gateway to other sources or a communication relay to other sites.  To many
people a "Learning Portal" is more than a gateway with a search engine, it
also allows individual users (students or faculty) to modify what they see
or learn, or to select their learning tools.  Some people (usually
commercial vendors) say they have a learning portal when what they really
have is a customizable gateway screen.  An example of this is often seen
with commercial high-bandwidth Internet providers (cable and satellite).
For example, when you login you have a page that displays news, links, stock
market quotes, etc.  You can customize your "portal" by selecting which news
items you always want displayed on your front page and which specific links
you always access (e.g., google, your home page).

A "Learning Portal," as it is being conceived by many in the field, is a
complex environment that actually allows you to select not only what you
want to learn and the sequence of that learning, but also the types of
activities related to that learning that best assist you.  In order for this
to work, the institution must have developed hundreds or thousands of
individual learning objects, cataloged them according to type, activities,
styles, etc., and made them easily searchable. The portal would allow you to
find, select, organize, and sequence these objects.  It would also be
integrated with other support services such as the library, the bookstore,
student advising, etc.

There are many CMS systems, both commercial and open-source.  There are many
Portals that allow customizable gateways.  To my knowledge there are NO true
learning portals (certainly no commercial ones) as I've defined it here.
However, there is a great deal of research work being done by several
institutions around the world to create this.  The entire learning object
movement and the standardization of the code has just begun, with recent
standards approved only in the past six months.  I suspect we are at least
three years away from the first true learning portal examples.

Maggie


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Roberto:

I am deeply sorry for your trauma, losses and hardships.  I do not know
why affliction sometimes comes in waves and seems overwhelming, but I do
believe that when the darkness pushes it must be because tremendous
light and goodness is also ready to emerge.

Kelley R. Chrouser, Ph.D.
Development Faculty
AIUOnline
5550 Praire Stone Parkway Suite 400
Hoffman Estates, Illinois 60192
847-851-5198/847-851-6169 Fax

-----Original Message-----
From: Roberto A. Muller [mailto:rmueller@...]
Sent: Wednesday, March 26, 2003 7:02 PM
To: Views@...
Subject: [WAOE Views] please

Dear WAOEs,
Please have patience and help me with your support because these days
are
very heavy and I am feeling bad.
Last fryday a student (the best student of forestry egineering) killed
himself here in UFV, at the campus. Yesterday a friend of my family was
found killed on her apartment in Brasilia, tied with her hands on the
back.
Right now I new my cousin was assaulted this week in Europe and went to
hospital.
I know your religion may be different. As we are in the online
education,
with your thoughts my soul may be educated and I will feel stronger and
will be able to understand better this big wave of misfortune and
affliction all around.
For those of you that can not understand me, please excuse me and
discard
this e-mail.
Thank you for your comprehension.
Best Regards.
Roberto
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NATIONAL, STATE AND LOCAL EDUCATIONAL REPOSITORY AND PORTAL





PROBLEM:



Your  State Government wants to implement a state wide education portal with
a digital repository that will house massive amounts of educational
multimedia content as a virtual library so that all constituents of the
education community  (k-20) would be able to access and repurpose the
content.  You are concerned about storage capacity; compatibility with other
systems, inclusive of other learning management and communication systems,
and other software; state of the art search and retrieval functionalities;
collaboration functionality, security, digital rights management, etc..
Also,  there are some overriding concerns you have which are "e-learning"
specific: some of the housed content will only be available if purchased
(i.e. by a school or by a teacher or parent) and thus access must be
restricted; some schools can only access the web through telephone lines;
you want to be able to bring all of your State's adopted textbooks into the
repository in digital form as well as third party educational software, and
you want to make certain that teachers or content administrators will be
able to incorporate video, audio and animation into portions of the material
to bring  textbooks alive and  make them interactive;   you want to make
sure that all teaching is driven by student center activities with
appropriate accountability measures; you want to make certain that your
teachers and students can bring appropriate material found on the Internet
into the repository so that it becomes searchable, retrievable and useable
as all other stored content.   You want to be able to offer to local school
districts control over the various functionalities of a state wide portal.
The system's interfaces and presentations should be easily varied so as to
be appropriate for particular student and his/her age and/or capacity;  the
existence of back-up "default" systems should be available for use in place
of vendor products; and you would like to be linked to a school supply
oriented database which allows students, teachers and parents to be able to
find and purchase quality products specifically related to tasks assigned or
to be assigned.. Finally you want to have appropriate security pursuant to
the Federal Family Education Act and up to current technology industry
standards.



SOLUTIONS



  The Edulink integrated Universal Knowledge System  (UKS) is able to respond
to these problems. Access to any specific stored content may be limited to a
person, a class, a school, etc; thus only the students and teachers within a
school or a class purchasing a textbook, for example, would be able to
access it.  The Edulink UKS messaging and collaboration system is protected
through Enigma (tm).  Enigma is a public encrypted mail and communication
system that codifies all appropriate information within the system.  Digital
Rights Management is integrated into the system and protects and secures the
use and distribution of information.  UKS has been built to the standards
required of the Federal Education Family Act.



UKS was designed to support multiple audiences and multiple settings; these
settings could include limitations of what is made available in terms of
graphics, video, etc., so that the same courses can be served in low
bandwidth while available to high speed networks such as Internet 2 or most
campus real time video rates. On the other hand, when schools implement high
bandwidth infrastructures, the Edulink  UKS allows you to store, search for
and retrieve video, audio, animation and photographs and to do so in as
"finite" a manner as you would search for and retrieve text. For example,
via the CE Tool  (patent application filed) you may search for and retrieve
a specific video clip, or a finite segment of a video clip, including clips
from videos brought into the system on a constant basis in the form of
television news feeds.



The Edulink UKS also allows you to input content into the repository from
the Internet, from existing files, from printed material once digitized, and
from any source once in digital format. The newly inserted material will be
subject to search and retrieval instantaneously.



In addition, the Edulink UKS allows for content to be maintained in a
centrally controlled repository but also supports localized data
repositories so that content within the state controlled repository can move
in real time to support areas which are controlled by the local schools or
districts such as course management, assessment and administrative, teacher
and student accountability systems. In effect the district can control
whatever aspects it desires and yet instantaneously access the massive
amounts of content stored in the State repository as needed to perform the
task it wishes to control.



The Edulink UKS, initially developed for education applications, is designed
to individualize the learning experience by dynamically creating graphical
interface components based upon information provided about the student (age,
performance levels etc). Thus, the interface format and the way information
is rendered is not static - one form does not serve all.



Edulink's UKS is a Learning Content Management System (LMS)  and was in fact
initially designed to provide every possible service required by a student,
teacher, parent and school administrator and has integrated, or designed for
integration, most of the functions associated with a Learning Management
System (individual 'desktops', registration management; e-mail; chat; report
generator; scheduling; teacher accountability processes; student assessment
functions, etc.). In fact, the product can include integrated learning tools
which are proprietary and very well conceived (cognitive mapper; 3-D virtual
worlds; map maker; math plotter, among others). Thus, the Edulink system
does not require the integration of third party products providing such
elements, but for political purposes the system can accommodate third party
offerings to the extent they are in use or wish to be used by potential
licensees. Certainly, however,



Edulink's integrated LMS functions will serve, at the very least, as the
default system.

Lastly, our proprietary system for automating a purchase approval process
(patent application filed) allows a user, while working on a document, to
ask for resources (available in for example a school supply online
catalogue) which are relevant to the task, project or document then being
processed, and immediately retrieve data relating to the applicable
available resources with the ability to select and purchase same
instantaneously.



In the area of Digital Rights Management  (DRM):



  (1) the Enigma secure email tool demonstrates the integration of our public
key signed/encrypted content browser in an email application.   Using that
tool, information is public key encrypted for a particular recipient and
only that recipient can read it (it can be any document format, including
HTML), and the information cannot be cut and pasted out of the customer
browser.



(2) The Content can also be set to expire (become unable to be decrypted)
after a set period of time.  The content decrypts in the browser so it is
never in an unencrypted form on the client's computer (other than in
memory).

(3) Content is optionally delivered to and from the client using Secure
Socket
Layer (SSL) encryption.  The client side does not receive the XML.  Since
the client software is the browser, the XML contained in the EduLink UKS
database is converted to a HTML page (built in real-time, the integration of
text, images, etc.).  Therefore the original format of the data (the XML)
with all of its' embedded proprietary markup never leaves the server side.

  (4) Collaboration in the system is driven by the desktops.  People
collaborate only with people that are in their same "class."  A class can be
viewed as both a real group, as well as a "virtual class" .



  (5) Edulink has also published their policy's on privacy and use on their
Internet site.   Edulink policy adheres to industry standards and to the
Federal Government's regulation.





Financial Services

The Internet and the age of readily available information (in enormous
volumes) has provided today's financial analyst with a myriad of tools and
data sources. An analyst is tasked to assess the risk and rewards of
particular investment opportunities, as well as to be on the look out for an
"emerging star performer." To complete the tasks successfully, the analyst
must wade through volumes and volumes of financial and textual material. The
available data includes the investment firm's own data sources, the
Internet, subscription services, government filings, as well as additional
(less formal) sources such as email, phone calls, and conversations.

The Edulink Universal Knowledge System (UKS)solution provides an
extraordinary improvement in how this sort of financial analysis is
conducted.  UKS will provide financial services organizations with the
ability to centralize, make available, and mine terabytes of textual
information required for financial analysts to perform mission-critical
tasks. By providing targeted access to internal and external content (e.g.
text and video-based newsfeed data) to analysts within the context of
specific queries, the organization achieves an immediate ROI for both
individual employees and the clients they serve. The ROI is quantifiable in
terms of the speed at which analysts interpret information and concurrently,
the speed at which they can respond to customer requirements. In fact, the
third aspect to the ROI case in this scenario is the ability of the
organization to transform information into knowledge in ways that will
distinguish it from competitors. In the case of the financial services
sector, the ability to interpret, communicate, mine, and reuse information
is critical to support one of its' most revered competitive advantages - the
knowledge worker who solidifies and maintains the relationship of the
company to its' clients.

PROBLEM

Your company, with offices throughout the world and with thousands of
employees, has vast amounts of multimedia information (agreements, research
and business reports, video and power point presentations, internal
memoranda, e-mails etc) which is currently stored in both your employees'
hard drives and in various office internal servers.  You have invested
millions of dollars in implementing an information management system using
an Oracle relational database with other related software tools.  You now
want to be able to store, access and use all of your unstructured
information and in doing so: you want to know that your existing information
system will be compatible; you want to know that you will be able to
integrate various software tools that you may find attractive within any new
system you implement; you want to know that any new system will be able to
input and store an unlimited amount of new data from the web or otherwise,
inclusive of such things as daily news feeds; you want to know that your
offices will be able to access, assess, use and re-use all of this
information , unless you wish to limit access of certain content;  you want
to know that employees from different offices will be able to collaborate in
authoring reports; you want to know that your personnel will be able to use
the system with ease; and you want to know that the system is secure and
that all digital rights are protected.

SOLUTION

Edulink is able to provide solutions to each of these demands. The Edulink
UKS contains a data repository built from the ground up on " XML"
technology. "XML" is a standard, now clearly accepted, when dealing with
vast amounts of textual information. The  UKS is six to twenty times faster
than leading relational database technologies, such as Oracle, and is
significantly faster than other XML based products because it is not layered
on top of another existing system..

UKS can also store significantly more data than any other product available.
Edulink' UKS uses a proprietary indexing system that does not store anything
used more than once. For example, if a paragraph or photograph in one
document is used in four other documents, it only stores that paragraph or
photograph once and is able to insert it where it should be inserted in each
of the four other documents. This is done in "real time", meaning the other
document is "put together" as it is retrieved (instantaneously).

UKS offers an open architecture, which means that information sitting in
your existing relational database system will be easily accessible while
using the system without requiring the expenditure of any additional time or
money. The open architecture allows for the easy integration of software
tools which other vendors offer and which you find attractive (as opposed to
a "closed" system which forces you to purchase all products from one
company, such as Microsoft). In fact, the Edulink UKS product is totally
compatible with Microsoft offered solutions.

The Edulink UKS can search for and retrieve information in an unparalled
manner, implementing a standard ("Z39.50") developed by the US Library of
Congress and the US National Institute of Standards and Technology. The
retrieval technology can provide an answer in only .15 seconds to a complex
query submitted to a repository storing 700 million documents. UKS
understands the structure of a document and does not simply look for a few
words in the same sentence or paragraph as most advanced search engines try
to do. Certainly, it allows the user to ask a complex question and demand
that the retrieval be limited to a sentence, a paragraph, etc. But the
search and retrieval can be refined much further by limiting the request to
information in a paragraph or sentence which is found only in certain
sections of a document  (i.e. summary, prologue, conclusion, chapter, etc).
All of this means that you no longer need to review a complete document to
find information needed, nor do you need to search through folders or drives
on computers looking for familiar file names to locate something which might
be applicable.  It is also able to locate a specific type of document
relating to a specific subject and retrieve specific details, such as the
names of all plaintiffs in a legal complaint alleging or relating to some
specific act or matter.  No other product on the market offers this
functionality.  Furthermore, understanding the structure enables the system
to limit access to certain employees, for example, to parts of a specific
document or plan as opposed to limiting access in total.

Our Content Editor (CE) Tool (patent application filed) manages this unique
search, retrieval and rendering functionality, but of equal importance -- it
provides an easy to use means of manipulating the requested content as it is
retrieved allowing for easy yet sophisticated content re-purposing and
re-use. This tool has a graphical, icon-based interface that allows you to
select and connect objects in much the same way a child builds with building
blocks. The color-coded icons represent content objects such as text,
images, audio and video files, enabling novices to establish and manage
content objects by dragging and dropping the applicable icons onto a project
or document. For example, in one sitting you can easily put together one
report containing photos, text, video files and current or future news- all
searched for and retrieved from different sources. Rather than having to
insert the resource precisely in a place within the report being created,
you simply insert the icon representing the resource. And with the right
query, by placing a "news feed" icon within the report, any future
applicable reported event would automatically be inserted into the report in
the place the icon was situated.

Moreover, changes to a document (as opposed to the complete document) made
by users are stored on a per user basis so that one user cannot permanently
alter a document and all   changes can be tracked both as to who made them
and when, insuring that nothing will be lost even if something is revised
multiple times from multiple locations.  This facilitates collaboration, but
as important, secure collaboration   In terms of security,  the current
EduLink Universal Knowledge Management System (UKS) has been developed using
a self contained user authentication server.  This could be easily modified
to be  an LDAP approach.



Regards,



Ian Rescigno

www.edu-link.com








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----- Original Message -----

From: Juliet

To: Views@... ; views@...

Sent: Wednesday, March 26, 2003 9:20 PM

Subject: Re: [WAOE Views] Fwd: Free Discussion Board and CMS

For those of us not familiar (mainly teach online, not too techy) can you please tell us what CMS means?

Juilet

 Steve McCarty <steve@...> wrote:

Regardless of our personal views, we need to stay on the topic of this list
and not give anyone an excuse to make inappropriate posts because others
also posted off-topic comments. We are trying to be tolerant and not
punishing anyone so far, and list subscribers are also showing patience.
Thank you for your cooperation.

Meanwhile, back to the topic of this list, online education worldwide,
Zeynel Cebeci in Turkey and many others looking for inexpensive alternatives
will be interested in the following post by our WAOE officer but on another list:

> Subject: Free Discussion Board and CMS
> Date: Mon, 24 Mar 2003 22:21:00 -0600
> From: Deos-L Moderator
>
> From: "Maggie McVay Lynch"
>
> There seems to be an abundance lately of university-sponsored CMS systems
> that will prob! ably eventually become commercial (ed web environment that makes navigation to
> instructional modules and communication activities easy (navigation usually
> carried in the left frame, similar look to WebCT or Blackboard). Depending
> on the implementation and desire for reusability, I might also create a
> title frame. Either of these frames can be made into dynamic templates
> fairly easily if you are an intermediate HTML or XML designer, allowing them
> to be slightly customized for individual courses. The content and
> interactions associated with the course are then displayed in the mainframe
> (again similar to commercial CMS). An important part of this easy to build
> environment is a link to communication tools used for interactions. I
> suggest that all parties in a course use whatever email client they are
> already running and not attempt to build a course-specific email. I also
> suggest a very good and FREE discussion board, such as th! at offered b anything else you want through the
> " create skins" option.
>
> As for chat rooms, I agree with the choice of MIRC (though it does not work
> on MACs). It is a shareware program that only costs $20 to register.
> Furthermore, they frequently even donate that registration fee (such as the
> recent donation of $32,000 to the Red Cross and Red Crescent for the
> Southern Africa food crisis . This program does allows for getting a transcript.
>
> However, I have also found that many organizations choose to do synchronous
> activities through voice instead of using a chat room -- either through a
> conference call or by using a synchronous tool such as Audiograph, Horizon
> Live, or WebEx. Though having the transcript is nice (and I have long been
> an advocate of chat rooms) many institutions are finding that the
> instantaneous typing requirement is a hinderance to participation.
> Furthermore, there is somee webmaster! or system administrator at your institution could
> ; probably do it within 40 hours given the need to read the materials
> available with the free or shareware systems.

--
Collegially,
Steve McCarty
http://www.waoe.org/steve/index.html
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---

Do you Yahoo!?
Yahoo! Platinum - Watch CBS' NCAA March Madness, live on your desktop!

Thanks for your clarifying, Steve.
There may be several other interpretations for some short names. In
classical IBM mainframe to terminals CMS means  Central Monitor(ing) System.
Other definitions are as follows:

http://www.tstglobal.com/terrestrial/cms.html
"A CMS is a network-driven computer system that monitors "

and

http://cgibin.erols.com/ziring/cgi-bin/cep/cep.pl?_key=CMS-2
"CMS-2 is a general-purpose programming language used almost exclusively
for real-time and embedded applications for the US Navy."

It may be a couse of communication misunderstanding if we use abbreviations
in a GE (general environmet) and not necessarily general electic.

Best Regards.
Roberto


At 00:41 27/03/03 -0500, you wrote:
>
>---------- Original Message ----------------------------------
>From: Juliet <jjuulliieett@...>
>Reply-To: Views@...
>Date: Wed, 26 Mar 2003 21:20:05 -0800 (PST)
>
>>
>>For those of us not familiar (mainly teach online, not too techy) can you
please tell us what CMS means?
>>Juliet
>
>That's what we're here for, Juliet, to help.
>CMS means Course Management System, and we have
>been discussing the expensive proprietary systems
>versus open source and economical alternatives.
>WAOE's experience was that we got tired of
>cobbling together freeware, but then to get all
>the features you want it becomes too expensive.
>Maggie's post was over the heads of many of us technically,
>but it should be helpful for those who are studying the issues.
>
>--
>Collegially,
>Steve McCarty
>http://www.waoe.org/steve/index.html
>--
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>
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>
>
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