How To Start and Maintain a Rural-Based Distance Learning Consortium: Creating Connections. A Project of ET-LINC.

Institution	Macy Research Associates, Wills Point, TX.; East Texas Learning Interactive Network Consortium.
Titel	How To Start and Maintain a Rural-Based Distance Learning Consortium: Creating Connections. A Project of ET-LINC.
Quelle	(1997), (108 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Leitfaden; Consortia; Cooperative Programs; Distance Education; Elementary Secondary Education; Guidelines; Higher Education; Institutional Cooperation; Instructional Development; Nontraditional Education; Partnerships in Education; Rural Areas; Rural Education; Shared Resources and Services; Strategic Planning; Systems Development + Suchen Sie Ihr Suchwort? Vereinigung; Distance study; Distance learning; Fernunterricht; Richtlinien; Hochschulbildung; Hochschulsystem; Hochschulwesen; Institute; Co-operation; Cooperation; Institut; Kooperation; Teaching improvement; Unterrichtsentwicklung; Non-traditional education; Alternative Erziehung; Hochschulpartnerschaft; Rural area; Ländlicher Raum; Ländliche Erwachsenenbildung; Gemeinwirtschaft; Strategy; Planning; Strategie; Planung; System development; Systementwicklung
Abstract	This manual recommends procedures for developing and operating a rural-based distance learning consortium. Following some brief definitions and an outline of the three basic essentials for success (trust, shared vision, and suitable telecommunication infrastructure), guidelines for developing a distance learning consortium are presented in five phases: (1) starting a consortium; (2) setting up the distance learning system; (3) preparing for distance learning instruction; (4) operating and managing the distance learning system; and (5) moving toward institutionalization. Discussion includes how to: identify potential telecommunications partners; develop a planning task force; form a coalition of participating school districts/higher education institutions; form a group of local district distance learning coordinators; secure technical telecommunication agents; complete technical preparations with telecommunication providers; bring member sites online; conduct first-year public relations; plan course offerings; identify and train teachers; involve the community; operate distance learning classrooms; manage the distance system, staff, and equipment; and move toward institutionalization. Fifteen appendices include various supporting documents. (AEF)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01