The "DISTANCEducation" section of the Georgia Center Quarterly is designed to provide a forum for discourse and comment about the practice of distance education -- its administration, operation, programs, and activities.
by Jerry L. Hargis
Georgia Center Associate Director for Communication Services
At the recent annual meeting of NUTN (National University Telecommunications Network), Utah's Governor Michael O. Leavitt was presented the organization's first "Distinguished Service Award" for his role in the creation of the Western Governors University. This effort has been described as the most ambitious distance education undertaking in history, and Leavitt noted in his acceptance remarks, that this nation must move our educational focus to a broader scope.
He proposed a four-part plan that would include (1) mass customization to meet the needs of individual learners with efficiency; (2) both education and training as citizens enter or re-direct within the workforce; (3) viewing our educational model as one of interconnected "PCs" rather than a "mainframe" model; and (4) adapting quickly to the speed at which technology is moving.
"We are now entering a new challenge as we move from an industrial society to an informational one," Leavitt said. Leavitt closed by issuing an invitation to the NUTN organization, in his role as president of the Council of State Governments and member of the executive committee of the National Governors Association, to join in a planned international conference on distance learning.
The governor's remarks focus on the set of needs facing our states and institutions. But the hopes that seem to be focused on the concept of a "virtual university" to solve our problems may not be well-founded, if that concept is seen primarily as relying on technology.
The difficult part of a "virtual university" is no longer the technology. It is developing the efficient partnerships of institutions and organizations that will do the hard work of resolving the vital academic, administrative, fiscal, and operational processes and policies to ensure successful implementation. This work often entails redefinitions of mission, role, scope, "turf," student and faculty support services, and an enhanced understanding of "partnership." It also requires that we examine the real purpose of our work--the enrichment of the individual human resource and the improvement of the human condition.
Though there are significant issues of technology facing us as we move distance learning into the 21st century, we should not lose sight of the more difficult issues that exist as we confront the need to modify the familiar--and sometimes rigid--policies and processes we have imposed over the years for the sake of institutional standardization and convenience.
For more information about "DISTANCEducation" or if you'd like to submit an article for consideration, contact Editorial Services, Georgia Center for Continuing Education, The University of Georgia, Athens, Georgia 30602-3603, 706-542-1223, FAX: 706-542-5990.
Web administrator: webmaster@gactr.uga.edu All contents copyright © 1997 University of Georgia Center for Continuing Education. All rights reserved. Last revised: Thu, Sep 18, 1997, 2:11:07 PM URL: http://www.gactr.uga.edu/GCQ/gcqsum97/de.html