[This paper is followed, in the same file, by an unsigned but relevant notice, probably from WEFA.] DISTANCE LEARNING "A Strategy to Create Opportunities" COMPOSED BY THE DISTANCE LEARNING TASK FORCE SENATOR JAMES J. RHOADES, Chair March 1993 DISTANCE LEARNING Executive Summary As we move steadily toward the 21st century, policy makers, business leaders and educators are beginning to recognize that times are changing, requiring us to receive and process information more quickly and cost-effectively in order to compete in the global marketplace. Distance Learning programs, which link teachers and students with telecommunications technologies and allow them to interact with one another via two-way audio, video or data communication, will be key to that vision. In April of 1991, Senator James J. Rhoades formed the Distance Learning Task Force, with a vision aimed at designing a state-wide electronic telecommunications interconnect". With Senator Rhoades' leadership, the Task Force developed a strategy which represents the first step in fulfilling that vision - focusing first on the Commonwealth's students. The Task Force's plan attempts to create opportunities for distance learning users by providing the funding, infrastructure and state-wide leadership they need to get innovative programs up and running. From this starting point, schools across the state can develop innovative programs and can impact education in the Commonwealth in several important areas. For example, distance learning can provide courses to students who would not otherwise have access to them and facilitate teacher training programs in areas across the Commonwealth. The Task Force's strategy seeks to create opportunities. It does not suggest the use of a single technology or delivery system, but allows users to select technologies and delivery systems which best suit their needs. Currently, there are many distance learning programs and technologies from which schools can choose. Pioneering distance learning programs in Pennsylvania, include PENNARAMA, and the Pennsylvania Teleteaching Project. Just as important, many of the technological "highways" needed to bring these and other programs to the Commonwealth's students exist today. The state's present telephone, cable and satellite capabilities can transmit distance learning programs to locations across the state. In order to prepare students for a modern and increasingly competitive global economy, we must look forward. Distance learning is a glimpse at the future of education, a future which Pennsylvania must begin to achieve today. DISTANCE LEARNING INTRODUCTION As we move steadily toward the 21st century, policy makers, business leaders and educators are beginning to examine new and innovative ways to communicate with one another and exchange information. These leaders recognize that times are changing, requiring us to receive and process information more quickly and cost-effectively in order to compete in the global marketplace. An important benefactor of the movement toward advanced communications technology is education. In order to prepare students for a modern and increasingly competitive global economy, we must look forward. Pennsylvania must set a course which will propel education in the Commonwealth into the 21st century. Programs which utilize emerging interactive, telecommunications technology for education - Distance Learning - are key to that vision. THE DISTANCE LEARNING TASK FORCE In April of 1991, Senator James J. Rhoades formed the Distance Learning Task Force, a group whose aim was to identify the distance learning needs of the Commonwealth's residents and formulate a plan to meet those modern demands. Since that time, the Task Force has studied distance learning's potential applications and the technologies which are available to deliver them. As a result, the Task Force has discovered that there are a not only range of technologies from which possible distance learning users can choose but there are also a number of emerging programs which have taken the lead in this new field. The following pages will define distance learning and the Task Force's vision, detail the Task Force's findings on the availability of programs and technologies and outline a strategy designed to create opportunities for potential users to develop distance learning programs. WHAT IS DISTANCE LEARNING? Distance Learning programs utilize telecommunications technologies to link learners and teachers in two or more geographically separate locations and allow those users to interact through simultaneous, two-way audio, video or data communications. Such communications are manifest in two-way audio/two-way video, two-way audio/one-way video, two-way audio/two-way data or one-way audio/two-way data broadcasts. To many, distance learning is defined as any program which uses non-traditional, electronic media to transmit educational programming. Such distance learning applications often include non-interactive video or audio cassette recordings of lectures and classes. However, the Task Force limits the definition of distance learning to programs which allow simultaneous, interactive communication between the users. The ability for learners and teachers to interact is vital to the success of distance learning programs. THE TASK FORCE'S VISION FOR DISTANCE LEARNING >From the onset, the Distance Learning Task Force envisioned applications for distance learning technology in all walks of life. The Task Force created a vision statement to define its overall goal. "A state-vide electronic telecommunications interconnect of all levels of government, all K 12 and higher educational institutions, all libraries, all health care facilities and the emergency management network. The state-wide telecommunication interconnect shall enable all of the above to interactively share resources in the form of video, audio, data, graphics and facsimiles. The cost of this system will be minimized through the full utilization of both existing and developing telecommunications resources. The state-wide interconnect should have the appropriate enhancements for interactive communications with any number of users in varied locations throughout Pennsylvania. Funding for this system would be accomplished via public and private sector investment." The Task Force has limited its short-term vision to providing distance learning opportunities to Pennsylvania's K-12 public school system. This is the first step in achieving the overall vision. The Task Force believes that the application of distance learning technologies to the Commonwealth's schools can assist in resolving several important issues in education. (1) Distance learning can provide high quality programs and courses to students in remote or underserved areas who would not otherwise have access to them and do so cost-effectively. (2) Distance learning can offer a first step in resolving the issue of educational equity. (3) Distance learning can facilitate data transfers between the Department of Education and schools and do so cost-effectively. (4) Distance learning can facilitate teacher in-service training by linking teachers in remote location and do so cost-effectively. DISTANCE LEARNING PROGRAMS The distance learning and interactive telecommunications fields are very new. However, there are already existing programs which serve or are preparing to serve Pennsylvania students and teachers. These pioneers use a variety of different technologies to produce their programs and will serve as possible models for programs yet to come. Pennsylvania Teleteaching Project The Teleteaching Project utilizes audiographics to create interactive, two-way audio/two-way data programs. Students can hear and speak with teachers at remote locations as well as send and receive graphics question and answer quizzes via computer terminal. The Teleteaching Project currently serves many schools and school districts, delivering innovative programs to students across the state and using conventional telephone lines to do so. Pennsylvania Community Learning and Information Network This non-profit corporation was begun in December of 1992 to develop and provide school districts with fully interactive two-way video/two-way audio distance learning programming. The system will use compressed video technology which can be broadcast through regular phone and cable lines. PACLIN is currently working to develop a business plan, but does have several commitments from interested school districts and intermediate units. DISTANCE LEARNING TECHNOLOGIES Although distance learning programs will teach students and train teachers and professionals, the advanced distance learning technology will provide the conduit through which the programming will be carried. It is this technology which is at the heart of this proposal and which will make the development of distance learning programs possible. The Distance Learning Task Force has found that there are many different technologies which are capable of delivering the high quality telecommunications signals necessary to establish and maintain distance learning programs. The Task Force believes that there is no single model technology for distance learning programs in Pennsylvania. Each user must examine its distance learning needs, goals and resources and then choose from the available technologies and delivery systems. A user's ability to choose from a menu of competitive options will encourage the development of new distance learning technologies and ultimately increase a user's access to distance learning programs. Examples of alternatives for distance learning technology are listed here. The Public Switched Telephone Network is provided by Bell Telephone, Co. and eight other companies in Pennsylvania. This network penetrates all geographical areas of the state, but is primarily a data and voice transmission medium. Areas which have access to T-1 lines and circuits and CODEC units can transmit and receive compressed video signals. Areas wired with fiberoptics can be programmed to transmit and receive compressed video signals as well as broadcast quality full-motion, two-way audio/video and graphics transmissions. Cable Television is supplied by a number of providers throughout the state and covers most of the Commonwealth, including most schools. Currently, cable technology can provide one-way audio and video to any location. The Pennsylvania Cable Network offers PENNARAMA to over 700,000 families in Pennsylvania. With modest adaptations, cable technology can transmit two-way compressed video signals. Microwave Systems and two-way satellite circuits are capable of supporting the full range of audio/video/graphics and data transmission. These systems are often used as a bridge between regular hardwire systems such as cable or common carrier systems. These present very economical alternatives in the more remote areas of the state. Satellite Broadcast is available to a number of school districts across Pennsylvania. Downlinks and satellite dishes enable a user to receive an almost limitless variety of programming. A STRATEGY TO CREATE OPPORTUNITIES Funding Infrastructure Leadership With Senator Rhoades' leadership, the Task Force has developed a strategy which represents the first step in meeting Pennsylvania's distance learning needs. The plan focuses first on the Commonwealth's students - whose education the General Assembly is charged with providing. Because of the diversity and availability of distance learning resources, the Task Force's plan does not suggest the use of a single technology or delivery system. It attempts to create opportunities for distance learning users by providing the funding, infrastructure and state-wide leadership needed to get innovative programs up and running. Each of the three proposals which composes our Plan has an important role to play in developing distance learning in Pennsylvania. *The State Public School Building Authority *PANET *A Distance Learning Commission FUNDING State Public School Building Authority The State Public School Building Authority currently has a pool of revolving funds money, generated by fees and other charges over a period of years, available for disbursement. In July, 1992, Senator Rhoades proposed that approximately $2 million of this pool be dedicated to financing the purchase of distance learning equipment for school districts. The Building Authority agreed to this move and the funds are currently available for Pennsylvania's school districts. If and when the funds in the pool are exhausted, the Authority will take any accumulated loans and develop a bond issue in order to generate additional funds for loans. GOAL The most important piece of the distance learning puzzle is, of course, the funds which are available to promote local or regional distance learning programs. Loans made available through the reserve funds pool will be dedicated to developing distance learning networks. School districts have an interest in distance learning programs, but do not have the ability to develop them. It does not appear that conventional sources such as appropriations and grants will yield the monies needed to facilitate this development in the near future. However, once programs are established they will pay for themselves through community involvement. ASSESSMENT - Senate Bill 375 To pay the lease agreements on the distance learning equipment, school districts could rent the use of their equipment when the equipment is not being used for school purposes. Senator Rhoades has introduced Senate Bill 375 in order to allow school districts could sublease it to nonprofit organizations. Under the plan, local Chambers of Commerce or similar non-profit entities could rent use of the equipment and cede usage to local or regional organizations. INFRASTRUCTURE PANET PANET is the Commonwealth's dedicated voice and data transmission network. Currently, the system is available to serve the various state offices and agencies which are spread throughout Pennsylvania. Access to PANET saves those users a substantial percentage of their telephone bills. GOAL The Distance Learning Task Force has proposed that the Governor's Office make a simple policy change in order to allow public school districts to use the service, realize phone cost savings and rededicate the funds saved to develop distance learning programs. ASSESSMENT Any cost savings realized would represent funds not previously dedicated to distance learning programs. Moreover, access to PANET would provide school districts with membership to a statewide voice and data communications network. This is the true value of the PANET proposal. A PANET system, which allows access to the state's school districts, could very well become a prime ingredient in any integrated, statewide distance learning program, since programs transmitted via PANET would be less expensive than transmitting over regular telephone lines. STATE-WIDE LEADERSHIP Distance Learning commission SENATE BILL 376 Senator Rhoades introduced Senate Bill 376 to create the Distance Learning Commission. The Commission will serve to define the Commonwealth's distance learning policy and provide leadership and direction to school districts and other entities in the development of the policy from a central point. Currently, the Commonwealth has no standard policy for the development of distance learning programs at the local, regional or state levels. GOALS The eleven member Commission will be appointed by the Governor and the four caucuses in the General Assembly and will work in concert with the Department of Education to assist school districts and private sector users in developing innovative distance learning programs. These individuals will work with the Department of Education to provide guidance to schools, or groups of schools and school districts which are interested in developing distance learning programs. The Commission will help districts: 1.) conduct assessments of their local distance learning needs, 2.) give guidance on the development of public-private partnerships, and 3.) serve as a receptacle of information on distance learning programs. This information will help schools to match available technologies to their assessed needs. Through the Department, the Commission will provide information on both the PANET and Building Authority programs, how to gain access to or develop regional networks, and how to locate available funds and utilize state-wide programs. The goals of this Commission will be to: 1.) determine and define the Commonwealth's distance learning policy independently of the administration. 2.) promulgate guidelines to direct the Department in providing technical assistance and information to entities developing distance learning programs and capabilities or developing needs assessments and reviews for such programs. 3.) serve as a receptacle for information and research regarding distance learning programs and applications. ASSESSMENT The Commission will serve the important purpose of promoting partnerships between public and private sector entities. It is very important to encourage the development of these regional "networks". These kinds of networks will encourage the development of new technology applications while expanding their use. CONCLUSION Since the Distance Learning Task Force began its work in 1991, distance learning programs have become more and more viable. Now, we are poised to begin implementing innovative new programs in Pennsylvania's schools - programs which will prepare this generation of students for the opportunities of the 21st century. However, we can not proceed without the cooperation of government, educators and business leaders. The Distance Learning Task Force has taken the first steps to put innovative new technologies into Pennsylvania's schools. The members have studied the state's needs, its resources, the available programs and technologies. The Task Force has crafted a vision and proposed a detailed plan to achieve it. Now it is time for others to join in this important movement and lend their support. It is our responsibility to provide for the education of Pennsylvania's children. Distance learning is vital to the continued excellence of the Commonwealth's public schools. Pennsylvania's leaders must look forward. Together, we can use today's resources to create tomorrow's opportunities for all of Pennsylvania's students. _________________________________________________________________________ TELECOMMUNICATIONS AND EDUCATION The Backbone of America's Future SITUATION: Decreased Funding for Public Schools Higher Student-to-Teacher Ratios Changing Student Demographics Rural Isolation Urban Inequality CHALLENGE: Provide our nation's students with the education and skills necessary to succeed in today's globally competitive marketplace. SOLUTION: Telecommunications Telecommunications technologies have the potential to help educators meet the challenge of improving the quality of education for all American students by providing unparalleled educational opportunities quickly and at reasonable cost. Through access to expansive databases and distance learning, telecommunications can help erase many of the geographic and socio-economic disparities that exist in today's educational system. Distance learning, for example, holds promise for resolving some of the worst problems confronting both rural and urban schools. Students in rural areas can use distance learning to "connect" via interactive audio and visual conferencing with an instructor and other students -- enabling participation in specialized courses -- while students in all areas can expand their access to qualified teachers and scarce learning resources. And, in addition to expanding the traditional classroom, distance-learning applications are also being used by school districts, colleges and universities for teacher training, adult education and specialized business training. THE ANTITRUST REFORM ACT OF 1993 Although telecommunications could provide many innovative solutions to today's education challenges, the current public policy environment is hampering the development and deployment of such services. The Antitrust Reform Act of 1933 -- introduced by Reps. Jack Brooks (D-TX) and John Dingell (D-MI) in November 1993 -- seeks to remedy that problem by proposing the phased-in lifting of many of the outmoded regulations currently in place on the Bell companies. The Bell companies have the resources and the know-how to help bring these educational services to all Americans. Continuing the bans on their provision of long-distance (interexchange) service, video programming and telecommunications equipment manufacturing merely serves to put on hold the educational progress a fully competitive telecommunications marketplace could create. THE BELL COMPANIES -- DEDICATED TO AMERICA'S FUTURE Even though they have been hamstrung by these types of restrictions, the Bell companies have proven their dedication to working with communities to develop educational services. The Bell companies have already begun trials of various educational programs -- such as the ones outlined below -- which enable educational institutions to interact, share resources, enhance classroom instruction and foster teacher training and development. Without changes in current telecommunications policy, however, the seven Bell companies will be unable to efficiently and effectively offer these types of services on a widespread basis. This inability jeopardizes the continued creation of new applications, as well as the evolution of current ones. Mississippi 2000 -- Mississippi 2000 is a joint project of the state of Mississippi, BellSouth Telecommunications, Northern Telecom, IBM, Apple Computer, Inc., and ADC Telecommunications. The network links four secondary schools, two universities and a local educational network with electronic classrooms, featuring transmitting and receiving equipment and personal computers. The users transmit data, video and audio signals over a fiber optic telephone network via laser pulses, enabling instructors and students at each location to see each other on video monitors and to interact as if they were in the same room. Project Tell -- Project Tell is New York Telephone's Voice Messaging service, which supplies "at risk" students from New York public schools with information in the home and school via telephone and computer resources. Project Tell incorporates voice mail services to improve communication between parents and school personnel and also provides distance learning technology. Minnesota Distance Learning Projects -- U S WEST is a front-runner in distance learning in Minnesota with nearly half of the state's school districts formed into regional interactive clusters to enrich and enhance educational opportunities for students and community residents. Some examples include Northwest Metropolitan Intermediate School District 916, which connects ten schools in suburban St. Paul and is using its fiber optic system to teach highly specialized classes such as Russian language, where it is difficult to find qualified teachers; and, Northwest Education Link, which is a distance learning network connecting the University of Minnesota at Crookston, two campuses of a technical college, a rural high school and a community college in northwestern Minnesota via two-way interactive video. Multimedia for classroom and home -- Bell Atlantic is providing multimedia learning resources to the classroom and to students' homes over the telephone networks in Union City, New Jersey. The text, image and video materials are available to be "dialed up" from the public library. Arkansas distance learning -- One of Southwestern Bell's distance-learning projects is the Northeast Arkansas Rural Educational Consortium, which is a video teleconference system linking Arkansas State University and the Ozarka Technical College in Melbourne, Arkansas. Nurses will be trained in Melbourne via two-way interactive video. In addition, the University provides another remote-learning site on-line at ASU's branch campus in White County, Arkansas. ThinkLink -- Ameritech and the Warren Consolidated School District in Michigan are testing ThinkLink, a fiber optic-based, home-learning network that supplies video on demand to students outside of the classroom. ThinkLink offers a wide variety of educational materials, including nature and geography videos, computerized encyclopedias and interactive-learning programs to students via their home television sets. Michigan Bell, an Ameritech operating company, installed fiber optic links between more than 100 students' homes and the media centers at the schools. As a result, the students will have online access to some of the best educational video programming in the world. Using a remote control and a "mouse" connected to a set-top converter, students will decide when and how they watch the programs scheduled by their teachers to supplement classroom work. Knowledge Network -- Pacific Bell's Knowledge Network uses the public network as an electronic learning platform to provide voice, video and data access to learning resources. Knowledge Network's goal is to make classroom use of technology easy, widely available and affordable. Knowledge Network Gateway, now being tested by Pacific Bell, gives participating schools low-cost, high-speed access to the Internet, a huge worldwide network of networks. Knowledge Network Gateway will also include access to other educational resources such as computer bulletin boards, electronic mail and up-to-the-minute curriculum outlines from textbook publishers. This service was tested in selected schools during 1993. Pacific Bell is an operating company of Pacific Telesis. THE GOVERNMENT'S ROLE -- ENCOURAGE OPPORTUNITY The regulations restricting the ability of the seven Bell companies to deploy these types of services on a widespread basis deprive American students of a vast array of educational opportunities. The Brooks-Dingell bill -- H.R. 3626 -- can help achieve the full benefits of telecommunications technology and applications for American students by fostering a public policy environment that encourages access to educational opportunities for all Americans. It's time to lift the restrictions on the Bell companies, allowing all telecommunications providers to compete and contribute to their full potential. UNLOCK THE FUTURE SUPPORT BROOKS-DINGELL ÿ