Vol 1.1DEOSNEWS --------------------------------------------------------------------------
DEOSNEWS Vol. 1 No. 23. This document has about 450 lines.
Copyright 1991 DEOS - The Distance Education Online Symposium
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EDITORIAL

From November 18 to 21, CREAD (Consorcio-Red de Educacion A Distancia, i.e.
Consortium-Distance Education Network) convenes its second general assembly
meeting in Santo Domingo, the Dominican Republic. In conjunction with the
meeting, this DEOSNEWS issue presents an executive summary of a research
study among distance education organizations in Latin America and the
Caribbean. It also includes some information about CREAD, the organization
that sponsored the study. The author of the report, Armando Villarroel, can
be contacted on e-mail address: axv4@psuvm.psu.edu

Copies of the complete Research Report are available, at no cost, from the
IOHE Secretariat, 3460 rue de La Perade, Suite 1.10, Sainte-Foy (Quebec)
Canada G1X3Y5, telephone (418)644-6910, fax (418)646-3039. Information
about CREAD and its newsletter is available from the same address.

One of the challenges that CREAD faces is to establish a communication
network for distance educators in Latin America and the Caribbean. This
editor is convinced that Internet is the best solution available, and
offers to support the establishment of a service similar to--or adjunct to-
-DEOS for Spanish speakers.

EXECUTIVE SUMMARY OF THE OAS-IOHE-CREAD PROJECT

Research Study
By Armando Villarroel

INTRODUCTION

Last November, during the International Council for Distance Education
(ICDE) World Conference in Caracas, CREAD (Consorcio-Red de Educacion A
Distancia, i.e. Consortium-Distance Education Network) was officially
founded with the purpose of enhancing cooperation among distance education
institutions in the Americas. Thanks to support from the IOHE (Inter-
American Organization for Higher Education), OAS (Organization of American
States), and CIDA (Canadian International Development Agency) the first
steps for the operation of the consortium have been taken.

From January to September 1991, a research study was carried out to
identify priority needs for cooperation in the field. Results are to be
presented to CREAD members during the Second General Assembly to be held in
Santo Domingo, The Dominican Republic in November 1991. The present report
is a summary of the main discussions, results, conclusions, and recommenda-
tions of the study in question.

CONCLUSIONS AND RECOMMENDATIONS OF THE STUDY

The following conclusions and recommendations were drawn from the analysis
of data gathered from a sample of over two hundred and fifty institutions.
The conclusions have been classified according to five specific objectives
listed here:

OBJECTIVE I

To build a comprehensive, centralized data bank with information pertaining
to inter-American cooperation efforts in the field of Distance Education.

Conclusions

A list of all the institutions participating in the study was compiled,
with the corresponding names, addresses, areas of interest and programmes.
The list constitutes the first Directory of inter-American programmes which
are interested in participating in collaboration programmes in Distance
Education. The characteristics of the programmes are:

- General characteristics:

Colombia, Argentina, Mexico, and Brazil have a considerable number of
Distance Education programmes as a result of decentralization.

Most of the programmes are financed by the institutions themselves.

Even when they have a large geographical coverage, the majority serve
a relatively modest number of users.

The majority are designed for a university population, technological
education, and professional and teacher training.

The non-formal educational programmes consist mostly of extension
courses and continuing education programmes.

- Instructional Materials Used:

Mainly printed material supplemented by audio-visuals are used.

Audio-visuals, when they are used, are just as often produced by the
institution as they are purchased from an external source.

Computers are not generally used for educational purposes.

Half the programmes do not use television. Those that do use televi-
sion use it to broadcast pre-recorded programmes.

Few programmes have satellite receivers, which makes the extensive use
of satellites for educational purposes difficult.

The methods of communication most often used for teaching support
activities are the telephone and written correspondence.

- Services provided to the users:

The majority of the programmes have a network of institutional branch
offices that offer users various services, which is an important
finding since it indicates the existence of a significant, well-
established infrastructure.

Financial aid is not generally offered to users.

The support services that are most used, centrally and at branch
offices, are libraries.

- The use of technology:

Word processors are largely used for transcribing written materials.

Computers are mostly used for administrative purposes. Few programmes
use computers to prepare and grade exams or for academic research.

The various operational units (offices) of a programme mainly use the
telephone and ordinary mail to communicate with each other. Facsimiles
are used only moderately.

- Prospects for development:

Those responsible for the programmes believe that the programmes
should emphasize those activities which they are already presently
carrying out--namely, university and technological programmes in terms
of formal education, and extension courses in a non-formal setting.

Regarding what they perceive to be the most positive features of their
programmes, the majority cited the capacity to access isolated
populations and the flexibility in their application.

The quality of the materials, the methods of training the personnel
and the methods of communication were frequently mentioned as the
aspects of the programme needing improvement.

Recommendations:

The register that has been created as a result of the research study should
be used to begin a new data bank that will constitute the basic source of
information of CREAD's planning. This data bank should be constantly fed
with information. When planning future activities, and when considering the
additional use of computers, take into account that institutional branch
offices have already been established and, often, these offices already
possess the necessary equipment.

OBJECTIVE II:

Based on the remarks of leading distance educators, to identify the needs
of Distance Education systems in Latin America and the Caribbean.

Conclusions

Regarding the institutional leaders' opinions on the needs of Distance
Education programmes in Latin America and the Caribbean, the following were
mentioned most often:

Training human resources

- in Distance Education:

- Distance Education courses at the postgraduate level and for general
training in Distance Education;
- Courses in conventional classroom setting leading to a formal
diploma in specialized areas (Master or Doctorate);
- Apprenticeships or training programmes;
- Courses in conventional classroom setting on the methodology used in
Distance Education.

- in substantive areas of knowledge:

- Courses at a distance;
- Apprenticeships or training programmes.

- Production of teaching materials:

- Sharing of experiences on the methodologies used for the production
of audio-visuals;
- Sharing of experiences on the operation of working groups;
- Exchange of produced materials.

- Means of support:

- Television;
- Radio;
- Newspapers.

- Telecommunications:

- Video-conferences;
- Communication networks;
- Teleconferences;
- Electronic mail.

- Use of computers:

- Academic research;
- Preparing exams.
- Correcting exams.

- Student support:

- Bibliographical and data-banks;
- Libraries;

- Research and information:

- Establishment of electronic forums;
- Exchange of information.

- Conducting joint research:

- Assessment of methodologies;
- Comparative studies.

Recommendations

Now that the areas with the greatest perceived needs have been identified,
specific projects should be carried out, ensuring that they include the
participation of the largest possible number of people, have the widest
coverage possible and encourage the independent development of the pro-
grammes.

OBJECTIVE III

To identify possible areas of inter-institutional cooperation in Distance
Education between Latin American and Caribbean programmes.

Conclusions

The information that was gathered leads us to conclude that, in spite of
their multiple needs, the educators in charge of the programmes in Latin
America and the Caribbean have not succeeded in implementing a "culture" of
cooperation amongst themselves. We hope to fill this void, which is one of
the network's "raison d'etre", with the operation of CREAD. Four aspects
that would lend themselves well to horizontal collaboration should be
mentioned at this point:

- Sharing experiences on the writing and design of printed self-instruc-
tional materials;

- Sharing experiences on the operation of working groups (for the
production of printed materials);

- Sharing experiences on specific ways to administer distance education
programmes at a distance;

- Elaboration of possible cooperation projects in the field of Distance
Education.

Recommendations

Taking into account the four aspects mentioned above, planning of cooper-
ation projects should be started between the Distance Education projects of
Latin America and the Caribbean.

OBJECTIVE IV

To identify possible areas of inter-institutional cooperation in Distance
Education between American, Canadian, Latin American, and Caribbean
programmes.

Conclusions

It is interesting to note that the needs expressed by the distance educa-
tion programmes in Latin America and the Caribbean are in concord with the
areas in which Canadian and American programmes have indicated a will-
ingness to collaborate. The areas in which the programmes from the latter
countries have offered assistance include:

- Sharing experiences on the writing and design of self-instructional
printed materials;
- Sharing experiences on the operation of working groups;
- Exchange of self-instructional materials;
- Teleconferences;
- Communication networks;
- Counselling services;
- Tutoring;
- Administration of exams;
- Distribution and storage of educational materials;
- Joint research;
- Assessment of methodologies;
- Elaboration of possible cooperation projects in the field of Distance
Education.

Recommendations

Using the areas mentioned above as a starting point, cooperation projects
should be elaborated as soon as possible between the Distance Education
programmes of Latin America and the Caribbean with those of the United
States and Canada.

General recommendations for the first four specific objectives

Initial efforts should concentrate on activities related to the design and
writing of printed materials, the exchange of information on the adminis-
tration of programmes, and the operation of working teams. Distance
educators in Latin America and the Caribbean have indicated the need for
assistance in these areas and, with the collaboration of Canadian and
American distance education institutions, human resources training pro-
grammes and an exchange of materials could be initiated.

OBJECTIVE V

To identify the relation between Distance Education in Latin America and
the Caribbean, and the educational offer in Social Sciences and the
objectives of the Fifth Centennial.

Conclusions

It would appear as though most programmes participating in the Fifth
Centennial have shown their interest by offering specific courses in the
Social Sciences.

Recommendations

We must continue to encourage the study of history and geography, and
Social Sciences in general, across the American continent.

IMPORTANT ISSUES IN THE OPERATION OF CREAD

Perhaps the most important characteristic of the CREAD network is that it
has been conceived as a service organization whose mandate is to offer
services to its members. The Consortium should be viewed as an entity that
manages and facilitates activities and processes. It is not a supplier of
resources nor a funding agency for infrastructures; these basic functions
belong to the institutions participating in the network.

The following aspects have been identified as crucial to CREAD's operation:

a) Conceptualization and design

Information must be gathered and used in such a way that it will help
support concrete activities that have been previously identified by
participants.

In order to become a service organization, members must determine, and
agree upon, the nature, form and priorities of the Consortium. A communica-
tion system must then be established, without delay, to permit a constant
exchange of information between participants.

Regarding the support of concrete activities, CREAD's main function is to
assist member institutions--specific tasks should be carried out by the
institutions themselves.

b) Funding

The Consortium should continue to be affiliated to a recognized interna-
tional organization such as the Inter-American Organization for Higher
Education (IOHE) and ideally, it will continue to receive funding from the
Organization of American States and the Canadian government. Nonetheless,
it would be advisable to start searching for other sources of financing.

The network should be funded from two sources: external entities and
membership dues. On the first hand, the financial support CREAD receives
from external agencies will depend on the nature of the proposals that are
submitted and the level of participation of its members in the elaboration,
implementation, and supervision of projects. And secondly, the network will
operate on the premise that participating institutions have a regular
budget to carry out their activities; that their participation in CREAD
will increase the efficiency of their services, which will, in turn, imply
savings for the institutions and a greater impact for their programmes;
which therefore justifies the payment of membership dues.

In any case, given the cooperative nature of CREAD and the limited possi-
bilities for funding, a concerted effort must be made to carry out the
network's activities with minimum expenses. Since the activities basically
consist of the sharing of experiences, methodologies, technologies and, in
general, the exchange of information, this would seem quite feasible.

c) Control of quality in the services and products

As with any organization that offers services at a cost, the Consortium
must control quality. Needless to say, it must carefully select the people
who provide the services, whether they are members of the Consortium or
external professionals, hired on contract. The network should periodically
consult users to inquire about the quality and usefulness of its services,
and seek external evaluations carried out by competent, independent
experts.

d) Communication networks

As an immediate priority, CREAD should establish a mechanism of electronic
communications. Fortunately initiatives, sponsored by the OAS, have already
been taken toward establishing an inter-American, electronic network.
Scientists have been following these efforts with interest.

e) Impact and evaluation

Insofar as Distance Education is a way of promoting concrete activities and
not an end in itself, it is necessary to determine if, and how, distance
education should be used. By supporting studies, the Consortium can help
determine the circumstances that would justify its use in terms of its
usefulness and impact.

f) Collaboration between networks

The information gathered in this research revealed two key issues: first,
there are a number of networks operating in Latin America and the Caribbe-
an; and second, most of them are operating in isolation of each other.
Inasmuch as some of the networks are operating in areas of interest to
CREAD, such as health, professional training, and university exchanges, the
Consortium is fully justified in approaching other operating networks.

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