Dr. Minda Sutaria
info@innotech.org<<February 24, 2000>>Did
not work.
Thomas D. Tilson <ttilson@aed.org>
Steve McCarty <steve@kagawa-jc.ac.jp>
Rafael Bozeman Rodriguez, Ph.D. <rbrsat@pworld.net.ph>
Dear Tom:
=========
(1) Many thanks for your msg (ATTACHMENT I).
Steve found out Dr. Minda Sutaria's organization.
Thanks again for your kind offer of a conference room for our
brainstorming to organize our Tampere event on 7/10-11/95 --
incidentally that was our first occasion to discuss the matter
officially with Tapio and others.
Dear Steve:
===========
(2) Many, many thanks for your efforts and valuable info on Dr. Minda Sutaria (ATTACHMENT II).
Dear Ralph:
===========
(3) ATTACHMENT III is Dr. Sutaria's article for your reference.
I am very much impressed with it -- maybe a very good person to have in your Manila group.
Dear Tom:
=========
Your organization is mentioned in the article.
(4) Alas, when I tried e-mailing Dr. Sutaria, it bounced back.
I would greatly appreciate
it if you can kindly visit INNOTECH, describe
our projects and obtain
a correct email address me. Their office is in
your same city.
Thanks.
Best, Tak
****************************************
ATTACHMENT I
Date: Mon, 27 Sep 1999 09:55:41 -0400 (EDT)
From: ttilson@iname.com
Cc: utsumi@www.friends-partners.org
Subject: Re: Inexpensive email for remote areas
via LEO
Hi Tak,
Another excellent contact in the Philippines in
Minda Sutaria, head of
SEAMEOI INOTECH in Manila. (I don't have
the name of the organization
quite right because its been a while since I've
been there. In fact, I'm
not even positive if Minda is still the head.
But the organization had an
excellent reputation for work in educational
technology.)
Best regards,
Tom Tilson (currently working in Ethiopia)
****************************************
ATTACHMENT II
Date: Mon, 14 Feb 2000 13:41:09 +0900
To: jafele@uoguelph.ca, utsumi@columbia.edu
From: Steve McCarty <steve@kagawa-jc.ac.jp>
Subject: Softbank Emerging Markets for Ghana?
/ Manila Workshop
Prof. Afele,
The Japanese company Softbank has teamed up with
the World Bank
International Finance Corporation to fund e-commerce
start-ups
in 100 developing countries, capitalized at $200
million. They also
plan to offer free or subsidized Internet access
to schools. It may
be worth checking this out to see if Ghana may
benefit from this.
The following Website has an announcement in English,
Japanese, etc.:
http://www.softbank.com/sbem/
Their e-mail is: em@softbank.com
If I can do anything for you, such as posting
your recent proposals
on the Web, just let me know. Your university
just opened your
position around October, so they should give
you enough time to
get results in terms of funding and implementation
of projects.
Dr. Utsumi, the above may also be of interest for GUS.
BTW, when I learned that people such as Ben Haraguchi
may print out the Manila Mini-Workshop Plan Web
page,
I spent some hours reformatting it to require
only
about half as many pages. See:
http://www.geocities.com/Athens/Pantheon/7197/global-univ-2000/2-2-b.html
The link "Manila Workshop" at the GUS Asia-Pacific
home page
http://www.kagawa-jc.ac.jp/~steve_mc/asia-pacific/index.html
also leads to the above Manila Mini-Workshop
Plan Web page.
Also I ran a Web search Dr. Minda Sutaria again and have found this so far:
Director, South East Asian Ministers of Education
Organization
(SEAMEO)
Innovative Technology (INNOTECH)
UP Diliman, Commonwealth Av
Quezon City
tel: 928-7348
fax: 921-0224
http://www.innotech.org
http://www.islesite.com/innotech/
http://www.islesite.com/innotech/news/story.turning.htm
Collegially,
Steve McCarty
Professor, Kagawa Junior College, Japan
President, World Association for Online Education
Website Map: http://www.kagawa-jc.ac.jp/~steve/
In Japanese: http://www.kagawa-jc.ac.jp/~steve_mc/
****************************************
ATTACHMENT III
Excerpt from <http://cleo.murdoch.edu.au/gen/aset/confs/edtech94/rw/sutaria.html>
International cooperation in learning environment technology: Asian perspective
Minda C. Sutaria
SEAMEO INNOTECH
Philippines
------------------------------------------------------------------------
Today's world is like a kaleidoscope. It keeps
changing, and it changes so
fast that if we were to take a photograph of
it, the picture would change
just as we click our cameras.
Such volatile nature of the world today stems
from the impact of potent
forces of change. Among such forces are rapid
developments in science and
technology, new political and economic challenges,
environmental problems
and efforts to solve them, the growing trend
towards globalisation,
knowledge and population explosion, and the advent
of the information age.
In 1903 former American President Theodore Roosevelt
wrote, "The Atlantic
Era is now at the height of its development and
must soon exhaust the
resources at its command. The Pacific Era destined
to be the greatest of all
is just at its dawn." Today the Asia Pacific
Region is popularly referred to
as the region of economic dynamism and potential
development. Scenarios for
the third millennium picture it as the next growth
area - the emerging "boom" region.
Asia has half of the world's population, and by
the year 2000, it will have
two thirds of it. The dynamism so discernible
in this region stems from
several sources, particularly huge gains in material
products brought about
by the application of science and technology
to its underdeveloped
population and resource base. In the East Asian
newly industrialised
countries (NIC) and ASIAN countries, economic
development has been fostered
by unprecedented inflows of capital and technology.
Several countries, in
the region, however, have yet to achieve political
and economic stability
which are among the sine qua non of development.
The Asia Pacific economic thrust is increasingly
being reinforced with a
commitment to education. In this region where
economic growth is rapid, the
need for well educated people can never be over
emphasised. The enormous
challenges in education, especially in the populous
countries, demand that
new approaches for educating millions of students
be evolved. As more
countries achieve NIC status, there will be an
increasing demand for
education and training that empower all types
of learners to cope with rapid
change and other challenges in the information
age. As the countries become
more financially stable, they will aspire to
create more effective learning
environments for their children, youth and adults
- learning environments in
which technology is adopted not as an add on
to the curriculum but as a
vital tool for achieving specific learning objectives
and for helping
individuals meet their unique learning needs
more effectively.
As the demand for relevant education and effective
learning environments
heightens, new needs will emerge. There will
be a need to retain teachers,
school administrators, supervisors and other
school personnel on new
technologies, redesign the curricula to integrate
appropriate and affordable
technologies, restructure classrooms and school
buildings to effectively
accommodate technological innovation and change,
renew educational
assessment systems, acquire new software and
hardware that can enhance
learning and orient parents on technologies that
will become part of their
children's learning environment.
Not all the countries in the Asia Pacific Region
will be able to immediately
afford to embark on the necessary actions intended
to improve learning
environments for all types of clientele. Except
in the NICs which can well
afford to provide huge outlays for education,
there may be sufficient funds
to support all these activities. Countries whose
economics are still in the
doldrums will be hard put to provide for them.
There may be a dearth of
sufficiently trained experts in educational technology
to conduct the needed
retraining, to redesign the curricula, to integrate
new technologies, and to
restructure classrooms and school buildings to
accommodate technological
innovations initiated. Funds may be inadequate
for the purchase of necessary
software and hardware and for training school
personnel on their effective use.
Need for international cooperation
If an important thrust in all the countries in
the Asia Pacific Region in
the third millennium is to develop learning environments
that will produce
quality educational outputs, then international
cooperation will continue to
be a potent key for accelerating the achievement
of this end. There will be
a need to build bridges of understanding and
concern between developed and
developing countries and even between developing
countries in order to
stimulate robust international cooperative linkages
and collaboration which
will foster the improvement of learning environment
technology.
Experience and research suggest that it is time
to make a paradigm shift in
the modes of international cooperation that will
be forged in the future.
UNDP (1994) proposes that the kind of partnership
for development that may
be developed among countries be "based not on
charity but on mutual
interest, not on confrontation but on cooperation,
not on protectionism but
on an equitable sharing of market opportunities,
not on stubborn nationalism
but in far sighted internationalism"[1]. This
persuasion is reflected in a
statement of the president of UNIVERSALIA which
evaluated the performance of
SEAMEO[2] regional centres when he responded
to a group of beneficiaries of
Canadian assistance who asked if CIDA would provide
funds for a possible
third SEAMEO CIDA five year program. He said,
"the donor is dead; we only
have partners." He perhaps meant that while there
would still be fund
assistance to be made available, mutual interests
and benefits between
donors and beneficiaries shall be an important
consideration in developing
programs and projects for international cooperation
under CIDA[3], one of
the heaviest supporters of SEAMEO. Institutional
linkages and cooperative
and collaborative endeavours exemplify modes
of international cooperation
that serve mutual concerns and interests. In
such modes of cooperation,
traditional donors and beneficiaries become partners
in development. The
flow of benefits would be two way, in contrast
to the traditional mode which
is one way.
One popular mode of international cooperation
which can stand reform is
technical assistance. Technical assistance programs
are originally aimed to
reduce the technical capability gap between developed
countries by
accelerating the transfer of knowledge, skills
and experience and
consequently bolstering nation capability building.
It has been reported
that while in a few cases it has achieved this,
in many others it has
resulted in retarding rather than strengthening
national capability.
Common factors in successful technical assistance
programs have been
identified by UNDP (1994). These include (1)
harnessing well defined and
established technologies that have neither suffered
from changes nor gone
out of fashion, (2) providing adequate time for
testing alternative
approaches - for research, for trial and error
and for learning by doing (3)
promoting the participation of enough national
counterparts and (4) creating
a favourable environment in the receiving country[4].
One strategy that has been proposed for improving
technical assistance
programs is to give the technical assistance
funds directly to the project
implementor to make possible the employment of
local experts where available
and international experts where not. The merits
of this scheme would be that
it would entail less cost and that the experts
would be more attuned to the
country's needs.
Technical assistance could also be improved through
regional cooperation
which can fling doors open for new funding sources
and encourage self
financing. It is apropos at this juncture to
cite the regional cooperation
that has been engendered by the Southeast Asian
Ministers of Education
Organisation (SEAMEO) and its 12 regional centres
for almost three decades.
One of such centres is SEAMEO INNOTECH, the Regional
Centre for Educational
Innovation and Technology in the Philippines
which has been actively
involved in programs relevant to the thrust of
LETA 1994. It has some
experience worth sharing which exemplifies varied
modes of international
cooperation for contributing to the creation
of effective learning
environments utilising innovation and technology
in Southeast Asia, its main
area of service.
SEAMEO INNOTECH
Established in 1969, SEAMEO INNOTECH has been
involved in programs which
largely contribute to improving technology in
the learning environment. Its
mission as a regional Centre for Educational
Innovation and Technology is to
support SEAMEO's purpose of fostering cooperation
among Southeast Asian
nations through education for human resource
development. The Centre carries
out this mission by assisting member countries
to identify common or unique
educational problems and anticipated needs, and
help solve them through
research and development, training approach.
It fosters the application of
innovation and appropriate and affordable technology
in the solutions to
these problems.
SEAMEO is a regional organisation composed of
nine member countries, namely,
Brunei Darussalam, Cambodia, Indonesia, Lao PDR,
Malaysia, Philippines,
Singapore, Thailand and Viet Nam. It has six
associate member countries
which include Australia, Canada, France, Germany,
Netherlands and New
Zealand. Its executive arm is its Secretariat
(SEAMES) based in Bangkok,
Thailand and its policy making body is composed
of the ministers of
education of the member countries (SEAMEO)[5].
The member countries annually
contribute funds for the centres' and SEAMES'
operations and programs in
accordance with a contribution index based on
their ability to pay as gauged
from their economic status. The associate countries
and other donor
countries and international organisations have
been contributing significant
amounts to support the programs, projects and
activities of the secretariat
and the centres. The heaviest contributors to
SEAMEO are Australia, Canada
Japan, The Netherlands and the USA.
Modes of international cooperation
Training is a major program of SEAMEO INNOTECH.
It has trained close to 4000
key educators during its twenty-five year existence.
As a centre for
educational innovation and technology, most of
its courses have relevance to
learning environment technology. In keeping with
the theme of its Fourth
Five Year Development Plan - "Towards Greater
Learning Effectiveness for
All" - its present training courses promote new
information technologies and
telecommunications in the learning environment
and delve into the management
of learning environments in which technology
is a significant factor. One
course is mounted recently - Creating Effective
Learning Environments - in
which six member countries participated, covered
various concerns in
learning environment technology.
International cooperation - particularly through
technical assistance and
scholarship grants, made the new course possible.
A Canadian expert funded
by the Canadian International Development Authority
(CIDA) facilitated the
course in collaboration with centre staff and
conducted informal academic
sharing sessions with them as instructional capability
building measures.
The effective use of appropriate technology in
creating learning
environments was not only espoused but
demonstrated in the conduct of the
course as well. Today the course is conducted
sans foreign technical
assistance with scholarship grants from regular
and associate member
countries. Scholarship grants from donor countries
and agencies are,
however, decreasing so the Centre is exploring
new modes of international
cooperation for supporting its training programs.
One such mode of international cooperation was
recently tried out only last
month. A two week course organised for 26 Thai
key educators was totally
funded by the Thai government and cooperatively
planned by the Thai Ministry
of Education and SEAMEO INNOTECH. The first week
of the training was
conducted in Thailand and the second week in
SEAMEO INNOTECH. The evaluative
feedback from the participants was quite encouraging,
so that now we promote
the modality as one of the alternatives for conducting
training to meet
specific country training needs. One of its merits
is that it fosters
healthy relationships between the centre and
the countries, particularly the
ministries of education served and enhances the
relevance of the training course.
One technology that SEAMEO INNOTECH employs today
that international
cooperation made possible is computer conferencing
which has proven to be a
viable alternative especially when it is not
financially possible to bring
in foreign experts. The centre's two and three
month courses now usually
culminate in a one hour computer conference with
experts in the USA and
Canada. The technical assistance component of
its Five Year CIDA Project in
the Development of Institutional Capacity made
it possible for the Centre to
leap frog into such leading edge technology.
To insure these sustainability
of the technology, three staff members worked
closely with a Canadian expert
in setting up its local and wide area networks
and had a brief follow up
training with him in Canada. Now, consultation
with him is done via Email
whenever some problems arise in the Centre's
network system. This close
relationship developed between the expert and
the staff serves as insurance
for the sustainability of the Centre's capability
for computer conferencing.
The brief consultancy program of the expert with
SEAMEO INNOTECH has in turn
provided him opportunities for sharing his expertise
and networking with
other institutions in the country. A two way
flow of benefits between the
donor country and beneficiaries has, thus, become
possible. This is the
desideratum in international cooperation.
Australia, one of the earliest associate members
of SEAMEO, has been a
staunch supporter of SEAMEO INNOTECH's programs
for development, largely in
the area of learning environment technology.
Under its international
cooperation program managed by the Australian
International Development
Assistance Bureau (AIDAB), SEAMEO INNOTECH has
been able to access
Australian technical expertise and staff training.
From 1974 to the present,
it has contributed US$2,119,469 for the Centre's
staff training in
Australia, training scholarships for SEAMEO member
countries and technical
assistance in various areas that relate to learning
environment technology.
The Centre's computerised library and its capability
in computer and video
technology development of instructional modules,
and handling its various
courses can be attributed in a large measure
to the programs of assistance
provided by AIDAB. Several senior professional
and technical staff of the
Centre have had training in various institutions
in Australia and have
continued to enhance their training, research,
information management and
technological capabilities through their interaction
with the various
experts AIDAB fielded to the Centre.
>From 1982 to 1992, Australian assistance to the
Centre through triennium
grants provided much needed human and capital
resources for institutional
capability building to prepare it to meet the
various needs of its
clientele. The termination of such triennium
grants propelled the Centre to
seek new modes of cooperation in order to continue
its salutary
relationships with the Australian experts that
had served it for sometime.
Thus, began the effort to develop institutional
linkages with institutions
to which these experts belong.
Through the efforts of one such expert, who in
the past years regularly came
to SEAMEO INNOTECH to conduct a course cooperatively
with the training
staff, an institutional linkage was developed
with the Torrens Valley
Institute and is intended to be a mutually strengthening
relationship. A
memorandum of understanding was signed by the
heads of both institutions and
soon after, the first cooperative activity was
planned. In a few months and
expert will facilitate a course of individualised
modularised instruction
for Southeast Asian key educators some of whom
will be on training
scholarships funded by donor countries and agencies
and most of whom will be
fee paying participants. Torrens Valley Institute
will provide the expert
while the Centre will provide his accommodation
and out of pocket expenses
and recruit fee paying participants. This is
a departure from the usual mode
of international cooperation in which the expert
and the training
scholarships are funded by one or more donor
countries or agencies.
There are other permutations of international
cooperation that emanate from
lasting relationships between institutions and
people which merit mention.
One such mode is exemplified in a training course
that will be mounted in
the Centre in October. The former dean of the
University of South Carolina
with which SEAMEO INNOTECH is linked under a
memorandum of agreement, has
offered to handle this special course. He has
offered his service free and
will pay for his air fare. SEAMEO INNOTECH will
provide his accommodation
and recruit fee paying participants since no
scholarship grants are
available for it. Such altruistic individuals
are perhaps rare, but they
will emerge especially where they see how well
their services can further
enhance the capability of an institution whose
staff is cordial and
hospitable to foreign technical expertise.
The United States was instrumental in giving the
Centre much needed
technical and material support through its International
Cooperation
Administration during its early years, specifically
from 1973 to 1984. It
plowed in US$3,989,725 in terms of training grants,
technical assistance,
equipment and research grants during the Centre's
first decade of existence.
Its experts helped the staff define the direction
of its programs and
provided assistance in developing its first five
year plan and in designing
its programs. The scheme of US assistance to
the Centre was to infuse
massive aid during the first decade of its existence,
help develop its
competence and pull out as soon as it could fairly
well operate to fulfil
its mission. Indeed, such aid helped immensely
in institutional building
which insured the sustainability of the changes
and developments the experts
initiated with the staff.
Almost nine years after American aid was cut off,
a new mode of
international cooperation with USAID was evolved.
A collaborative project
was initiated with LEARN TECH under the Education
Development Centre with
funding support from USAID. The project - VIDEO
TECH - is intended to
develop a new approach to using video as a teacher
training strategy. It
involves the development of a training package
composed of a trainer's
manual and two videos, one on questioning techniques
and the other on
responding techniques. Two experts, one from
the Educational Development
Centre and the other from the Ohio State University,
came to the Centre to
collaborate in planning for the production of
the video tapes and the
manual. The Centre executed the plan and the
experts reviewed the products.
The training package has been field tested and
evaluated and is now ready
for marketing. Meanwhile, it is being adapted
for Thai use by the
Chulalongkorn University of Thailand. The resources
given by USAID for the
project have not only produced, under a collaborative
arrangement, a useful
teacher training package, but have also provided
opportunities for
networking with other countries. Part of the
Centre's plan is to get other
countries to prepare adaptations of the training
package.
Japan has provided the most extensive assistance
to SEAMEO INNOTECH. From
1980 to the present, it has invested US$4,632,624
in terms of
infrastructure, development and technical assistance.
It has not only
provided funds for constructing a permanent edifice
for the Centre but also
provided technological hardware and technical
expertise which have
considerably increased its capability to meet
member country training needs
in the realm of educational technology. Japanese
technical assistance has
been provided the Centre annually through the
Japanese International
Cooperation Agency (JICA). Experts come annually
for a period of one month
and bring to the Centre some light equipment
from JICA, upgrade the staff's
competence in technology as well as handle training
courses. As in other
international cooperation agreements, the objective
of the technical and
equipment assistance in institutional capability
building.
Development assistance from the Netherlands has
provided an opportunity for
SEAMEO INNOTECH to forge a strong linkage with
a research organisation in
the Hague, the Centre collaborated in producing
and printing a report on one
of its projects funded by the Netherlands. CESO
and the Centre have recently
collaborated in the development of a project
proposal and are seeking funds
for it. Theirs is a dynamic relationship that
has produced mutual benefits
for both institutions.
One traditional mode of international cooperation
from which SEAMEO INNOTECH
has derived much benefit is provision of research
grants by donor countries
and agencies. In the eighties, the research grants
it secured allowed it to
involve three of more member countries in a research
and development
project. This provided a golden opportunity for
networking and developing
healthy working relationships with the ministries
of education of the member
countries. Today the grant packages are smaller
and have constrained the
Centre to make a paradigm shift in its scheme
of involving several member
countries in research projects. The research
and development projects of the
Centre received much of their support from IDRC,
AIDAB, CIDA, USAID, the
Netherlands, UNDP, UNICEF and UNESCO. The common
concern of these funding
agencies and donor countries for greater utilisation
of research outputs has
propelled the Centre to improve its dissemination
strategies.
The new paradigm for international cooperation
must embrace all
international flows, not just aid, and must provide
rich opportunities for
networking and developing linkages and partnership.
One mode of international cooperation that the
Centre has been nurturing to
perfection is holding international conference
on themes of current interest
and significance. Its conference held last February
1994 provided a forum
for sharing views and experiences on the theme
"Learning Technologies for
All: Today and Tomorrow." Largely dependent on
conference fees for support,
it brought together notable personages and seasoned
educators from 38
countries and 15 international organisations
from all over the world. It
provided wealth of opportunities for the Centre
to develop and strengthen
institutional linkages and to enhance its visibility
and its institutional
capability. Some spin offs of the conference
are the Centre's mounting a
course on multimedia software production in response
to the requests of some
participants, several speaking and consultancy
invitations from abroad that
its director and senior staff received and broadening
of its networks to
include both foreign and local institutions whose
objectives are congruent
with the Centre's.
Value of capability building
International cooperation programs in the main
provide investments in human
development. If such investment and the changes
of innovations introduced
are to be sustainable, as much attention must
be paid to building
institutional capability as well as to the transfer
of resources. In fact
the effectiveness of the transfer of resources
hinges on the development of
institutional capability. An institution that
has been successful in
building its capability can increasingly shift
responsibility for the
preparation, appraisal and supervision of specific
investment to the
recipients thus creating favourable conditions
for deepening commitment and
for broadening "ownership" of the externally
assisted process of change or innovation.
To be effective, capability building must consider
how the target
organisation operates and how information flows
within it. It must also take
into account its staffing policies and career
incentives that influence the
quality of staff performance, the decision making
structure and process and
the motivational culture of the organisation.
Concluding note
The Asia Pacific Region today is in a state of
accelerating change. Its
countries are unevenly coping with such change,
with the NICs taking larger
strides than countries which have yet to attain
political and economic
stability. The region has still a lot of catching
up to do with the
developed countries in the realm of learning
environment technology. This
provides the raison d'etre for continuing international
cooperation in this area.
Future international cooperation programs on learning
environment technology
would do well to address the learning needs of
people with disabilities and
impairments, to emphasise the benefits that flow
from inter-and
intra-country sharing of information, ideas and
experience and to make those
involved in international cooperation projects
perceive the value of ongoing
research and communication in sustaining change
and innovation.
The vision of effective learning environments
through harnessing appropriate
technology in the twenty-first century will swiftly
evaporate if these
concerns are ignored. It will disappear even
more speedily if we forget that
international cooperation programs must foster
institutional and national
capability building.
References
1. Chan, Gerald. Asia Pacific Cooperation
from an International
Organisation Prospective.
Chinese University of Hong Kong, 34pp.
2. Herold, Peter, Qutub U Khan and Hans
Reiff (1983). International
Cooperation in Education
in Countries of Asia and the Pacific:
Objectives. Statistical
Trends and Prospects. UNESCO, Paris. 51 pp.
3. Organisation for Economic Cooperation
and Development (1992).
Development Cooperation.
Paris pp. 54-73.
4. Soon, Lau Teik and Leo Suryadinata (1988).
Moving. into the Pacific
Century: The Changing
Regional Order in the Asia Pacific. Singapore:
Heinemann. pp. 9-23.
5. UNDP (1994). Human Development Report
1994. UNDP. Delhi. Oxford
University Press, pp.
61-89.
Footnotes
1. UNDP, Human Development Report 1994. Oxford University Press, p.61.
2. SEAMEO - Southeast Asian Ministers of Education Organisation.
3. CIDA - Canadian International Development Agency.
4. Op.cit. pp. 79-80.
5. SEAMEC - Southeast Asian Ministers of Education Council.
Please cite as: Sutaria,
M. C. (1994). International cooperation
in learning environment
technology: Asian perspective. In J.
Steele and J. G. Hedberg
(eds), Learning Environment Technology:
Selected papers from
LETA 94, 338-343. Canberra: AJET
Publications.
http://cleo.murdoch.edu.au/gen/aset/confs/edtech94/rw/sutaria.html
------------------------------------------------------------------------
[ EdTech'94 contents ] [ EdTech Confs ] [ ASET
home ]
This URL: http://cleo.murdoch.edu.au/aset/confs/edtech94/rw/sutaria.html
Created 26 Mar 99. Last update: 26 Mar 99. HTML
editor: Roger Atkinson
[atkinson@cleo.murdoch.edu.au]
****************************************
List of Distribution
Dr. Minda Sutaria
Director
South East Asian Ministers of Education Organization
(SEAMEO)
Innovative Technology (INNOTECH)
UP Diliman, Commonwealth Ave
Quezon City
Manila, Philippines
tel: 928-7348
fax: 921-0224
info@innotech.org<<February 24, 2000>>Did
not work.
http://www.innotech.org
http://www.islesite.com/innotech/
http://www.islesite.com/innotech/news/story.turning.htm
http://cleo.murdoch.edu.au/gen/aset/confs/edtech94/rw/sutaria.html
Thomas D. Tilson
Vice President
Learning Technologies and COmmunication
Academy for Educational Development
1875 Connecticut Ave. NW
Washington, DC 20009
(202)884-8247
202-884-8000 (main #)
fax (202)884-8402
ttilson@aed.org
Steve McCarty
Professor, Kagawa Junior College
President, World Association for Online Education
(WAOE)
3717-33 Nii Kokubunji, Kagawa 769-0101 JAPAN
+81-877-49-8041 (office, direct line); Fax: +81-877-49-5252
steve@kagawa-jc.ac.jp, steve_mc@kagawa-jc.ac.jp,
mccarty@mail.goo.ne.jp (web mail)
Website Map: http://www.kagawa-jc.ac.jp/~steve/
Home page in Japanese
/ English
/ WAOE organization
Online library in Japanese
/ English
(Asian Studies WWW Virtual Library 4-star site)
Fundamental
Projects of Dr. Takeshi Utsumi (English and Japanese)
Global
University System Asia-Pacific Framework
Rafael Bozeman Rodriguez, Ph.D.
#7 Visayas Avenue, VASRA
1128 Quezon City, Philippines
+632-524-7118
Cedllphone: 0918-880-2799
Pager: 1481-792171
Powerpage: 633-3333
rbrsat@pworld.net.ph
ralphrod@nsclub.net
paeling@mailcity.com
**********************************************************************
* Takeshi Utsumi, Ph.D., P.E., Chairman, GLOSAS/USA
*
* (GLObal Systems Analysis and Simulation Association
in the U.S.A.) *
* Laureate of Lord Perry Award for Excellence
in Distance Education *
* Founder of CAADE
*
* (Consortium for Affordable and Accessible Distance
Education) *
* President Emeritus and V.P. for Technology
and Coordination of *
* Global University System (GUS)
*
* 43-23 Colden Street, Flushing, NY 11355-3998,
U.S.A.
*
* Tel: 718-939-0928; Fax: 718-939-0656 (day time
only--prefer email) *
* Email: utsumi@columbia.edu; Tax Exempt
ID: 11-2999676
*
* http://www.friends-partners.org/GLOSAS/
*
**********************************************************************
Return to: Global University System
Early 2000 Correspondence
Web page by Steve
McCarty, World Association for Online
Education President