ERIC ED125587: ETN-SCA-SEEN Dean's Advisory Committee, 1972.

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ED 125 587
TITLE

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IB 003 673

ETH-SCi-S2BH Dean's Advisory Conaittee/ 1972.
lisconsin Oniv. / .Jiadison, Dniv. Extension.
72

112p.; For related docusents see IB 003 67^-679
HF-$0.33 flG-$6.01. Plus Postage.

AudioTisual Centers; •Guidelines; Higher Education;
♦Hetwoxks; ♦Prograi Evaluation-; Publicize; Tele{)hone
CoiDunication Systess; ♦Telepione Instructioir;
'♦University Extension . , '

sducalriona^l ^elBvasixm Setv o rX-f S t^ te vid ^-^i^t-e nsicB -
Edacation , H^t¥,9T*; Sql)6idiary €oii»anicat.ions
Authorization ;. ^University of Wisconsin

ABSTBACT . - '

A coBnittee was established to reexamine guidelines
established for the University of Wisconsin's Educatioxial -Television
Het¥ork operations. Subcoiaittees investigated: (1) program design;
(2) publicity and prcBOtion; (3) technical systeas; {^) learning
centers; and (5) operational procedures. This report suaaarizes
overall recoamendations and includes copies of each of the
subcoaaittee reports. (SKH)

^ . Docgaents acquired by ERIC include many inforaal unpublished , ♦

♦ aaterials* no±* available f roa other sources. EEIC aakes every effort

♦ to obtain the best copy available. Nevertheless/ iteas of aarginal

♦ reproducibility are often encountered and this affects the quality

♦ of the aicroiiche and hardcopy reproductions EBIC aakes available

♦ via the EBIC Docuaent Eeproduction Service (EDRS),. EDBS i$ not

♦ responsible for the quality of the original docuaent. Beproductions

♦ SupBlied by EDBS are the best that can be aade froa the ori-gina'

♦

ERLC

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COOPERATIVE EXTENSION PROGRAMS ^
UNIVERSfTY OF WISCbNSIN-EXTENStON . .

COURTHOUSE ANNEX. P O. BOX 309. SPARTA W!S S4656 ARjfA CODE 608

COMMUNfTY PROGRAMS ; ' *

MONROE'COUNTY OFFJCE

January 26, 1973

Dean Luke Lamb • * ^ , /

Educational Ccmuiunications * ' - • . * i

University of Wisconsin-Extension " ^

^32 North Lake Street

.Yadison, Wisconsin 53706 ' . . .

^ear Dean Lanb :

. Kefewith, is -enclosed 'the report from the ETN-SCA-SEEN^.
Advisory Conmittee that you appointed, some month-s agQ. The ^
committee apologizes for the length of time consumed in pre-*'
paring this report. The committee members, who^are located
throughout t^he state, found it difficult to hold meetings and'
continue subcommittee activities' because of other prpgramming
responsibilities. However, it is the feeling of the committee
that the recommendations that did emerge^ are of significant
value and will prove useful in -implementing the many roles of
University of Wisconsin-Extension in .providing educational"
opportunities to students throughout the state.

The committee had enough expertise to discuss and develop
new programs on a raulti-dimenslonal level. A good example of
this v/as the emergence of the learning center concept or as
the committee suggests,, instructional re^^rce^ centers. In
addition, the committee developed in-dep|th reports on program
design and technical aspects. Until these matters were lyesolved,
it was difficult to outline the operational procedures and
promotion and publicity. -

As of thisi' time we iieel the committee has fulfilled Its
obligation. , If. you desire further discussion of this report
or any segment thereof, please do r\ot hesitate to r^uest
amplification, from any individual committee members .or from ^
me . ' • ■ • ' ^ • • ,

Sincerely, - ,

Leonard R* Anderson
Extension 'Resource- Agent
Monroe County

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"UW-EXTEN8ION PROVIDES EQUAL OPPORTUNITIES IN EMPLOYMENT AND PROGRAMMING *

UNivgRStTY OF WlQCONStN # UNrTED STATES DEPARTMENT OF AGRlCULTURE_^_idONROI_COyN^^

ETN-SCA-SEEN ADVISORt COIl^aTTEE REPORT

CONTENTS

I. Introduction
II, Summary of Recommendations
III, Subcommittee Reports
' Program -Design
' Publicity and Promotion
Technical Systel^s
Learning Centers
Operational Procedures

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INTRODUCTION ,

The ET!i-SCA-SE£n Advisory Committee was appointed by
Dean Luke Camb, Educational Communications,- University of

Wisconsin-Extension, t o explo re and re-examine^previous guide-
lines established for ETN-SCA-SEEN operations. The general
areas predefined were (1) program design, (2) publicity and
promotion, (3) technical systems, (^) learning centers, and
(5) operational procedures. To facilitate st.udy of these ' .
areas^^lt was suggested that subcommittees be formed with
committee members yoluhteerinj; to serve in tjie area of their
special interest. r . ' ^

Considerable time has elapsed since]this advisory committee'
was appointed because of in-depth pursuit of the are'a^ assigned
and the bro^ expanse of discipline involved in committee

■ • ■ ' -V"

assignments .

The report is divided into the five subcjpihmittee areas;
thus, detail supporting the overall committee '^s recommendations
can be substantiatecf in foilov^ng reports. Specific recommenda-
tions are included in the summary.

* * c

The committee realizes that this report must be reviewed
by the University of V/isconsin-Extension Administrative Com-
mittee. Once the report has been adopted by this committee,
we suggest that the following technique be used to inform, the •
faculty of proposed changes in the operation- of the controlled

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9 Z

communications system*. * ^

1, The advantage of having broad* faculty represeot^tion on
the committee shquld' be utilized 6y assigning to committee
•members responsibility .for discussing the report within
their respective districts or divisions.

2^— Jtems on the report^,4;hat are approved by. the AdministratiYfiL
Committee should be the basis for the development of ,a
handbpok on procedures f prop;ram d'esign, promotion and
publicity, and operation of • the 'controlled communications
system. If a communication system is to be a usable " '
" educational .tool .of University of V/isconsin-Extension, a
concerted effort must be made to inform all 'faculty mem-
bers of its at^tributes and limitations.

3.- •The functional operation of these communication systems
' is a team effpr-t made up of the department doing the pro-
gramming, Community Programs Division, and the educational
media specialist.' Only^ through a cooperative, effort of
all units will the students ^ throughout the state benefit.
In good program design, v/e must evaluate our functions
on a regvi^lar basis. In order to expedite this evaluation
process it is recommended that.a^ smaller committee be
maintained for the purpose of updating and Improving the
recomm^ended procedures. This group could serve as media-
tion between departments on proRram priorities.

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6'

Cotnmltt^' f^mbgrs ' '
'Leonard R. Andgrgori - chairman, resource agent, Monroe County
Glenn D. Bafquest. - .associate prof^.ssor, Agricultural^Engiheering*
Russell -Baumann - Wisconsin Telephone Company . *
Richard Florence continuing education ageht

Willard Kamm agricultural agents Eau Claire County ■
Richard Hansen - director, Postgraduate MedicJ.ne . '
Helrhuth R. Lautenschlager - continuing education agent
Erwin F. LeVerenz - resource .agent,* Lincoln County

. * ^ ' ' ' ' *

•Lome A /"Parker - asMstant director/ Controlled Communications

" , Systems ' • . • - '

Beverly' Peterson - home eQanomist7' Lincoln-'County ^ ■ ■

Norbert D. Schatjhtner .''chairmap and agricultural agent,
\ . ' ' /Door- .County . . -

Eugene Starkey - professor Qf dairy science ^ \ ^

.Paul M. Tierney - assistatn diJ?ector, Administrative Services

Constance Threlnen - specialist. Women's -and. Family Living' .

Dwaine H. Traeder - chairman and ag.:picultural a^e'nt, Ashl'and

County . ' - ■ ■

Douglas A. Yanggen - professor, Agricultural Economics. •

Harry P. Zimmerman - coordinator. Program and- Staff Development

■Ex Officio Members ■
Ray Duerst ^- Public Information * ;

Dennis Gilbertson - engineering coordinator. Controlled .

Communications Systems

David Jensen - director, Student Serv^

Orvllle liankwitz - communication specialist
Denton Jones p;»oductlon coordinator, ^CS
* William Lawrence ~ continuing education agent
Judy Reed ~ Public Information i •
Millie Seaman - program coordinator / CCS

• /

/

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. 8

SUMMARY GP RECOMMENDATIONS

Program Design
Program design is basic to pres'entin^- a^^ell-designed
lear^iing situation for specific clientele. This subcommittee
suggests that program orginators consider six stages' in their
program planning: (1) description of clientele; (.2') clari-
fication of purpose; (3) program format; (^) consideration qf
specific ^techniques; (5) planning the preparation schedules;
and (6) evaluation procedures*. , .. • '

Faculty and administrators should determine when.ETN
can effectively reach. more people and communities fhan/otjier
methods in carrying out- the nlission of the specific program '
area. .When it has been determined that ETN is the most
effective vehicle, responsibility for the ETN programming
should be carried by experienced faculty members who have
•iworked enough with, the target audience to know their interest^
. ahd modes of V response. These faculty members should also have
knowledge of land aptitude for radliD broadcasting or public
speaking. Tekching style is. important , involving , the particl-

'. plants in doing' more than' listening

■ '\ ' ' ' ■>

' Since ETN is a medium for instruction, evaluation is

necessary to determ^e if the educational objectivei of the
program under consideration have been achieved. The evalua-
tion problem is ^ompl^x and to meet this'- need a program

;evaluat^on checklist (PEC) has been developed. 'This PEC

consists of a list "of stafcemonts that define specific aspects

of a program. Participants are to evaluate each sfatemept

to determine how well it fits the description of a program.

The subcommittee recommends that' after* completion of this

Checklist and preparation of an evaluation report by medns , ^

of a computer -program, the program planners meet with ETN-SCA /

^ ■ A

staff to interpret the data.

Promotion and Publicity
A clear distinction of responsibilities between deprart-
ments, the Gffice of Public Information, and country o'ffices
is outlined in this subcommittee report and follows a logical,

sequence. / * ^

1. Controlled Communication System logo should be adopted in
conjunction with the UW E;ctension logo. (Exhibit a of

report. ) ' . ' ' •

2. A standard format for brochures has been suggested to
provide continuity. (Exhibit B of report.)

3. Press releases are the responsibility of the Office of ^
; Public' Information in cooperation with programming depart-
ments and Controlled Communications System.

'H, Special press releases should be prepared that are adapt-
able 'for use^ in specific, organizational newsletters and

publications. ' , ^^^"^s^

5. Limited newspaper advertising may be prepared for publica-
tion in regional Sunday newspapers to provide statewide

10 ' ' -

coverage.

6.- An inexpensive handout listing all of -program offering

for a specific- semester should be prepared' so that county
offices can distribute th6m to various clientele groups.

7.. A general promotional poster has been suggested to promote
the use of the Controlled Communications System. (Exhibit
E of report . ) «

8. The Office of Public Information will assist departments
in preparing feature and human interest 'stories.

Tec^rriT^^Sys'tems ^ .
The present ETN-SCA-SEEN technical syitems are near their
capacity to meet the programming requiremehts of departments,
divisions, and clientele; however, there are .insufficient data
on which to formulate the- type and amount of increased capacity,
that will be required in the future. Various alternatives were
considered: Based on uncertain projection of future need and
estimated c'o^t/benef it ratios, the committee 'recommends that
The Director of -Controlled Communications Systejn request
funding for the 1973-197^ academic year to establish'the
• following ETN-SCA-SEEN network: (l) 'general .circuit ,
(2) credit course circuit, (3) SEEN audio circuit, (4)
■S*EEN electrowriter circuit, and (.5) SCA circuitj^ The
ETN/SCA control room should have the capability of pro-
gramming over the general credit course and SCA circuits
separately or collectively, with the SEEN circuit remain-
ing sepkrate! This involves the creation of a new credit

11 *

it

4

course circuit based on ,the proposed learning center
locations to provide increased simultaneous program ^
capacity. Annual increased cost is estimated a\t^$l8,000. ^
The iZCJS staff receive additional funding during \the 1973-

1976 biennium to collect data .on which to baqe d^cision^,

\ \ \

r.egferding' future needs for ETN-SC^ft^^N--t-e<^lcal\ systems..
The estimate annual cost is $6,000. Recommendations are
to be made prior to budge1:ing t'hef 1975-1977 '^ennium.
Various methods pf improving .the quality of the present' ^ -
system were considere'd. Decisions were based again of what
data were i^vailable and the cost/benefit ratio. . The^^^plnmittee ^
recommends that * * *

llew speakers and transmitters* be installed at "all ETN*

conference outlets as soon as. they have been per'fectetfl
and can be produced in quantity • Anticipated additional
cos.t is $7,000-

# Minor improvements be nj^de in the procedure for reporting

' and correcting technical problems, and that additional

I

data be collected on the effect o^f technical problems
''^ on educational programming^

^ ' Learhing Centers . . ,^ '

The committee makes the following recommendations:

1. Learning centers be called Instructional Resource Center
(IRC). - ' ^ /

2. A pilot project be organized- in studio A, Controlled

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Communications Center as an irtetructional fesource center ^
and that, research studies be developed to determine environ-
ments conducive *to adult learning. The results of these '
Studies should be applied to otijer instructional resource
centers throughout the state.

The organization of 12* learning^ districts in the state to
follow community programs administrative districts as
closely as possible. ^

(a) Instructional resource centers.be established In ^
learning districts for the initial project.

(b) ' The establishmertt of a learning center in each county.

Operational Procedures
The major recommendations of the operational committee'

>

as f 0-1 lows:

The initial ETN-SCA-SEEN Advisory Committee established
that a faculty person should be identified by each
district director to coordinate the ETN-SCA-SEEN programs
in. each county. This person is called the local program
administrator (LPA). The committee suggests that the -
Ideal program administrator^ be appointed on a yearly
basis in writing by the district director,- that a list
of local program administrators be approved by the
Community Programs administrative committee^-, and t2iat •
the CCS department be nbtified by April 1 of each year..^
Thus far the ETN^SCA-SEEN systems have been user systems.

10

The. coijOTittee strongly recommends that suggested criteria
and program planning guidelines be used and enforced by
■ ^the CCS faculty. . ' • .

3. The use of ETN-SEEfJ should be^ limited to Extension-sponsored
programs. The committee recognizes that ETN-SCA-SEEN are
effective' vehicles for public service, therefore it should
be the responsibility of departments to work in conjunction
• with "outside ageftcies to perform this mission.

k. A1;l ETN-SEpN listening locations must be under the Juris-
diction" of Extension faculty. Until such time that the
communication systems can be secured, oth^r liatening
locations will not -be^ considered-.

5. A scheduling, ^procedure is recomm^ended that will allow '
,^ . departments to reserve, time at least Viine months •in

advance.^ Departments negotiate times with other depart—
ments. Any_ department that can not work out schedule
difficulties will be referred to the .Advisory Committee
for mediation.. Departitients not using the times reserved

" * in advance will be assessed $100 per hour not used.

•6. The committee recommends that instructional design com-
mittee procedures to utilize^ th^ systems and the progj?am
planning criteria as outlined in the report be adopted.

Definition of Terms
In order to establish a common understanding it is the
coipiittee's suggestion that the following terms be submitted

14

11

and ref-erred to in the utilization of programs transmitted on
the ETN-SCA-SEEN systems. . ' _ •

1. Controlled Communications Systems is a department in the
Educational Communicajtions Division, one' of th^ five major ,
divisions of University of Wisconsin-Extension, CCS is
resppnsible for the entire ETN-SCA-SEEN operation, including
design of programs, coordination between the programming
departments and local program administrators, technical *
operations, engineering of ETN-SCA and SEEN systems,
prograan- evalua1:ipn, and general administrative functions.

2. Program department means the department or the person
responsible for supplying the content* and general organt-

I

' • zation of the ETN-SCA-SEEN prpgram,
3,.. District director is "the person|,j::es^onsible for the

supervision of the community programs 'facility located
in the county. It is the responsibility of the district
director -to administer the ETN-SCA-SEEN locations within
, His district. It is also the respdnsibili.ty of the

district director to appoint a local program administrator
for each ETN-SC'A-SEEN 'listening facility located within
his administra±'iVe district.

Local, program administrator is the district director's
designee to assume- the responrsibility of coordinating,
promoting, and administrating all programs to be- trans-
mitted by^ the ETN-SCA-SEEN 'systems at the particular*
designated listening locations. Each LPA should be

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appointed yearly and notified by the district director in
writing. A -list of LPAs should.be provided by each
district director to CCS by April of each year.
The studio moderator is the person responsible for con-
ducting the ETN-SCA-SEEN programs,' either from the campus
Old Radio Hall Studio of the University of Wisconsiji or"
from a predesignated location.

Local program gonvener is the person selected by the pro-
gramming department and by the* local program administrator
to assist with programs at the local level. The convener
can have many roles such as identifying clientele for,
programs, assisting students in developing a familiarity
with appropriate communications systems used and in
general,, helping people obtain a positive educational
•experience. ^ ^

4

*

' 16

PR0GRA>5 DESIGN SUBCOI-U-ilTTEE
REPORT

Subcommittee Members

17

1^ .

GUIDELINES FOR THE PROGRAM ORIGINATOR *

Decisions about when to use Educational Telephone Network'
begin within the program area. The faculty and administrators
need to consider if ETN might accomplish something for them
(e.g., effectively reach more people^nd communities) that
they would not be able to do through other means. It should
be seen as one of several vehicles that can be used in carrying
out the mission of the pragratn area. ' ,

Responsibility for ETN programming should be carried by

experienced faauiiy members who have worked enough with the

,targ^t' audience in face^-to-face situations to have a sound

idea of their interests and Jnodes of response. Authority

§hould rest with a planning group consisting of the content

specialist and aft ETN. coordinator. Whenever possible, the

Extension faculty member who works "through the ETN should

hav^ soae knowledge* of and an aptitude for radio broadcasting

* * •

or public speaking -and a voice- that has warmth and carries

well through m^dia". It is desirable ^toj use sample -tapes to

help "perfect these qualities, for Educational Telephone Net-

work does have unique characteap.istics .

As suggested "in Figure 1, there are six parts in plan^iing

an ETN pro-am: ' (1) describing clientele, (2) clarifying ther'

purpose, (3*) basic decisions regarding format, i^) planning,

. ^ ■',*»'

specific techniques, (5) planning the preparation schedules

»

and (6). evaluation procedures;

. 18

PROGRAM DEVELOPMENT FLOW CHART

Program oq^ginator has need Vox Educational Telephone
Network capability and has Identified sub.lect area.

■< Immediately
^ Contact*

Educational Te-lephone Network coordinator* who assists
In finding a time' slot and encourages further devel-
opment of the program based on the following considera-
tions:, N • -

T;^ Description of clientele

2. Clarification of purpose

3. Format of program

H. Consideration of special

tQChni^u* ^

3. Prepai*atjS?5n schedule

6.' Evaluatl'on , ' - .

If Needed Call
PROGRAM AND STAFF
DEVELOPMENT for as-
sistance in develop-
ing these consider-
tipns.

Basic Decisions " ' . ' - ' ^

In preparing an ETN program; the program originatoi* needs
to have thought through th^ following: ' Note: Assis:tance can
be acquired through the Division of Program and -Staff Develop-
*ment, University of Wisconsin-Extension.

'l. Description of .clientele—What is their interest in the
, subject matter? How Intense Is the Interest? Is there
an Identifiable reason -for the interest? In addition,
how wa^ existing knowledge, acquired? Where would' the
clientele most likely go for a4dltlonal Information on
» ETN coordinator mu^st have adequate lead time-.

19

1 \

the subject? What is the level or subject knowledge?^
What is their general attitude toward the subject under
consideration? What are their listening habits?
2. Clarification o'f purpose—What doe^ the program originate
wish to accomplish through the ETH program?. Is there an
interest in simply exposing clientele tx? content? Is ^
there a certain amount of learning expected? What should
participants do with content after the program? Apply it
in their own situation? Remember it? Share it with
others? Is it appropriate to expect all participants
to achieve the' same outcomes?
Final decisions about format will be made with the ETN
coordinator in. a t^am r*elationship . However, some explora-
tion of ideas in advance may help "the program coordinator
get the feel ''of what he is doing and make more realistic
decisions about what he wan-ts to accomplish. ^ . '

Format, although- related to the above, is more specif i- ■
cally concerned with the general scheme for presenting -the
program. Decision for format should take into consideration

the .following: ' . , , ^ ■ • »

1. How much/question and answer time is needed?

2. ' Is there need for discussibn ti'in^by local groups? _

3. What level of subject detail or abstraction should one
deal wi.th?

1|. Should the program be taped? What is the logical organi-
zation of the content? a • '

" • 20

17

5. What are the content Unfits in terras of. time and
participants' ability to grasp the main ideas?

6. How much redundan^cy is needed? What are the key ideas?-

7. Has an adequate outline been prepared for the participants?
Is there time for summary of key points?

8. *' Will visuals be used, or other local 'resources?

9. How much time should be used to introduae the speaker?

10. How' long will their, (the participants') interest hold?

11 : What speech' rate should be used? Should there be time
for notetaking?

12. What sources for additional information are available tO'
the participants? Is independent study involved?-

13. Is this credit or noncredit programming? ^
1^, How much lead time is. heeded?

Established procedures for face-to-face learning can be
used as a guid^ for developing .ETN programs , but the unique
characteristics of ETN must be taken into' consideration.
References on program techniques and appropriate adult
education texts will give you information on how to use the
various methods in face-to-face situations. You wj.ll have
to adapt them to ETN.-

Specific Techniques

Programs where the -basic intent is. the provision of
information usually include two parts: (a) presentation of
the content and (b) opportunity for the participant to
interact with that content . Some id^eas for presenting content
follow. However, many new techniques may come out of planning

18

a s^Secif ic program and. through experience with .the system. .

1. Lecture

« . ♦

It is difficult for, one individual to hold attention and
effectively guide learning for more than 5 or 10 minutes
unless he is particularly dynamic and appeals to the
particular participants. Supporting visuals (picture
of the resource person, outline of key points, diagrams,
charts, etc., either as print handouts, overhead trans-
parencies, or slides) help.

2. . Tandem lecture

Tv/o or three voices cooperate in presenting a somewhat
longer lecture either - sequentially or in rotation. How-
ever even with the -change introduced by change of voice,
long' inputs of a lecture type should include variation -
in terms of activity, such as rhetorical, questions which
make people think, illustrations, or. case examples that
require an individual to follow along. ^

3. Symposium . , ^ |.

The symposium is more formal in structure ' t^an the panel.
It begins ^Ith a^statement from t^e ETN-SCA studi(^ moderator
about th^roblem or question and follows with, a series of
short speeches. After the speeches, the dlscussidn becomes
•formaa as the members of the symposium question or^e another.
Following this exchange, the £TN-SCA,listeners mayi ask •
questions.

k. Dialogue

Two experts discuss a topic as 1;hey hand the 'c'onversatibnal
■ ball back and farth. Thi^ is most effective if voices
are quite dissimilar and if the two experts can project
their own jsersonalities without making the listeners feel ^
- excluded.

5. Interview

• Key ideas in-the lecture are brought out by interaction
bet-ween two people, one serving as interviewer and/op
reactor, the other as the expert. . ' |

Quiz the expert ■ ■ '

Pour or five 'individuals, either in the studio or in'^
' the listening audience, are assigned given areas on ]{nich
to question the experts. Eaqh should have a time liniit

22.

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19

and should/know in what order the general topics have
been plani<ed. Expjerts should also know in advance the
general trends that the lines of , questions will take.
Or, in simpler form, five questions that cover the basic
points the lecturer wants to make are designed by him
and given to five people to ask.

7. National expert ' -

Educational Telephone Network- is particularly adapted to
drawing upon experts throughout the United States or
world at limited cost. They can participate by telephone
frpm their omx home or office. If more convenient, they
may be asked to ^i>repare a brief tape of their main points,
whi'ch can be played; the expert can be brought into the
'discussion live by^means of the telephone hookup.

8, Advance input (particularly important for credit classes)

V/hen you know the audience well and know that (a) you can
rea^ii^them easily through the mail and (b) they will co-
operate and" consider material in advance, you may want
to rely on preprogram preparation for the basic input
before using the ETN program far interaction with the
material. If you feel that many in the -audience may
not have studied sufficiently to carry oh that inter-
action, yo«r will nee4 to find a clever way to review
.the major points of' the assignment * without boring those
who have studied.

Parti-cipants interacting with the material may- ask
questions for clarity. Regardless of what other 'activities
are used^ time should be taken immediately after the p'resenta-
tion 30 tirat^^listeners have the^opportunity to ask for informa
tion they missed or clafify something they did not urtderstand.
Participants may raise questions that will expand the content
under consideration^ . ' « ^ •

The listeners may be encouragisd to discuss ideas with '

e

the speaker for his reaction or share their reactions to
ideas provided by the speaker with other members of this _
group.^ The .modera-tor or lect^irer may want to direct the

20

audience to discuss among themselves and then to formulate
the comment that t>iey want to share with the speaker or the
rest of the group. Thus, participants would know ahead of
time that everyone's question could not be answered.

The lecturer or studio moderator may present a set' of
questions or short, easy tasks based upon the input and ask
participants to answer them. The^ participants ' responses will
help in judging whether the messap.e has been understood'.

Providing information is one thing, .but in some instances

the objective might be to have the participants search for _

information; to cause them to think or solve a problem.

Techniques that may be particularly helpful include the case
— t ' -

study method . Instead of opening with .a -question , the program
begins with a narrative about specific people who are facing
a 'particular problem. The issues are presented in vivid
form and the group considers various phases and aspects, of*
the problems. (IT IS IMPORT-ANT TO REAlIZE THAT ANY RE-ACTOR '
SYSTEM MUST BE SET UP BEFOREHAND.)

' Instead of the ETN-SCA studio moderator' giving a formal
Statement, a small group may enact a short play that is -
transmitted to ETN-SCA participants. Aftei^t the 3kit > the
participants would be Invited to participate in a problem-
solving situation.

brainstorming is an informal method. of stimulating the
imagination to' produce ideas. It is not specifically designed
to^ solve a problem, but to accumulate a list of approaches, - .

21

possibilities, or schemes.

In a - discussion' method , which will h^lp participants
search out information, the leader makes an opening statement
or lecture, opens the discussion, and -then urges the group to
participate.

In addition to using the ETN-SCA system as a means of
giving out information or for problem solving, there are case
v;here learning takes place through seeing mOre than, one side
of an issue or point of view ra.ther than through absorbing
information. Content input might be made in the studio a-s-
two experts adypcate different solutions to a problem and
have an opportunity to question each other.

Teaching Style ' * , -

Your own teaching style is important to ETN programs.
Following are some general guidelines:

1. The'^longer tHe program the 'harder it usually is to
maintain inteVest and learning efficiency. Usually an
ETN session sreijald be no longer than an hour.

2. ETN programs shoula -involve variation in activities and
change in pace. ( , ,

3. ^^^rbgrams should not be gimmicky and waste .time in an ^
attempt to buy acceptability.//

^ J^~^AcTlVttl^ should be kept sirfl|n.e' because you do not have
•direct contf^ of each learning^group ,

5, Programs should involve pcTrtic.i^^arvt^ in doing more than
listening. They should ^b^ so designed that they bring
about thinking, discussing, problem solving, etc.

6. The balance bet^ween the amount of 'time spent in presenta-
tion and the* amount in learner-xpartlcipation through dis-
cussion need^' to be carefully calculated for eaCh group. ^
In general, adults tire of .list^ening and like to get into

22

the act. However, there raay be some reluctance to do so
uhtil they master the art of making the ETN system serve
their purposes. In working for this- balance' consider who
knows what- about what and^ how easy -or difficult it will
be for the group to catch hold of the main ideas. '
/ - " . ■ ■ - ^

Planning Your Preparation Schedule , • *

Now, how are you going to get the program from paper
into action? Design k plaa for yours.qj-f with deadlines.
Remembering that t^ie first session should be one of the ^ ^
strongest consider these questions:

1." "V/here.is the program going to be Originated? Will you '
need supporting staff to work on thfe- program? If so, • ■
what budget?

2/ When must promotional materials 'go- out? t«) whom? how?

3'. Whaf^lead time do program administrators an^^conveners
heed? / . . " ,

What about registration? ^

5 If you will be using visuals-,, -when, dnd howlmany must^be
reproduced in order to' reach the loc^l outlets in time? ^
When must you have your .plaas-^ef initely in .order for
them to .'be.made. and^^eproaUced?' '

■6. ' If you are. using guests or sharing the work, with others
in the unit., how will you synchronize efforts?

7... What amount of . time after the program will -be nee'ded ^•
• * fdr. follow-up? ^ , . .

8'. po you\need tp send any^ isther materials tp the conveners?^
9. Do' you, need prerecording for backup purposes?
10. Do, 'you have" a convener assigned to each station?

ETN-SCA EVALUATION

. Development^ of a Method / .

Educational

•Telephone Network is a medium for ■ instruction.

erIc '

To date, its impact upon an audience of learners has not been
thoroughly evaluated. The' evaluation problem is complex,*
involving the measurement of effectiveness in two fields,
education and communication. '

To-meet Jthis needs, a program evaluation checklist (PEC),
an evaluation instrument, was developed 'to study the relation-
ship between the educational telephone system of communication
and 'the educational objectives of^a program.

The use of ai\ evaluation system has necessarily r.equired
a cooperative effort between content specialists and educationatl
communication specialists. Such effort^ has led to agreement '
concerning a number of variables common to the concerns,
interests,- and objectives of both disciplines. These vari-
ables are clustered into the broad categories of (1) the
adult participants— their characteristics such as sex and. ^
age;' and (2) the educational program— the effectiveness of
such aspects of the program as^ its organization and presenta-
tion. Such a study of the personal characteristics of adult
participants serves to inc-rease" the general understanfling of- '
the audience and also permits correlation between an antici- ^
pated audience and an actual one. .The characteristics of
adult participants that should be considered include (1)
sex, (2) age„ (3) educational background, X^) professional

experience, (5) presept occupational position, (6) major -

areas of responsibility^ and„ (7) motivation for attendance.
Together these characteristics provide a profile of the •

27

2i}

adult participant in the ETN-SCA program.

The other major research variable is the educational
program itself* It is assumed that expectations of this *
educational program can be defined and that the organization,
presentation, and impact of the program can be systematically
measured and fevalxiated. ^ The expectations of an educational
telephone program follow: ^ • ^' --7^'

1^ The program presented over- an educational telephone net-
work will involve the ' developjnent of an atmo.sphere that
is conducivepo learning.' 'Specifically, careful con-
sideration will be given to the arra'ngement .of the rooms,
seating, and ' lighting, and to the availability and use
of auxiliary equipment.
2.4 The program will be coordinated with the administrators
,at each 'listening station throughout^ Wisconsin.^

3. The^program content will^be organized and presented to
maximize participant understanding and application of
course Materials.

4. The program will be organized and presented as a well-
defined course unit.

5/ Some thought should , be . givfen to the use of this media and

abill^^^to interaat.

These expectations were translated into the spiecific

•and measurable res^rch variables pf the following:

1. Environment — the arrangement of the physical facilities-, '
seating, lighting, e^. • »

2a

25

2. Technical compopents — the functioning of the mechanical
components of the program (e.g., telephone equipment),

3, Audiovisual materials — the juse of auxiliary materials
and equipment (slides, etc).

Convenor's behavior — the performance of the person
responsible for the incjividual listening station.

Lecturer's behavior — the delivery of the course material*

6. Program process — the involvement of the participants in.
the pre'sentation and discussion of the program content.

?• Program influence— the impact of the educational program
upon the participants.

Together these variables represent the components of

educational communication.

Research'and Evaluation Instruments

« *

The rating scale suggested represents a systematic

procedure for measurement. The data derived frojn its-use
are amenable to simple statistical analysis. ""'^ ,

The PEC consists of a list of statements (items) that
define specific aspects of a program (content, method of
presentation, etc). The participants are asked to evaluate
each statement and determine how well it fits the description
of a program, . For example, in evaluating the impact of the
program, participants are* asked to evaluate the statement
"People tended to leave before the presentation was completed."
Participants record their^ evaluation by selecting one of four
categories: not descriptly.e, minimally descriptive, somewh
descriptive, and rriost descriptive. ^

29 ,^ .

ERIC

)

26

Evaluation Procedures

1. Evaluation will be built into programs -designed for the

ETN-SCA systems.

^/^^

2. Evaluation instri^ents and material? will be supplied by-
the ETN-SCA office-

3. Instrucfions for administering the evaluation will be
supplied to the program department so that the evaluation
can be an integral part of an ETN-SCA program. ,

At the completion of a program evaluation, the local
program convener will collect the instruments and mail
thei^ to ' ) . '

ETN-SCA Evaluation , - ^
University Extension
Radio Hall -
Madison, Wiscorvsin 53706

5. The evaluation instruments will ;be coded and processed by
means of a computer program developed for this purpose.
From the tabulated^ data, art evaluation report will be
prepared. F'or the"^ continual improvement of futui^e,' pro-
gramming, the data wllL be Interpreted in terms of
strengths and weaknesses .

6.. Program , planners and ETN-SCA staff will' evaluate ^he
results of the report at a meeting.

.30

i

PUBLICITY 'AND PROMOTIONS SUBCOMMITTEE
REPORT

January 1973 .

\

Subcommittee Members

Constance Threinen, chairman

Leonard Anderson

DjLc«k Ploren^

Willard^ Hanttn

Judy Reed *

Ray' Duerst

Millie Seaman • /

31

?8

Underlying this report is our basic awareness that
consistently good program content and technical quality made
releva'nt -by^ local involvement helps create its own publicity
and promotion, just as, conversely, no amount of publicity
and promotion '-caa very long overcome a reputation for poor
quality. Assuming ^on-sistently high quality, we submit the
following report of problems and recommendations for improve-
ment in publicity and promotions of ETN-SCA-SE'EN programs.

Jivison of Responsibilities Between Department, Public
Information, and County .Off ice Departmental' Responsibilities

The depfirtment runni*Vig a program must bear 'the responsi-
bility for initiating publicity and promotion of its program.
Working with the Public Information staff, it should decide
what publicity and promotion effor.ts would be beneficial t'o
its program. If the departmen;t coordinator thinks a brochure ^
and news rjelease. are needed, it should contact the appropriate
persops in the 'Public Information office for advice and *^

assistance. (The department pays. for thp cost of brochures

i -

but the assistance in layout, final editing, and mailihg
lists is provided by Public Information. at 'no cost to the
department . ) / ' ' *

The department then .has a responsibility to inform the x
counties of what publicity its program will have and what
help, it would like from LPAs. Much of this can be, performed
through the use .of the ETM-SCA-SEEN Program announcement
form — such as whether there will be a news release on the •

program and when it wiil arrive in the county offices. In
the fprm, the department should also indicate whether a
brochure is planned and, if so, to whom the supply will be
distributed. ^ This allows the county office to be prepared
for inquiries- from that clientele,. If the department expects
a county office to help distribute brochures or perform any
other promotional support, it should contact the counties
well in advance so that ^the county can plan to include it
in its . workload . Also in the program announcement form, the
department should indicate any aids such as audio tapes or
slides that will accompany its program. Thus, the county
office can prepare for each session properly.

Public Information Responsibilities > ^ ,
Tne Public Information office is responsible for pro- _
viding promotional services. The office is responsible f or *
writing all news releases and editing and layirift^ out depart--
meqtal brochures*. It is also responsible for working with
departments and determininp; other promotio;ial channels which
may be used to reach prospective Clientele. The office is •
responsible for getting news releases on KTN programs to
counties, one month prior to each* starting date to allow
/Counties time- to Realize the releaS^es and send them to
news media.

County Office Responsibilities
The county office is responsible for promotion of

ERIC

ETN-Scli^^^StlN Drograms In Its "county . It is responsible for
V^ocalizing news releases sent from Public Information and '
sending copies of the releases to thei»news media in the
county. It is also responsible for infdrming interested - -
clinetele, of ETN-SEEN offerings. It is responsible' for
distribution of brochures only when requested by departments,
and if resources permit. County offices are encouraged to
explore and use other means of promotion of ETN programs,
such as mentioning them in agent columns, Homemaker Club
newsletters or on radio programs, TV programs, client
newsletters, etc.

Logo

An ETN-SCA-SEEN logo should be developed and used on all
promotional printed material Such as brochures, newspaper
ads, fliers, and posters., the UW-Extension logo should al?o
be used. (See Exhib4.t A for suggested logos.)

Brochures . '

The bro'chure with registration blank appears to be the
single most essfential tool for publicity. A standard format
has been developed to insure that no vital information is
omitted. (See Exhibit B for st?indard format.) The brochure
should be checJ:ed by the ETN-SCA-SEEN office and by Ray Duerst
in Public Information before being sent to Duplicating. Six
weeks should be allowed for Extension Duplicating to reproduce-
a brochure. Costs of brochure's .vary somewhat, but generally

34 •

/

5,000 brochures, 8 1/2" x 11", 2-fold varityped (the size
suitable for xeroxing, if necessary), with art work, one-'
color ink.-on colored paper, cost $150.

It is suggested that departments which plan to mail
brochures check with organizations that may be making mailings
to the same clientele group. They will frequently include
brochures with their mailings, thus saving Extension costs
of mailing.

r

Press Releases

Public Information prepares one general release on all
ETN-SCA-SEEN programs each semester, as well as releases on

\

individual programs. Departments »shoul,d contact the Public
Information office for news releases at least a month and a
half before .programs are to begin so that ^PI, in turn, can
get the releases to county offices at least a month before
the class begins.-

Public Informat^ion may coijibine some ETN-SCA-SEEN ' '
programs^ into one release if^they are designed for the sam.e
clientele,' such as t-hree courses for teachers. This is done
to reduce the volume received by counties and newspapers.

Since some daily newspapers have circulations beyond
jl^thedr county lines, there should be coordihation of news

■ . ' ^ • ^ ^ / ^ ^ . . ' s

reiea^ses sent to tHosenpjapers'. Only the LPA in the cpunty-^
where the paper is located should send a release to that'
paper, but he should include the addresses of Ideations in

32

other counties in th£_paper's circulation area". This effort
should be. coordinated by the Public Information office.

Departments are discouraged from mailing their own pre'ss
releases directly t^ raediU, ^ Wisconsin media has asked public
information people and Central Administration to reduce the
volume, of copy from institutions. Public Information, worki>i^
with county offices, attempts to reduce the/problems and yet
see that all programs receive attention, \^

Radio and 1^' Promotion

The sa'me releases prepared for newspapers should be sent
by county offices to radio and^ TV stations/in their area.

Appearances on radi6 and TV interview\i^ograms can be a

valuable addition to ETN promotion. Departments, in tonjunc-

tion with the Controlled Communications Systems- department,^

might prepare audiotapes or slides to distribute to county

.agents who have ^heir own radio ^or TV programs. (A list of

agents^ with such programs is attached in Exhibit C.)
♦

Releases for Organization Bulletins

When a clientele group can be reached via existing
organizations, the department may find it worthwhile to have
a short release drawn up for the bulletins of such organiza-
tions. A 6,0-day lead time is desirable here since tl:ie mailing
schedules can^iot be anticipated. Such releases should be^
short, perhaps^lO to 12 lines.' The^de^rtment should ^contact
the^ Public Information office to tfritve the release, providing

33

it with the address and publication date of the appropriate

bulletins. . * ^ ^

When dealing With organizations that have both local and

statewide operatibns, thought -should be given to possible

oyer-duplica'tit)n. -I-t might irritate the organization if the ,/
, Extension, department contacts thQ organization's state office

and at the same, time cpunty offices re<iuest publicity help from .
* the organization's local branches'. ^ ' /

Feature Stories ^ \^ \^

The office of Public Information can also pi?epare. feature \
•-stories about a program. Departments" can help by providing
Public Information with. something appropriately newsworthy or\
of "humaTi Interest" so that newspapers will make use of the
*copy. ' ' - -

Newspaper Ads

A single ad for all EJIN-SCA-SEEN classes for an upcoming^
semester should be .piaced^ih, the Madison, Milwaukee, and other
regional papers on-^the 'assumption that many people receive
those papers,' "A^county'off ice could, place the same ad in a
..local paper if it wishes to finance it..

Fliers

The ETN-SCA-gEEN offic? should prepare an inexpensive.

handout' containing. a listing of upcoming ETN-SCA-SEEN classes-
each semester for distribution at county fairs,- in local
libraries, etc. The list could contain only a minimum of

.EJJC •; .. .,37 •

3>i

information but should alert potential enrolless to seek more ^
information. It could be a reprint of the newspaper ad referred
to above. It should reserve a prominent space for the county's'
rubber s.tamp.' (Such a large printing is economical if it
reduces the number of brochures needed for each indivijiaal
program. )

piasters

■ Posters can bB. used wherever distribution of fliers and
brochures takes plac^ and can also be used for television
presentations where' visuals oh Extension classes are hard to
obtain. F«r 1000 posters, 1^" x 22", one-color ink on colored,
stock, the cost would be $70-75. .(An example is attached as "
Exhibit D. ) , ' " ' y

y

\ 33

Publicity and Promotions
Subcommittee Exhibit A

Hublicity and Promotions Subcommittee
Exhibit B-Page 1. ' .

\

(

\

, YOU'VE BOT A
B&OCBUfiE TO NT OUT,

• V

Publicity and Promqtions Subcommfttee
Exhibit B-'Page 2- ' , .

BROCHURES

• - r . ^ # •

Gen^raMy, brochures are 8 1/2" x II" -or -9" x 12" and t *
folded twice -fhto a -total of 6 .panel? for copy. Host brochures
are designed as self-mailers. One panel will be used Tor
the address panel; the remaining panels are used fgr program •
information and a registration or retjuest forjn. A* typical
8 1/2'' X "11" layout should look something like the attached
dummy. ^ When this brqchure is .printed and foljded, panels' 1^ ^
2, and 3 will be on the inside and panels ^, 5j and 6 vfill
be on the outside. (See Dummy A -and Ejummy B.) V/hen the . .
.brophure is printed, panel 1 will be on the back of panel 6,

COPY - - • ;

Panel 1 : This is the place for the -registration or request

form. It may have a vertical or horizontal format/ The

t ,

information included on this panel should be as follows:

1. Name of pro*p;ram. ^ ^ ^

2. ^ace and date(s). ^ ' ► ^ '

3. DeaSfline for a'pplication and enrollment limit, if any.

^. Fee (Check op money order made payable to University of •

V/isconsin-Ex tension ) . , ' \

1;. Instructions (Fill ' out this form and send it -with your

fee to : ) . . > , > * . • ^

i,, ^Blanks labeled for NAME, ADDR^ISS, SOCIAL 'SECURITY NUM6ER,

PHONE NUMBER, and any other Information the programming ,

unit needs to know.

7. Blank for the location of-^^the listening station (ETN),
program, workshop, or class 'they wish to attend.

8. ^ Ask if interested in acting ;as convener (ETN).

9. ' Finally, an address to whicl> they can write for any

» additiona!}. informationp# -

Publicity and' Promotions Subcommittee
Exhibit B-Page 3

Panel 2 and Panel 3 : These two panels jusually have a program

n^j

title headline and contain the following inrermation in order:

1. Program information In^ general — purpose, method or
structure, and benefits to be gained by participation.

2. Program specifics:*- dates and times, topics, speakers,
fee, credit, supplementary materials.

3- ET;^: ' "party lio^e" concept, east and convenienoe of

participation. ^^INDEPENDENT STUDY: promo information for
Independent Study.
^. Registration: how to register, where, when,' how to .pay,
for credit or not, select listening location from list
' on back of brochure (for ETN). ; • ' .

5. Photo and short biography of th^ lecturer .>
.6. Give name and address of person' to contact if they ha,ve
any questions / >

All information listed, except item 3, must 'be supplied by
,the programming unit.

Panel ^ : For ETN programs, this is simply a [listing of ell
the listening 'Stations that have not refused Ithe program.
They are listed alphabetically by town, incluning the loca-
tion and phone number^ This list is obtained^V^m the ETN ^
office onlyl For Independent Study, this may 0^ program
background Or additional details of course, wo^shop, etc.

Panel 3 ' This is^^the cover panel. It may of may not have 'some
artwork on it, but F^UST contain this information:

1. Program title. *

2. Identification of sponsoring department(s) .
3- University 6f Wisconsin-Extension.

,4.' ETN or Independent Study (?).

Panel 6 : This is the address panel. Panels 5 and 6 are

* * I.

positioned as they are so that when the participant tears off
the' request form, he is left with a complete informationgil

Publicity, and Promotions ^xib commit fee
• Exhibit B-Page U

brochu5?e- Also, if he does not. write legiblyy will tiave
the original address to work with. The essentials of panel
6 include: , v

1. .Return address — UV/EX (logo), University of Wisconsin-
' Extension, department identification, department address
^ city.

'2. ' Tease line — This may s-imply be the program title, but it
is better -to ask some sort of question which cannot be
answered- With a simple No. The idea is to make. the
recipient curious enough to look inside the brochure.

,3. Indicia — The permit number for bulk mailing. (Used ONLY
for self-mailers.)

PHOTOS

All photos should be black and white gloss finish and
at least x 6" for best results. .Sharp color slides may
be used but are expensive to convert and not as good.

ARTWORK

Art service, is available but' there is a charge iDf $10
per hour.^ If 'you supply art it should be black and 'white
line drawings without shading.

rUSCELLANEOUS " • ^

Brochures rua at Duplicating Services may be printed o^
colored stock (paper) using one or.tv^Q colors of ink. Allpw
6 weeks for printing and 1-2 weeks for mailing. Including
all time factors, brochure copy should be prepared at least
3 months prior to the first program.

Posters are also something you might want to consider
in promoting your- program. - Again, l^ad time is important. ^

Publicity and Prcriotlohs',SubcomMttee
Exhibit Ii-r?.£re ■ ' * ' ■ ■

You should be planning your promotion effort as a part 'of
your program planning. For help in any area, of direct mail" '
promotio/i, contact Ray Duerst, 2^3 Ext- Sldg. , 2-89^0 . Do'
^it now. Don't wait until it is too latel ,>--r^-

HAILING •

Kalllng Labels . \ *

Order, mailing labels from Terry Huxtable/ B-1 Extension
Building (2-2057). Check wjth him about whether or not you
need. permission from a specific department or individual to
us,e"the particular list. .

^ ' *Send a memo to Terry specifying *by number a-nd' name which -
list you want, whether you want the entire list. or only cer-
tain, zip code areas or states; v;hether you want the addresses
slugged (for high school lists, you might. want it slugged for
guidance counselor, Enprlish teachers, principal, etc*), and
the type of label' you want .printed, Cheshire or pressure
sensitive'. - ■ ^ \ j *

Cheshire, labels are machine app-lied labej^. Pressure'
sensitive labels are hand applied. The^ are self-sticking. -
On large volumn mailing^^ Cheshire- labels are a must, both
for economy. and for cpnyenience* ' '

i

Request delivery of lat)els .at least one week prior to*^
desired mailing date^ ^V/hfen labels arrive^ check them oyet/
to see that they all have zip codes and' that they are all
U.3. addresses. They should be'in'zip code order. Bulk

Publicity and Promotion^ . Subcommittee
Exhibit' ^-^S® 6 ' .■

mailing requires sortinp by. zip code. • This is part of the.'. " .
bulk pecmit .ar,reenent\ " • . » '

Sulk ^lallixifr / , V ' . . ^ ^

Under the^Jbulk permit * agreement, we agree .to do part
/ ' ' t ^ ' •
of the post office's job. • We sort, bundle and label our

mail,' saving* their, having fco do it. In i*eturn, they give us
•a reduced rate on anything over 200 pieces of identical mail.
:J0TE:' 200 identical peices of fn^il i§ the minimum for bulk
, permit mailing. .w .

Bulk mailing is handled by Jim Maran, 5 'North Brooks.^
Street: J2-997 3') ^ ".When '^brochures are pi^inted' hav^ 'tl?em
delivered to him. Pill out a mailing order and send it (along *
, With the list you-, have gotten from Terry Huxtable) to"^oran.'
Give him the duplicating Job number and' complete instructions^
as to v?hat is to be -done. Tell him to call you if he has
ANY questions. * _ . . ? • '

^vices available at Bullc Mall include; " .
Labeling - number ' .; _ cost/per thousand* '

. • ■ 200 to ^999 ^ $2J.50 • •

" ' ^ ' . ^999 .to 9999- ....... 3.90

10,000 and over ' . -3.70

Inserting - - . number ' ' <:ost per thousand*

^ 1 insertion . ....... $5.50 '

• ' Z insertions ........ 5.6O

' ' 3 insertions 5.70 '

* Charge on un^.t;s of one! thousand or a fraction^ thereof

Publicity and Promotions Subcoininittee
Exhibit B-Page 7'

Separa&e internal order numbers must be set up for
Duplicating Services and.Bullj Kail, ' . ' . '

^ *When' Bulk. Mail is not able to , handle a job, it is . sent

to Monroe where 4. £ is' processed and delivered to fche^Madison
post office. There Is -no *lorig^r a"~p0i^^^3iDiynl?er for Monroe,
so the* Madison number must tie used, ' '

- Indicia ' ' ^ ' • , , J. *

Tn'e^5W;c^^rmit number is 1^25- To receive^our special
nlailin^ rate, our nailing, pieces must sho~W^Tu^:^S^^ indicia _
in the upper right-hand; ^corner of the envelo'pe- .or the' address
panel. When'the indicia is used, the return address of the
agency holding the permit must appear on the upper left-hand''
corner. . ' . , • >

The. 1^25 indicia belongs only to UV/EX. in Madison,
Extension offices in other parts of the State, units of the

— Madison, and county offices may not use this number
unless the pieces are being mailed by UV/EX in Madison -and
show our return address. If. you ^re doing a. -Job that is
going to be maiied from out of the State 1^' f rom another
unit in I^adison, *be certain^ you, use the correct bulk mail
indicia permit num'ber. * , '

Business Reply, Mail ^ \ * ^

If. you are. asking for a. business r^ply and ajfe furni'Shing
Jthe postage, us^e the first class permit (number *33) . / Extension
win^^be^ charged for each business reply returned^ This charge

Publicity .and Promotions Subcommittee
Exhibit B-^Page 8

is computed by weight af the- piece. A one ounce mail piece,
for'example, would \>e. .08y the standard f>irst. class ^•ate,
plus a ,02 penalty for a total of ^10 per item*

Hiscellkneous

Avoid an accordian fold on any piece to be inserted in

an envelope. An accordian-folded. insertion can not be machine

stuffed. "It TTUist^e done by handr-Very expensively!
\. ' ' '

Try not to put any mor^e than two items in an envelope —
a brochure and a cover -letter . S^ndinfs* several brochures
with one 'cove^ letter is okay as long as you explain exactly'
what you expect to Jiave done with the brochures.'

IF YOU WANT. TO SEND A B^OCHUJ^E IN AN ENVELOPE AND THE BROCHURE
HAS AN INDICIA PRINTED ON IT, YOU MUST DRAW A HEAVY BLACK LINE
THROUGH THE INDICIA/PERMIT NUMBER.

' •Publicity and Promotions Subcommittee
Exhibit, B- Page 10 .

1 ^

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• TECHNICAL SYSTEMS ' SUBCOMMITTEE

^ , REPORT
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' ' ' ' ^ J , ' ' •

November l6, 1972

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♦

' • ' Subcommittee l^embers . . ^

* • ^

• / •

* . • ; Richard Hansen, - chairman

' . Russell Baumann •

Helmuth Lautenschlager

^ ' * ^ Paul Tierney ' , . " "
• *

» Ex Officio ' , . • ' ^

■5

Lorn^ Parkei?
^. : " Orviile HanKwitz^, ' - • . ,
^ / ' 'Dennis Gilbertsen

♦ « n

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Background Information
The Educational Telephone Network (ETN) currently
Consists of ,175 conference outlets, serving 100 communities
in the state. This network configuration- is relatively'
stable so while^ there will be some variance, 1971-1972 wiJLl

be used as the base year for subcommittee deliberations since

• ' - V '

that involves the most current^ comprehensive data available.

The network is currently divided into two separate
circuits. In 1971-1972 the configuration was

General Circuit ' v

Courthouses and Agricultural Centers
UW Cen^teps-a-nd Campuses
Libraries ^ '

Hospitals -

Miscellaneous Locatipns

, - 72

^ 12

- 11 '

- 55^
~ 11

.Total

'Stat,ewid^ Extension Education Netwop?k
<SEEN) ] . ' * . '

- 161

^' 17

The circuit consists of- four^ire/- voice-grade tertsDhone.

tr^ansmissipn between the conference outklets and orife-iria^.ing^
stations in Madi-son and Milwaukee. ^ In ^'dditjon, there iWsA^

separate circuit to .the 1? SEEN-' locations utilized for — ^

^ . . *) '

.electrowriter^transm-ission. ^-

, , , Terminal equipment varies ^somewhat at the conference

outlets. 4k basic 106B speaker is in -in outlets and 67 have

an improved Teletalk 8^ speaker, all leased from the telephone

company providing the service. In addition, the SEEN iQcations

have eleetrowriter equipment owned by the University. Eighty

37

of the conference "chitlet^ haye Kodak Carousel 'Slide projectors-
provided by the University. ^ ^

•"current "annual cost'. for, transmission lipes ahd terminal'
equipment of the network i? $84^600. -

Total :] • ^ . , ..$811,^00

:' , i /

Constraints

Subcommittee considerations are, to a greativ extent ,
.limited by lack pf ""relevant data. Much of the'daVa, which
are available from the Controlled Communications Systems
s^aff -"hSd'been j^reviously tabulated as part of thJ^ organiza-
,tion an.d management of ETN. Howevp,_in many areasW import
'tance ro .the subcommittee it has not been .previouslyY^e^sary
t6 collect data. In addition, little has been done to analyze
the future potential and directions of ETN, The subcommittee
cannot assume the responsibility to collect desired daWa,,and'
consequently based its decisions^ on what was .available, or
could be acquired within limits of staff time. Both the CCS
. Staff and Wisconsin Telephone Company haye provided inf ormatip

whenever possible. •• ' • ^

While financial aspects. of ETN are not a primary concern,
of the subcommittee, each recommendation was m^de within^he
context of b.udgetary constraints. Consequently, recommenda-
' tions that follow ar^ supported by objective data wherever

possible and in --the context of f inancial^feasibility • The
subcommittee 'Strongly 'urges the ETN-s6a-SEEN Advisory Com-,
mittee and the Division of Educational Communi(iations to '
implement them. Where there were insufficient cjata or .antici-
pated financial constraints, the subcommittee has been cpn-
servative^ in i1:s recommendations.

Network Con-figuration

A primary area/of interest of the subcommittee was the
ability of the ETN to respond in terms of availability of ' •
the technical systdlns, to the needs of programming divisions-
and departments and students throughout the stfate.

Analysis of scheduling for the 1972-1973 academic year
indicates that time on the general circuit is ♦approximately
6055 reservejd dui^ing the noT'mal teaching periods of 9 a. m^ to
10. p.m.; This does not, however, reflect true a^ilabiiit'y
of excess circuit time- 'The remaining periods are fragmented,
to the point that it would be difficult' to schedule a sequen-
tial series of programs through a significant porti9n of thfe
academic year. 'To date no division or department has been
denied programming time on, the circuit, although S(jme have
been required to accept less than optimum programming days
or times.* , ' °

This general analysis by the ' subcommittee and CCS staff
leads to the conclusion that while the ETN configuration is.
presently serving the legitii^ate' demands of programmers and

^* * .

* • . 53 • . . • . ' * ' '

.39

participant's, provision must be made -in the immediate future
for greater programming; capacity. A number of pptenjbial '
mechanisms were considered by th^ subcommittee.

1 . Separate Comprehensive Statewide Circuits

Consideration was given to dividing the existing l6l
conference outlets into two or more separate statewide^ cir-
cuirts with each having the capability of responding to
reasoni^ble requirements of programmers and participants. ^
1971-1972 configuration, with IQO communities served: ,
Communitigs with ' -

Two or more readily available outlets ' . ■'■^
Two or more .possibly available outlets ' 23

One available outlet - 59

Total ' ' . . ■ ' • c

. Of the 23 co'mmunities witli multiple outlets- pbssibly

»

available, the second outlet Kas located in a hospital in
22 instances. Some hospitals have been reluctant to accept
programming otln^ar than for health personnel because of (1)
unavailability of the conference room because of heavy
intei^nal demand, or (2) danger of introduction of infection
by opening up the hospital environment to ^many people. •

Based on these data and suppC^ting^lnfof'mation, it -was
concluded thit more thart one comprehensive statewide circuit
iCould not be formed .from existing outlets. It would be
necessary to. establish second outlets in numerous communities

^0'

whi'ch now have only one, and also in arj unspecified number
of cojmnunities where the second outlet (in -a hospital) would
^ot be Available for general programming.

2: Separate Circuits . Based on^ Divjfsion and Department -
Programming Patterns ' \

V • A Second alternative was possible if spalb3/fic departments

had: prog ramming pattern^ that 4«»s ul4 -i naku 1^ pIJs sTFle for two

ro"'program simultaneously witlx. revis^.on of the network con-

Tigurat:
' X.' ^

' ' Exami nation of the 1971-1972 data Indicated that the ^
general pattern was for a division or department to base -its
program -distribution on the outlets in courthouses and agri-
cultural centers and supTJlement .these with other ty^es of '
locations to give the desired geographj^^^^overage.

r

>efeTThat'Tiye divisions or departments

with unique programnhng patterns accounted for more than half
of the -apprcrxlTnately l,a00 hours of programming In 1971-1972.

Dept./Dl'v.

Medicine
- Gommunlty Programs
■Library Science

Nursing

Law

Total

Program Hours

159.5
118.0
117.6

71.0

6-3.0

% of Total

15.9
11.8
11.7 ,
. 7.1 -
6.3

52.8

528.5

• While Community Programs, Li,br|,ry Science, and Law •

relied ^on the-courthouse locations, supplemented variously

\

by other locations, both Nursing and Medicine taught primarily
at the hospital location^* Coasequently , it would be possible

to have two ' separate, viable circuits based on existing
conference outlets by separating the hospital locations from
the others, . • * /

Based on the 1971-1972 programming, a total of 250.5

/

hours w>uld be rel^sed on the gene^ral circuit, if this were

Medicine'
Nursing
Mental Health

159.5
56.0
35.0

Total - 250.5

^ However, this time would.be distributed as follows:

7:30 a .m^ - 1:00 p..ni.
1 : 00 p.m. - 7 : 00 p.m.
7.: 00 p,.m. -10': 00. p .m.-
After 10:00 p*.m.

- 92

- 73

- 5^
T 31

Total • / 250 ■

* In the opinion bf the CCS Staff, the 5^ hours of evening
time would assist in meeting demand, but the remaining 196

hours' released by having a separate hospital circuit would -

be of less value.

There would be an addition'al monthly charge of 'approxi-

raately $3,000. to create a separate hospital circuit, totaling

approximately $27,000 per year for the nine months the net-

work is in operation. In the opinior> of the subcommittee ^

the additional circuit capaci*ty gained does not warrant

♦

this expenditure,

3. Separate Circuit Based on '^Credit and "Noncredit Instruction

*. ' . •

Programnilng' of 'credit course? ov«r ETN is a, ma jo:?.

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' idei^tifiable trend. 'The Volume at the present ' time is low'

* • • •

in contrast to noncredit and public service^us^ af the net-

work and is primarily scheduled ^snL^to^^day evenings or over ^

the separate SEEN, circuit The fact ^that creation of a

separate circuit for credit instruction would both create

openings *in what -the CCS staff considers- "prime time" and

i

ppw4<ie-JCoj7 the greatest anticipated need^fOT^^^djlltional
programming potential makes it' an attractive alternative.*.

It is also the opinion of the CCS staff that those
enrolling in credit courses are more willing to travel short
distances. to conference outlets, while those .attending non-
credit or public service programs i^esiet leaving their cojn-
munities. This makes it possible to create a second cirxjuit
with few'er^outle.t^ and still provide statewide coverage. ' ^

While selection of the number^ and Ibearion of outlets
on such a>c4rclfit would require input, by programming depart-
ments and prospective participants and coordination with'
planning by th^ subcommittee on learning^centers, such a
circuit based on the proposed learning, centers might be used
in estimating the cost of this- option*^

* •
' Credit Course Circuit ^ _ . .

,. ' "(based on proposed learning centers)

La Crbsse-Co'urthouse . . ' Green Bay-UW Extension Office

Lancaster-Youth &• Agrl Bldg. Wisconsin Rapids-Courthouse _

Madison-Radio Hall WaupSiu-UW Marathon County Campus

Waukesha-UW Campus Rhlnelan'der-North Dist. Ext. Off.

Mllwaukee-Cllvic Center Caimpus » . -'Ashland-Courthouse
Sheboygan-UV Sheboygan Extension ChipiSewa Palls-Public Librar*y '

On this ba^is, costs would increase by $2,010 per month,
or $18,090 for the nine months the network is operational.

There is a potential for combining a proposed credit
circuit with the existing audio clrfcuit of the SEEN circuit-
There are unique scheduling requirements with credit courses
whicJ) may make this undesirable, Primai^y among these is* the
frequent ne^ed to coordinate ETN programming with oncampus
instruction. Another is an apparent necessity -to schedule
course offerings in anticipation of demand'^ and cancel those
with insufficient -registration^ at a' time too late to reassign
circuit time . - . ,

Recommendation

'For short-range planning, * the optiph^of creating a^' •
second circuit devoted .to credit 'course programming is con-
sidjered the most feasible. ; " * '

Long; I^ange-Planning \/ , _ \' * " . ' ' -

Considering the potential of ETN/"the " solution- pr,op.osed
is not expected to meet the long-range requif^ements of pro-^
gramming divisions and departments and .prospective-' participants.
It is; possible to determine that meeting sucI:iTecfulrembnts ^ '^ ^
would require establishment of a' signif icknt number^ of a^dditlortai
outlets to provide for simultaneous programming in a community, ^
and this and other 'factors would require a ?ubsta^itial financial
commitment on the part of UW-Extension, ,

The situation is further conlplipated .by the fact 'that there

are no', available data -on- an'ticipated future ^i^erjiand for ETN
servtces or the forms this demand .will take. Even were this
availablfe, . t'he uncertainties related to .merger make prediction

difficult. . /• '

• Assuming that tl\e potential of ETN is Substantially
gre£(t^ than th'at' currently developed and that it will require
multiple outlets in at l%ast 100 Wisconsin commqniti^s, some
general seconjmendations can be made/ * ^.

* -Exhibit 1 (on following: page) illustrates on^: possible
configuration that would be appropriate for both the learning
center concept or ^the utilization of the network by UW ca^puse
within tHeir"^ spheres of influervce, at the same time making It
po;ssible to' iTfrk;-hub ^locations <f or statewide programming.^

•Exhibit 2 (on jToLlowing page) illustrates' a^econd con-
figuration tha^" would link each .conference .outlet with ETN-SCA
•studios in,Jfedisbn so multiple simultaneous circuits<^ould be
established to .meet specific programming -requirements . A
circuit wotrra be festabliphed prior to each session and brokert

*dqwn ag^n at it^ conclusion.. ' . - ' • '

r Cos-t's involved in' both optioris'are substantial*.' It is

'estimated that^tiie configuration in Exhib,it 1 would cost .
$180,000 annu^illy and in ETxhibit 2,. $271,000, both based on •
the -exlsting'^^number of program outlets, *' • / r,

" / • R ecommendations
*/■ ^ - — —

i. That the director of Controlled Communications Systems

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Jo LocA-noA^s

.•OCA

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.60.,

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GaCUlT To E^ACM S

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61

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request funding for the 1973-197^ ^cad^mic year' to .estab"- .

* lish the following ETM-SCA Network:

a. General circuit ^ * • -

-b'. Credit course circuit ^ v ^

c. SEEN audio circuit,
d^ SEEN electroOTitei? circuit
' e^ SOA circuit'

The ETN-SCA aontrol room sbould ha^fe. the capability of
programming over the* general , \ credit course, and SCA
circuits separately or cohibined, an^tfcie SEEN circuit
should remain separated.
Fiscal note

Anticipated additional annual cost: $18,090
2* If need c~an. be demonstrated or predicted, that the
director- of Controlled Communicatioi^s System*request
' funding during the 1975-1977 biecmium to establish a

network that provides for multiple simultaneous programming'
throughout Wisconsin.

fa.* CCS staff should collect objective data well in

advance of January 197^, to document -the need rop
configuration of such a networji^

Fiscal note

, Estimated cost of CCS staff research: • $ 6,000

Estimated annual increase in network cost: $180,000.-

' , ' . \, : $300,000

Technical- Improvement of Existing Network

There are a number of ways in which the existing technical'

systems can be improved. Some possibilities considered by the

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subc^mittee are as follows: " -

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Local test button • « '

Question lights

Direct trouble-reportLng line, ^ with DAIN rerouting
Improved local speakers '^nd transmitters ,

i^cal test button

This modification would permit 'a local program adminis-

trator, moderator, or participant to confirm at any time that ;

'^the local technical system is functioning proper:^. By pres-

sing the button he will, be able to transmit his voice over

the handset or microphone , ' through the'^local telephone ^achange,

and back through the speaker ' in" the conference room. If the

circuit is not functioning properly, he can go to another

telephone and report the problem according to established

' ^ . ' ■ - / ■

procedure. /

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' Questloh^Lights j

This 'modification is based on the fgict that ETN is a ^ '

four-wire circuit and that 'during a lect/ure only the "send"

pair pf wires is in use.,. A- button coul'd be provided to

transmit a signal to the originating s^tudio in Madison, which ;

would activate a light. It would,.. not identify the. conference'

outlet for the operator, but only' signify * that someone of th© .

circuit had la question, 'if desired,/ tjie;" caller could give

the questionl directly -^to the moderator, -or It -could be tape

recorded for later playback. Advantages ar^ that it would

give the spelker tiiffe to consider a respons'e, and if used

4uring_ the discu-^sion period merely as, a* signailing device, >

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r;ive the moderator and lecturer rtuiUanae on pacinpr (detailed
finsw^rs to questions, when the lifjht is not lit, and brief
answers when it constantly remains lit).

Direct tr^ouble-'reporting line, 'Wlth PAIN rerouting

This mo(iif ication would involve the installation of a
local telephone, line an^;!- a telephone han^et at the, conference
outlet' for use. whe^wthere are technical troubl^s^ -The first
use is that the problem can "be ^immediately reported direct^o
J^ladison, The second is that }f '.the. technical difficulty' '

exis^^r<^ the .long-<^ista*u^ parj; of the circuit, , the program

could 'be r-erouted over the DAIN line to that outlet. If the
^technical difficulty is within the equipment in the conference
rpom, the problem cou3,d not be r^eported or corrected by this
ihethod* ^ ' * J *

Commi<btee' action

While the^ local .test buttop^-artd the question lights
features would l?e desirable, €hey would not improve the basic
performance of the .circuit in a significant manner, The..cost
of these tyo^ features on the network as it existed in 1971- .
1972 is estimated at $12,000 per year. 'The , subcommittee did

\

not. consider this a feasible expend.itur,e, ^ '

, ' The direct trouble-reporting .line., and the potential
of immediate correction .qf certain problems by 'dAIN rerouting
is an attractive * option* Cost ot this mpdification is
estimated at $18,000. for the 1971-1972 networlj. There are

64

1^

no data available, however, on lidw many times a program could
"^be "saved" by transmission to one or more conference outlets,
by this modification. In view of the substantial cost, the
subcommittee-recoTTunends that it not^e provided until data
are available • *

Improved local speakers and transmitters ' -

Quality of voice transmission ^ over ttie network is

, limited by the type of telephone service purchks'ed, th-k
quality of the speakers at the conferet^^loutlets , the number
and placement of the speakers in the conference outlets, and
the instrument participants use to communicate over the net-
work. The CCS staff i^ Convinced there can be ^mprqvement

^ in the laibter three factors, and have been working with

Wisconsin Telephone Company engineers to develop new etquipment

The- first-attempt at improvement of transmission quality *

was placement of^Teletalk 8 speakers at 50 sites, in place

of I06B speakers. ^^This did iniprove voice quality at an ^

* • * " ' *.

increased' annual *cost ojT approx:|.mately $^,000.

- Efforts have n<aw been directed to developing an improved

unit specifically for ETN. Utilizing the same basic equipment

three YariaVic>ns ' have been developed: ^ - - ^

1. ' Portable* speaker with telephone handset ' • ■

2. Portable speaker with microphones--' ,

3. Permanently installed speakers with microphones .
OnjLhe bai^ls Df\infoVmation provided by/the CCS staff

and Wisconsin Tel"ephorierpuTnpafi^iv.ih^^ agj?ees that

the first option' should not bo dovp loped , srfrcsQHi,sp of the
telephone handset limits quality of 'voice transmission from
the conference outlet over the network. Development' of the
othet^two units will give a flexibility to adapt the speaker
•unit and microphones to the cond^Ltions. of each conference -
outlet, yet provide uniformity of operation 'by participant's.

pecommendationi . . ^

1. That the new speakers arid transmitters be installed at
all conference 'outlets as soon as they have.beea per-
" ' fected and can be jproduced in quantity.* *
Fiscal note i

Anticipated additional annual cost": ^ $7,o6o -

Reporting of Technical Problems
The subcommittee is unable to p;et a clear picture of
the effect of technical problems on the educational program-
ming caiyrled^out over the E*BN network. Quantitatively, the
numbe^^'''of'^ported problems^as 35? during the 1971-1972
programming year. While this would indicate a need for some
type of a'ction, more definitive data are required ^before
significant recommendations can be made. , , '

The present procedure for reporting and correcting
probl-enis is a reasonable one. The Wisconsin Telephone Company
provides an in-V/ATS line so that cal^^s can be made cost-fre-e
directly to its ' toll-test bffice in Madison from any location

•in the state. THis office is best qualified to take "Imia^diate
action to ass.e^s and* correct eaoh reported problem.
^ A major flaw in the procedure is that calls must be
placed from a .telephone separate from the ETN .network; such
telephones are not always ava^^Iable at conference outlets,
which leads to^.Zhe pos'sibility that problems are ,p9t /always
reported. .-Either for this reason or lack, pf loc5kl^concjern,|^
some problems are reported by maii.and it. is seldom ^ssiblp ,
,to take -any action due bo^the \ime delay, Tfie presen^^ystem ,
has evolved over a number of^yeai\, ahd while not optimiTmiNis
perhaW the best^hat can be done ur^er existing conditions.

The subcommittee agrees wi^J^ the current emphasis "on
prompt r'eporting and correction of ' technical probl^mVi How-r
ever, If further constructive action is to be taken th^re is
need for more definitive data/ Ppr^ example, there are a num-
ber of'reported problems th^ apparently are either intermit-
.tent or solve, themselves; they, a^e reported du^J.ng one program
and do not- recjar during the next pr^^ram at the conference

outlet, even though there was insUf/iciei

to* take, any

corrective action. The . frequencysWith 'v/hlch this occurs anff
the type's of reports * involved shouldN^e id^ii^ified . Equally,
there has been no analysis of how often* technica|\^oblems
prevent participants /from' receiving a program or how 'many
partjicipants are affected^. These^'are s'oTtie^^ examples of theT^ ^
type of data required; there* are undoubtedly many others.

R ed>^jTim endatlons

^1/ That notice be posted 'in each C(^nference outlet giving

.directions to the nearest available telephone over whi^

technical problems can be reported. It should be

emphasised that such calls are toll-free.-

2, That by some method an extension of the trouble-Veporting

in-WATS line be installed in the- ETN control room so

that they receive reports at the same time as toll-test.

This is not possible under existing tariff regulation^

That the CCS staff keep an accurate record of technical

problems reported, and make the necessary analysis to

determine the ext^ent to which technical troubles affect

educational programming and the type and extent of action

required. ' «

In effect, the above recommendations assign the

'responsibility for correcti^nflrt' problems to the Wisconsin

r

Telephone Company and the responsibility for analysis and
planning to' the CCS staff.. Obviously, cooperative action
in both areas if ' r^equired'. - ' .

V/hile tdata are being co:j.iected, the CCS staff has

•suggested thatia hj^chanism'T)/ est^;^ished by which t?Lp,e
recordings of programs not received because of tecjinical
p'roblems be mailed to the local progrdm administr.at'or at tlie

• ' t V" ' ■

conference s-tati6n 'affected. He, in-tifrn, would make- the
tape rercording available^to the appropriate, participants.

52

If the mechanisms to do this can be worked out, the sub- ^
committee agrees that it'should be done.

V

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LEARNING CENTERS SUBC0I4MITTEE
REPOE^T

October 1972

70

Subcommittee Members

Richard Florence *
.Russell Baiimann «
Willard Hamm
Harlpy Zimmerman
Dw^i'ne Traeder
Deriton Jones

LEARNING CENTER APPROACH TO CONTINUING ADULT EDUCATION

Definition ' *

The concept of a learning center (see note below) conslats
of a learning district (LD), ^ learning resoiirce center (LRC),
and^everal learning -Centers (LC). -(For an *expande(i'dlscus-
sloq of the learning center, see the section "Learning Cente^r
Concept'' at conclusion of suBcommlttee report.)

The learning district Is the geographical area comprising
a . learning resource center and several learning centers^

The learning resource center>is a ^Tra^t^lcally located
physical facility contai ning ed ucational resource^.,,,^stems ,
and staff to suppjsrf^'^^^l^s^ centers^ within a learning,
district. . The learning resource .center would Include a
learning "Center within its structure to serv^ area residents.

A learning center 'is a physical facility that provides
convenient education opportunities throughout a learning
district. This center may be physically located in the
county extension office or located elsewhere in' a coufity
1iTT3^ the authority of' the' county extension^ of f ice -^and
•learning district coordinator*

Description /

* T^he learning district^ can be of vfirying size depending'
on., traffic pa-tterns, population density aqd trends, "^potential

UW ahd
other \\ ,
^education
systems

ieaming district
(LD) '

arning Resource
. Center <LRC)

earning centers
(I-C)"

gVQWth, and, .cojainunicat f on --tf enter s . ' - ^ ^ < '

■ "^he center^ (LRC arjd ,LC-)', which are aocatibns fdr con-
tlhuihz adult -education, -include fkcllities designed Ifor
c^ilmxm ieaming^ using available, educational. -te.chnology and .
havirig reatly access to, all reso.urce^ of 'the sta-te via a -
'centrally controlled network or -system (i»e, .ETN, SEEl or ^

^ *v # ' ' . . - - ' -

I * * * - ■» '

• '* • * *

others)^ / ' ^ *• . • , s'*

The centers -(LRC and LC) will be constructed -to Utilize;.

' - ^ • - ^ . -\

, all .applicable research pertaining to optimum learning by\ ^

' • ^ . ' ' I ■ '

-"adults and 'will serve as a vessel for a cont;lnuous program
of development toward the most effective means of "adulit
continuing education in. Wisconsin. .

The learning •center is a permanent, facility J.pintly

administei^ed, -by the learning* district coordinator and

the

county extension office representative.

Job' Description

The primary leadership responsibility for making learning

distPict^ functional would be vested in the , learning, district

coordinator. Hereafter called a- coordinator, such a person.

should have the following .^^ytracteristics :

Administrative ability - The coordinator would have' to
^.-be active in budgfet, formulation., supervising both people
. ' and projects>> arid .procurement** 9^ existing materials, ^
both hardware and sp.ftware. The. coordinator, would have
^ ' 'to be concerned wi^h maintenance of existing materials;

public relations.- skill - Since we" are v^ariang under the
assumptl-on that existing materials and facilities would-
be used' as much as possible, the'tcptfr'dlnator would have
to' be, able to work with a-, variety .of. professional people ^
<'ln utilizing existing resoarc.es -Vhe 6 her they, are in; a
local library, colle'ge campu^,^ or -'high school c§impus^ ;

* ' ' .''''{'■'*■ ^ ''. / '
■ Understanding of material; - There is"'e^'er-incr6-as4ng ■
evidence "that tiie main respo/isib-ilities of a" person in
•t /th%s. kinU of position l'fevt;^at of integrating Ihs^ructl-onal ,
.nra^ei'ial's' with the totality'^'of learning.' The coordinat'or .
Woald'need to understand prograpf, der^e^opment on a broad •..
• -§calfe asv-well as t-he^-process of »desigi>lng speciric ^learning
^• Situations »■ ,, .s^'* ' ' . ."^'^

Teaching' .experience -r Experience-^ln tjsaching -wol^Ld ,.bfe ■ . .
•nebessarj^ to provide the' cbordinator. with, an understan^dirtg
of^ th^e pracftica-i problems conneV.ted "wi'tK utilizing ingtruc'
tional media 'with the •Limits pladed oq the" prote&p'liy.-en-
. vir'onmental conditions, teaching 'obiecti^es", and so fprt^*
■ The .coordinator, should have academic fpurxflations • in adult/
education. ' ' ' ' . '

Instru'cfcion'al media bac-jc^rou-nd ,t-' The vcodrdlnatpr pf .the ^
■ -learning district, should and'erstand' and know "the specific .
• fields of, print materials, projected materials ^udio
materials', .t.eievlsion,^ program instructioii, .and -sb fortl^,
but s-hould npt^'be ^-highly skilled specialist "In any one -/
of ttjese' ■ Rather the duties woiild'Tequire the fcoordlri^toi'
to Injregrate.'the appropriate Kind /o'f Wdla witl;! a p§,i^-ie-^
. ular prd'gram' development -or instructional ' design ■sltua7. •« •
tion.

lA^Ser\|lce tralnlnp - 'One of the mair) responsibilities
of^a cboEdinator in learninp. districts would.be to con- •
d-uct {r^-servic-e traininp: for county staff specialists.
. . This in-service traininp would not only be cqnd^rned

with, the facilities available at the 'learning resource
• . .center,' but als'd materials that would be' used in the
fi'$ld._The coordinalprv .would .again have to be capably
of conducting in-service training programs in utilization
" 'of a large number of instructional materials.

Supervisory ability ^ As thfe learning resource center grows
in its -service function', it -will \?ecome necessary to work
w±th more skilled help . In addlti-on, a supervisory func-
tion with staff and faculty would be desirable in terms'
of developing' pollc.les and .so forth.

The cobrdinatoi? should be qualified ' to" fit into prpblem, ,
solving aspects of community activity bj working directly,
with county extension ' faculty .

^^The coordinator should be under the supervision of the

ex1;ension district director. , -

I- * . ^ r ' '

^ ■ . , ' \ . : , •^ . / . . ' V

Research ; , - .

Research pertaining to lear.ndrig cent.ers (XEtC and LC),and
use by, adult students Is difficult to find. A. gVeat deat- of^
the research on the use of learninp/ centers is'conducted in
gr^de, school ar high school setting. Research 1-s needed- to
develop optimum -learjiing' conditions, for the adult student as-

■ _ . .. . ^ , ' ' •? '

the student partlc-i'pates .in -leapnitig'' in the physical, set.tin^

* ^ ■ * ' • . • • ,.

of a learning center." ... •

• Three .'categories .of facilities may be req.ulred 'in a

.center in >aryl'ng de^greep depending upon whether Htie facility

is 'a lear/iing center. or a ! le^Jp»lng. resource center: .

1. Learning facllitTes -;/in Which the student or groups of /
students *eome togethoft' with media for the pitppose. of

learning.

2. Facilities for storage and access - in which media in
various forms are catalogued, stored, and made readily
accessible for learning: situations.

3. Production and support facilities - in which media in
various forms are. produced dr originate' to meet the
needs of particular learning requirements^ and where the
teaching staff receives assistance and support in the
effecti^ve and efficient use of media.

The .facility may have a permanent installation of

equipment (ETN, SCA, etc.) and yet a somewhat , flexible design

of physical facilities as the planners take into account ^all

-known criteria for optimum learning.

' pecommendationj

The committ^ee recommends that studio A in Radio Hall be

designed and established ^as a learning center to enable

research studies t^o be made to help develop a center con- .

diicive to adult learning.
> •

General Discussion * * \ . " . .

The learning center and learning resource center should
have capability of providing a program' series during a one

0

or two day period versus a course over a six to ten week*,
■period, 'individual or group-study packets" could be made
available for a fodr-hour- to full day concentrated learning
effort for those individuals reluctant to sp?nd a few hours
per day for a period of weeks for the same program* content).

Learning centers and .learning resource centers must be
geared to assist independent study.- Qualified assistance'

should be available for the correspondence study student and/or/
student using combined media indepe.ndent study packages.

An experimental program for selected learning 'centers or
learning resource centers .codld' be set up by using recordings
of programs already conducted. *The selected programs could ,
be offered on a second round" by mailing to^a local learning,
center or learning resource center area." , , ^ -

Any development of .learning^enter-s or learning resou-rce
centers should »conaider work ujiderway. by th^ State Library '
Association as It relates to the open school concept of the
Kei'let.oReport • ^ ' / ' . .

Re commendations]
The Qommittee recommends (1) the organization of 12 ^
learning -districts in the state (to follow community, programs .
administrative distr_!fe2ts as* close 'as possibly), (2) .the
organization of a learning resource center in each learning
^district, aad -(3) the' establishment of a learning Center in

each county. ' «^ ; '■ ■■ \ '.

The following locatiohs are recommended 'for -iearning^, -
■^'istricts, learning resource c'enters', and . learni-ng centers.
It is the "Uope* of the committee that monies designated for
conveners' in- each of the 'community programa administrative • '
distri<:ts be coordinated , with -the recommended learn ing * .
resource centers or learning centers. ' - - .

.... . -i .

,The committee reels that a 'learning, district pilot projeet
•may have possible -funding und^r a rural development pr-6J-pct\

60

PRbPpSfeJj Ly.ARNINn CKNTICR LO CATIONS

Learning Learning Resource ^ Lcarhinp;
District. Centers • Centers

Media

Availab^le/'

5 /

La C^^6sse-rCourthoase'

ETN^SCA-SEEN.

Viroqua^CpurtHousfi An^ex ETN
' Sparta-rCourthouse Annex ETN-SCA
Vhitehal^-Courthp.use'; ' -^ETN-JSCA
• ^Ima-Courthouse if^nnex iJEil*
Black River *Falls-^ ^ ETN-SCA
Courthouse ,

Lancast^r-You^h &
Agri-cu-iture BIcTf;

T-fadt'son-Ifadlo -^^11

Darlington-Courthouse ETJf-SCA-
■ Doageville-Agric; Center EffH-SCA
-;Richland Center-Masonric ETN-SCA
■ Temple Bldg. ' ' • • '
'Prai-rie du C^ien-' - ETN

Courthouse ,

■ • 'lETI^-SCA-SEEN
Konroe-Agriculture Bldg. ETN-SCA •

Janesville-Cptirthouse £TN-SCAr-SEEN

•Jefferson-Courthouse ^ETN-SCA

Pqrfcage-Adpiinistration ETN-SCA,'-

• "Bldg. ' ' " .

Baraboo-Uriiversity Ext . ETN-SCA ^
. .Ojff ice • - .
j:ikhorn-Courthouse

ETN-SCA

; V7auke5h^- JV/. Cainpvis

Kenosha -Ci^nrthouse
Port Wa'shington- ^ . ',
Courthouse ^ ' ^ . .
Raciae-Parkside 'Campus
West Bend-Courthouse*

Mi'lwaukee-Civic ,
Center \Campus ' v

She'bpygarj-UVr ' ,^
Stieboygan Extension"

ETN-SCA-SEEN
ETN-SCA .
E.TN/ .

ETN' "
ETN-SCA

^llsiSCA-SEEN

iSCA-SEEN

Pand du Lac'-Pederal
Bldg.. , ■ " ■

Juneau-County Office
Bldg. , -

77^

PROPOSED LEARNING, CENTER LOCATIONS (CONT-")'

61

Learning Learning Resource Learning
District Centers Centers

Media ,
Available

10.

11

ERIC

Green Bay-UW Extension ,
/Office- (Deckner A^venu^)

V/isconsin Rapids-
Courthouse

Oshkosh'-'Library- ^ ^
Menash^^7ox^ Valleyj
Campus ^ • '

ManitoWoc-Libf ary '
Kewaunee-pourt house
Sturgeon^ Bay-Courthouse
Oconto-Court house
Marinette-UW Can\pus
Chil ton-Court houae

Friendship-Courthouse
V/automa-Courthouse •
/^6ntell^Courthoase
Mauston^ourt house
Greeh ■ Lake-Court hous^e

Wausau-UW Marathon^
County Campus

' ETN-SCA-SEEN

ETN .

ETN4SCA-SEEN'
' ETN-SC^ . ^

e¥n-sca

ETN-SCA
ETN

JETN-SEEN ■
ETN-SCA

ETN

•ETN^-^^CA • , ,
* ETN ^ ' - \
' gTN-SCA

ETN""'
. ETN

ETN-5CA-SEEN

Stevens Point-Courthouse ETN-SCA,

Waupaca-Courthouse '
^Shawaria-Public Library

Merrill-Courthouse
. Ant igo-Court house J

Keshena-Court house i

Rhinelander-Northern
District UW-Extension
Office

ETN
ETN

ETN-SCA -
ETN

.ETN • ' .
ETN-SOA-SEEN

Ashland-Court house

Crandon-CourtHbuse ETN

Flor^nce-'Courthouse - ETN

Philli'ps-Normal Building ETN-SCA

Eagle- River-Courthouse. ETN ^

Hurley-CoUrthouse '. ^ BTN

. . ^ ■

ETN

Washburn-Courthouse ETN-SCA

' Hayward-Courthouse • ETN ^

Spooner-County Highway • ETN-SCA
Bldg.

Webster-County Office ETN
Bldg.

Superior-Courthouse ETN-SCA

78

PROPOSED LEARNING CEUTE R LOCATIONS <CONT.)

62

Learning Learning Resource • Learnlnj|
District Centers ^ Centers

Media
Afallable

. 12 Chippewa Falls-Public

Library

Medford-Agricul'ture

Center"
Neillsvilie-Courthouse '
Eau Claire-Courthouse -
Menomonie-Courthouse
Ellsworth-Courthouse .
Baldwin-Agriculture '

Center .
Bar ron-Court house-
Balsam' Lake-A'grlcultufe

Center
Durand-Court house
Lady smith-Courthouse

ETN-SEEN
ETN ,
ETN

ETNr-SCA
ETN-SCA.
,ETN-SCA
STN-SGA

ETN-SCA
ETN

. ETN-SCA
ETN

ERIC

79

4

63

"Leaniiiig Center

. l;0Cati0315 (pVoposed) •

I/,/ /I \

ji* I • /I *^ ^* • ^^^^

V UV9%,^\ZH pAwvCS***^ A'»**.**tt

ERIC

80

Design '

The coirmttee^s contihu'ed' discu'ssiori of the physical *
design of a learning center and learning res)^urce center, •It
is felt 'that the faclllt-y design would be an important element
in all program design. Tbe committee is attempting to explore
the ODtions available to a learning center and learning resource
c^enter, summary .of the committee's progress is recorded
beiow. • . •

■ ' Learning Center ' . , *

•Thfe learning center would liave the following capability:.

•1. Network outlets ■• - '

. ITPS Instructional Television Fixed Service '
TV . " , • ' ■

SEEN • , • ' . • '

v'ETN • ■ ■ '

' 'SPA . • .1'

Future consideration for cable TV, computer

assisted instruction, etc.

2. Video equi'pment ' , ' . ,
^ slides . ^ .

8 mm or 16 mm^coiild be microfiche
' print '

3. Audio equipment" . - ^

cassette - ^ .

other • ' . r -r

Limited production capability for needed learning
'materials as slides, .study- guides, ' transparencies, etc.

5. Accoustics, lighting, ventilation, furniture, A*V,, etc.
designeci for optimum learning ..for the adult.* * . " -

6. ' Storage facilitie's, ^standat^dized AV equipment rTor

statewide compatability .

7. Designed for Individual and group learning: /

81

65

group

individdal
carrels

If a

network systeSi is designed, the 'learning

center inay need capability txj, conduct three or mpre

programs simultaneously

2|

plus

Learning Resource Centers
The learning resource center would be a learning icenter

staff * ^

depository for programs, m^dia, etc,,
production capability

The learning resource center would use existing program ^
resources and facilities •

i

The qommittee will* continue discussion on how funds
available .for. ETN aids can be used for "the learning center
concept, funding for construction of learning centers, and

the future

-The 1

of computer assis^^ instructions

^ Equipment and Cost
Isting om th^' next pages indicates tl)e types of

equipment that could be recommende.d* 'f-or ' installation at
Learning Centers arid Le'arninp; "Resource' Centers. The learning
carrel^ described irepresent a coiflbrination of various manU- ^
facturers' and educators' ideas on^cost and. construction*
For Qur purposes, it 'might reduce cost if we designed and
built these units to meet our particular needs • , ' *

82

LEARNIjftG CENTER SKETCH

^Room designed for
group discussion,
participation,? etc*

'state, code suggests
18 sq* ft. per
student <here th<»fe
is 256 sq. ft. ,
enough for max. of
20 .students)
For our purposes
we might* program^
the room for no
mor^ than 15.

"{^Speaker
© Mic.

A 10ft. ceiling is re
commended in order to
accomodate th& VERB
projection unit.

Learning carrels

Each carrdl is approx. *45" X 30"

Carrel

Switfching and control may' be accomplished through the storage-counter area.

83

'^INDIVIDUAL LEARNING CARRELS

67

This e&uipment
may^ be portable
■ and may^ not be
required by each
learning caiynel

This equipment*
required at
each carrel

Proposed Equipment Type '& Purpose Estimated Costs^

Video Playback :

1/2" color VTR playback only
.color video monitor
slide proj.ector

^microfiche reader would be
approximately same price)
film 8 mm •

Audio Playback,

cassette - 2 channels required
if sound and slide synchroni'za-^
tion is anticipated

Miscellaneous j

i,.e,, carrel desk, network ,
connection, wiring, switching,
microphone, headset, etc.

f carrels could be installed in
sets of three, only one complete
set of portablp equipment may be
distributed as individual pieces
are required by students. ^ If^
this were the case, cost for
three carrels would be '

995.00
250.00
90.00 '

130.00

90,00

950.00-

Total $2,505. Ot

$2,505.00^
(for one'x
complete
unit)

$1-, 900. 00

(for two,
< • additional'
subunifs )

■Total $4,.'<q

» Cost .taken from manufacturers' brochures and publications
• at suggested retail price (robnded off to nearest dollar)

. Possible Namer; for Learning Center

Center for Extension K iucation and Development * CEED

Continuing Education Facility - CEP

Instructional Resource and Eddication System IRES
ExtePrSion Facility for' Continuing .Education ^ EFCE^

Coimr.uriitiy Education Learnlpp, Fac'ility ' ^ CELF

Rerional Resource^ Service^ . RRS

Cxtertaed Educational System - Extension . EESE ^

Instruction Resource Center^ ' IRC

^ • LEARNING CENTER COljJCEPT

General, Objectives ' i ' . -

The purposes of the learning resource cente'rs (LRC) may

be stated in the form of a number of general objectives,

- ; . ' f r

Th^se objectives are basetl p'n the prem.is'e that^ the major

purpose of learning resource centers is to -serve the aims of

the V/isconsin Idea '*to extend "^he boundaries of the campuses

to the boundaries of the state/*-^ The primary obje.cfcive of

LRC is to make the resourcejs of the University of Wisconsin

available through technology to ' ^ill^people in the state qf

V/isconsin. * , v

oeconcTary Objectives

Specifically , the learning center should accomplish
the 'following: * • \ ' ♦

s

f

■./-.U.nife systems -and facilities' for truly "continuinR"
education.

% • ; 85 ' '

2r Provide in centrally located regions appropriate and ,
. well-balanted collections o(* educational opp(ortunities
and instructional niaterials in 'all form's of Imedia. j

■ 3* Provide flexibility in educational formats that aCre

particularly suited'to the requirerrfents of (disadvantaged
students, and other spepial students. |

* ^. ' Provide educational systems for the University of

Wisconsin system enablinp; various institutions with ,
^ specific 'areas of specialization ah opportunity to^
^ .reach students thrqughout the state of Wisconsin. ^

5* Guide. both faculty and students to become discriminating
users of all kinds of media. ,

6. Provide syst.ems that will enable resourc'es to reach
isolated individuals who would otherwise be. in* an ,
educational vacuum. . •

' ■ " .- • • - ' ' , ;

7. Assist faculty in the instructional design proces'g and' •
in the selecti^on, utilizatipn^ integration; jand evaluation
of instructional materials. ! ,

8. Provide educational opportunities to students throughout.-
the state at great economy in time and money ,fbr stiid-ents
and faculty. - '

9. Provide in-service experiences' for faculty that will
contribute to their professional development.

10. Cooperate with' civic leaders and putjlic institutions such
as libraries to promote the use of community resources.

Rationale and Assumptions ^

There is general agreement th^at one 'approach to alleviating
the high cost of high^ education today wh»ile stiir maintaining
quality is through the sharing of educatipnal resources.
Recently .the University of Wisconsin and the State University
of Wisconsin system merp^ed to eliminate duplication arid to
increase the sharing of educational resources. ^ -

In orde? to share"* educational resources,^ cQmmunica|ion •

86

vehicles ar*e\ needed 'to transmit the re'sources to'students
throughout the st^te. Oj^e-oC the -purposes of th^' learning

• • . '■ ' *

resource center is to become a focat point, where present
faculties, physical 'facilities^ an^3 supportive . staff can be.
concentrated'. / - ■ ' ^ ' ./*

^ The/basic assumption is that 'stu,dents. are^lifelong '
learners, thus opportunities must be provided for truly con-
tinuinn education enablinr participants to receive liTnited
amounts of Information frequently. This- allows students to
assi^nilate'new information into their daily afctivities within
their home communities. The learning resources center concept
does^not^ imply competitiCon with existing " instituti-ons , butx .
rather an attempt on "a' statewide scale' to -oompiement their
efforts' and expand, their ^fforts^ via media . ^- ,

LEARNING CENTER APPROACH TO CONTINUING ADULT^ EDUCATION
Definition '

The concept of the "'learning c*enter approach to continuing
education in Wisconsin evolves around a' number of learning
districts in which learning resource^ centers are located
along with learning, centers. ^' ... - , .

^he learning district is the geographical area comprisihg

• I*/ ' . ' . '

-a leaVn-lng resource- center* and several learning ' centers .

The learning resource center is a strategically" located

'physical facilitiy containing educational r^espurces', systems',-

and staff to support learning ceyfB^rs within a learning

' ' . 87 ■ " ' . •

71

dls.trict.- The learning resource cente^r would include a
learning center within its -structure to serve area residents.

. ■ The learning center isr^ physical facility that provides
convenient education • opportunities throughout a aearnirig .
district. This^'cent-er' may be physically , located in the county
ExtensTon office or los^tsd^lse where in a county under the
'authority* of the county Ext,enslon office and learning district
coordinator. • . •

UW and
©ther
education
systems

Learning district
; CLD)

, Learning resource
center (LRC)

Learning' centers

. iu:) •

• Description / - '

The learning/ district*can be of varying size depending
on traff'ic pdttei/ns, population -density and trends, potent|al

- ' . • . ^ J

growth, and communi-catioh centers.

.The centers (LRC and LC)^are location^ for continuing,
adul.t education, which include facilities desired for,.-

optimum I'earninp: usinp, available ^ucational • texhrioloKy and
-having ready access to all resource^ of the state via a
centrally controlled network or system (i,.e.r ETN; SEEN or
others) •

• The centers (LRC and i.C) will be constructed to utilize
all applicable research pertaining to optimum learning -by
adults angi will serve as a vessel for a continuous prolgram
of development toward the most effective means of adult ,
continuing education in Wisconsin,

The learning .center is a permanent facility Jointly
administered by the learning 'district coordinator and 'the
county Extension office representative, ,

>p6ject of Learning Center

The overall' lea'i:ning center pr.oject is divided into

three phases. Only Phase 1 -Implementation is ^•eflected in

detail in this proposkr. The remaining phases are presented

to provide an overall perspective and the interi^elatianship

of the total c^ncep.t. It is proposed that Phase 2 an^^ 3 be

funded through operational' services and federal assistance.

The following is an outline of the entire learning
* * * . " *

^cent^r concept a^ presented in three operational phases:

, PHAS'E 1— Implementation ,(8ee metiia checklist chart)
A, Learning resource center treatment

' 1. Development" of origination' poiTit and production
'to support transmis'sion equipment,-

2. Selection and, development of 12 learning ^resource

• % \ . ^,

centers.

B/ Supportive learning* aids ; «

1. Media package at each of the \2 learning resdlir*ce
. centers. ' * • ' • .

C. Communication sy'Stems ' '

1. Improvemerit of ETN-SEEN station equipment so.

that students can respond on an individual basis.
2.. Upgrading of the tr'ansmissiori system of ETN-SEEN
so that d^ta can be transmitted vi^i, 'the*' same,
•systems. ' ^ ,

3. Environjnental researbh' — room location.
Request; for FCC rule change so. the,,digi-tal

^ material c,an be trSnsmitt.ed v^a .the SCA system.

5. Establishing a basic facsimile, system that .is
transmitted via the ETN-S^;EN-SCA systems.

PifASE n— Operational . . , '

^A. Learning re;50urce denters ^ ' ^

1 Individual: learning carrels. , \ ^ . ' " '
-2. Experimentation 'with .video* transmission to ,LRC •
r ' 'from st^te TV facilities. ^ . -> ' ^
\ B. Supportive learjilng aids * ' , • ^, * ' " •

1. "^Comp^uter iriformation retrieval , and storage systems

2'. Teaching machines. . , ' . *

3. University of Wisconsin system library exchange .
system. < ' . ' t • .

of the upe of cable TV sy^emsS] % \

* Explorat-ioii
Learning centieiTs « ' ' , . ^

« 1. Selection df specific locations for devel^ptnent
ay Learning fa^cilities treatment
' - (1) ^ (ak in Phase 1) :V
^. . SupporN^e learning aids

(1) Fundanfe^jtal AV pac^kage (as in Phase 1

^ learning'r^^urce center) , \ .
c." Communication sy^tjems

r(l) ^Facsimile -^(hard copy' tr^nsmiss^onT^

(2) Computer terminals^'v

(3) . ' ETN ' '
(^) SCA ^ '

■ ^ (5) SEEN

(6) State'TV network - . /

(7) Local cable systems

III — Expansion ^ ^ • •

• .Learning facilities treatment, • '

1. Close-circuit two-channel two-way .audio 'TV via

^ate microwave sjrstem,
2<.' Distribution video system from state TV productior

facilities » ' ' -

^Supportive leaj?ning -aids ^ ' ^

1, TV receivers and interconnection with st£^.te TV
production facilities ♦

t 4 * *

C. Communication systems

1. Two one-channel close-circuit TV with two-way ,
* ^* audio -to 1-2' learning resource 'centers.

2, Picture phone. , ' ^ ^ - /
'3. Cable TV fe^cilities,

D. Learning centers « ' ^

1. Repeat Phase II. of the learning center treatment
for remainlnl^ location not included in Phase II.

Functional Areas of the Learning Resource Ceriter

The facilities of the 12 learning resource centers should
be designed to accommodaite tjie whole range of media technology
and serv^e those which are to be made available' to the students
and faculty. ' The following are major functional areas of the

LRC: . * ' ^

• / . ■ ' ' ,

1. I;idividual and group listening -s-fations ' ■*

2. ' Small group\ confe,i>ence area ' * '

3. Individual study spaces ' ^

y ' * •

4. Film, preview space , . ' . ,
. 5. Microfilm 'reader space

"6. Matv^rial production area / *

7.- Mate3?lals and 'equlpinfent stJorage ^area ' } - . - ' '

■ Use, of Present Communieationa-Systfems to Intrerconigect Learning
^ ' Regouree Centers^ \ ' .

The Educational Telephone Network (ETN), Subsixllary

Communications Authorization ' (SGA) , and Statewifie' Extensi

i

Education Jletwork (SEEN) are communications media foT ^
instruction. ETM and. SCA were developed by University of
Wisconsin-Extension in 1965 as a means of expanding educational
° opportunities at a minimal cost of Wisconsin residents. '.

»

ETN is a private four-wire telephone network' that takes
the form. of a' huge party line with a nupiber of^ parties on the
same line^ Instead of linking individual homes/ it links
courthouses, Extension offices, and University of Wisconsin
'campuses and* center^s • ETN "provides an instant and personalized
educational channel for more than 100 Wisconsin communities -
with 173 specific listening locations, ? ^ ,

SCA is a somewhat different concept tK^n E^N^ It i's an-
electronic- technique that places two or /nore separate signals
onto the channel assigned tb ai? FM^sta^ion. This technique,
\^alled SCA Mult iplex ing, permits an FH^station (in this case
V/HA-Radio in Madison) tjo Send out seveijal signals simultane-
ously. I-n order to receive the SCA signal, a" special receiver
manufactured for the reception of the 5CA signal is needed.
The receiver is equipped with a special ' tUYier designed to
pick out the SCA signal f-pom the main FM signal.

The^Statewide Engineering Educa"tion Nefc/Work (SEEN) is
another telecommunication method used by Extension. Through

us.e of ETN and an electrowriter , which transmits the written.

. »>

^ word by telephone, engineers throughout the state are able

to m^et simultiineously for undergrafduate , graduate, or
- continuing education credit courses.

77,

Ut ilization and Cost of 3y 3tem G

'JPhe statistics are. ImpresGlve, There were 1,057 hours
of* Instruction to 100 Wisconsin communities last year with
over 13,000 students enrolled in 'programs. . /The gf*owth> is
^Impressive, ^nd' participation has stabilized aver the past
two years' to the point that we are confident th^t this level

of utilization 'Will continue.

The cost per instructional hour for noncredit pro^jpaifis
transmitted/via ETN-SCA averages out to 1^ cents per student
hour- This cost reflects only the network production and
operation cost.s and not the instructional materials such

■ . . ' ■ ' \

as slides and printed materials. The, real importance of
these educational media, however, is not in the statistical /
analysis, but rather in the effectiveness of the systems ^s/
instructiai media.

Budget Summary

Phase 1 — Implementation ^ ^

A, Learning facilities ti^eatment • '
1. .Origination Point

-Environmental treatment
,2.^ Production support and transmission
equipment

B. 11 Remote learning resource* centers
Learning facility treatment

'C. Suppor'tXvQ learning aids ' ^
if. Communication systems

>

$ -ISjOOO.Oo'
„ 68,000.00

Total

94

55,000.00

' 89,7^0.0.0^

:62,260.0d
$290,000jJ9.

Media Utilization Checklists

Telecommiinlcatlon

(ft o- *

cd

(Transmission System) ^ ^ o

:3 O <^ 4^

.0* -H -H o

CO . Ci. s

Class I:- Audlo-Motlon-Vlsual Media

Television.

r *

biTN-SCA

X

X /X

nj unction

ets

Oxer*fiead

Projection

Film Strip *

Pacsimile

Teletype' * \^

Motion Picture
8 & 16

Teletype -
(Time Shared Computer)
Facsimile .

X
X
X

X
X
X
X

X X
X X
X X

/

X X/
X X

X

X
X

X X
X ' X ,

X X X X

...^ •

Print Media

X x'

Recording
(Storage System).

Video tape' (Cassett)
State TV Network
Pilm TV Recording

it!?s \

Recorded telewriting
Audio Tape

Punched* .{iaper 't^^e

Phase li

Part 2

Supportive Learr^ng Aids

1

Accessories

1^ Slide projectors

^ 2^ - Audio cassetted mono

12 - Audio cassette stereo
-Slide synchronization

1^1 - ,l6 mm Projectors

1^ - 8 nun Projectors (cassette film)

1^ - Reel-to-re'el t'ape

12 - Facsimile units '* ' •

15 - Projection screens ^'

15 - Overhead* projectors^ ^

2^ - ^AV caftrts ; ' '

/ 30 - Storage cabinets

12 - Micofishe projectors

Part IIV-Total-

$ 135.00 $ 1,620.00
2,l60.p0

90.00

150.00 18,000.00

, >

625.00
■500.00
210.00

t

4

135.00
200. PO

125.40
225.00
300.00

Part 3.
1;

t

2."

3.

Communication si/stem£

.y^.

Improv.ement of ETN-SEEN .equipmej^
* (individualize student responses)'

.Upgrading of transmission system

trari^(fel/^sit>n of dl^ta.
*(secur^'d system fdr data)

Environmental' research
Im^l^Jmentation

; 8,750.00
7,000.00
2,9'{.0.00'
5,850.00
1,^425.00
3,000.00'
"3,000.00

V

6,750.00
3.600.00 •

^$ 89,7^0.00

$ 31,000.00
26,l60..00

■5,0 00.00

yS

I.)

Total — Part 3
Phase 1 — Total
Cost' Pa-ctors as of October 1972.

$ 62,260.00
$290iOdo.OO

96

80

LEARNING RESOURCE CENTERS

• • •

Phase 1—Iraplementatiorl

Part 1 — Learning facilities treatment

1. Origination point:,

'-Acoustical treatment of studio's'
'for ETN-SCA-SEEN programs

•Classroora-studio. equipment

-General environmental treatment
Treatment — Lighting — ;
Temperature control

2. Production support and

Transmission equipment

-SEEN control and studio J
-SCA control and studio
-ETN control and studio
-'-System produc tlon--control
-Master control room
-Faculty program pneparatlori

, J

11 — Remote learn'lng resource centers

Learning facility treatment

-General facility treatment)
^ . ) •

-Classroom equipment *)

Total Part 1

Part 2 — Supportive learning aids

•Package: ^

13 - 3/x" Color TV cassette *
Recorder/players. '

$5^,000.00

ERIC

15 - Monitor/receivers

97

$l,il00.00
850: 0(J

$ 6,000.00

5,000.00
i<,000.00'

$ 15,0.00. o'o

12,000.00

V

8,000.00
8,000.00

15,000.00

20,000.00

5,000.00

$ 68,000.00

$ 55,000.00

$138, (TOO. 00

$ i^2oa.oo
12,750.00

OPERATIONAL PROCEDURES SUBCOfWITTEE
REPO'RT

December 5, 1972

Subcommittee Membei^s

Bavid Jensen
William Lav/rence
Beverly Peterson
Lorrte Parker

No?t>ert Schachtner, co chairman
Millie Seaman
Dwaine Traeder

Douglas Yanggen ' ,

9a

82

PRELIHIHAR^ REPORT OF ^TH-SCA-SEEN SUBCOI-U-JITTEE
. ;« ' . . ■ -Ofj OPERATIONAL PROCEDURES ' _ r

For the purpose of this report the procedures and
guiaeiin'es Kill be*^ divided -into ^/^xtex^jial and internal
operational procedures. Thfe external ^portion of this report
"will deal with generalized guidelines detgTmirted by the ^
operational committee, whereas the internal report will deal
with how the controlled communications systems, departm^ent as
a faculty has worked together In determining/the systems of. _
how specifically to internalize and effectively opeVationalize
the committee ^'s recommendations* So %x\ general, the external >
report will entail^ general guidelines as operational ^proce-
.dures of the implementation of :the\guideiines, . /

Purpose ' / ' ^

The basic 'purpose of this operati^aX proceduf-e is to ' .
establish a. 'common understanding of tne use of the Educational
Telephone Network (ETN), Subsidiary Communication's Authoriza-
tion (SCA), and Statewide Extension Education Network (SEEN)
presenting some (guidelines that may be useJ'ul to University

of V7isconsin-Ex.tensidn: faculty in using the educational systems

/ ' ' • ■ * '

effectively. -The operational guidelines do-,rfQ.t attempt to say

all that there, is to say about -using ETN-SCA, or "SEEN; similarly,

'some of the statements that are made do not apply to all

Situations,. . .

99 ' ' . .

83

Who Can Use the Systems

* ' The types of programs transmitted by ETN-SCA-SEEN
systems. can b6 c lassified -in "basically three categories:

1. General Programs — ^is would taKe into consideration all
the programs that ar^ generally offered by Unive^*sity of
Wisconsin-Exi^ension departments to students throughout
Wisconsin'.- A formal registration procedure is involved^

2. Medical Programs— Programs transmitted directly to enrolled
hospitals in the state.

3. Public S'eryice Programs — ^y definition, programs ±n this
category da not solicit specific registration. An example-

I may best explain the types of programs that are represented
within this classification. The Wisconsin State Legisla-
ture posted new plumbing and septic tank codes^ wTiich
affected all state plumbery and county sanitation officials
To explain the new" codes on a county-to-county basis would
have bee'n an impossible task* The agriculture economics
departmeYit of Extension presented a S'eries' of programs
in conjunction with local county faculty ;to explain the
laws and have the writers of the legislation available
for students throughout the state to ask questions.-^
Although no formaJ. registration was taken, counties
estimate approximately 'l, 200 coUnty 'officials, 'pjumbers, /
ana health officers took part in the. program.
ETN-SCA-SEEN is available to all Extension departj^fetits
after they have obtained approval through usual ' program

• ''lOO ./

cf^annels. Other ar>encies and inGtitutions may lise the media
by requcniinr it tiirour.n the UnJ/orr>lly of Winconsin-Kxtension
faculty members responsible for the subject matter programming
in the same subject area. This soecifically • involves the firsti
'two categories. It is the belief of the co^ittee that there
^r^-p^ib-lic service and in-service training programs that do
not fall under this category and should be available on an
hourly charre to agencies within the state of Wisconsin.

Charge for the system

'4'he charge for the use of ETN-SCA-SEEN communication
systems .is $100 per hour to any outside agency requesting
the use of the system in any of the program categories. In
bjie first two categories when programs are in conjunction
with outside agencies, the charge for the- systems wl,ll^be
billed to^the sponsoring University cTr 'Wisconsin-Extension
academic department • Programs in the j;hird category requested ^
side* agencies will bp billed for the hourly rate directly*
to theagencies* The $100 per hour fee ohly covers, time
reiTtal on the systpm^ and does not cover any cost such as
production, program mate'rial^, elc*^ ^

UTILIZATION^ OP ETN-SCA-SEEN SYSTEMS

One of the major •concerns o'f this 'conunit tee is reviewing
and evaluating the procedures and criteria for use of the
ETN-5CA-SEEN systems and establishing reasonable and workable

101

criter4.a for uU^zation of these communications systems.

Asstunfitlons * .

1- Controlled Communications Systems (CCS) department cannot

and should not attempt to make programming Judgments.
2. The programming unit must be' responsible for deterrafnation

of the need and program content 1"
3* CCS can and should provide advice and counsel about the-

k

techniques of media presentation^ instructional design,
transmission reception, environiriental considerations, and
other related technical questions.'
^. -^CCS should be active in media utilization evaluations
during and following program activities.

> Considerations— Instructional Design ' ^

1. The programming unit should have clearly stated overall
objectives and be able to identify target clientele goals
with well-defined justifications regarding the use of
ETNtSCA-SEEN or other media.

2. The^ programming unit should have a media application
■ratior)dle indicating why and how ETN and other mecLia
best meet programatic -and clientele needs.

3. Cost effectiveness should be a key ^ factor in considera^tion
• of the particular media selection.

4. An instructional design should be implemented by the
programming "unit and the CCS unit early in the programming
development.'

■ 102 >

instrugtiona-l design An -c'onjunation with CCS *
a judginent will -be made^ to whether the program Ica'n be •
transmitted via ET«-tSCA*-§EEH systems • , ' * "...

Spjgcific Criteria for Utilization ' . ' ' -

These criteria ^rp sp.ecif-iciaily. applicable to* programs ;
offered in the f irst- tvo ^-cafegorles

!• Reservation of time, on ETN^-SCA-SEEN syst^ems. should be

made; 120 day^* prior to the .ijlitial program.. I JDue to ttie

Tact that.^mariy E;cte,rf:alpn .p'rograpwijins ;d^p,6^ plan their

program, a.ctiyl ties one y,ekxi.lil*adyatT^ctib^: pijpgram p-lannl^g

procedure and time reservation has be'en afev^io'ped by CCS

so that the departments.. are'notified nine months in^' *

advance -in order ' that they . can tentatively schedule. prp-

grams on the ETN-SCA-SEEN systems. (See attachment for-

specific procedures.). During ail user meetings schedules '

<• . - >

Ni ' are transacted so tljat there are few cpijf Jicts as ^progrsu^

ming departments negotiate with 'each otber'for times on

the sy-stems. Any department that cannot ^.resblve its ' ^

'*

ba^ic conflicts with other departments ^wi]^'l^.bQ brought '

' ' ' ^ ' \ ,

before the ETN-SCA-SEEN advisory committee ^JCor immediate,
resolution of the confliot>. Criteria td be ;use4 by the
committee will be based on prior u$e of. the'sy^tem^ - ,
longevity-, and .overall iihplldatiolis qf -cllreritele ineed's*
Any department that tentatively . schedules. 'time 'on • the
system, but does not' fulfill this obligati6ii of •'trans*^ . •
mitting programs within that time shall be billed $100

per hour for time schedul£<l. In the past; departments
have' scheduled time on the system to. hold- prim^ time
and .the^J.wh^n .t;he 120 days 'comes up for planning their.- .
•.program they' cancel , the time thus tying , up time /on the

' ' ^ , ' ' ' ^ , T

syst.em that normally cannot be reused for^other program-
ming aotlvit'ies. To assure that departments are actually
planning legitimate programs a fiscal assessment " will be
established for departments who are cancelling times

r

scheduled in the spaces.

An instructional approval form must be processed . and

spresented 120 days prior to the ETN program^ and presented

to the CCS staff upon the initial instructional d^esign

meeting. - . ^ .

A design meeting with "the CCS staff will be scheduled

120 to. 90 days prior to the program. During' this meeting

the designing of ETJi-SCA-SEEN programs will include

(1) determining objectives, (2)' identifying the aadience,

(3.) planning a production timetable, 4^) establishing a
• • •

media' presentation, (5) formulating a budget for the '
program, (6) establishing registration procedures, (7)
planning publicity and (8) setting up program evaluation'
proce'dures . ' , ' / .

104

^ \ 88- .

OPERATIONAL PROCEDURgS FOR ETN-SCA-SEEN PROGRAMS

Ninety (90) days prior to a program scheduled on the communications

" . , If

systems,, a design meeting is held with Controlled Cqntaiunications
Systems (CCS) st^ff and- the ^gp.ogramming department. Prior to this
meeting, the assymptionS niad^/are: 1) that time is scheduled on the
system, and 2) ^hat Cthe p.r9gtam* me^ts/fhe criteria established for
system use,. ^ ^

Checklist ' - ; '

1. Instructional Approval ^ , ; -

The Instructional Approval Form is in4.tiated by the programming 4

* i' * .

unit and tjien reviewejj and approved \.by the department chairman

;' • : /' ' - * .
and appropriate dean^ It is necessary to hdve instructional

• approval^^for ^all programs^^ including those without formal regis-
tration. With, instrqcticmal approval, registration is activated.'

2. ?togram Initiation Request (PIR)

.The PIR is an agreement ^ of program arrangements between the

Controlled Commtii^ications Systems and the programming department.

7" • * ,

It is written by CCS after the- initial meeting and copies of this

agreeraent are" sent to the prograip coordinator, the syst.ems engineer

and the registration office'.* ,

3. * Program Announcement (PA) , » . '

A^Program Announcement is prepared by CCS in conjunction with the
programming department and sent .dl,fectly to all tLocal .Program Ad-
minlstrators '(LPAs) at least 90 days, in advance of the program.
This notifies the LPA of the upcoming program and establishes' .
locations since the 'LPAs tfre to respond if they cannot carry the
progr^am at their ETN site. The Program Announpement is also sent

to UWEX^departmeiits of Public Information and .Student Services

which establishes formats for publicity and registration. The

Program Announcement includes such information as d^ites, times,

♦department, coordinator, clientele, pfogram description "and

design, registration procedures, audio-visual materials a'nd

equipment, program materials, conveners, and station selection -

f

deadline. A response card is enclosed with-the PA and requested

to be returned within two weeks if the ETN location will not be

^available. After two weeks, the locations are^ established and

a listing of confirmed ETN-SCA-SEEN locations is sent to/ the

department coordinator and registration office, |

Promotion and Publicity

News Releases -JThese are "prepared by the office ,of, Public In-
formation and sent to the counties one month before the first

ptogram, allowing counties time to localize the releases and send
to'^news media. 1 ^

Brochures - The office of* Public Information will assist the
departments in\ layout, final editing and maiiling lists. Six
weeks should be allowed to reproduce brochures • In addition,
the department shojuld mail a supply of brochures to the LPAs
and indicate in .a letter to them the clientele gtoups reached
through the departmejjjt ' s 'mailing.

Feature Stories - ^These will be prepared by^the^ office of Public,
information upon request. , * «

/ *

Community Programs Broadcasts - Departments have the oppdrtunity
to talk about upcoming ETN-SCA-SEEN programs on the wenJcly Monday
mprning Community Programs faculty conference broadcast. Call

1 - . 106

. ^ .90

Connnunity Programs office at 263-2773 to schedule your
presentation. ^To make dse of the Daily Information Program
transmitted on ETN-SCA-SEEN from 8:30 to 8:45 a^m.^'call the
Community Programs office at 263-277Q,
Other forms of publicity are newspaper ads, posters and
fliers containing a listing of upcomJLng ETN-SCA-^EEN programs-

each .semester. ' • • '

— *»

Registration

The^ office -of Student Services, (located af.432 N. Lake Street)
will processf'all registrations", fees, receipts, and assignments
of ETN-SCA-SEEN locationg-*-i»^l registration materials, should

be mailed directly to the ETN registration office.
Registration can be mailed directly from the client 'to the
ETN registration office or* programming department. The clients

may also register at any county Extension office by fillitig out

the application^blank attached to the respective program brochure,

«

It will then be mailed to\the registration office with the fee.
Clients may also regis.ter the day of the program. Registration
will be taken by the local program^ administrator and mailed to .
the ETN registration office. ' '
On a daily basis, the ETN regls^tration office processes the
necessary data on all registrations received. A receipt is *
Sent to the client, with copies to the following: ^ ^

(1) the LPA at chosen listening site . »

(2) the programming department ' • .

(3) Data Processing department i

(4) ETN registration files

107 •

(

■ ^ '^-^

A letter of explanation on use of the- ETN ejaipm^nt is enclosed*

• * ♦ ^ ♦

with the receipt to 4ach program -registirant. The listening
location, name of the LPA and 'corresponding phone number shouK

be shown on each receipt. " . ^ , ^

* ' • « • «.

All stations are scheduled, pending receipt o^ registration.
A summary of registrations at each location is broadcast the
-day of or the day before the initial pi;ogram on tiie Da'ily
Infor:mation Program.- ^
Capabilities of ETN^SCA-^SfEN Systems \

• a) Origination Point

b) Remote , •

c) Taping • * > ' -
- d) Direct distance Dial' (DDD)

Production Coordinator, Denton Jones, calls the programming^e-

par^tment six weeks beforei the first program' to discus^ production *; .

requirements and productiih limitations. Another contact is made one

week to two days prior ^ the program ^to establish the general format

necessary, for Jfhe "production worksheet which is submitted to the

\ , ' ' . ' '

studio engineer lEpr use at air time.

V

/>

\

108

Ooerational- Procedures Subcommittee
|/ , • Exhibit A

EDUCATIONAL' TELEPfeoITE HEIVORK (ETO) PROGRAIi REQUEST 1973-74

This does not schedule ETN time, but '^Iferely requests it. Confirmed
dates will be assigned at the December 13, 1972 program meeting*

PROGRAM TITLE

CLIENTELE

TIME

LENGTH t)F SERIES

DAY(S)

i-lONTJiCS)

Once Twice_ Once Other
a a , a

Week Month Month

NAME* (COORDINATOR)

DEPARTMENT.

ADDRESS * PHONE

PLEA* RETURN BY DECfi-lBER 8, 19-72 to:

CONTROLLED COTIMDNICATIONS SYSTEMS
University of^ Wisconsin-Extension .'
• Radio ftall , V'

Madison, WI 53706

FOR

• 1

CCS USE ONLY

t ' • r

/

TIME PLOTTED AND SCHEDULED

"*> -

♦

TIME CONFLICTS WITH

TIME AND. PROGRAM CONFIRMED

» ft

_

1D9

Ooerational' Procedure's Subcomfiiittee

Exhibit B

EVENIKG TIMES oklX

MONDAY

Weekly

Series

and

Credit

Courses

^es^ster

or •
shorteT

series

of

/^rogrecM
' — ^ twice
a month

TUESDAY

WEDNESDAY

All \
Medical

THURSDAY

FRIDAY

Once a
month
year long
I)ro grams
8 series
2 programs
per night

110 ■,

1^

Operational Procedures Subcommittee

Exhibit C-Page- 1

i UULJ^^^. UNIVERSITY OF WISCOMSIN-EXTENSiaN

BAOIO HALL. MADISON. WISCONSIN 53706 262-4342 AREA'COOE 603 ^ * '

Controlled Communications Systems - -

ETN-SCA ' ' oi ' lA-To'

^ 5ggj^ • October 31, 1972

ITFS

meraorandum • " .

TO: Extension Program Departments .

FROM: Lorne A. Parker

SCHEDULE OF COSTS
FOR SPECIFIC RECORDING, PRODUCTION, REMOTE, AND DUBBING ^SERVICES
MADE AVAILABLE THROUGH CONTROLLED COMMUNICATIONS SYSTEMS FACILITIES

The following t^rlteria should be observed: . < . "

1) Supplemental services ^xe. available only to ttiose departments
us ing*ETN/seA or 'SEEN. The materials produced must be related

' directly • to n3 networlc presentation.

2) There is no charge for a recording made oS a«network program.
Tape may be supplied by a program coprdinator or may be purchased

, , . t#irough the CCS office.

3) All services are dependent' upon the availability of CCS facilities
and personnel. Charges are subject to change without notice.

. 4) CCS facilities and equipment are not available without a
CCS operator.

"CCS PRODUCTION ^v" t^RODUCTION ^RATES*

Studio Rental . > .\ $7.50/hour

-A- The rental of the studios includes studio control, operator, and microphone and
is highly dependent- on the facility's availability.

There is a 1 hour minimum rental charge with additional time in ^^^ur segments.

Tape Edltlngfit Assembling .' $5.00/hour

Tape Editing. Assembling, and Mixing ; $7.00/hour

ERIC

(cont.)

Ill

IM'Extensfon provides equal opportumttes tn employment and progremmfng.

2 -

Qneratlortal Procedures Subcommittee
/ * . Exhibit C-Pagfe 2

Dubbing Costs

r

Charges involve tape-to-tape (either reel-to-rucl > rt/el- to-cassette,
or cassette- to-cassette) . and are based on program length.

Users of th^ service may wish to furnish their own tape vvhicti, in

some cases, may be obtained through University Stores.

ft ' •

. *

Mass high-speed duplicating puts unusual demands on recording tape.
It is recommended that advice ,on tape speci&icatiqns for this purpose
be discussed with CCS personnel. QCS retains the option of refusing
tape supplied that will not -meet recommended specifications.

it

No. of Copies of Ope Program Mastep >'^^

1 - 10 R-R : 31.50

1 - 10 Cassebte-C . :•>.•/•♦ ^'^O

, 1*- 10 R-C..^. V 1.50

Costs for over 10 , ^ ' *^ ^ . '

copies of one master , . m-

may be negotiated - , , * ^

This service does not. include master preparation for mass duplication.
(Refer to '*Tape Editing i^A'^sembling.),

Tape Cost if Purchased through CCS

-Scotch #175 - 1200'...'..' 1.^;..,;,. $2.00

150 - 1800'..; 3.02

202 - 1200' 2.58 .

•• 1 175- 6Q0'...\«-*. ..• ...1.33

175 - 2500' .....V. 5.98

C-60. (cassette) 1.46 •

C-90 , .'2.07

C-I20..'. , 2.91

Remote • • ,

50-A '. i $25.00./nionth (or portion

* ■ ' thereof)

Consideration^ ' ♦ * .

ODD Charges
Extra Engineers
Remote Equipment
5tc.

112