Skip to main content

We're fighting for the future of our library in court. Show your support now!

Full text of "ERIC ED125587: ETN-SCA-SEEN Dean's Advisory Committee, 1972."

See other formats


ED 125 587 




IB 003 673 

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

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 


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 Docgaents acquired by ERIC include many inforaal unpublished , ♦ 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' 








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 






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



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 


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. 



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 . ' 
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 

• / 



. 8 


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 ' ' - 


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 * 



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 


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 



12! ' 

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 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. 


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 



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- 


' • 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 


appointed yearly and notified by the district director in 
writing. A -list of LPAs 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. ^ ^ 



' 16 


Subcommittee Members 


1^ . 


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 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 
sistance in develop- 
ing these consider- 

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-. 


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 

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

" • 20 


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 


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 • 

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 




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 ' 


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 


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* 

' 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, - . 


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 

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 


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/ 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? 


. Development^ of a Method / . 


•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 • 



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^. • » 



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 ,^ . 




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. 




January 1973 . 


Subcommittee Members 

Constance Threinen, chairman 

Leonard Anderson 

DjLc«k Ploren^ 

Willard^ Hanttn 

Judy Reed * 

Ray' Duerst 

Millie Seaman • / 



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 


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. 


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. 


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 


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 


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.. 


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 • 


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. ) 


■ 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 


\ 33 

Publicity and Promotions 
Subcommittee Exhibit A 

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





• V 

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


• - 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 


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.) 


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. 


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. 


Brochures rua at Duplicating Services may be printed o^ 
colored stock (paper) using one^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^- 


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* ' ' 


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* 


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.' 


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

1 ^ 


m }■' 





♦ * « 

* C * 

^ , » ; . • 

*• " * ,* 
/* . * » 

• - .' 35 


^ \ ' 

< » 



> * 

^ . / 

* \ 

* / * - 

. \ ^ L * * 
' ' ' ' ^ J , ' ' • 

November l6, 1972 

' . ^ ' \ * ^ 


' • ' Subcommittee l^embers . . ^ 

* • ^ 

• / • 

* . • ; Richard Hansen, - chairman 

' . Russell Baumann • 

Helmuth Lautenschlager 

^ ' * ^ Paul Tierney ' , . " " 
• * 

» Ex Officio ' , . • ' ^ 


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

♦ « n 



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 


'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 


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 / 


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 • . . • . ' * ' ' 


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 


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- 

' 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. 


>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. 


- Gommunlty Programs 
■Library Science 




Program Hours 




% of Total 

11.7 , 
. 7.1 - 



• 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 

Mental Health 


Total - 250.5 

^ However, this time distributed as follows: 

7:30 a .m^ - 1:00 
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:?. 



' 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 


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 . - . , 


'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 



Jo LocA-noA^s 




* * » . 







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 


subc^mittee are as follows: " - 


62 ' 

■ 0 ^ ■ \ 


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. / 

' ^ ' ' / 

' 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, > 



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 



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^ 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 


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'or at tlie 

• ' t V" ' ■ 

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


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




October 1972 


Subcommittee Members 

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


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 \\ , 

ieaming district 
(LD) ' 

arning Resource 
. Center <LRC) 

earning centers 

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 


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 -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. •« • 

lA^Ser\|lce tralnlnp - 'One of the mair) responsibilities 
of^a cboEdinator in learninp. districts 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 


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 


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\ 



Learning Learning Resource ^ Lcarhinp; 
District. Centers • Centers 



5 / 

La C^^6sse-rCourthoase' 


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 • - . 


; 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" 

E.TN/ . 

ETN' " 



Pand du Lac'-Pederal 
Bldg.. , ■ " ■ 

Juneau-County Office 
Bldg. , - 




Learning Learning Resource Learning 
District Centers Centers 

Media , 




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

V/isconsin Rapids- 

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 

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

Wausau-UW Marathon^ 
County Campus 


ETN . 

' ETN-SC^ . ^ 





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

. ETN 


Stevens Point-Courthouse ETN-SCA, 

Waupaca-Courthouse ' 
^Shawaria-Public Library 

. Ant igo-Court house J 

Keshena-Court house i 

District UW-Extension 



.ETN • ' . 

Ashland-Court house 

Crandon-CourtHbuse ETN 

Flor^nce-'Courthouse - ETN 

Philli'ps-Normal Building ETN-SCA 

Eagle- River-Courthouse. ETN ^ 

Hurley-CoUrthouse '. ^ BTN 

. . ^ ■ 


Washburn-Courthouse ETN-SCA 

' Hayward-Courthouse • ETN ^ 

Spooner-County Highway • ETN-SCA 

Webster-County Office ETN 

Superior-Courthouse ETN-SCA 




Learning Learning Resource • Learnlnj| 
District Centers ^ Centers 


. 12 Chippewa Falls-Public 



Neillsvilie-Courthouse ' 
Eau Claire-Courthouse - 
Ellsworth-Courthouse . 
Baldwin-Agriculture ' 

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

Durand-Court house 
Lady smith-Courthouse 

ETN , 








"Leaniiiig Center 

. l;0Cati0315 (pVoposed) • 

I/,/ /I \ 

ji* I • /I *^ ^* • ^^^^ 

V UV9%,^\ZH pAwvCS***^ A'»**.**tt 



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: / 





If a 

network systeSi is designed, the 'learning 

center inay need capability txj, conduct three or mpre 

programs simultaneously 



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 • 


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 • , ' * 



^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. 

© Mic. 

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

Learning carrels 

Each carrdl is approx. *45" X 30" 


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




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 ' 

90.00 ' 




Total $2,505. Ot 

(for one'x 

$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 


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'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: * • \ ' ♦ 



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

% • ; 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 • 


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 . ^- , 

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 ■ " ' . • 


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 

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 

• % \ . ^, 


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 


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. 


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 

B. 11 Remote learning resource* centers 
Learning facility treatment 

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


$ -ISjOOO.Oo' 
„ 68,000.00 




' 89,7^0.0.0^ 


Media Utilization Checklists 


(ft o- * 


(Transmission System) ^ ^ o 

:3 O <^ 4^ 

.0* -H -H o 

CO . Ci. s 

Class I:- Audlo-Motlon-Vlsual Media 


r * 



X /X 

nj unction 




Film Strip * 


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 

...^ • 

Print Media 

X x' 

(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^ 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 


150.00 18,000.00 

, > 




200. PO 


Part 3. 




Communication si/stem£ 


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 

; 8,750.00 


3.600.00 • 

^$ 89,7^0.00 

$ 31,000.00 

■5,0 00.00 



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

$ 62,260.00 




• • • 

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. ' 



15 - Monitor/receivers 


850: 0(J 

$ 6,000.00 


$ 15,0.00. o'o 







$ 68,000.00 

$ 55,000.00 

$138, (TOO. 00 

$ i^2oa.oo 


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 ' , 



. ;« ' . . ■ -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 ' ' . . 


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*^ ^ 


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 


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- 


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 

■ 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 


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 . ' , ' / . 


^ \ 88- . 


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 - 


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. ' • • ' 

— *» 


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. 





Ooerational- Procedures Subcommittee 
|/ , • Exhibit A 


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







Once Twice_ Once Other 
a a , a 

Week Month Month 




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

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

Madison, WI 53706 


• 1 


t ' • r 



"*> - 




» ft 



Ooerational' Procedure's Subcomfiiittee 

Exhibit B 









or • 



' — ^ twice 
a month 



All \ 



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

110 ■, 


Operational Procedures Subcommittee 

Exhibit C-Page- 1 


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

Controlled Communications Systems - - 

ETN-SCA ' ' oi ' lA-To' 

^ 5ggj^ • October 31, 1972 


meraorandum • " . 

TO: Extension Program Departments . 

FROM: Lorne A. Parker 


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. 


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 




IM'Extensfon provides equal opportumttes tn employment and progremmfng. 

2 - 

Qneratlortal Procedures Subcommittee 
/ * . Exhibit C-Pagfe 2 

Dubbing Costs 


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. 


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