Bridging the barriers of distance

The TeleLearning Network of Centres of Excellence is working to conquer distance barriers by connecting people in classrooms and workplaces thousands of kilometres apart.

In the classroom, the TeleLearning•NCE has applied the Computer Supported Intentional Learning Environment (CSILE) and students in Baffin Island are already reaping the rewards of this educational software tool that validates local culture and increases children's literacy.

CSILE is an interactive computer database that at first glance appears much like a newsgroup. Unlike a newsgroup, however, CSILE is designed specifically to support learning. Software tools help students retrieve, classify and reorganize contributions and do searches by topic, author and 'thinking type.' Students and their teacher create topics for investigation and build on them, sharing information and discussing each other's work using text and graphics.

As a result, the curriculum promotes pride in local Inuit culture. Students expand their learning by exploring topics like rare languages, racism, and the social and political changes that Aboriginal self-government will bring. They also research native cultures around the world and some students are even using CSILE and the Internet to chat with Maori students in New Zealand.

And there are other benefits to this technology. Studies comparing CSILE versus non-CSILE classrooms show elementary-level CSILE users have more depth to their questions and explanations, better vocabulary and spelling, higher test scores in reading comprehension, and superior problem-solving skills in math.

Elizabeth Tumblin, who teaches a class of 23 grade 6 English Second Language students in Iqaluit, points out the higher than average rate of functional illiteracy amongst Aboriginals in the Northwest Territories. She says CSILE encourages even the weakest students to learn and it has been a bonus in improving her students' literacy skills in both English and Inuktitut.

"If other kids could do this they would see how fun it is to learn," says Brian Tagalik, one of Ms. Tumblin's enthusiastic sixth graders.

Currently, Baffin Island's mostly Inuit students can only use CSILE in English, but researchers with the TeleLearning Network of Centres of Excellence are developing a new version that will support Inuktitut's syllabic script as well.

The new version of CSILE, which designers hope to put in place as early as September 1997, will also be fully Internet-aware, which means the technology now reaching over 150 students could soon be bridging the gap between more than 3,800 students spread across thousands of square kilometres of tundra.

TeleLearning may also soon be conquering distance with a new form of workplace training called PHelpS, a computerized peer help system that aims to solve all-too-common problems.

Like when you are sitting at your office computer and suddenly something goes wrong. You try the help icon — no luck. You wait on hold for the computer support desk downstairs as your deadline draws nearer, only to discover the expert you need is on lunch break. You can't remember what you learned in that darned orientation course two years ago, and your friend a few offices down can't help either.

Since May 1996, PHelpS researchers from the University of Saskatchewan have been working with Correctional Service Canada (CSC) to build an effective peer help system to enhance workplace training. Employees at the Regional Psychiatric Centre (RPC), a CSC offender treatment facility in Saskatoon, have been using a PHelpS workplace training pilot project to tackle problems they encounter while using the Offender Management System (OMS), a complex database that keeps track of some 23,000 inmates in Canada's prison system.

OMS users faced with a complicated task, such as having to decide if an offender may be granted an escorted temporary absence from the institution, can access a step-by-step task list from PHelpS. Those who need further help can ask PHelpS to prepare a list of available peer helpers with expertise in the specific subject area in question. Users can choose their helper and work out the problem either by phone, e-mail, or in person. After the problem is solved, a permanent Case Help File is created which people can access if they come across the same problem in the future.

PHelpS, which is just one of the TeleLearning Network of Centres of Excellence's 56 research projects, has the potential to be a cost-effective and time-saving method of training.

"You avoid the run-around," says Paul Meagher, a member of the PHelpS research team who assists RPC staff using PHelpS. "Plus you distribute the workload so one expert doesn't get constantly bogged down with help requests."

PHelpS eliminates the need for separate training in a classroom setting, helping employees on the job, as their problems arise and in shorter blocks of time. It also reinforces the knowledge of both the helper and the person being helped.

"Employees get to know one another and that builds a sense of community," says Jim Greer, University of Saskatchewan professor of computer science and one of the project's co-directors.

"Your pool of experts also grows considerably. Many heads are better than one."

One hundred and twenty people use the OMS database at the RPC alone and at least 6,000 of Correctional Services Canada's 12,000 employees who use OMS could also stand to benefit from PHelpS.

Developers hope to apply PHelpS to other complex programs in the future. Researchers are also thinking of adding audio and videoconferencing tools to PHelpS so employees thousands of kilometres apart can get personalized help from an expert in almost any part of the country.

"Our ultimate vision is to see someone in Saskatoon contact someone in Halifax for help," says Meagher.

Researchers are still in the testing stages, but hope to be able to deploy PHelpS across CSC by 1998. Commercialization may come later and researchers are optimistic, saying PHelpS would benefit large companies by providing "just-in-time" help, reducing travel expenses and lowering the cost of training in the long term.

With 56 projects, including PHelpS and CSILE, the NCE funds going to the TeleLearning•NCE are conquering distance and resulting in an average annual research and development investment of $3,275,000. The NCE program is jointly funded by three granting councils: the Natural Sciences and Engineering Research Council, the Social Sciences and Humanities Research Council, and the Medical Research Council. The TeleLearning•NCE links 130 researchers at 30 universities and 20 other public and private sector organizations.

For more information visit the TeleLearning•NCE Web site.