Distance learning has engendered exciting possibilities for introducing new members and new tools to the education community. Sometimes, though, the sheer multitude of possibilities seems confusing. Diana Oblinger offers insightful Commentary on the nature and purpose of distance education, suggesting answers to fundamental questions about what distance education should do and whom it should serve. With these issues clarified, the real potential for distance education comes to light.

As increasing numbers of distance education programs appear on the market, the need to assess these programs becomes paramount. In our second Commentary article, David Diaz argues for better research into distance education in order to provide a stronger basis for such assessment. Criticizing extant analyses of distance education, Diaz suggests that most studies have only compared distance education with traditional education. In doing so, Diaz tells us, these researchers have made the problematic assumption that traditional education is the "gold standard" by which all other pedagogical approaches should be measured. If we are to know the true value of distance education, we must be willing to set aside this standard and judge distance education programs based on independent determinations of student success.

Educators and students participating in on-campus programs are finding broadened audiences with whom to share their work. In this issue's third Commentary article, Joseph Moxley describes how digital theses and electronic databases have helped many scholars make their research available to the global community. Valuable data that might once have languished on dusty shelves in American, Australian, or African libraries now speed around the world with just a few keystrokes. Moxley predicts that the availability of these documents for further analysis, criticism, and response will raise the standards for academic scholarship and the productivity of the academic community.

In an interview with Marc Cutright, Acadia University School of Education director Bryant Griffith tells the Technology Source about his Vision of the "Acadia Advantage." Instituted four years ago, the Acadia Advantage program sought to bring the use of notebook computers into the undergraduate curriculum and to provide technological support for faculty members and students. Nearly 85% of Acadia courses now use the Web centrally in content delivery, discussion, and the presentation of student work. Sounds like an advantage worth reading about to us!

Many students find distance learning opportunities inviting but still feel apprehensive about them. Pennsylvania State University's World Campus 101 online course is designed to educate students to overcome these fears. In a Case Study of this project, Ann Luck describes how Penn State has used the course to help potential students decide whether the World Campus learning environment suits their needs. Beyond simply introducing students to online learning, the course teaches learners some of the core technical skills and capabilities they will need to participate in the World Campus.

Jean Alvares has developed his own online review pages, drills, and student self-tests. But he is not a techie. He teaches classics, not computer science. His lack of formal training is precisely what makes this second Case Study exciting and relevant: he tells about his own experience of discovering simple JavaScript commands that anyone could use to create interactive materials. With a few easy-to-use tools, Alvares found he could stimulate his students with interactive materials, assess their work outside of class time, and even share these resources with teachers around the world. Here, he shares some of his discoveries with us.

Mary Beth Susman, Gene Ranvier, Miko Pattie, and Sue Patrick describe Kentucky Commonwealth Virtual University, a daring experiment in distance education, as "a new utility company for Kentucky citizens and higher education institutions [that connects] customers easily and rationally to resource providers and vice versa." As these authors describe it, KCVU supplies education in the way that other companies provide electricity: "We envision potential students who want to plug in a laptop and turn on the power?power to make informed choices about potential colleges, view certificate and degree program opportunities, read course descriptions and faculty bios, apply for admission, register, and attend class . . . students carry a college education in their laptops."

Kathryn Winograd knows that Faculty and Staff Development requires a lot of inventiveness, energy, and hard work. As director of academic services for a company that designs faculty and staff development materials, Winograd's ambitious aim is to help faculty and staff create, modify, maintain, and teach effective online courses autonomously. How does she do it? "By accommodating many different learning styles and helping instructors toward self-discovery and creativity." If that sounds good, you won't want to miss the rest of what she has to say.

If you make decisions about how your organization uses technology?or if you just want to know more about how those decisions should be made?Stephen Downes has a Spotlight Site recommendation for you. NetTech, the "Educational Technology Coordinator Website," offers annotated links to educational technology resources, organized into four broad categories: curriculum integration, professional development, technology in context, and technical issues. Downes recommends the site for its helpful descriptions, useful links, and conveniently fast load-time.

In this issue's Letters to the Editor, two Technology Source readers respond to articles in our January/February 2000 issue. Stephen Downes and Gary Brown discuss Brown's article "Where Do We Go From Here?," and, in another exchange, Peter Calladine and Fred Nickols clarify some points in Nickols' "Let the Games Begin!"

In this issue's Letters to the Editor, two Technology Source readers respond to articles in our January/February 2000 issue. Stephen Downes and Gary Brown discuss Brown's article "Where Do We Go From Here?," and, in another exchange, Peter Calladine and Fred Nickols clarify some points in Nickols' "Let the Games Begin!"

In this issue's Letters to the Editor, two Technology Source readers respond to articles in our January/February 2000 issue. Stephen Downes and Gary Brown discuss Brown's article "Where Do We Go From Here?," and, in another exchange, Peter Calladine and Fred Nickols clarify some points in Nickols' "Let the Games Begin!"

In this issue's Letters to the Editor, two Technology Source readers respond to articles in our January/February 2000 issue. Stephen Downes and Gary Brown discuss Brown's article "Where Do We Go From Here?," and, in another exchange, Peter Calladine and Fred Nickols clarify some points in Nickols' "Let the Games Begin!"

In this issue's Letters to the Editor, two Technology Source readers respond to articles in our January/February 2000 issue. Stephen Downes and Gary Brown discuss Brown's article "Where Do We Go From Here?," and, in another exchange, Peter Calladine and Fred Nickols clarify some points in Nickols' "Let the Games Begin!"