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A summative evaluation of the two TVOntario series, Dealing with Drugs and Chemical Solutions was carried out in the April-to-June 1991 period. Classes (N=23) were recruited for the intermediate and senior grade level study, which included more than 550 students. The intermediate series, Dealing with Drugs, designed for grade 7 and 8 students, used an entertainment magazine format to present information about drugs and drug abuse and to encourage viewers to make informed personal decisions about drug use. Almost all teachers felt the series was effective and relevant to local needs. Students also like the series, with female students enjoying it more than male students did. The soap opera "The Young and the Breathless," about a group of high school kids faced with decisions about drug use, was extremely well received, while a continuing series about self-esteem, using a detective series format, was not. The senior series, Chemical Solutions, was less well received, although a majority of students did indicate that they liked the series. Although teachers and students liked the series as a whole, and thought it relevant and effective as a stimulus to discussion, teachers and students were not certain if it was any more effective than other classroom activities in this regard. (ABL)

An analysis and summary of 19 recent Canadian and U.S. reports on training needs show that all of them warn that Canada (like North America generally) is facing a serious skills crisis at a time of growing demand for capable workers. In addition, the studies point out that the private sector must contribute much more than it has so far to human resource development. The conclusions drawn from the analysis were intended to guide TVOntario in developing skills programming and a long-term skills plan for all sectors. Six target groups were identified, and their learning needs were categorized according to general literacy, communication, awareness, personal and health issues, management, and human resource issues. Eight specific areas in which TVOntario could become involved to fill gaps or provide alternatives to current skills training were identified: (1) generic skills programming; (2) direct industry-specific teaching; (3) technological awareness; (4) interpersonal skills; (5) public awareness; (6) prevention; (7) programming to provide options and choices; and (8) narrowcast programming (for example, programming directed to women or other special groups). (The report concludes with abstracts of the 19 source documents, citing focus, target groups and needs, key recommendations, ways to implement training, funding schemes, and outcomes.) (KC)

This dossier is intended to serve as the main preparatory briefing document for participants in the Public Broadcasters International (PBI) symposium, and to stimulate thought and discussion on all facets of public broadcasting. The first of four sections provides an overview of the current broadcasting environment, the challenges facing public broadcasters, global developments and trends in broadcasting, developments in programming specific to regional or geographic areas, and current financial information such as gross revenues, sources of revenue, expenditures, and deficits. The second section provides the mission statement for public broadcasting, the stated purpose and possibilities for a statement of shared mission, a synthesis of mission statements of public broadcasters worldwide, and a list of abbreviations or acronyms of public broadcasters and related organizations (23 references). Section three presents case studies of successful international co-ventures (Scienceview, TV5, Children's View) and co-productions (Our Beautiful Planet, Indelible Evidence, Mini Dragons, Ginger Tree, Paradise Garden) and proposes a set of criteria and guidelines for initiating and implementing international cooperative ventures and productions (11 references). The final section addresses opportunities for collaboration by public broadcasters, including a proposed international public network consisting of news, public television, and educational development agencies, as well as the development of an electronic database. (7 references) (DB)

This report presents the results of a survey of both elementary and secondary level teachers in French-language schools in Ontario which was conducted to determine the usage of educational television in these schools. The 630 responses to the questionnaire yielded information on: (1) educational television usage, both live broadcast and videotaped recordings; (2) the availability of electronic equipment such as television sets and videotape recorders; (3) regional use of live television; (4) access to videocassettes produced or distributed by La Chaine; (5) sources of videocassettes other than those of La Chaine; (6) the primary function of educational television; (7) the relevancy of La Chaine broadcasts; (8) teacher planning processes; (9) teacher training needs; and (10) computer usage. It was concluded that educational television in general--and La Chaine in particular--are used widely and with great success because of the quality of the programs and the efficiency of the medium as an instructional tool in schools. Appendices include a copy of the questionnaire sent to teachers; a discussion of decisions made based on responses to the questionnaires; breakdowns of responses by gender, region, and elementary/secondary level; and a list of television series used at the elementary level together with the percentage of respondents who used the particular series. A summary of the findings in English is included. (DB)

This report presents the results of an extensive mail survey of Ontario elementary and secondary school teachers which was conducted in 1990 to explore their use of school television and video, and of TVOntario instructional programs and support materials. Where possible, the findings have been compared with those of a similar survey conducted in 1985. Based on responses received from 1,661 teachers (a 50.3% return), the report provides detailed information on the use of television and video in the classroom, the use of selected TVOntario broadcast programs and series, teacher attitudes toward educational television usage, school system support for television and video use, and the use of television for professional development. Teachers reported that secondary science programming and the School Broadcasts publication and TVOntario teachers' guides have been the most successful; fewer teachers have used other TVOntario publications or obtained assistance from TVOntario-trained television resource teachers. Teachers' responses also indicate that they have adopted video and educational television as a valuable aid, and that they are using varied approaches to integrating video use in instruction. The narrative report is supplemented by 21 tables, and a summary in French is provided. (DB)

The trends in leisure behavior of persons who live in Ontario (Canada) are identified in this report that provides a basis for planning and development of relevant programming to meet the leisure interests and needs of Ontarians. The report is organized into four chapters. The first chapter provides a general introduction to the concept of leisure, and to the research methodology employed by the various studies forming the basis of the present report. It also summarizes the major findings regarding leisure behavior of Ontarians. The second chapter highlights various leisure activities that are popular among Ontarians, organized under four major categories: inter- and intrapersonal activities; sports, fitness, recreational, and outdoor activities; arts and cultural activities; and media-related activities. The third chapter describes the leisure pursuits of Ontarians by ethnocultural background. The fourth chapter describes leisure behavior patterns of young Ontarians. A 26-item list of references is included. (DB)

This study examined the current value of credentialism, extending the findings of an earlier report, "Business Training: Content, Enrollment and Delivery." The study acknowledged the distinction between various types of credentials, but focused primarily on professional business certification and investigated the potential for TVOntario to form partnerships with business associations in order to create telecourses to enhance the educational opportunities leading to professional credentials. The findings were established through telephone interviews with 17 professional business associations and 2 universities and through a literature review. The study distinguished between "specialized" courses, which are related to the specific industries the associations represent, and"generic" business courses (traditional business courses such as finance, accounting, and marketing). Three main options for pursuing partnerships with professional associations were suggested. They were developed by analyzing the educational needs and interests of the associations in conjunction with the practical implications that their needs and interests pose for TVOntario. Each option corresponds to a different educational level: (1) bilateral partnerships for specialized introductory and intermediate programs; (2) bilateral partnerships to support highly specialized and advanced subject areas; and (3) a bilateral arrangement not with the associations directly, but with a university or community college that offers the generic business courses they approve. (46 references) (KC)

This paper reports the summative evaluation of the part-time learning project "Women and Politics," based on a 2-day forum sponsored in November 1986 by the Ryerson Polytechnical Institute (Toronto, Canada) and the Committee for '94. The project consisted of a 6-part series featuring the speeches, workshops, and question periods from the forum. The purpose of the evaluation was to assess the impact of the programs, to examine registrants' use of the resource materials that were made available, and to assess their opinions of the project. A random sample of 83 individuals who had registered for the available resource materials were interviewed on the telephone. These women were generally well-educated, 25-45 years of age, and held white-collar jobs outside the home. Over half of the group described themselves as politically active, approximately 60% of the group claimed that the learning experience had encouraged them to become more active in politics, and 33% reported that they had taken some action to become more politically involved. The findings indicate that "Women and Politics" provides a suitable model for other part-time learning projects. Comments by the interview participants and seven tables of survey findings are included. (Author/PPB)

This examination of the use of telecommunications systems in the health care field in Canada notes that the use of such systems to assist in the delivery of health care at a distance is critical to the remote and isolated regions of the country. The report begins by reviewing the development of 'telemedicine' or 'telehealth' systems using various combinations of telephone, cable, microwave, and satellite technologies. Examples of such systems are provided by describing three experiments with linking hospitals in remote areas with urban teaching hospitals. The remote hospitals were the Moose Factory General Hospital in the northern district, the Sioux Lookout Zone of northwestern Ontario, and four remote hospitals in Newfoundland. Technologies included linking via the Hermes satellite and/or slow scan television; applications ranged from medical diagnosis and consultation to administration, continuing education for health professionals, and patient treatment. Current telehealth applications in Canada are then described, including programs operating in British Columbia, Alberta, Manitoba, Ontario, Quebec, New Brunswick, and Newfoundland. Issues involved in planning for telehealth programs are also discussed, including whether video is needed in addition to audio, protection of patient-physician confidentiality, remuneration for services rendered via telecommunications, and the need for more expertise and guidance in creating the programs to be transmitted. A look at future directions for telehealth in Canada concludes the report. (20 references) (DB)

This examination of the use of teleconferencing as an educational tool in Canada begins by clarifying educational teleconferencing terminology and describing teleconferencing systems and equipment. Focusing on the uses of teleconferencing in Canadian universities, the second section describes extensive or innovative uses of the technology at Memorial University of Newfoundland, Mount Saint Vincent University in Nova Scotia, the University of New Brunswick, and the University of Calgary in Alberta. Teleconferencing activities in Canadian colleges and in continuing professional education are also described. The third section discusses the characteristics of learning and teaching with teleconference systems and considers some of the issues and educational implications of teleconferencing, including the need to continue the development of print, audio, and video support materials to supplement teleconferencing lessons, the amount of teacher preparation necessary for a successful teleconferencing presentation, the changes in instructional techniques that often occur in response to student needs, and the need to develop methods of evaluation of student performance in teleconference courses. A discussion of expectations for the continuing development and application of teleconferencing concludes the report. Notes and a list of other sources cite 25 published references. (DB)

Canada has explored the use of satellites as a means to provide information and communications services to geographically isolated populations since 1962. Between 1972 and 1984, five series of satellites known as Anik A, B, C, and D and Hermes were launched. Each satellite provided expanded communications services, and each led to research and experiments in educational applications, some of which included joint ventures with other countries. For example, more than 20 Canadian organizations carried out technical and social experiments with the Hermes satellite, including direct-to-home television and radio broadcasting, tele-education, telemedicine, community interaction, administrative services, and native communications services. Research indicates that communications satellites far surpass their initial purpose of reaching remote populations. Current and future developments include two-way satellite technology, integration of satellites and computer assisted and managed instruction in distance education, and local and regional computer networking via satellite. Among the most important issues regarding the use of satellites for educational purposes are: (1) determining ownership and copyright of satellite programs; (2) integrating satellite educational services with existing terrestrial distribution systems; (3) determining cost-effectiveness of satellite delivered educational service; (4) evaluating student satisfaction and performance for educational services delivered by satellite; (5) establishing educational satellite consortia on a regional basis; and (6) deciding whether a satellite educational service should have one-way or two-way capabilities. (10 references) (DB)

This paper describes the development and current state of videodisk technology in Canada. The first section focuses on the technology itself, i.e., the disks, disk players, and the possibilities they offer for interaction between learner and machine. The current costs of the technology and the probable effect of these costs on the market are also discussed. The second section reports on a survey of the research and production of videodisks in Canada, and includes a discussion of the contents, educational design, costs, and features of projects completed by ACCESS Alberta, the Univesity of Alberta in Edmonton, Simon Fraser University in British Columbia, and the Ontario Institute for Studies in Education, among others. Issues involved in most of the projects include: (1) the effective design of interactive learning programs; (2) coordination of the team producing the videodisk; and (3) cost of the technology both to produce and to use. It is concluded that, although the potential of the educational videodisk is widely recognized in Canada, its wide acceptance as a valid, affordable alternative for educational delivery is still open to question. A list of contact individuals and references is included. (DB)

Videotex is a generic term used to describe computerized two-way information delivery systems designed for simple, mass-market use which provide access to computer-based information via a telecommunications link and an information display, usually a modified home television set. In Canada videotex has become almost synonymous with the name Telidon, which has been described as a high level, efficient communication code for the creation, storage, and transmission of graphics and text. Telidon has been used by both academics and corporations in experiments, field trials, and applications for formal and nonformal education purposes. Flexible enough for use by people of all ages, Telidon has been applied in computer assisted instruction courses, business and information libraries, information databases, supplements to science and museum educational exhibits, distance education and teleconferencing programs, special education programs, TVOntario educational sequences, and many others. Some of the issues surrounding the use of Telidon/videotex are: (1) the need for more research, development, and evaluation in distance education, special education, and in the broader field of computers in education; (2) the need for support materials and resources; (3) the need for local access to page creation facilities (and inexpensive equipment) and the potentially prohibitive cost of the Telidon/videotex system; and (4) the effects of Telidon/videotex on privacy, employment, industrial development, technological change, and other 'social impact' questions. (30 references) (DB)

This paper identifies some of the major developments and activities in cable television in relation to education in Canada. It begins by providing a general overview of the cable industry from 1952 to 1983, including the revision of the Broadcasting Act in 1968 to give jurisdiction over the cable television industry to the newly created Canadian Radio-television and Telecommunications Commission (CRTC). The discussion covers licensing regulations before and after CRTC, pay-TV, and the use of communications satellites to deliver television signals. The report concludes by describing and providing examples of services provided via educational channels and opportunities for community programming offered by cable television systems, including CRTC regulations governing these activities. (10 references) (DB)

This paper discusses the use of the new technologies in noncredit courses for adults who are interested in learning about a particular subject or in developing skills without concern for formal accreditation, whether the course is designed for professional upgrading, loosely related to work, or taken for purely personal satisfaction. Uses of satellite/telephone technology and teleconferencing in noncredit programs through the university system are briefly described to provide background information for the major part of this report, which focuses on two examples of educational programs outside the university system. These two programs are described in detail: (1) the TVOntario Academy, which consists of a combination of television programs, print materials, and computer-managed instruction; and (2) the Adult Basic Education Centre in Toronto, which uses the PLATO system to offer computer-assisted instruction to adults whose reading and arithmetic skills are at the elementary school level. (DB)

This paper presents a collection of experiences from the Canadian educational institutions that offer distance education. The first of four major sections defines the need for an alternative to traditional, classroom-based education, and describes the characteristics of distance education. The second section discusses the three institutions in Canada that are dedicated to providing distance education: Athabasca University in Alberta, the Open Learning Institute in British Columbia, and Tele-universite in Quebec. The third section focuses on the four provincial educational communications authorities in Canada and the educational programs they offer to their audiences: Radio Quebec, TVOntario, ACCESS Alberta (Alberta Educational Communications Corporation), and the Knowledge Network of the West. The fourth section looks at applications of various technologies in distance education: print, radio, audiocassettes, television, videotape, computers, videodisc, videotex/Telidon, teleconferencing, and satellites. A discussion of issues and problems that have arisen in connection with the application of information and communication technologies to distance education in Canada and a brief final statement on the current status of and opportunities offered by distance education conclude the report. (54 references) (DB)

The Canadian Broadcasting Corporation (CBC) is Canada's publicly-owned broadcast network that provides programming to both English and French national television and AM/FM radio networks. While the CBC was not designed to fill a formal education role in Canada, it does broadcast informative radio and television programs on a complete range of subjects including news, current affairs, special documentaries, culture and children's topics, entertainment, and, most recently, adult education. In addition, it currently broadcasts the Canadian School Telecasts twice a week for half an hour during the school year. The CBC also makes use of teletext and satellite technologies. Also a publicly-owned agency, the National Film Board (NFB) of Canada is designed to benefit Canada and Canadians through the making of informative films. The current role of the NFB in Canadian education is the production of educational films that are relevant to the interests of young people, to course content, and to Canadian issues. These films address all levels of education in subjects ranging from language arts to social history, geography, and Third World studies. (20 references) (DB)

This paper examines the history, functions, and impact of the four existing educational communications organizations in Canada: (1) TVOntario; (2) Radio Quebec; (3) ACCESS Alberta; and (4) the Knowledge Network of the West in British Columbia. It is noted that, while broadcasting and communications have always fallen under federal jurisdiction, education is the sole responsibility of each provincial government. The overlap between these two, in the form of educational broadcasting, necessitated the formation of new regulatory policy. A discussion of the new policy reveals that, while the four authorities may share similar purposes in the provision of educational opportunities to the public, and adhere to a common national programming definition, there are distinct differences among them that are reflected in their roles and functions: (1) TVOntario produces and distributes all educational programs on its television network; (2) ACCESS Alberta (Alberta Educational Communications Corporation) produces educational programs and operates radio stations, but has no television network of its own; (3) Radio-Quebec distributes educational programming and produces programming relevant to the region's cultural concerns; and (4) the Knowledge Network distributes programming produced elsewhere. It is noted that the Agency for Tele-Education in Canada (ATEC) is an umbrella organization designed to facilitate interaction among the four educational communications authorities, including communication, information sharing, and co-production of programs. This report provides a brief introductory overview of the four communications organizations together with a detailed description of each of the four. (17 references) (DB)

This paper examines communications and information technologies and the ways in which they have been used in both the formal and the nonformal education of Canada's native people (four groups: status Indians, non-status Indians, Metis, and Inuits). It is noted that generalizations about the use of technology in native schools is difficult because of the varying official status of native populations, different provincial jurisdiction over those populations, and the different languages and customs involved. The first section of the paper considers the use of film, video, and computers in formal education settings. The second section briefly discusses the history of native education from 1960 to 1983 and examines federal experiments in nonformal educational applications including radio, satellite, video, and interactive television communications. A mini-revolution in the development of native-language materials made possible by new developments in microcomputer technology is described, as well as uses of computers, instructional television, teleconferencing, and instructional video in classroom settings. A concluding statement briefly discusses the need for native access and control, the need to exploit the interactive capacity of new technologies, the need for culturally appropriate software, the need for further research, and future goals for the education of Canada's native peoples. It is noted that, although educational technologies offer native Canadians the potential for major advancements in formal and nonformal education, there is always the danger that the distinct identity of native peoples may be subverted in the process. (44 references) (DB)

This paper reports information received from responses to a survey questionnaire from the presidents of 46 universities and their affiliated colleges across Canada. The questionnaire (circulated to all member institutions of the Association of Universities and Colleges of Canada) included queries about the experiences of the universities with communications and information technologies, and about the use of computer technology as a research tool in libraries and for distance education. The first section reports on use of the established technologies of film, television, videotape, radio, and audiotape. The second section explores the uses of computer technologies for instruction, research, networking, and conferencing. Comments on potential changes in higher education resulting from new technologies are discussed in the final section. The research questionnaire and list of responding colleges are provided. (DB)

Part of the postsecondary educational system in Canada, community colleges offer several types of programs to both students leaving the secondary system and adults who want occupational training or education in the applied arts and human service professions. Like other educational institutions, these two-year colleges have sought to use new technologies both in administration and in teaching and learning. Analyses of the 99 responses received from a survey of 169 colleges conducted in 1983 show that educational film and television and, to a lesser extent, broadcast radio and audiocassettes, are being used in subjects ranging from sports to science, education, and numerous vocational trades. Additionally, nearly 90% of the colleges have or are developing policies and guidelines for the introduction and use of computers in the classroom. Teleconferencing, videotex, satellites, and interactive video are used to a lesser extent, primarily because of the cost of the technology. The survey questionnaire and a list of responding colleges are included. (4 references) (DB)

Although there is no federal department of education in Canada, the Government of Canada supports education by providing funds for certain education-related activities in the 10 provincial and 2 territorial departments of education. Because of this financial support, the Federal Government exercises a strong indirect influence on the conduct of education at the provincial level and is continuously involved in educational policies. Each of the provincial and territorial departments of education is responsible for the organization and administration of education at the elementary, secondary, and postsecondary levels within its boundaries. Because of the diverse racial and ethnic population, each province and territory has developed an educational system suited to its historical, social, economic, and political circumstances. Despite the many differences, the 12 educational systems are committed to similar aims including: (1) fostering growth and development of individual students; (2) teaching basic knowledge and skills required for living and learning throughout life; (3) preparing students to become contributing members of society; and (4) providing opportunities to all individuals according to their individual aptitudes, needs, and interests. While no national 'image' of education is articulated, there exists a shared image of education as providing practical means for meeting practical ends. (11 references) (DB)

With its large territory, small diverse population, two official languages, and notable regional differences, Canada has always been quick to use new communications technologies as they appear, and has historically played a role in their development as well. In each of the 10 provinces and 2 territories, educational films and television programs are available for classroom use. Educational radio programs are provided both by broadcast and on audiocassettes. Students use computers in a variety of ways including programming, using software that teaches basic skills through computer-assisted instruction (CAI), word processing, and information access through databases. While each province makes decisions about new educational technologies according to regional needs and characteristics, the primary use of educational technology in the classroom is determined by the individual teacher. (12 sources) (DB)

This report describes the activities of the Distance Education Committee (DEC), an initiative sponsored by TVOntario (TVO) from February 1987 to April 1988. The three major goals of the initiative were: (1) to encourage the development of distance education in Ontario by providing an opportunity for adult education institutions and organizations to cooperate in solving problems related to distance education; (2) to enable TVO to become better integrated into the educational community of Ontario; and (3) to increase TVO's awareness of issues and problems that will be of concern in the future. It was not intended that the DEC advise TVO about its programming or recommend materials for broadcast; rather TVO was to act as committee coordinator and member of the subcommittees (whose areas were basic functionality, francophone, occupational preparation, and maintenance and planning framework), each of which was to provide a forum in which experts could work together to find solutions to specific educational needs in the area of distance education. Attention is given to both the outcomes of the initiative and the process involved in developing and supporting a venture of this size and scope. The paper concludes with an analysis of the reasons for the success of the initiative as well as suggestions for improvement in future ventures of this sort. (Author/GL)

This report on technology in education has been prepared, primarily for TVOntario staff, to highlight new and growing educational applications and to summarize recent evaluations of earlier application efforts. The descriptions of trends and developments are classified by media format. Representative applications of the media include: (1) television (use of telecourses and educational programming for adults, introduction of media literacy courses, and an increasing number of television game shows for children); (2) satellite delivery (more use of satellite transmission to deliver professional and continuing education programs and academic resources); (3) teleconferencing (as a communications medium for business, as a delivery medium for medical consultation and training, and as a forum for student exchange); (4) computers (computer-based learning environments, database access, and conferencing capabilities); (5) videodisk and interactive video (for training resource provision and for teaching reading); and (6) videotex (for banking, shopping, and financial planning services). (GL)

With the assistance of the Canadian Captioning Development Agency, TVOntario has undertaken to determine the efficacy of applying closed-captioned television to the needs of adult learners who are not hearing impaired. In this research study, actual and potential applications of closed-captioned television for hearing audiences in Canada, the United States, the United Kingdom, Europe, and Australia were explored in order to provide a context to guide development in this area. Following a description of captioning technology and a discussion of the current commitment of Canadian broadcasters to captioned television, the report provides a review of experimental research studies that tested the use of closed-captioned television with adult students of English as a Second Language and literacy, as well as with learning disabled adults. The results of these studies are discussed in terms of their implications for the development of captioned television for adult learners in Ontario. The adult learner markets for closed-captioned television in Ontario are described in detail, as are the programs currently available to these learners. Issues are raised concerning the learning contexts that are best suited to learning with closed captions, and suggestions are made as to the types of programs and captioning methods that are most conducive to learning. The paper concludes with recommendations for the next phase of research--to conduct a pilot test of the use of captioned video in various classroom learning contexts and with learners of varying capabilities. (13 references) (Author/GL)

"Concepts in Science" is the title given to a group of 17 related miniseries produced for senior science students. This report presents the results of the summative evaluation of this series. The series explored important concepts in three areas of study: biology; physics; and chemistry. Each series consists of six 10-minute animated programs. The evaluation was based on three different sources of information, including a survey of teacher opinion, case studies of classroom use, and a survey of student opinion. The first chapter of this report provides background information on the series; the second chapter presents the results of a survey conducted among members of the Science Teachers' Association of Ontario. The third chapter reports case studies and examines the impact of the programs on students. The final chapter summarizes the main conclusions of the evaluation and discusses the implications for future science programming. Appendices include: (1) series titles; (2) videotape sales; (3) respondent characteristics; (4) objectionable elements; and (5) comments. (YP)