Name of Presenter: M. L. Annette Reynolds, County Extension Director
843-525-7118 (w) 843-525-7243 Fax
ARYNLDS@CLEMSON.EDU (E-mail)
ABSTRACT: NINE WAYS TO MAKE LEARNING FUN
Galileo said "You cannot teach a man anything: you can only help him find it
within himself". To facilitate this process, try linking the learning activity to as
many different intelligences as possible. As a general rule of thumb, take the
information to be learned and:
Create a comfortable environment by giving respect, safety (physical and
emotional), inclusion, experience (related to learner's own life), and immediacy
(immediate application to own life). Other considerations include temperature,
light, space, equipment, etc. Consider Spiritual Intelligence: every person desires
a chance for self expression, a chance to prove his or her worth, the desire to
excel. Give each person the challenge of a fine reputation to live up to.
Talk, read or write about it ...
Draw, sketch, or visualize it...
Dance it, build a model of it, or find some other hands-on activity
related to it ...
Sing it, chant it, rap it, find music that illustrates it, or put on background
music while learning it ...
Relate it to a personal feeling or inner experience ...
Conceptualize it, quantify, or think critically about it ...
Work on it with another person or group of people ...
For most effective learning to take place, you must plan not only for content, but
action and reflection!
Three Learning Domains
-cognitive (ideas, knowledge) or "head"
-affective (feelings, emotions) or "heart"
-psychomotor (physical, doing) or "hands"
The deepest learning occurs in the affective or feeling domain. In your learning
activities, use ALL three domains.
When we use only the linguistic/verbal mode of transfering knowledge our
chances for learning to take place are lessened. When we use all (or as many as
possible) forms of intelligence to transfer knowledge effective learning can
heppen for all involved.
We have tended to use the linguistic/verbal mode at the expense of the others
AND THE PEOPLE WE SERVE. As we move to High Tech presentations, let us
also move to high touch use all forms of intelligence.
+++++++++++++++++++
1998 National Meeting, Epsilon Sigma Phi
the national honorary Extension fraternity
December 10-12, 1998
Atlanta, GA.
Presentation
Frank Carr Ann Rhinesmith
Family and Consumer Science Educator
RCE of Warren County
Wayne Dumont Jr. Admin Bldg
165 County Route 519S
Belvidere, NJ 07823-1949
908-475-6504
E-mail: Rhinesmith@aesop.rutgers.edu
Title of Presentation:
"Reach Out and Touch Someone Through ITV"
Abstract:
The Morris County Interactive Television (ITV) Network is a regional
consortium of 21 schools in a tri-county section of NJ. In 1997-98, a
character education program was offered by Extension Educators
(4-H and FCS) to tenth through twelfth grade students in network schools.
This pilot program combined Extension programming with interactive
classroom technology in providing a distance learning course in
character education.
The program began with two 50 minute sessions involving three schools
with 54 students and grew in the next semester to four 50 minute
sessions involving nine schools and 120 students. The demand was
higher than anticipated and provided a waiting list of clients.
The Workshop will focus on the character education program, using the
ITV technology, working in the system and teaching tools and techniques
for an ITV class. The session will be discussion oriented, with presenters
providing insights and tips for getting started and flourishing in this new setting.
The character education section of the session will review the course
content and interactive activities used in delivering course material.
The technological portion of the session will review the technology involved,
using the technology and how the technology must play into the preparation
for the program. Working in the system will explore the collaborative partnerships,
getting started, the process of evolving programs and cost considerations.
Teaching tools and techniques will cover a variety of tips for combining
technology with presenter skills and course content to maximize the program impact.
+++++++
J. Henry Duncan, University of Kentucky, College of Agriculture
Agriculture Water Quality Liaison
663 Teton Trail, Frankfort, Ky 40601
Day phone:502 564 3080; Fax:502 564 9195; hduncan@ca.uky.edu
Title: Implementing the Kentucky Agriculture - Agriculture Plan
Abstract:
The State Agriculture Water Quality Plan was developed as a result of State
legislation enacted in 1994. The Cooperative Extension Service and the
National Resourses and Conservation Service assigned two full time positions
to work with the fifteen member Governor appointed Authority to develop and
implement the State Plan. Two hundred and fifty farmers and local leaders
were recruited and served on five committees to help develop the plan.
A program learning farmer workbook was develped for the Farmers use in preparing
the plan. Numerous video tapes ,educational pamphlets and table top displays
were produced. A computerized electronic program was developed and distributed
on CD Rom disc and on the internet. Workshops have been conducted state wide
for Technical Agencies and for local farm leaders. County producer workshops are
currently being held. The goal is for the 88,000 farms to have Agriculture Water
Quality Plans by October 2001. This State-Wide effort is gaining national attention
because of the cooperative approuch and the use of the latest technical and
teaching aids. Through use of the Electronic Workbook, the average Landowner
can develop an Agriculture Water Quality Plan within an hour which would otherwise
take a day or two to develop.
++++++++++++++++++
Presenters:
Dr. Ed A. Brown
Professor, Extension Program Coordinator - Plant Pathology
3301 Miller Plant Science Building
University of Georgia
Athens, GA 30602
Mr. Don Hamilton
Assistant Coordinator Office of Information and Technology
College of Agricultural and Environmental Sciences
202 Hoke Smith Building
University of Georgia
Athens, GA 30602
Presentation Title:
Development of a Digital Imaging Diagnostic System for Extension Education Programs
Abstract:
The primary purpose of Extension Plant Pathology is to provide educational
programs and materials to county extension offices in order to improve crop and animal
production systems, to ensure environmental integrity and agricultural sustainability
while maximizing economic impact. Through creative grantsmanship, funding was generated
to support the placement of 60 diagnostic imaging stations throughout Georgia.
These stations will be equipped with microscopes, computers, video and digital cameras
with soft ware to facilitate the capturing and transmission of images for diagnosis.
More than 4000 plant disease samples are submitted to the Plant Disease Clinics
in Georgia annually. This takes time and most samples are submitted through overland mail.
With the equipment placed in the county extension offices, county faculty can submit field,
macro and microscopic images of symptoms and signs of disease and pest agents in a timely
manner. To date 31 of the sites have been placed and 94 county and state staff faculty
trained in Georgia. Phase II will be implemented this winter and the additional 29 sites will
be located.
This technology will help facilitate disease diagnostics and save time and disease
losses. With this educational diagnostic tool county faculty will become better trained in
diagnosing problems at the local level and will reenforce the county delivery system. Growers
can contact the county extension office and request assistance in diagnosis. The agents
can image the samples and make microscope mounts of the disease causing agents and
submit the images over the Internet with the appropriate information needed to diagnose
the problem. The state staff faculty will be able to access the images from any Internet
access nation wide to diagnose the problem and get educational help to the agents and
clients in short time.
We estimate the diagnostic time for about 60% of the samples will be cut in half.
This will strengthen the extension commitment to environmental integrity by diagnosing the
problem in a timely manner and incorporating management systems educational recommendations
as quick as possible. As the samples are submitted for disease and pest diagnosis, the best
images will be saved and incorporated into a Disease Diagnostic Library. This diagnostic
library will be Internet based and available to all that have Internet access.
++++++++++++++++
Name, title and address of each presenter
Natalie Thomas, Ed.D., CFCS
Professor Emeritus
176 Henderson Road
Fairbanks, AK 99709
Presentation Title: Faces that Make a Difference
Abstract
Five retired Alaskan Cooperative Extension faculty who taught life skills to
Alaskan families and individuals from 1925-1986 made a difference in the lives
of people are featured as models for employees in this experimental project
developed by Dr. Natalie Thomas, Epsilon Sigma Phi Historian.
The Alaska Cooperative Extension faculty face the great challenge of distance
when trying to deliver information and education to a diverse audience throughout
Alaska. The 250 remote villages require air transportation. Flying to remote
villages to schedule workshops that reach a very small population can be
expensive and time consuming. Also, while Extension faculty are away from
their office, questions from local clientele continue to mount. Time for scheduling
the workshops after arriving in a village is difficult. Often when it s time to leave,
people ask, When can you come back? While you would like to return, you know
it is not possible. Therefore, CD-ROMs and the Internet can be methods to lower
costs and reach more people at a time when individuals are available to learn.
Interactive multimedia is a medium that can be a great asset.
This multimedia design features an interface as an example for navigational ease.
The faculty featured will serve as a brief member profile, history and model for
professional development.
The purpose of this project was to experiment with a design that Macromedia
Director supports for both Macintosh and PC platforms. In addition, as the
Epsilon Sigma Phi Historian, the goal prevails to capture a brief profile and
activities of the members of the Alaska Chapter.
The ultimate goal is to have the project serve as valuable information for
encouraging and managing professional development opportunities, nominating
members for awards, scholarships and recognition for accomplishment. In addition,
capturing a brief history of the members of the Alaska Chapter, and tracing the
history of the Alaska Cooperative Extension Service will be preserved.
The project has been evaluated for ease in navigation and ultimately will be
evaluated to determine the use and value to faculty in CD-ROM form. The same
project can be replicated for access on the Internet.
There is many more faculty who have used a unique style for making a difference
in the lives of others that will be added as the project continues to grow.
++++++++++++++++++++
Presenters:
Mr. Don Hamilton
Assistant Coordinator Office of Information and Technology
College of Agricultural and Environmental Sciences
202 Hoke Smith Building
University of Georgia
Athens, GA 30602
Dr. Ed A. Brown
Professor, Extension Program Coordinator - Plant Pathology
3301 Miller Plant Science Building
University of Georgia
Athens, GA 30602
Presentation Title:
Distance Diagnostics Through Digital Imaging: A Simple, Versatile, Supportable System
Abstract:
Distance Diagnostics Through Digital Imaging is an approach to image transfer
which uses the World Wide Web as the communication medium. This project was
designed with simplicity in mind both for the users as well as those who support the
system. Distance Diagnostics was developed to enhance the speed with which plant
diseases can be diagnosed as part of a Georgia Extension Plant Pathology educational effort.
Distance Diagnostics is a three-year $1 million project funded by an anonymous
private foundation and matching state lottery grants. One hundred eighty faculty will be
trained to use the system. Sixty imaging stations have been distributed to county offices.
Each imaging station consists of a computer, hand-held digital camera, stereo microscope,
compound microscope, video camera, video-to-computer image capture device, color
printer, plant disease compendia, and diagnostic supplies.
Non-proprietary, affordable equipment was chosen for ease of use and efficiency
of support. The hand-held camera, a Sony Mavica, was chosen because images are
transferred to the computer via diskette, it has excellent close up ability, and general
usage is intuitive. A CCD-chip video camera was chosen for microscopic images for the
ability to see fine-tuning adjustments as they are made. Considerable research was
conducted to determine the correct combination of components which make this project
successful. While significant time was spent comparing technical specifications, the
subjective judgement of the scientist was critical in determining the usability of the system.
A team approach of development between Information Technology and Plant
Pathology professionals has resulted in a system that is simple to use yet holds enormous
potential for program enhancement. While Distance Diagnostics is based on enhancing
plant disease diagnosis, the system is applicable to other disciplines as well.
++++++++++++++++++
Rachel T. Guthrie
County Extension Agent for Family and Consumer Sciences
P.O. Box 107
Watkinsville, Georgia 30677
(706) 769-3946
Fax: (706) 769-3909
E-mail: uge1219@uga.cc.uga.edu
Co-Presenter
Bonita Roberts
County Extension Agent for Family and Consumer Sciences
Suite 150
1241 Helen Highway
Cleveland, Georgia 30528
TALK, TEACH, TOUCH: PUBLIC RELATIONS
IDEAS FOR BUILDING STAKEHOLDER SUPPORT
FOR EXTENSION EDUCATORS
Have you ever worried that the modern Extension Service needs to shore
up its base of political and public support in order to ensure its funding and its future?
You are the image of Extension. If you want legislators to believe in you as
a leader and educator, it's your responsibility to reach out and Touch them by
communicating one on one with brief factual impact statements. Learn how to involve
them and to balance high tech with high touch.
It is critical to make funders believe you make a difference.
It's your responsibility to Talk to them in ways they accept and understand.
It is your responsibility to motivate the media to want to buy into and support
your Extension programs and Teach them who you are and how you can utilize high
tech to effectively communicate the value and impact of Extension programs.
"Talk, Teach, Touch: Public Relations Ideas for Building Stakeholder Support
for Extension Educators" is a workshop that will help you identify and implement ideas
for building relationships to insure you get your message across. Use of techniques like
innovative marketing through collaboratives will be presented. It remains critical that
Extension personnel help decision makers on the local, state and federal levels understand
the impact Family and Consumer Sciences is having on constituents of their educational
programming. Learn strategies that work to involve political leaders and funders. Learn
how to radiate a positive image and not be caught off guard when working with the media.
Much of the information shared in this conference evolved from sessions offered
at the Public Issues/Leadership Development Conference. By attending the workshop you
will leave with some high tech practical public relation skills that will effectively
communicate your Extension message of impact achieved with public dollars.
+++++++++++++++++++
Contact: Kay Hendrickson
Area Extension Agent
Franklin County Cooperative Extension
Franklin County Courthouse, 1016 North 4th Avenue
Pasco, WA 99301
Phone: 509-545-3511
FAX: 509-545-2310
E-mail: HYPERLINK mailto:hendrik@wsu.edu hendrik@wsu.edu
Presenters: Kay Hendrickson Myrna Miller
Area Extension Agent Area Extension Agent
1016 N. 4th Avenue 11104 NE 149th Street
Pasco, WA 99301 Building C, Suite 100
Brush Prairie, WA 98606
Title: Kids, Machines, and Volunteers: A Winning High Tech/High Touch Combination
Description: Learn about a project connecting at-risk youth, sewing machines,
entrepreneurial interests, and volunteers. Youth evaluated technology change using
the sewing machine and experienced the value of computers for personal design
decisions, communication of information, and the marketing of sewing projects.
Conference Objective: This workshop ties very well into the Conference Objective--
Help professionals define ways of providing education to learners not connected to
technology. We have many learners who are not connected to technology but all
learners are affected by technology. This workshop will highlight a project that began
with the intent of a high touch program but quickly became a program showcasing
technology uses for earning power. This happened because both the youth learners
and the volunteer teacher/learners got excited and caught up in learning about
technology possibilities and discussing what impact it has on their learning and
earning power. Because of this, providing technology access became very important.
Sewing was used as the vehicle for this program. Most subject areas that Extension
deals with could be used as the vehicle. This workshop will hopefully spark ideas of
how to incorporate technology into on-going Extension programming.
Abstract: Most kids love machines—any machine. They like to play with
machines and see how they work. Knowing this and practicing what Cooperative
Extension is well known for--using volunteers and teaching sewing, the So, So,
SEW!! Curriculum was designed and piloted with help of a National 4-H Council
grant. This project started as a more traditional program targeting at-risk kids.
It became a project evaluating the change in sewing machine technology over
the years. Because of the demand for the program, the original learners became
teachers for additional classes. To keep the youth/teachers enthused, an Internet
segment was incorporated to help them look for additional project marketing ideas.
This project focused on building self esteem in at-risk youth through sewing projects
taught by caring, committed volunteers. The targeted audience included youth from
a multiplicity of ethnic and cultural backgrounds. Participants were exposed to a
variety of skill development activities including, using a sewing machine, hand
sewing, completing projects, using the Internet to get sewing information, and
using a computer to help in design decisions. Youth used different machine
technologies, from the tredle to a programmable embroidery sewing machine.
Projects were sewn and evaluated for utility, workmanship, and marketability.
Trained volunteers worked with youth, most often one adult with two youth.
This "high touch" program gave the youth a mentor. This was important because
many of the youth became "teachers" for additional classes after the demand for
the program soared. At first the adult volunteers taught the curriculum, then the
youth and volunteers became a team. Wanting to provide incentives for the
youth who were teachers, additional activities were introduced. A commercially
available computer software program was used to teach personal design. Youth
evaluated the software in terms of marketability, utility, and completeness.
The youth/teachers were very involved in helping others complete sewing projects.
They also enjoyed making their own projects. They became so skilled that they
asked for ideas on selling the items. The adult volunteers began to ask how to
help get more marketing access for the youth. With additional help from school
systems, the youth/teachers gained access to the Internet and found information
on marketing sewing projects. This project continues and is expanding because
the youth and the adult volunteers keep asking questions and finding avenues
to answer the "what if. . .?" "how about. . .?" "how can we. . . ?"
++++++++++++++++++++
Keith Martikainen
Ext. 4-H Youth Specialist
Tel. 308-385-6424
FAX 308-385-6414
email:
Single presenter, already listed
Presentation title:
Leveling the Field - Conducting state wide interviews via videotape
(Impact) This provides:
Personal financial and time savings by doing the interview locally, instead
of a trip of 300 to 400 miles (for some) to take part in a 10 minute interview. Career
preparation experience in an interview process gaining in popularity. A self evaluation
tool for assessing personal communication skills through later tape review (With the
candidates consent) the tape can be shared with decision makers so they may see
first hand the communication skills of program participants. Question selection allows
them to hear a participants views firsthand, the impact of being involved in Extension
programming has had on them. For a number of participants, face to face interviews
would have forced them to withdraw due to time and expense.
Workshop participants will:
View examples of the videos
Receive copies and walk through the guidelines provided to candidates
Discuss the challenges and opportunities using this type of program
Discuss potential secondary uses of the tapes
Receive examples of video release forms
Equipment & room set up:
Class room with VHS/VCR & TV
Overhead projector & screen
+++++++++++++++++++
Keith Martikainen
Ext. 4-H Youth Specialist
Tel. 308-385-6424
FAX 308-385-6414
email:
Single presenter, already listed
Presentation title: Programming Face to Face, Long Distance
Abstract:
Should candidates travel hundreds of miles for a 10 minute interview?
How far will participants travel for Extension programs?
Are there equal program opportunity concerns?
Nebraska has successfully conducted state level interviews by videotape,
and programs at multiple sites simultaneously, with direct interaction with all sites.
Interview candidates are provided guidelines for arranging and formatting
videotaped interviews, including camera placement and appropriate
involvement of an on-site question reader, for fair comparison with candidates
taped at other sites.
Local satellite down links and compressed video sites (utilizing phone lines)
provide new opportunities for Extension programming at all levels. Many
Extension staff have little experience with these methods. Hosting a distance
learning site, or originating a program takes advanced planning for success.
Guides for hosting a downlink site, or tips in the studio can assist in success.
(Impacts include)
-University and participant financial and time savings by: not having participants
travel great distances to a single site, or Extension resources traveling to multiple sites.
-Career preparation experience in an interview process gaining in popularity.
- A self-evaluation tool for assessing personal communication skills through later
videotape review
-(With candidates' consent) tapes shared with decision makers provide first hand
observation of program participants' communication skills.
-Question selection provides participants' evaluation of impact attributed to being
involved in Extension programming.
-For many, requiring on site interaction to participate in Extension programs or
interviews would have forced them to withdraw due to cost and time limitations.
Evaluation of one program conducted simultaneously at four sites indicated:
- Many participants attended sessions otherwise cost and time prohibitive.
- 64.5 % strongly or extremely favor future use.
- 64.5 % lived more than 100 miles from the site where instructor presented in person
- 51.6% lived over 200 miles away
- 19.3 % would have participated if it were only available at the instructor led site.
Although distance willing to travel may vary with each state, it's clear that more
people can be reached through this method.
Workshop participants will:
-Receive copies and review examples of video release forms, interview guidelines,
and site facilitator tip sheet to help in maintaining local audience involvement
-Discuss: challenges and opportunities using these methods of programming,
potential secondary uses of tapes, and documenting possible financial impact of
program offerings
-Observe video examples of interviews, a basic compressed video studio with
presenter controlling camera shots, and more advanced studio with control room staff
Fred McClanahan, Jr.
Larimer County Cooperative Extension
1525 Blue Spruce Drive
P.O. Box 543
Fort Collins CO 80522-0543
(970) 498-6000
FAX (970) 498-6025
larimer@coop.ext.colostate.edu
www.colostate.edu/Depts/CoopExt/LARIMER/
+++++++++++++++++++
Contact Person:
Jacqueline E. LaMuth
Associate Professor
Interim Leader, Evaluation
The Ohio State University Extension
700 Ackerman Road, Suite 240
Columbus, OH 43202
Phone: 614-292-6470
FAX: 614-292-7341
E-mail: lamuth.1@osu.edu
Presenter:
Jacqueline E. LaMuth
Associate Professor/Interim Leader, Evaluation
700 Ackerman Road, Suite 240
Columbus, OH 43202
Presentation Title: Responding to Mid-Way Evaluations Creates a Win-Win
Experience for Everyone
Abstract:
"Wonderful! Can't believe you revised your program because of what I said
last week!" "I've never had any speaker care enough to make changes so
the program was more meaningful to me. Thank you." These remarks are
typical of what appears on end-of-workshop evaluations when mid-way
evaluations are used by individual instructors and teams to check how closely
they are meeting the expectations of their audiences.
Extension educators routinely ask workshop participants to complete some kind
of summative self-assessment at the end of the learning experience. They ask
what was learned, worthwhile or useful. They may ask what was least helpful.
Occasionally they solicit suggestions for improving future presentations. These
inquiries benefit the instructor but have little utility for the participants who don't
see much purpose in spending time on them. Mid-way evaluations directly benefit
participants by providing feedback to the instructors.
For two years, several teaching teams have been asking their participants four
questions at the close of each day of multi-day workshops:
1. Are we on target? Are we doing what you expected? Explain.
2. What topic or issue you hope will be included that hasn't mentioned so far?
3. Is there anything about the arrangements or the workshop itself we can change
to make this the best possible workshop for you?
Responses usually refer to room conditions, a speaker's habits or style, the
knowledge level being too basic or advanced, or a topic that is on the agenda.
It seems unimportant that every suggestion or desire be addressed and included.
It does seem significant that the teaching team acknowledges all comments,
the ones that are already included in the plans, the ones that have been added
to expand a planned topic, and ways for participants to learn about something
that is too specific or complex to be added at this point.
The result of these mid-point checks is a win-win experience for everyone. A
connection develops between teachers and participants. Participants feel
valued; teachers enjoy the success of tailoring their presentations to each
specific audience. Participants don't scurry out the door and try to avoid the
evaluation at the end. Instead, they have learned by example, that their
opinions are important, appreciated, and used. They take the time to write
multiple comments, suggestions and compliments. The evaluations are filled
with useful descriptive information that will help them tp them improve their
teaching content and delivery.
++++++++++++++++
Contact person: David Miller
Ohio State University Extension, District Specialist, Farm Management
16714 State Route 215
Caldwell, Ohio 43724
Daytime phone - (740) 732-2381
FAX number - (740) 732-5992
E-mail address - MILLER.58@OSU.EDU
Presenters: David Miller
Ohio State University Extension, District Specialist, Farm Management
16714 State Route 215
Caldwell, Ohio 43724
Christopher Zoller
Ohio State University Extension, Agriculture and Natural Resources Agt.
219 Stonecreek Road
New Philadelphia, Ohio 44663-6902
Presentation Title: Computerized Farm Record Keeping Workshops - An Opportunity
for High Tech and High Touch
Brief Description: Computerized farm record keeping workshops taught by Ohio
Extension personnel have resulted in high adoption rates, better business
management decisions and improved record keeping skills.
Abstract:
Computerized record-keeping workshops have been taught by Ohio State University
Extension agent and specialists since 1990 in response to expressed interests of
agricultural producers. The workshops are designed to provide participants with
hands-on experience with computerized records, to show how low-cost software
such as the Quicken program can be adapted for farm record keeping and to
demonstrate how easily a computerized records system can generate information
and reports needed to manage a modern farm business. By 1994 over 1000 people
had attended these workshops at which time a follow-up survey was undertaken to
determine the impact of OSU Extension's efforts. Overall, eighty six percent of the
respondents reported farming activities while the remaining fourteen percent either
had a non-farm business or wanted to learn about computer records for their own
personal use. Over seventy four percent of the farmers responding had adopted
the Quicken program for their farm business record keeping. These adopters
indicated they are working on their farm records using Quicken more frequently
and improved business management decisions had resulted. They felt the improved
management decisions came from better tracking of income, expenses and account
balances with computerized records, that their records were more accurate, more
accessible and more current and that their records were more easily used for farm
enterprise analysis, year-end income tax management and for budgeting and
projections. The respondents also reported their record keeping skills had improved
with fifty six percent rating their skills as poor to fair before the workshop while
eighty two percent rated their record keeping skills as good to excellent after the
workshop. Teaching computerized farm record keeping workshops has resulted
in a high rate of adoption, improved business management decisions and improved
record keeping skills. These workshops have also allowed agents and specialists
to teach in small group settings, to increase their knowledge of computer records
and to provide needed follow up to get the participants started properly on
computerized record keeping.
+++++++++++++++
Contact person/presenter:
Peter Nitzsche
County Agricultural Agent
Rutgers Cooperative Extension of Morris County
Phone: (973) 285-8307
Fax: (973) 605-8195
nitzsche@aesop.rutgers.edu
Title: Utilizing Fax-on-Demand and Fax Broadcast Technology to Deliver
Extension Information
Abstract: Fax-on-demand and fax broadcast are new methods of communications
which combine computer, fax, and telephone technologies. Fax-on-demand is a
user-friendly system which can make extension information available twenty-four
hours a day, seven days a week. The only thing required is access to a fax
machine and a touch tone phone. To use the system, the user places a call to a
designated phone number and then enter his/her fax machine number on the
phone keypad. A catalog of numbered documents is then faxed to their location.
After reviewing the catalog, the user can call back to request any of the items
listed by keying in the document number(s) and those documents will be faxed
to him./her.
Fax broadcast allows clientele to subscribe to receive newsletters or
other information automatically by fax. Fax broadcast makes timely extension
information more valuable to clientele by faxing it to them one or two days before
traditional mail delivery.
Both fax broadcast and fax-on-demand have been used successfully in
New Jersey and other states to deliver timely extension information. These
technologies have proven to be very user-friendly and efficient. Fax-on-demand
and fax broadcast can save extension money by reducing postage, printing and
handling costs, since a computer does most of the work.