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1 DOC I'MF T RF VMF AC WO 773 ED 021 156 By- Wedemeyer, Charles A. Ed INSTRUCTION- -II. THE BRANOENBERG MEMORIALESSAYS ON CORRESPONDENCE Wisconsin Univ., Mackson. UniversityExtension. Pub Date 66 Note- I62p. EDRS Price MF-$0.75 HC-$6.56 *EDUCATIONAL EDUCATION, *CORRESPONDENCESTUDY, DEVELOPING NATIONS *EDUCATIONAL TRENDS EVALUATION,RESEARCH REVIEWS D(em,scgiors-*COMPARATIVEUNITIES *EDUCATIONAL TELEVISION, (PUBLICATIONS)I TEACHER ROLE, UNIVERSITYEXTENSION Identifiers- C eat Britain, Sweden, UnitedStates Armed Forces Institute,Venezuela This second volume ofBrandenburg essays presentsfresh evidence of the broadening use ofcorrespondence educationthroughout the world.The first essay thefinal essay describes extension summarizes currentworldwide trends and of education fifty years from now.There are essays reflectingthe development correspondence education inGreat Britain, Sweden, andVenezuela, in the developing nations, in frontier settings,and as part of quitesophisticated educational structures. Other essays explore the purposesof correspondenceeducation, the role ofthe of the correspondenceinstructor,and theweaknesses and advantages correspondence method. The roleof the new media incorrespondence education is correspondence imaginativelyforeshadowed.Techniquesnecessaryto promote evaluation is discussed.Finally there is a reviewof education are described and the research on correspondencestudy. The document is alsoavailable, for $2.00 from University of Wisconsin, UniversityExtension, Madison, Wisconsin53706. 156 pages. (ly) , ,. U S DEPARTMENT Ot HEALTH, EDUCATION & WELFARE I OFFICE OF EDUCATION THIS DOCUMENT HAS BEEN REPRODUCED EXACTLY AS RECEIVED FROM THE PERSON OR ORGANIZATION ORIGINATING 11 POINTS OF VIEW OR OPINIONS STATED DO NOT NECESSARILY REPRESENT OFFICIAL OFFICE OF EDUCATION POSITION OR POLICY k "PERMISSION TO REPRODUCETHIS n OPYRIGHTED MATERIAL HASBEEN GRANTED , If N BYc.1,_ 0, 1.0.a. r3 111111100 c TO ERIC ANDORGANIZATIONS OPERATING THE U.S. OFFICE OF (2) UNDER AGREEMENTS WITH EDUCATION. FURTHERREPRODUCTION OUTSIDE ,$) OF THE ERIC SYSTEMREQUIRES PAMISSION E COPYRIGHT OWNER." A NOTE ABOUT HEGGIE BRANDENBURG Frederick S. Brandenburgwas a long-time friend and bene- factor of Wisconsin students and internationaleducation. President of the Democrat Printing Co., Madison,Wisconsin, Madison civic leader and Rotarian, Mr. Brandenburgfound time nevertheless to give encouragement and aidto many international students at the University, andto projects aimed at the improvement of worldwideunderstanding. He was interested in correspoiptnce instruction because of the great potential of this method for underdeveloped countries, and because of his concern that solid educationalopportu- nities be made available to allpersons in need, regardless of their geographic location. Upon his death in 1959, Mr. Brandenburg left provisionsin his will that his successorscarry out worthy educational projects through the Brandenburg Foundation, and in Au- gust, 1961, the Foundation made its first memorial grantto The University of Wisconsin Extension for thepurpose of assisting the University in carryingon seminars in corres- pondence instruction and publishing originalpapers on cor- respondence instruction. Continuing grants from the Bran- denburg Foundation have made possible this second volume of memorial essays. Library of Congress Card Catalog Number 63-63939 THE BRANDENBURGMEMORIAL ESSAYS ON COB RESPONDENCEINSTRUCTION II EditorCharles A. Wedemeyer, The Universityof Wisconsin The University of Wisconsin University Extension Copyright, 1966, by the Regents of The University of Wiconsin The University of Wisconsin, University Extension $2.00 Editorial Supervision Jim Nestingen Artwork Bob Nelson s FOREWORD This second volume of Brandenburgessays presents fresh evidence of the broadeninguse of correspondence education throughout the world. The first and last essays, by Charles A. Wedemeyer, reflect the scope of the volume and indicate thenew areasgeo- graphical, educational, and technicalinto which correspond- ence education is now venturing. From the first essay, which summarizes the current worldwide trends in correspondence education, to the final essay which describes extension educa- tion fifty years from now, wesee the large outlines of change and growth. In between, there are essays reflecting the development of correspondence education insever al countries written by authorities such as Dr. Homer Kempfer of United States Agency for International Development, Mr. Harold Wiltshire and Dr. Fred Bayliss of England, Prof. Pedro Vasquez of Venezuela, and Dr. BO.rje Holmberg of Sweden. Theessays show correspondence education in frontier settings andas part of quite sophisticated educational structures. Other essays explore the purposes of correspondence educa- tion, the role of the correspondence instructor, and the weak- nesses and advantages of the correspondence method. These essays bring to bear the mature experience of Mr. Ripley Sims and Professor Margaret Knowles, blended with the fresh insights of Professor George Hartung. The role of the new media in correspondence education is imaginatively foreshadowed in theessay by Professors Lam- bert, Koenig, and Vebber; and Profe,ssor Clarence Schoenfeld describes techniques necessaryto promote correspondence edu- cation. Dean Clark contributes insights into the evaluationof correspondence education, and Professor Childs reviewsthe findings of research. Brandenburg Memorial Essayson Correspondence Instruc- tionII fulfills the expectations raised by the firstvolume and broadens the context within witTch correspondenceeduca- tion is analyzed as one of the persistent forms of university extension. Chancellor, University Extension The University of Wisconsin %NNW CONTENTS World Trends in Correspondence Education 2 Charles A. Wedemeyer, The University of Wisconsin Correspondence Education in Developing Countries 18 Homer Kempfer, United States Agency for International Development Teaching Through Television 36 Harold Wiltshire and Fred Bayliss, The University of Nottingham The Expansion of Educational Opportunity in Venezuela 50 Pedro Tom& Vásquez, Venezuelan Ministry of Education New Developments in the Production of Swedish Correspondence Courses 54 Börje Holmberg, Hermods Korrespondensinstitut, Sweden New Horizons in Correspondence Education 68 Philip Lambert, Eldo C. Koenig, and William 0. Vebber, The University of Wisconsin The Search for Purpose in Correspondence Education 74 Ripley S. Sims, The United States Armed Forces Institute Words Without Gestures 90 George Hartung, The University of Wisconsin The Role of the Instructor in Correspondence Study 100 Margaret I. Knowles, The University of Wisconsin Promoting Correspondence Instruction 108 Clarence A. Schoenfeld, The University of Wisconsin A Self-Evaluation Study of the Correspondence Method 120 Harold Glen Clark, Brigham Young University Review of Research in Correspondence Study 126 Gayle B. Childs, The University of Nebraska Extension Education and Its Tools in the Next Half Century 142 Charles A. Wedemeyer, The University of Wisconsin 44 WORLD TRENDS IN CORRESPONDENCE EDUCATION Charles A. Wedemeyer* Correspondence education isspreading rapidly throughout the world whileitisundergoing change and improvement in countries that have long used this method of learning. The chief trends in correspondence education are noted in this essay. *Charles A. Wedemeyer is Director of Instruction and Evaluation in University Extension, and Director of the experimental AIM (Articulated Instructional Media) program at The University of Wisconsin. The essay printed here is adapted from Wedemeyer's keynote address at the Seventh Conference of the International Council on Correspondence Education, June 12, 1965, in Stock- holm, Sweden. 2 Correspondence education is responding witha vigorous dynamism to the problems of world education. This paper summarizes the results of a survey which I recently made of correspondence education authori- ties throughout the world, seeking evidence of trends andnew uses of this method of learning? An analysis of the surveyresponses reveals five clearly documented trends in correspondence educationas of June, 1965. In identifying the five trends which are the core of this paper, Iam unable to find an order or pattern which satisfies the logical question of which comes first. Is broader acceptance of correspondence educationa result of other trends; or is it a cause, or both? Since conditions vary in different countries, I have not tried to give a final answer to the question of order, ofcause and effect. However, I have tried to indicate in the discussion of the trends any interrelationships which the evidence suggested. Asa conse- quence, certain reported facts of the use of correspondence education may be cited in more than one trend. The evidence yielded by the open- end survey questionnairewas, as intended, largely unstructured. There- fore the more than one hundred educators who respondedto the survey are not responsible for the structure in which their responses appear here. Since the survey was intended to probenew uses of correspondence education in various parts of the world, the trendstatements are sup- ported by short summaries indicating the countries in which theuse was reported. Separate institutions, agencies,or schools have not been identi- fied in the summaries. Trend 1. There is improved acceptance, recognition, andaccreditation of correspondence education. The survey responseswere almost uniform in
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