CC Enrollment, Google, Broadband Funds, E-Rate Comments, Facebook, Blackboard, Internet, Jing, Defaults, Ed Tech

Defining the Enrollment Boom
by Scott Jaschik
Dec. 18, 2009, Inside Higher Ed

“All through the fall semester, community colleges have been reporting enrollment growth. On Thursday, the American Association of Community Colleges released the results of a survey designed to see if the many individual reports add up to a national trend — and the survey results suggest they do.”

“Nationally, head count in credit courses is up 11.4 percent over the last year, and 16.9 percent over two years, according to the survey, which included data from hundreds of colleges from every region of the country. Notably, given that about 60 percent of community college students are enrolled part time, one of the most dramatic parts of the new enrollment surge is that it is coming in large part by full-time students. Over the last two years, the percentage gain in full-time students has been more than twice the rate as for part-time students.” . . .

Eye on Google
by Steve Kolowich
Dec. 18, 2009, Inside Higher Ed

“Three major library associations sent a letter Thursday to the U.S. Justice Department asking it to keep a close eye on Google to make sure it does not exploit its position as the owner of the world’s largest digital book database to gouge libraries with exorbitant licensing fees.”

“The letter – signed by the directors of the American Library Association, the Association of Research Libraries and the Association of College and Research Libraries – noted that November’s amended settlement agreement between Google and the Author’s Guild failed to create a mechanism that would allow Google’s competitors comparable access to the millions of so-called “orphan works” the tech giant has scanned into its database. The U.S. government had recommended two months earlier that the parties create such a mechanism. Without it, the government warned, Google could have a “dangerous” monopoly on access to the scanned works.”

Joined by Governor Perdue, Vice President Announces an Initial $183 Million in Awards to Expand Broadband Access in Seventeen States
Dec. 18, 2009, The White House

“Vice President Biden today kicked off $7.2 billion in Recovery Act broadband grant and loan programs, of which $2 billion will be made available on a rolling basis over the next 75 days to bring high-speed Internet to communities that currently have little or no access to the technology.” . . .

“The projects receiving funds today are the first in the $7.2 billion program – $4.7 billion through the Department of Commerce’s National Telecommunications and Information Administration (NTIA) and $2.5 through the Department of Agriculture’s Rural Utilities Service (RUS) – being implemented under the Recovery Act to expand broadband access and adoption across the country. The awards are designed to help underserved – and often hard-hit – communities overcome the distance and technology barrier by expanding connectivity between educational institutions, enabling remote medical consultations and attracting new businesses – as well as the jobs that come with them. They are part of an over $100 billion investment in science, technology and innovation the Administration is making through the Recovery Act to lay a new foundation for economic growth.” . . .

Educators Weigh In Again on Improving E-rate to meet Broadband Goals
by Kevin Taglang
Dec. 16, 2009, Benton Foundation

The Federal Communications Commission has received a new round of comment on the impact of the E-rate program on reaching the national goal of universal, affordable broadband use.

The State E-rate Coordinators’ Alliance says that changes to the E-rate program should “do no harm” to existing school and library broadband adoption and services. SECA believes changes should make the application process easier and calls for an increase in annual E-rate spending to $4.5-$5 billion. SECA also points out that the E-rate could be coordinated with other funding sources to facilitate broadband deployment. Specifically, the E-rate model, which allows customers to determine their bandwidth needs and competitively bid the broadband services that they need, has been successful in matching customer demand with broadband deployment. This customer-driven approach, SECA says, allows for the deployment of broadband to be targeted to where there is demand. A similar approach is being utilized in the Rural Health Care Support Mechanism. SECA believes that this customer driven approach allows for better targeting of support to the deployment of broadband where it is needed, rather than relying on the approach of the High Cost Fund where the support is disbursed to carriers and it is up to the carriers to decide when and where to upgrade their facilities to be broadband capable.

The Schools, Health and Libraries Broadband Coalition believes that high-bandwidth facilities to schools and libraries, as anchor institutions, should be capable of being used as “jumping off” points from which broadband providers can serve the surrounding residential and business community. In other words, the high-capacity fiber cables or wireless networks deployed to serve the needs of schools and libraries should be publicly available to serve others as well.

The National Association of Telecommunications Officers and Advisors urges five steps to broaden the scope of the E-Rate program in a way that would promote the efficient use of resources to expand broadband deployment throughout local communities. Although NATOA’s proposal goes further than the recommendations of other parties, NATOA notes support in the record for key components of the proposal. The steps are:

1. Give priority to funding broadband services.
2. Make local anchor institution networks that provide broadband services or facilities to schools and libraries eligible for E-Rate funding.
3. Provide support based on the actual cost of extending networks to serve eligible institutions.
4. Relieve local anchor institution networks of the competitive bidding requirement.
5. Raise the $2.25 billion cap.

The American Association of Community Colleges and EDUCAUSE support expansion of the E-rate program to include community colleges without diminished support for existing beneficiaries. Congress considered, but ultimately rejected, including community colleges in the E-rate program when it was first created in the Telecommunications Act of 1996. But in the thirteen years since the E-rate was created, community colleges have become even more essential to the nation’s economic and educational imperatives. Distance education is a key tool in reaching students at times and in places where they are able to access higher education, thus increasing the number of people who do so. As technology evolves, community colleges are able to offer increasingly sophisticated distance education applications, especially in technical fields. Adequate broadband connections are necessary to share video and other high-volume educational content among their disparate campuses and regional locations.

Want Privacy on Facebook? Here’s How to Get Some
by Barbara Ortutay
Dec. 17, 2009, Associated Press

Over the past week, Facebook has been nudging its users — first gently, then firmly — to review and update their privacy settings. You might have procrastinated by hitting “skip for now,” but Facebook eventually locked you out until you did so. After finally accepting Facebook’s recommendations or tweaking the privacy settings yourself, though, you might have made more information about you public than what you had intended. At the same time, Facebook has given users many granular controls over their privacy, more than what’s available on other major social networks. So if you want to stay out of people’s view, but still want to be on Facebook, here are some things to look out for as you take another look at your settings. . . .

Facebook’s Growing Ethnic Diversity Mirrors U.S. Population
by Sara Inés Calderón
Dec. 17, 2009, Inside Facebook

“Facebook’s Data Team has just published a report called “How Diverse is Facebook?” in which the company analyzed the surnames of U.S. users in order to estimate a breakdown of US Facebook users by ethnicity. The conclusions? While Whites and Asian/Pacific Islanders have historically been more represented on Facebook compared to the US population, Facebook’s user diversity is increasingly mirroring that of the overall US populace. The report also examined “saturation” by ethnic and racial groups, defined by Facebook as a fraction of its users as compared to a fraction of Internet users by ethnicity. Facebook found that Asian/Pacific Islanders have been much more likely to be on the site than Whites over time. Hispanics are currently 80 percent as likely as Whites to use Facebook and Black users are about as likely to be users as Whites.” – Summary from the Benton Foundation

Clean Slate
by Steve Kolowich
Dec. 16, 2009, Inside Higher Ed

“Blackboard, known for its tenacity in the e-learning market, on Tuesday announced it is backing off from its long patent feud with the Canadian company Desire2Learn. The dispute dates back to 2006, when Blackboard sued Desire2Learn in a Texas district court for 38 counts of patent infringement, seeking millions in damages. The court only upheld three counts, and both companies appealed the parts of the decision they had lost to the U.S. Court of Appeals for the Federal Circuit, which in 2008 dismissed all of Blackboard’s claims against Desire2Learn. But by then the industry giant had filed additional patent-infringement lawsuits against its smaller competitor, which were pending — until Tuesday, when the rivals announced the détente.” . . .

Time Capsule: The Rough Guide to the Internet… from 1999
by Nate Anderson
Dec. 15, 2009, Ars Technica

“1999 was in some ways a simpler time, a bygone era in which a leading Internet guidebook’s first page could open with the question: ‘Okay, what’s this Internet good for?’ “

“The book then follows this question up with a host of others.
— ‘Is there a lot of really weird stuff on the Net?’
— ‘But isn’t it yet another male-dominated bastion?’
— ‘What’s electronic mail, again?’
— ‘So, is this the Information Superhighway?’ “

“Well, yes, it is the “Information Superhighway,” a term which itself sounds straight out of a previous century, but it’s not the superhighway that we’re driving on today. When Ars Science Editor John Timmer unearthed a copy of 1999’s Rough Guide to the Internet, we decided to take a look back at just what has changed in the last decade—and what has remained depressingly the same.” . . .

Bill Gates Fund: Libraries Need More Cash for Broadband
by Matthew Lasar
Dec. 14, 2009, Ars Technica

. . . ” ‘A growing number of schools and public libraries cannot afford connectivity upgrades because of the inability to pay for one-time only installation, equipment and transport costs,’ the Bill and Melinda Gates Foundation warned the Commission on Wednesday. No big surprise that Gates is active in this area. Microsoft’s general focus when it comes to broadband stimulus questions is that resources should go to ‘anchor institutions’ – libraries, schools, and hospitals.”

“The main conduit for this kind of support comes from the FCC’s Universal Service Fund E-Rate program, which subsidizes broadband and computer equipment. Library and school administrators complain that the application process is too complicated. In fact, the Gates fund has spent $2 million to help libraries learn how to apply. The other concern is that the current annual cap on the fund is too low. What’s the limit at this point? Hold your breath: $2.25 billion. But critics say that’s about $1.75 billion short of the annual demand for E-Rate funding, and the Gates Foundation agrees.” . . .

Why Jing to Twitter Matters
by Joshua Kim
Dec. 14, 2009, Inside Higher Ed

“Nobody gets the power of small pieces loosely joined better than TechSmith. I’ve been playing with its newest Jing feature – one that allows Jing screencasts or images to be directly uploaded to Twitter. Jing is wonderful because it is free (for the basic version), lightweight, cross-platform, and nimble. I’ve used Jing extensively for both teaching and my work with faculty colleagues.”

“For teaching, Jing is a great tool for student authoring. For no money you can require that your students make quick (<5 minute) voice-over presentations of their topics and share their work in your course management system. For professional work, Jing is an easy way to create and share screencasts of best practices and features of course design and the technologies that support innovative pedagogy.” . . .

Defaults Nearly Double
by Doug Lederman
Dec. 14, 2009, Inside Higher Ed

“Scores more colleges could face federal restrictions on financial aid once the government starts holding them accountable for their three-year student loan cohort default rates, judging from the first look at three-year rates made public by the U.S. Education Department today. (http://federalstudentaid.ed.gov/datacenter/) Taken together, the three-year rates are 93 percent higher than the standard two-year rates for for-profit colleges, 63 percent higher for public two-year institutions, and 70 percent higher for private four-year colleges.”

“The rates released today are informational only, as colleges will not be punished based on their three-year rates until 2014, when the government will have collected and published three consecutive years of data on three-year rates.” . . .

Educational Technology in Public School Districts: Fall 2008
Dec. 16, 2009, National Center for Education Statistics

This report includes information on networks and Internet capacity, technology policies, district-provided resources, teacher professional development, and district-level leadership for technology. Findings include:

— Some 92 percent of districts offered access to online district resources to all elementary or all secondary teachers. About 82 percent of schools offered server space for posting web pages or class materials to all teachers.
— Districts had written policies on acceptable student use of email (84 percent), social networking websites (76 percent), wikis and/or blogs (52 percent), and other Internet use (92 percent).
— Of the districts surveyed, 100 percent kept student data in an electronic data system. The percentage of districts that used an electronic system to keep each type of student data asked about in the survey ranged from 80 percent for transportation data to 100 percent for attendance data.

CC Enrollment, Google, Broadband Funds, E-Rate Comments, Facebook, Blackboard, Internet, Jing, Defaults, Ed Tech

Grading 2.0; Google: News, Live Updates, Goggles, Captions; Scenarios; Mobile Phones; Stats; Grants

Grading 2.0: Evaluation in the Digital Age
hosted by John Jones, Ph.D. student, University of Texas – Austin, Dixie Ching, Ph.D. student, New York University, Matt Straus, Math/Statistics major, Duke University
Nov 15, 2009, HASTAC – Humanities, Arts, Sciences and Technology Advanced Collaboratory

In this HASTAC forum, three Scholars invite you to consider evaluation and assessment in the face of new forms of digital media, new kinds of skills and technologies, and the ever-changing landscape of education and academia.

“As the educational and cultural climate changes in response to new technologies for creating and sharing information, educators have begun to ask if the current framework for assessing student work, standardized testing, and grading is incompatible with the way these students should be learning and the skills they need to acquire to compete in the information age. Many would agree that it’s time to expand the current notion of assessment and create new metrics, rubrics, and methods of measurement in order to ensure that all elements of the learning process are keeping pace with the ever-evolving world in which we live. This new framework for assessment might build off of currently accepted strategies and pedagogy, but also take into account new ideas about what learners should know to be successful and confident in all of their endeavors.”

In the Midnight Hour
by David Moltz
Dec. 9, 2009, Inside Higher Ed

“Midnight classes, once a quirky scheduling option available at only a few institutions, are gaining currency at a growing number of community colleges as student demand for specific courses increases and available classroom space for those courses decreases.” . . .

Another One Bites the Dust
by Steve Kolowich
Dec. 9, 2009, Inside Higher Ed

“Of all the projects to build international online universities, U21 Global might have been the most ambitious. Universitas 21, the international consortium of highly reputed research universities that opened U21 Global in 2001, predicted the program would enroll 500,000 students and be netting $325 million annually by 2011. But the program has been fraught with financial losses over its eight-year run, and currently enrolls only 5,000 students. A number of affiliated universities have walked away, including four in the last two years.”

“Now U21 Global is reassessing its educational goals. The University of Melbourne, the program’s top university partner, this week said it would stop putting money into the program, which broke even for the first time this year. The university will retain the $15 million in equity it has already invested, but Universitas 21 will relinquish its controlling interest in the underachieving project to the Manipal Group, an Indian firm that deals in education as well as health care, manufacturing, and financial services.” . . .

Google Unveils News-by-Topic Service
by Richard Pérez-Peña
Dec. 8, 2009, New York Times

“Google on Tuesday introduced a new approach to presenting news online by topic, developed with The New York Times and The Washington Post, and said that if the experiment succeeded, it would be made available to all publishers. The announcement of the “living stories” project shows Google collaborating with newspapers at a time when some major publishers have characterized the company as a threat. Google has also taken steps recently to project an image of itself as a friend to the industry.”

“Living stories is a much-enhanced version of what some newspaper Web sites already do by grouping material by subject matter. In the case of The Times, the paper’s Web site has thousands of “topic pages.” But those efforts have not yielded heavy reader traffic or much advertising. The Google project, presented without ads, is now at livingstories.googlelabs.com, part of Google Labs, where the company tries out experimental products. If it is judged a success, it would eventually reside on the site of any publisher that wanted to use it. Those publishers could also sell ads on those pages.” . . .

Google Adds Live Updates to Results
by Brad Stone
Dec. 7, 2009, New York Times

“As part of its much-anticipated entrance into the field known as real-time search, Google said that over the next few days its users would begin seeing brand-new tweets, blog items, news articles and social networking updates in results for certain topical searches. Previously it took a few minutes for updates from social networks and blogs to filter into Google’s results. . . . A search for ‘Copenhagen’ on Google, for instance, where global climate talks are under way, produces the standard Web results, but with a box in the middle of the page where blog items, press releases, news articles and tweets scroll past. The box updates every few seconds.”

. . . “Google Goggles, allows people to send Google a cell phone photograph of, say, a landmark or a book, and have information about the contents of the image returned to them instantly. . . . But Google said image recognition technology would have to improve and the privacy implications would have to be more fully considered before it would make that possible. Google Goggles works on phones running Google’s Android operating system and will be available for other phones soon.”

“Google also outlined developments in voice search, which will make it easier for people to search the Web from a mobile phone. It said it would now allow people to speak their queries to Google in Japanese, in addition to English and Chinese. The company plans to add new languages next year.” . . .

Google to Add Captions, Improving YouTube Videos
by Miguel Helft
Nov. 19, 2009, New York Times

“In the first major step toward making millions of videos on YouTube accessible to deaf and hearing-impaired people, Google unveiled new technologies on Thursday that will automatically bring text captions to many videos on the site. The technology will also open YouTube videos to a wider foreign market and make them more searchable, which will make it easier for Google to profit from them.”

“While the technology can insert captions only on English-language speech, Google is giving users the choice of using its automatic translation system to read the captions in 51 languages. That could broaden the appeal of YouTube videos to millions of other people who do not speak English but could use the captioning technology to read subtitles in their native language.”

“The speech recognition technology that Google uses to turn speech into text is not new; Google currently uses it to transcribe voice mail messages for users of its Google Voice service. But Ken Harrenstien, a deaf engineer who helped develop the automatic captioning system, said the technology had never been applied on such a large scale.” . . .

Learning From Online
by Steve Kolowich
Dec. 7, 2009, Inside Higher Ed

“Most professors agree that more work goes into designing an online course than a face-to-face one. But if those professors are interested in improving their teaching skills, it might be worth the extra effort. So say researchers at Purdue University at Calumet, who believe that learning how to do distance education properly can make professors better at designing and administering their classroom-based courses.” . . .

“That was the thesis behind the creation of Calumet’s Distance Education Mentoring Project. The project takes faculty who are looking to adapt their classroom courses to the online environment and teams them up with Web-savvy colleagues. Those mentors advise the novices on best practices for online course design and oversee them through the first semester of the online version of the course.” (See January 2010 issue of International Journal on E-Learning at http://www.editlib.org/p/29273)

Devices to Take Textbooks Beyond Text
by Anne Eisenberg
Dec. 5, 2009, New York Times

“Now there is a new approach that may adapt well to textbook pages: two-screen e-book readers with a traditional e-paper display on one screen and a liquid-crystal display on the other to render graphics like science animations in color. The dual screens are linked by a central processor so that, for example, a link on the e-paper display can open on the color screen. A two-screen device called the eDGe will be released by enTourage Systems in February for $490, said Doug Atkinson, vice president of marketing and business development for the company, based in McLean, Va.” . . .

“The e-reader screen is used with a stylus that can underline or highlight text, take notes in the margin, pull up a blank piece of e-paper for solving math problems, or touch a link for a video of a chemical interaction that is then displayed on the LCD screen.” . . .

Why You Want to Use Scenarios in Your Elearning
by Cathy Moore
Nov. 24, 2009, Making Change

“Imagine that you’re in a competition to overhaul an information-heavy course so it creates a real change in the world. What changes would you make? Check out this story-based presentation to see what one fictional company did. The presentation is an adaptation of a talk I’ve been giving at the Australian Flexible Learning Framework conferences. It’s designed to help people break free of the traditional information-first approach to instructional design.”

“One of the challenges with using the approach described in the presentation is that it usually requires more design time. Since many clients don’t actually measure the effectiveness of their materials and just want information put online quickly, it can be hard to argue for immersive scenarios. Have you successfully used scenarios? Did you have to convince stakeholders to let you use them?” . . .

25 Practical Ideas for Using Mobile Phones In The Classroom
by Graham Atwell
Nov. 20, 2009, Poltydysgu

“We have been writing a lot about ideas on how mobile devices, and particularly phones might be used to support learning. But most of this work has been from a somewhat theoretical angle. Now Jenny Hughes has written a great guest blog on the practical work she has been doing on the use of mobiles in schools. I’ve been working with (primary and secondary teachers) on e-learning in the classroom – particularly the use of web 2.0 applications – as the roll out and dissemination of the TACCLE project. Part of this has been looking at the use of mobile phones as learning tools in schools. There seems to be a lot of debate around the technology, the theoretical perspectives, the social dimension and so on but just at the moment the ‘doing’ is engaging me far more than the research. And as I’m always the first to complain about the practitioner – researcher divide, I thought maybe we should contribute by sharing some stuff we are experimenting with in the classroom.”

“What follows is some of the output from teachers. Firstly there has been a debate around the feasibility of using mobile telephones in schools; teachers from schools that have banned them outright, teachers from schools where they are allowed and teachers who are actually using them for learning generated a list of For-and-Against arguments. Secondly, there are some practical suggestions for using mobile devices (mainly phones), tried and tested and either contributed by teachers or trialed on the TACCLE course.” . . .

Blackboard/Moodle/Sakai – Session Recording Now Available
Nov. 5, 2009, Educause

Stephen Downes writes, “By far the most popular session at EDUCAUSE (at least so far) this discussion on the relative merits of two open source and one commercial learning management system (LMS) is a great listen, especially as they begin to talk about the future, the claim that “the LMS is dead” (or so it has been reported in some of the blogs), personal learning environments and the increasing demand of colleges to focus on outcomes and competencies. Also interesting: “We (Sakai) don’t have a financial incentive to own large swaths of the higher education infrastructure.” The recording, with slides and video, loads instantly and is beautifully presented.” Link provided by Colleen Luckett.

eLearning Conferences 2010 – eLearning Technology
by Clayton Wright

College Receives $250,000 Federal Grant for Mobile Learning Initiative
Nov. 10, 2009, Thomas Edison State College

Thomas Edison State College has recently received a two-year, $250,000 federal grant that will be used to accelerate the deployment of a new course delivery system that utilizes cloud computing technologies and is designed to increase access and minimize technical issues for adults earning a college degree.

The grant, awarded by the U.S. Department of Education’s Fund for the Improvement of Postsecondary Education (FIPSE), will enable the college to develop 40 courses over the next two years that will be delivered entirely via flash drives that contain similar structure and functionality of the college’s typical 12-week, asynchronous online courses but without the need for a constant online connection. For these new courses, students will need an Internet connection only to submit assignments and participate in online discussions. The remainder of course work can be completed offline.

Academic Libraries: 2008 First Look
Dec. 9, 2009, National Center for Education Statistics

This report summarizes services, staff, collections, and expenditures of academic libraries in two- and four-year, degree-granting postsecondary institutions in the 50 states and the District of Columbia. Academic libraries held approximately 102.5 million e-books and about 3.6 million electronic reference sources at the end of fiscal year 2008. Findings include:

— During FY 2008, there were about 138.1 million circulation transactions from academic libraries’ general collection.
— Academic libraries reported 93,438 full-time equivalent (FTE) staff working during the fall of 2008.
— Academic libraries spent about $6.8 billion during FY 2008.

Changes in Postsecondary Awards Below the Bachelor’s Degree: 1997 to 2007
by Laura Horn and Xiaojie Li
Dec. 2, 2009, National Center for Education Statistics

The total number of certificates and associate’s degrees– postsecondary awards below the bachelor’s degree– increased 28 percent to a total of 1.5 million between 1997 and 2007. Other findings include:

— Certificates and associate’s degrees constitute a large and growing segment of U.S. postsecondary credentials; in 2007, almost 40 percent of undergraduate credentials conferred in postsecondary institutions participating in federal financial aid programs (Title IV) were below the bachelor’s degree.
— While community colleges still account for the largest share of these credentials–58 percent conferred in 2007–the share conferred by private for-profit institutions increased from 24 percent in 1997 to 29 percent in 2007.
— Health care is the most common field of study, accounting for 31 percent of all awards in 2007, and increasing 68 percent over the decade studied.
— Women earned a majority of all certificates and associate’s degrees (62 percent in 2007); and the rate of increase in awards to women surpassed that for men.
— The rate of increase in subbaccalaureate awards conferred over the decade was highest for Hispanic students (74 percent), followed by Black students (54 percent); in contrast, awards to White students increased 11 percent.

Employees in Postsecondary Institutions, Fall 2008, and Salaries of Full-Time Instructional Faculty, 2008-09
by Laura G. Knapp, et. al., Research Triangle Institute
Nov. 18, 2009, National Center for Education Statistics

Postsecondary institutions in the U. S. reported employing about 3.7 million individuals in fall 2008. This report presents data from the Winter 2008-09 Integrated Postsecondary Education Data System, including data on the number of staff employed in Title IV postsecondary institutions in fall 2008 by occupation, length of contract/teaching period, employment status, salary class, faculty and tenure status, academic rank, race/ethnicity, and gender. Other findings include:

— Of the 3.7 million individuals employed by postsecondary institutions, about 2.4 million were working full time and about 1.3 million were employed part time.
— Based on adjusted 9-month average salaries, Title IV degree-granting institutions reported that, on average, professors earned $101,658, associate professors earned $73,246, assistant professors earned $61,479, instructors earned $53,107, lecturers earned $53,472, and those with no academic rank earned $54,743.
— Of the 578,302 reported full-time instructional staff at Title IV degree-granting institutions, 149,714 were professors, 124,653 were associate professors, 134,169 were assistant professors, 94,573 were instructors and 28,299 were lecturers. The remaining 46,894 instructional staff had no academic rank.

Digitizing Historical Records
National Historical Publications and Records Commission, National Archives and Records Administration
CFDA #89.003

Draft Deadline (optional): April 1, 2010
Final Application Deadline: June 3, 2010

The National Historical Publications and Records Commission seeks proposals that use cost-effective methods to digitize nationally significant historical record collections and make the digital versions freely available online. Projects must make use of existing holdings of historical repositories and consist of entire collections or series. The materials should already be available to the public at the archives and described so that projects can re-use existing information to serve as metadata for the digitized collection.

To make these projects as widely useful as possible for archives, historical repositories, and researchers, the applications must demonstrate:
1. The national significance of the collections or records series to be digitized;
2. An effective work flow that repurposes existing descriptive material, rather than creating new metadata about the records;
3. Reasonable costs and standards for the project as well as sustainable preservation plans for the resulting digital records;
4. Well-designed plans that evaluate the use of the digitized materials and the effectiveness of the methods employed in digitizing and displaying the materials.

Projects may not use grant funds to:
* create descriptive metadata
* create edited transcriptions of the digitized materials
* develop websites where people will have to pay a fee to view the images.

Electronic Records Projects
National Historical Publications and Records Commission, National Archives and Records Administration (NARA)
CFDA #89.003

Draft (optional) Deadline: April 1, 2010
Final Application Deadline: June 3, 2010

The National Historical Publications and Records Commission seeks proposals that will increase the capacity of archival repositories to create electronic records archives that preserve records of enduring historical value. The NHPRC supports efforts by archivists and records managers to meet the challenges of electronic records. Projects must involve institutions that have already established archives and records management programs. We seek applications for start-up or collaborative projects:

1. Start-up projects: Develop the capacity of institutions to prepare to capture and preserve electronic records, through program planning; or
2. Collaborative projects: Establish and/or improve electronic records archives by engaging in effective and innovative collaborations.

Most electronic records archives depend upon collaboration among archivists, record managers, and information technology specialists. Only a few organizations have all the required expertise, making training, collaboration and recruitment of new personnel essential components of electronic records archives. We strongly encourage applicants to include professional development components necessary for the success of the project. These may consist of basic or advanced electronic records and digital preservation training for archives staff, agency records managers, high level administrators, information technologists, and others.

Projects cannot establish electronic document management systems that only manage born-digital records with limited retention periods.

Grading 2.0; Google: News, Live Updates, Goggles, Captions; Scenarios; Mobile Phones; Stats; Grants