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COMMUNET  January 1994, Week 1

COMMUNET January 1994, Week 1

Subject:

QUESTIONS & ANSWERS RE

From:

[log in to unmask]

Reply-To:

Communet: Community and Civic Network Discussion List

Date:

Mon, 3 Jan 1994 19:30:00 -0500

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From: HARRY [log in to unmask]
Reply-to: HARRY [log in to unmask]
Sender: [log in to unmask]
 
Tom(s), Brad, Wayne, Mike, Dwight, Scott & others on MCOWORK & COMMUNET
lists:
 
I'm sorry that time doesn't allow me to send this to individuals, so, if you
had suggested others beyond the MCOWORK or COMMUNET lists, then please forward
this to those particular people.  Many thanks!  Let's collaborate in CoNets!
 
 
  Questions and Answers (Q & A) about CoNets as Community Nodes in Global Nets
 
 
Q: What is CoNet, what are CoNets, and what is "a" CoNet?
 
A: "Co" comes from initial letters of "citizens online" and from the first two
letters in community, cooperation, collaboration, company and confederation.
CoNet(s) are currently envisioned to become FULLY functional by 2020 or maybe
even by the Year 2000: to involve nearly everyone anywhere!  CoNets are taking
form currently in Minnesota, where both a rural CoNet and a metropolitan CoNet
are now being developed.  CoNets incorporate existing media and make them more
interactive, empowering and involving via "networking" -- the "Net" in "CoNet".
CoNets are inherently pluralistic and interconnected.  "A" CoNet corresponds to
"a" community or "a" company or "a" confederation or other focused alliance for
learning or action purposes.  Learning and action alliances are fundamental in
any CoNet, whose interactive media and many-to-many communications aid both in
forming alliances and in carrying out their purposes online and face-to-face.
An alliance of CoNets is taking form, first in Minnesota but then globally, to
enrich opportunities for learning and action anywhere & eventually everywhere.
 
 
Q: Can existing networks be considered already to be or soon to become CoNets?
 
A: Yes.  Since the 1960s, numerous many-to-many communication efforts have been
developed -- e.g., electronic bulletin board systems, interactive features in
mass media (such as radio talk shows, call-for-action services, audiotext and
videotext), computer conferencing, distance learning and metropolitan FreeNets.
What would make any of these be considered a CoNet would be their sharing with
the two prototype CoNets being developed in Minnesota in 1994 - one in the Twin
Cities and another in one or more rural regions.  The essence of CoNets is to
cooperate and collaborate, so no unnecessary duplication is forced by arbitrary
boundaries left from pre-networking bureaucratization of learning and action.
 
 
Q: How are CoNets related to Internet and to future information highways?
 
A: CoNets are conceived as local nodes in global nets.  Any node when magnified
turns out to be a denser network than can be achieved globally.  CoNets are the
electronic villages that are coincident with real villages that are "places"
on non-electronic maps and charts of organizations of the pre-networking era.
CoNets, though forward looking, need to build upon solid institutions of the
past and the present.  Internet, with origins in the '60s, is seen in the '90s
to be a prototype for future information highways and interactive mass media.
Thus the Internet is tightly linked to both current and future CoNets.  Within
any CoNet OnLine topic/inquiry, participants can tap distant expertise through
Internet.  CoNets can also use Internet to mirror/link certain topics/dialogs,
so distant/virtual communities can take form to support local topics/actions.
 
 
Q: How do CoNet OnLine topics develop to support INQUIRY, DIALOG and ACTION?
 
A: CoNet OnLine topics are developed from the bottom-up, consistent with a new
ethic of the networking era that resists top-down bureaucratic or hierarchical
manipulation.  Any CoNet participant can open a topic that may attract other
participants from that local CoNet or even from distant CoNets via Internet.
Powerful INQUIRY networking yields valuable responses from surprising sources;
thus many CoNet topics just raise questions that are quickly answered but may
continue to be referenced by secondary inquirers in any CoNet's knowledgebase.
Other CoNet topics may evolve into longer-term DIALOGS to help participants to
learn from each other or from recruited experts, who may even offer electures
(Electronic LECTURES) or online courses for credit towards degrees or diplomas.
ACTION topics go beyond what can be learned in INQUIRIES or DIALOGS on CoNets.
Since "action" implies "commitment", the organizers of action topics on CoNets
can organize such topics to include only those who subscribe to any commitment.
 
 
Q: Is "access" within CoNets "free" in the same sense it is within FreeNets?
 
A: Yes and No.  CoNets are designed to make two types of information free --
community and collaborative information.  Whenever governments, charities, etc.
provide community information "free", then such information will indeed be free
and most conveniently accessible via CoNet OnLine -- not only from computers in
homes and workplaces but also via CoNet Kiosks in convenient public places.
Collaborative information within CoNets is also "free" in the sense that the
collaborating participants -- within any CoNet in general or within any CoNet
topic more specifically -- are involved in valuable, free give-and-take dialog.
Obviously, though, some information providers are professionals whose livings
depend upon being paid.  Teachers, doctors, lawyers, accountants, consultants
and scientists (to mention only a few examples) are expected to volunteer a
great deal of free information in response to CoNet inquiries and within CoNet
dialogs.  Where CoNets may differ from FreeNets may occur particularly with
respect to more private action topics, where such professionals will be allowed
to offer online advice, instruction, and other forms of support on a fee basis.
For example, colleges may offer online courses for which they charge tuition.
Even some forms of government information may entail fees, if tax support is
not sufficient to make data available in the form or timeliness needed online.
Government satellites now make current geographic positioning data available
but not in forms that could prove most valuable to farmers in managing crops.
 
 
Q: How will disadvantaged citizens gain "equal" access to CoNets?
 
A: Public-Access CoNet Kiosks in libraries (where those exist), at town halls,
even at rural grain elevators or fire stations -- and potentially at malls and
within businesses that commit to CoNet openness requirements -- will make CoNet
OnLine accessible to those without personal computers and modems in their homes
or offices.  Those Kiosks will come to include visual and audio aids for those
who are handicapped, illiterate, or literate in languages other than English.
In fact, CoNet Kiosks may become prototypes for future interactive digital TV.
So, to some extent, public CoNet Kiosks may become more advanced than most
home and office means of access to CoNet.  "Equality" is impossible, but wide
access will be fully achieved, especially through CoNet InMedia (not OnLine).
 
 
Q: What is CoNets InMedia and why is it important to success of CoNets OnLine?
 
Nearly everyone has access to mass media -- TV, radio, newspapers, magazines --
while the basis for CoNets OnLine is likely to be seen as available only to an
elite minority, even when home modems and CoNet Kiosks become widely available.
The same focus on inquiry, dialog and action and on supporting learning and
action alliances, as described above for CoNets Online, can be achieved even
more extensively through interactive mass media programming and formats, called
CoNets InMedia in order to emphasize InMedia complementarity to CoNets OnLine.
For example, a live 90-minute TV show invited phone-in, mail-in and studio
audience electronic voting responses to ten dialog-stimulating questions about
local education.  A panel of experts on that "INQUIRY Show" were directed by
home and studio audiences to explain only the most important of those questions
-- with "importance" being determined from the bottom-up by the "audience."  A
week later, members of viewing and coordinated newspaper balloting "audiences"
became fuller-fledge "participants" in a taped "DIALOG Show", in which three
peer groups -- students alone, teachers alone, and then others (parents, etc.)
-- first "voted" electronically on the the three "most important" questions and
then discussed their opinions on tapes interspersed to show similarities as
well as contrasts among the three peer groups.  Then, another week later, a
live "ACTION Show" had one community on-camera combine those three peer groups
-- students, teachers, and parents/taxpayers -- to develop their courses of
action for improving local education.  They again used electronic voting, but
this time to develop a discussion tree that took them from considering general
goals, more specific objectives, obstacles for meeting those objectives, and
finally actions to overcome those obstacles.  The discussion tree was printed
on a studio wall and seen on home screens as well.  The ideas were generated by
the citizen participants, from the bottom-up, and the actions specified were as
much personal as public policy in nature.  The priorities were also set by them
to determine just which goals, objectives, obstacles and actions they could
take time to consider.  This was a "talk show" that really went somewhere --
from the generalities to specifics, from goals to actions.  Nobody was excluded
since nearly everyone had access to the interactive mass media participating.
Again, mass media are among the principal sponsors who will develop both the
metro and rural prototypes for CoNets OnLine in 1994.  By 1995, CoNets InMedia
is expected to also be launched -- so that OnLine the issue questions to launch
InMedia dialogs can be formulated from the bottom-up, and then CoNets InMedia
participants will have options to followthrough by getting into CoNets OnLine.
 
 
Q: How will CoNets relate to "virtual communities" not tied to any place(s)?
 
A: CoNets are place-oriented primarily, in that actions to be taken, following
CoNet inquiries and dialogs, usually require physical proximity of the sort
achieved only within real communities, rather than just in electronic "virtual
communities".  However, both CoNets InMedia and CoNets OnLine will involve
well-linked "physically-based communities" who will benefit from understanding
both similarities and differences in their circumstances, as those relate to
varied "community" education and inquiry/dialog/action discussions in CoNets.
 
 
Q: If CoNets succeed in helping to revitalize Greater Minnesota (meaning the
whole state, beyond just the Twin Cities metropolitan area) through networking
OnLine, InMedia and InPerson, how can CoNets spread in the U.S. and globally?
 
A: The purposes of proposed grants from the Minnesota Board of Government
Innovation and Cooperation and from the National Science Foundation (NSF) are
to develop replicable models of a first CoNet and a CoNet Center of Excellence
for training information highway builders beginning in high schools, especially
in community colleges and technical colleges, and in major universities as
well.  Those information highway builders of tomorrow will help build networks
within downsized and de-bureaucratized big businesses as well as within and
among communities.  The proposed CoNet Center of Excellence in southern
Minnesota has been endorsed by statewide leaders of Minnesota higher education
as well as by local government leaders and key potential industrial partners,
such as USWest, Mayo Clinic, Jostens Corporation, public broadcasting and other
major media.  The initial driving force for developing CoNet has been from such
economic development initiatives as the Development Corporation of Austin,
Vision 2000 Economic Development Committee of Austin and of Mower County, the
Freeborn Mower Rural Electric Cooperative, the Cooperative Response Center
(based in Austin and serving cooperatives throughout Iowa, Minnesota and
Wisconsin), and Minnesota Technology, this state's principal economic
development initiative.  Community development and economic development are
closely linked to education development, in that Austin Schools and the Cedar
River Tech Prep Consortium of five high schools have also endorsed as well as
having helped initiate CoNets.  Minnesota is in a unique position to help re-
invent not only governance but also community in the sense of one's place being
rooted in a "home community" where citizen responsibilities are taken seriously
and education is continuous.  The CoNet Center of Excellence, which will be
developed whether with or without NSF funding, will provide a substantial means
for helping to replicate nationally and even globally whatever works best in
the demonstrations that the Corporation for Public Broadcasting will help fund
in ten sites around the U.S.  CoNet is committed to helping serve that purpose.
 
 
Q: How can you/others participate/learn more about CoNets, Internet, etc.?
 
A: Join Minnesota Citizens Online (MCO) by sending $5 as 1994 membership dues,
payable to Metronet, 226 Metro Square, 121 E.7th Place, St. Paul, MN  55101.
 
  o  In rural southern Minnesota, a state-supported CoNet Cooperation Committee
consists formally of pairs of citizens appointed by each participating city,
township, and county government.  To learn how to participate in the new 1994
CoNet Planning Project, which will prepare detailed descriptions of community
services and governance functions for inclusion both in CoNetWorkbooks and in
CoNet OnLine, write Craig Oscarson.  He's Mower County Coordinator, Courthouse,
201 NE 1st St., Austin, MN 55912.  Ask Craig for a copy of the CoNet Resolution
to help get your particular community to participate in S.E. MN CoNet Planning.
 
  o  To join "MN CONETS" topics online, contact Eventures Ltd., thru me for now
-- to learn how (if you have a PC & modem) to use TELNET on Internet to get
onto Valleynet/Inforum, where CoNet PARTICIPATE software can be experienced.
There you can also participate in planning discussions, such as for "GOPHER
PARTI", "MCOWORK", "METRONET", "INTERNET MAIL", and "COMMUNET" about FreeNets.
BUT UNTIL 20 JANUARY 1994 I can ONLY respond to requests that include an
advanced commitment to consider incorporating PARTICIPATE into a proposal to
CPB that you are already committed to writing & submitting by 19 January 1994.
Any other requests won't be responded to until late January at the earliest.
 
  o  To receive information about Internet and CoNets introductory courses (to
be held evenings, 6:30-9:30 p.m., Mondays and Wednesdays, initially in April
and May, in various locations via Interactive TV), by March 94 please contact:
 
   - Austin Community College Continuing Education, 507/433-0532, 800/747-6941
 
   - Minnesota Riverland Technical College (4 sites) 507/433-0600, 800/247-5039
 
  o  To receive a registration application and conference announcement now for
the 23-24 May 94 Rural Datafication Conference entitled "Meeting the Challenge
of Providing Ubiquitous Access to the Internet", please contact:
 
     Margo J. Berg,  Director of Client Services for Education
     Minnesota Regional Network  (MR Net)
     511-11th Avenue South,  Box 212,  Minneapolis, MN  55415
     Email:  [log in to unmask]     Voice:  (612) 342-2570     Fax:  (612) 344-1716
 
  o  In any above request to MR Net, you may also want to say that you'd like
to receive, when available (by March), information about before-and-after video
teleconferences -- to be held all over Minnesota, to accomplish the following:
 
   - introduce novices to Internet and to rural datafication prospects in Minn.
     probably on 19-20 May, PRIOR to the 23-24 May national/global conference.
 
   - involve experienced online participants in the planning of rural as well
     as metropolitan CoNets, probably on 25 May, AFTER the Ruralfication Conf.

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November 1996, Week 2
November 1996, Week 1
October 1996, Week 5
October 1996, Week 4
October 1996, Week 3
October 1996, Week 2
October 1996, Week 1
September 1996, Week 5
September 1996, Week 4
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September 1996, Week 2
September 1996, Week 1
August 1996, Week 5
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August 1996, Week 3
August 1996, Week 2
August 1996, Week 1
July 1996, Week 5
July 1996, Week 4
July 1996, Week 3
July 1996, Week 2
July 1996, Week 1
June 1996, Week 5
June 1996, Week 4
June 1996, Week 3
June 1996, Week 2
June 1996, Week 1
May 1996, Week 5
May 1996, Week 4
May 1996, Week 3
May 1996, Week 2
May 1996, Week 1
April 1996, Week 5
April 1996, Week 4
April 1996, Week 3
April 1996, Week 2
April 1996, Week 1
March 1996, Week 6
March 1996, Week 5
March 1996, Week 4
March 1996, Week 3
March 1996, Week 2
March 1996, Week 1
February 1996, Week 5
February 1996, Week 4
February 1996, Week 3
February 1996, Week 2
February 1996, Week 1
January 1996, Week 5
January 1996, Week 4
January 1996, Week 3
January 1996, Week 2
January 1996, Week 1
December 1995, Week 6
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November 1995, Week 1
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October 1995, Week 1
October 1995, Week -15
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August 1995, Week 2
August 1995, Week 1
July 1995, Week 5
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July 1995, Week 3
July 1995, Week 2
July 1995, Week 1
June 1995, Week 5
June 1995, Week 4
June 1995, Week 3
June 1995, Week 2
June 1995, Week 1
May 1995, Week 5
May 1995, Week 4
May 1995, Week 3
May 1995, Week 2
May 1995, Week 1
April 1995, Week 5
April 1995, Week 4
April 1995, Week 3
April 1995, Week 2
April 1995, Week 1
March 1995, Week 5
March 1995, Week 4
March 1995, Week 3
March 1995, Week 2
March 1995, Week 1
February 1995, Week 4
February 1995, Week 3
February 1995, Week 2
February 1995, Week 1
January 1995, Week 5
January 1995, Week 4
January 1995, Week 3
January 1995, Week 2
January 1995, Week 1
December 1994, Week 5
December 1994, Week 4
December 1994, Week 3
December 1994, Week 2
December 1994, Week 1
November 1994, Week 5
November 1994, Week 4
November 1994, Week 3
November 1994, Week 2
November 1994, Week 1
October 1994, Week 5
October 1994, Week 4
October 1994, Week 3
October 1994, Week 2
October 1994, Week 1
September 1994, Week 5
September 1994, Week 4
September 1994, Week 3
September 1994, Week 2
September 1994, Week 1
August 1994, Week 5
August 1994, Week 4
August 1994, Week 3
August 1994, Week 2
August 1994, Week 1
July 1994, Week 5
July 1994, Week 4
July 1994, Week 3
July 1994, Week 2
July 1994, Week 1
June 1994, Week 5
June 1994, Week 4
June 1994, Week 3
June 1994, Week 2
June 1994, Week 1
May 1994, Week 5
May 1994, Week 4
May 1994, Week 3
May 1994, Week 2
May 1994, Week 1
April 1994, Week 5
April 1994, Week 4
April 1994, Week 3
April 1994, Week 2
April 1994, Week 1
March 1994, Week 5
March 1994, Week 4
March 1994, Week 3
March 1994, Week 2
March 1994, Week 1
February 1994, Week 4
February 1994, Week 3
February 1994, Week 2
February 1994, Week 1
January 1994, Week 5
January 1994, Week 4
January 1994, Week 3
January 1994, Week 2
January 1994, Week 1
December 1993, Week 5
December 1993, Week 4
December 1993, Week 3
December 1993, Week 2
December 1993, Week 1
November 1993, Week 5
November 1993, Week 4
November 1993, Week 3
November 1993, Week 2
November 1993, Week 1
October 1993, Week 5
October 1993, Week 4
October 1993, Week 3
October 1993, Week 2
October 1993, Week 1
September 1993, Week 5
September 1993, Week 4
September 1993, Week 3
September 1993, Week 2
September 1993, Week 1
August 1993, Week 5
August 1993, Week 4
August 1993, Week 3
August 1993, Week 2
August 1993, Week 1
July 1993, Week 5
July 1993, Week 4
July 1993, Week 3
July 1993, Week 2
July 1993, Week 1
June 1993, Week 5
June 1993, Week 4
June 1993, Week 3
June 1993, Week 2
June 1993, Week 1
May 1993, Week 5
May 1993, Week 4
May 1993, Week 3
May 1993, Week 2
May 1993, Week 1
April 1993, Week 5
April 1993, Week 4
April 1993, Week 3
April 1993, Week 2
April 1993, Week 1
March 1993, Week 5
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March 1993
February 1993

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