Educational Activities Board Joint Committee Meetings CPEC-SEOC-SOOC

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Educational Activities BoardJoint Committee
MeetingsCPEC-SEOC-SOOC

• 11 May 2006
• Newark, NJ

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Welcome and Introductions
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Todays Meeting
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Tomorrows Meeting
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Joint Session Agenda (805a-1115a)
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Joint Session Agenda (805a-1115a)
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Joint Session Agenda (805a-1115a)
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EABs Mandate

• The IEEE Educational Activities Board (EAB)
  shall
• Recommend to the Board of Directors policies on
  educational matters
• Implement programs specifically intended to serve
  and benefit IEEE members in educational pursuits
• And the engineering and scientific community, and
  the general public. 
• The EAB shall be the IEEE interface in
  education-related matters with external bodies

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EAB at a glance (1)

• Pre university education
• Outreach to educators and school counselors
• Portals for pre-university students
• University education
• Accreditation in the United States
• Accreditation outside the United States
• Accreditation initiative
• Standards Education

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EAB at a glance (2)

• Post-university education
• Repackaged on line courses
• Education partners
• Original on line courses
• Expert Now IEEE
• Public awareness of engineering

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Shifting emphases in EAB

• 2003-2004 Continuing education Expert Now IEEE
• 2005 Pre-university education
  tryengineering.org, TISP
• 2006 Expansion of IEEEs role in accreditation

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IEEE Educational Activities

• Major activities and plans
• 2006

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Outline (1)

• The 2006 Planning Document
• Pre-university education
• The Center for Pre-university Engineering
  Education
• TISP
• Tryengineering.org
• The Accreditation Initiative

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Outline (2)

• University education
• Accreditation in the United States ABET
• Accreditation outside the U.S.
• Post-university education
• Education Partners
• IEEE Expert Now
• Standards Education

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The EAB Planning Document
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History and Purpose

• First annual planning document for EAB was issued
  January 3 2005
• Second planning document issued January 9 2006
• Current version is 2.3
• The objective is to define EABs goals and assign
  them to committees and individuals
• The 2005 document proved a useful guideline for
  EAB/EAD activities, and a good assessment tool

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Main Sections of the Planning Document (1)

• Pre-university education
• University Education
• One-stop shop for educational services
• Expert Now IEEE

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Main Sections of the Planning Document (2)

• Accreditation in the United States
• Accreditation Outside the United States
• Admission to IEEE
• Continuing Education
• New Initiatives

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Assignments to CPEC

• Primary
• Provide a comprehensive plan for the Education
  Partners program
• Integrate the Expert Now Task Force
• Identify opportunities for IEEE individual
  certification and competency demonstration
  programs
• Develop a Standards Workshop Pilot
• continuing education programs in standards
• Launch the on-line one- stop shop for all IEEE
  educational offerings
• Enhance consumer tracking
• Secondary
• Establish mechanisms to ensure on-going quality
  control of IEEE Expert Now, and achieve content
  balance and relevance

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Assignments to SOOC

• Primary
• Establish an editorial board for Expert Now
  IEEE
• Obtain commitments for 30 Expert Now IEEE modules
  in 2007
• Engage the Technical Societies in development of
  lesson modules for tryengineering.org
• Plan for future conferences for pre-university
  students
• in parallel with some IEEE conferences
• Secondary
• Convene Education Chairs of Societies to
  disseminate content
• Launch the on-line one- stop shop for all IEEE
  educational offerings

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Assignments to SEOC

• Primary
• Launch a Member Version of Expert Now IEEE
• Monitor the post-REPCOM implementation of
  admissions
• Disseminate information on tryengineering.org to
  IEEE sections
• Assist EAB in identifying needs and opportunities
  in non-US accreditation and model curriculum
  development
• Assist EAB in identifying member interest in
  continuing education in Standards
• Assist EAB in identifying member interest in TISP
• Secondary
• Convene Education Chairs of Regions to
  disseminate content
• Launch the on-line one- stop shop for all IEEE
  educational offerings

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New Initiatives in 2006

• Launching the Path of Our Children to Engineering
• Project is in its second year
• Institutionalized in EAD
• Global IEEE leadership in Accreditation
• Out of cycle initiative approved February 2006
• Standards Education Workshops

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New Initiatives in 2007

• Woman-friendly curriculum in ECE and Computer
  Science (pending)

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Pre-university Engineering Education

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Pre-university engineering education2006 Goals

• (1) Launch tryengineering.org
• (2) Establish the Center for Pre-University
  Engineering Education
• (3) Expand the Teacher In-Service Program
• (4) Plan the 2007 Deans Summit (US West Coast)
• (5) Plan a 2007 conference on Pre-University
  Engineering Education (Western Europe)

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The Center for Pre-University Engineering
Education

• Overall Intent
• An umbrella organization of engineering
  professional associations and educational
  professional associations
• Dedicated to increasing the propensity of young
  people worldwide to choose engineering as a
  career path

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Members

• Professional associations
• In engineering, technology, and education
• Others
• Corporations
• Charitable organizations and foundations with
  interest in pre-university education
• Schools and school systems
• Other organizations dedicated to formal and
  informal education of youth

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The Center for Pre-University Engineering
Education

• Key Components
• Development of Tryengineering.org web presence
• To include a web site featuring resources for
  school counselors, teachers, parents and
  students
• Institutionalization of the Teacher In-service
  Program
• Multi-association participation

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The Teacher In Service Program
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Institutionalize IEEEs Teacher In-service
Program

• IEEE Section engineers develop and present
  technology-oriented projects to local pre-college
  educators
• Piloted by the Florida West Coast Section in
  2001 
• Lesson plans in English and Spanish for teachers
  and engineers
• Attended by 619 pre-university educators to date
• Includes 16 (sixteen) Sections

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Rotational Equilibrium A Question of Balance

• Demonstrate the concept of rotational
  equilibrium, by building and testing a Mobile

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Build working models with household items
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TISP what have we done in 2005?

• Pilot study in Region 3
• 65 participants, from 23 Sections, in Atlanta, GA
• Whole day workshop on lessons, association with
  educational standards and working with schools
• Plus half a day of a simulated TISP session
• Feedback multiple groups organizing training
  sessions in Southeastern US and Jamaica

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Atlanta, 22 July 2005
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TISP impact of 2005 activities in Region 3,
Central North Carolina Section

• Performed a TISP presentation to eight (8)
  Science Teacher Chairs in November 2005
• Gave a TISP presentation to high school Science
  Club students on 8 February 2006
• Made another TISP presentation on 15 February to
  12 High and Middle school teachers
• Have a meeting scheduled to speak with Middle
  School Teacher Chairs in March 2006
• Have 12 local engineers/volunteers committed to
  TISP
• Founded a TISP steering committee for the Section

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Central North Carolina Section TISP event
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TISP impact of 2005 activities in Region 3,
Atlanta Section

• Held a TISP workshop on 7 November 2005 at
  Marietta Center for Advanced Academics
• Presented an overview of TISP at a teacher
  workshop on 11 February 2006
• Currently working with a high school teacher to
  develop hands-on activities for Algebra 1 to show
  examples of how Algebra is applied in engineering
• Working with a local parent to develop new TISP
  lesson plans
• Presenting a TISP workshop to Marietta Center for
  Advanced Academics (a magnet school for grades
  3-5) on 20 February
• Presenting TISP modules at the Morningside
  Elementary Family Science Night on 23 February

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TISP impact of 2005 activities in Region 3

• Florida West Coast Section
• Will hold a high school TISP presentation on 19
  April
• motor controllers
• Will hold a TISP presentation at the University
  of Central Florida on April 28
• Mississippi Section
• Plans a TISP presentation for summer 2006 at a
  teacher workshop conducted at Mississippi State
  University
• "Introduction to Engineering for Teachers and
  Counselors"

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Where are we going next
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2007
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Objectives in the steady state

• 100 lesson plans
• We currently have 22
• 1000 schools impacted every year

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Requests regarding TISP

• Engage the Technical Societies in development of
  lesson plane (SOOC)
• Identify sections interested in TISP sessions
  (SEOC)
• Critical mass of volunteers

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So you want to be an engineer

• Pre University Education

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So you want to be an engineer

• A full day presentation on engineering education
  for parents and students
• Students and parents hear a joint presentation
• Then students go to perform TISP experiments
• Parents discuss university opportunities in
  engineering with admission officers
• An open area with demos and information tables is
  open all day
• Launched on December 2005 in Philadelphia
• At least one event with the same program in 2006

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Philadelphia, 10 December 2005
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Tryengineering.org

• URL   http//ieee.contempt.tv/tryengineering/dev
• Login cpee  Password 4engine

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Identification of need (1)

• Meetings with school counselors and Engineering
  Associations in 2005
• Strong agreement that we need on line tools for
  identifying formal and informal engineering
  education opportunities
• Engineering associations agreed to participate
• Discussions with ACM, AIChE, AIAA, ASME, ASCE,
  IEE, JETS, SAE, SEE, Sloan Career Cornerstone
  Center

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Identification of need (2)

• Comprehensive review of engineering education
  resources
• By EAB and consultants
• Conclusions
• Many Engineering Resources are actually
  focusing on Science and Mathematics
• Resources for teachers are largely inadequate
• Wrong message is sent about the nature of
  engineering and the life of engineers

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Tryengineering.org

• Companion site to Tryscience.org
• Comprehensive
• Ultimate Audience young people ages 9-18
• Designed to convey excitement about engineering
  and design
• Can-do attitude
• Hands-on experience
• Positive image of the engineering process and
  engineering
• Discover the creative engineer in you

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Tryengineering for students

• What do engineers do?
• A Day in the Life of an Engineer
• What do you need to do in order to become an
  Engineer
• Experiments and activities
• Summer camps and internships
• On-line Games

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Tryengineering for teachers and school counselors

• Lesson plans on engineering and engineering
  design
• Tied to education standards
• School search
• Resources for counselors

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Unique features

• School search
• Ask an Engineer
• Proposed-- To be managed by SAE
• Ask a Student
• Proposed-- To be managed by JETS

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Phase 0 8 weeks
.

• Requirements Definition and High-Level Design
• Included the following activities
• Gather application requirements
• Create original logo and develop usage guidelines
• Create site navigation model
• Create three design studies (look and feel) for
  the web site look-and-feel
• Document high-level technical solution outline
  and recommendations
• Complete phase I - application development
  estimates and Statement of Work

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Sample work product navigation model
.
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Sample work product wire-frame design
.
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Phase 1 20 weeks (1/06-5/06)

• Application Design, Implementation and Testing
• Create screen wireframes
• Complete graphical screen implementation
• Create Web style guide
• Document application technical design
• Construct application code and content pages
• Complete integration, system and user acceptance
  testing

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The basic finances

• New initiative 2005 98,000
• Including all pre-university activities
• New initiative 2005 supplement 200,000
• New initiative 2006 160,000
• Including all pre-university activities
• Operations become part of EADs personnel and
  budget in 2006
• One full time person to manage content and
  interaction
• IBM contribution since the beginning of 2005
  400,000

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Tryengineering.org is moving fast

• A portal for students, parents, school
  counselors and teachers

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Principal Activities Tryengineering.org

• Portal design
• Weekly teleconference of the IEEE design team
• Two volunteers, consultant, and three staff
  members
• Weekly teleconference IEEE-IBM-vendor-NY Hall of
  Science
• Focus groups
• Students 19-21 year old
• Launch date is 5 June 2006

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Requests regarding Tryengineering.org

• SOOC
• Help us develop lesson plans for
  tryengineering.org
• SEOC
• Spread the word about tryengineering.org
• Identify priorities for translation and
  acculturation

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Discussions of a Center of Pre-University
Engineering Education
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Structure of Multi-Association Agreement

• Body Declaration of intent
• Appendices detailed agreements on specific
  projects
• Currently one Appendix is proposed, on the school
  counselor web site

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University Search

• The participating engineering associations will
  create and maintain a portal for university
  search in the United States and Canada
• Each association will have control over the way
  certain disciplines are described
• Within basic rules on fair play
• Portal will allow flexible university search and
  provide description of engineering disciplines
• Mock site was designed

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Estimated Costs 2005-6

• Consultant costs 32,500
• Staff costs 30,000
• Upgrades and additions
• 25,000
• Advertisement 10,000
• Portal related events 10,000
• Web development 100,000
• Total (estimated) 207,500

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Annual Estimated Costs 2007 onwards (in 2006
Dollars)

• Consultant costs 30,000
• Staff costs 20,000
• Upgrades and additions
• 20,000
• Advertisement 10,000
• Portal related events 10,000
• Total (estimated) 90,000

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Agreements with engineering associations are in
negotiation
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University Education

• Accreditation
• The New Initiative Global IEEE Leadership in
  Accreditation

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Global IEEE Leadership in Accreditation

Moshe Kam, Educational Activities Enrique
Alvarez, Region 9 Xiaoxun Zhu, Region 10
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The current situation (1)

• 90 of our accreditation efforts, money and
  volunteers are spent in the United States
• 1M and 400 volunteers oversee close to 1000
  programs
• In the United States our primary activity is
  enforcement of ABET policies
• Most of our activities are administrative
• The intellectual component is minimal

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The current situation (2)

• Outside the United States we limit our activities
  to informational workshops
• We have no decision making authority in any
  accrediting body
• We do not initiate or participate in establishing
  mutual recognition agreements
• Our accreditation activities are within the ABET
  essential equivalence program
• US-centric and incompatible with IEEEs philosophy

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Missing activities

• Model curricula
• With the exception of the Computer Engineering
  curriculum (IEEE-CS/ACM)
• Definition of accreditation requirements in our
  technical fields of interest
• Formal role in accrediting bodies worldwide
• Especially in emerging engineering education
  centers in Asia China, India also in the former
  Soviet Union
• Assistance in establishing new accrediting bodies

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What price do we pay for our current approach?

• We shirk our duty to lead the profession
• We allow other organizations define accreditation
  requirements in our fields of technical interest
• We lose opportunities to establish IEEE as a
  global professional leader
• We lose opportunities to establish new
  accrediting bodies where they do not exist

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What price do we pay for our current approach?

• We fail to address the globalization of the
  profession
• Especially in the area of mutual-recognition
  agreements
• We enhance the US-centric image of IEEE
• We fail to fulfill our strategic objectives
• Making IEEE a highly visible global force in
  accreditation

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Proposed Activities (1)

• Planning
• Environmental scan of accreditation systems and
  mutual recognition agreements
• Long-term plan for IEEE accreditation activities
  worldwide
• Model development
• IEEE accreditation model (including alternative
  models to ABETs model)
• IEEE model curricula

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Proposed Activities (2)

• Immediate action
• Immediate action in countries where new
  accrediting bodies are being formed (e.g., Peru
  and Egypt)
• Immediate action in China (model curricula and
  pilot accreditation experiments)
• Information resources
• 2007 IEEE Global Accreditation Workshop
• Development of the IEEE accreditation portal

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Planning environmental scan

• Conduct an environmental scan of the
  international accreditation landscape to help
  identify
• How to improve activities in existing
  accreditation bodies
• Where IEEE can formally join existing
  accreditation bodies (e.g., Japan)
• Where opportunities exist for development of new
  accreditation bodies and mutual-recognition
  agreements (e.g., Former Soviet Union, India)

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Planning long term role

• Examine IEEEs long-term role in global
  accreditation
• Review current efforts
• Meet (again) with other major players
• Identify opportunities for action and cooperation
• Plan future directions
• Determine if IEEE should become an independent
  accrediting body

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Model Development

• Develop an IEEE accreditation model
• It is not just about ABET any more
• Develop IEEE model curricula
• Electrical Engineering
• Telecommunication Engineering

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Immediate Actions

• Start organizational activities in countries
  where new accrediting bodies are being formed
• E.g., Peru, Egypt
• Disambiguation of terminology in computer-related
  disciplines
• Address Section needs and mobilize Section
  resources
• Plan pilot accreditation activities in China
• in cooperation with local educators and local
  authorities
• We will establish an education committee in China

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Information Resources

• Organize information in an IEEE engineering
  accreditation portal
• Leverage work on tryengineering.org
• Organize a 2007 international workshop on
  engineering accreditation (Japan)

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Budget
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Actions to date (1)

• Identification of consultants and IEEE members
  with subject matter expertise
• Pro forma invoices and time commitments
• Contact with China Ministry of Education and
  several key educational institutions
• Lengthy formal process
• Contact with Chinese universities
• For pilot studies
• New CGAA
• Discussions with the IEEE Computer Society
• Model curricula (also discussion with Region 1
  volunteers)
• Computer Science terminology disambiguation

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Actions to Date (2)

• Discussions with IEEE Education Society
• Model curricula
• Contact with accreditation activists in Peru
  and Egypt
• Meeting with ABET
• Including accreditation visit observers from Peru
• Hooks in tryengineering.org to develop the
  accreditation portal
• We have a vendor who works on tryengineering.org
• Would be ideal and available to work on the
  accreditation portal
• Socialization and consensus building in IEEE

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University Education

• Accreditation
• Working with ABET

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Pending issues (1)

• Quality of IEEE Program Evaluators
• Financial Model
• Future of on line training
• The Participation Project
• Harmonization

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Pending issues (2)

• International accreditation
• Peru visits requested
• Diversity
• On-line training
• Co-lead society status
• Mechatronics

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Pending issues (3)

• Systems Engineering
• Timetable for fulfilling positions on ABET
  commissions and BoD
• And a replacement for Ed Parrish

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Standards Education in Universities

• Target audience
• Engineering Students

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Standards Education Task Force

• A joint SA/EAB committee
• Reestablished 2003
• Dedicated to development of a portal for
  university-level education
• Work is funded by the NSF
• In 2005-6 two participants
• DeVry and Colorado School of Mines

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SETF 2004 Surveys

• 78 ECE EET Dept. Heads/Chairs in the US
• Most respondents recognize a need for more
  standards education in their programs
• Needs identified
• Learning modules
• Tutorials
• Case illustrations
• Glossary
• Reference guide

• Impediments identified
• Knowledge
• Availability
• Cost

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SETF Current Activities

• Materials Completed and in Production
• Tutorials
• Baseline (completed)
• Cellular Telephony (completed)
• Industrial Commercial Power Systems (in
  production)
• 802 Standards (in development)
• Case Illustrations
• Multi-Mode Mobile Phone (completed)
• Wireless Router (completed)
• 802 Standards (in development)
• Glossary (completed)
• Reference Guide first version completed, second
  version in development (more robust tool)
• Website (completed)

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Challenges

• Scaling
• Need to reach 100 schools in 3-5 years
• Availability and cost of standards
• Special package?
• Limit initial launch to schools that buy IEL
  access?
• Standardization of Standards Education in the
  Engineering curriculum
• White paper in preparation

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Post-University Education

• Continuing Education

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Education Partners

• On-line degree programs, certifications and
  courses at a 10 discount to IEEE members
• Partners are a carefully selected
• universities and corporations reviewed and
  approved by highly qualified IEEE volunteers
• An exclusive program for IEEE members

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The program is growing
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Education Partners in 2006

• More providers
• Better interfaces
• More advertisement

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Requests of CPEC

• Provide a comprehensive plan for the Education
  Partners program
• Re-branding?

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IEEE Expert Now
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Expert Now IEEE

• The best of IEEEs educational content delivered
  in one-hour long online learning modules
• 50 modules are included in the current version
• By the end of 2006 we will have at least 75
• The latest information on emerging technologies
  and seminal works
• presented at the best of IEEEs conference
  tutorials, short courses and workshops

107
Rationale

• IEEE organizes and delivers several hundred
  educational workshops a year
• Many are of very high quality
• Timely subjects
• First rate instructors
• The instructors prepare
• Slides, PowerPoint presentations, Videos
• Booklets and instructional material
• In most cases the material is not archived
• No trace in Xplore
• No books or websites

108
Tutorial sessions in the 2005 Control and
Decision Conference (CDC)

• Tutorial Sessions
• Energy Management and Drivability Control of
  Hybrid-Electric Vehicles                          
                                
• Organizer Rizzoni, Giorgio The Ohio State Univ.
  Monday, December 12, 1600 1800   Ecija
• Molecular Systems Biology and Control
• Organizer Sontag, Eduardo D. Rutgers Univ.
  Tuesday, December 13, 1000 1200   Estepa
• Airspace De-Confliction
• Organizer Parthasarathy, Sanjay Honeywell Tech.
  CenterOrganizer Samad, Tariq Honeywell Lab.
  Tuesday, December 13th, 1600 1800 Giralda V
• Sensor Networks and Cooperative Control
• Organizer Cassandras, Christos G. Boston
  Univ.Wednesday, December 14, 1000 1200 
  Giralda II
• Hybrid Control of Networked Embedded Systems
• Organizer Lamnabhi-Lagarrigue, Francoise
  CNRSWednesday, December 14, 1600 1740 
  Giralda I

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Two presenters at the 2005 CDC

• Eduardo Sontag
• Reid Prize, 2001
• Hendrik Bode Prize, 2002
• Christos Cassandras
• Editor-in-Chief of the Transactions on Automatic
  Control
• 1999 Harold Chestnut Prize (IFAC Best Control
  Engineering Textbook) for Discrete Event Systems
  Modeling and Performance Analysis

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Trends in E-Learning

• 70 of Fortune 1000 firms cite lack of skilled
  workers as the No. 1 barrier to sustained
  growth (PWC)
• Corporate training grew to approximately 11
  billion dollars in 2005
• at a rate of 8 annually (SIMBA)
• Training delivered using technology
• 33 in 2005 28 in 2004 24 in 2003 (ASTD,
  Bersin)

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E-learning

• E-learning research indicates it is as effective
  as traditional education
• Generally, there is widespread consensus that a
  combination of traditional classroom and
  e-learning is the optimum model (Blended
  Learning)
• The bottom line IEEE tutorial material
  represents under-harvested intellectual
  property

112
Timeline Phase I (2003)Proof of Concept

• Funding 125K of Out-of-Cycle Initiative
• Matched by 100K from EAB
• Output
• 4 Vendor-developed prototypes Tutorial/Course
  modules
• Test of IEEE Xplores capability to distribute
  modules
• Preliminary Business Plan and assess viability

113
Phase II Initial Production (2004)

• Funding 200K of Out-of-Cycle Initiative
• Matched By 225K from EAB
• Output
• 25 Vendor-Developed tutorial/course modules
• Distribute Via Xplore To 2-3 Partner Corporations
• Develop Business Plan
• Market Size and Growth, Costs, Pricing
• Unexpected difficulties need to switch vendor
• Unexpected difficulties new vendor is acquired
  by a third party

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Phase III production and product testing (2005)

• Funding 270K as a new initiative
• Matched by 400K from EAB
• Output
• Library grows to 50 modules
• Feedback collected from two corporate sites
• Contract developed and signed for distribution
  and marketing
• IEEE OUs set aside 500,000 for 2006 modules

115
Phase IV continuous production and sales
(2005-2006)

• Sales were launched on 4 November 2005
• Two sales occurred at launch
• Guaranteed income to IEEE in 2006-2007
  205,000/year
• 25 new modules under development
• Revenue distribution formula discussed and
  formalized in a motion to TAB

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Module Features

• Simple and Consistent Graphical User Interface
• Template-Driven Course Design
• Consistent Course Introduction
• Links to External Resources
• Highlighting Content
• Engaging, Interactive Animations

117
Simple and Consistent Graphical User Interface

• Clean Interface
• Intuitive Navigation
• Convenient Course Map
• Linear Outline for Quick Navigation

Replays the Audio and Visual of the current screen
Provides a linear view of the course structure
Takes you to the previous screen
Takes you to the next screen
Stops the Audio and Visual
Automatically advances the course from one screen
to the next
Opens the course hierarchy in a separate window
where a search can be performed
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Template-Driven Course Design

• Systematic Approach to Course Development
• Consistent Learner Experience
• Instructionally sound, objectives-driven content
• All courses developed will share consistent
  instructional design
• Enhance learning experience
• Development Efficiency
• Defined and repeatable process
• Reduced effort for subject matter expert
• Efficiencies gained reduced cost

2003 IEEE Conference on Optical Fiber
Communication
Reconfigurable Multiple Wavelength Optical
Systems and Networks
Introduction gt About This Course
Objectives and Outcomes Course Objectives Gain
an understanding of WDM Wavelength Multipliers
and Reconfigurable Optical Networking. Course
Outcome At the conclusion of this course, you
should be able to Discuss various aspects of
WDM Demonstrate an understanding of
Reconfigurable Optical Networking Estimated
Course Length 60 - 75 min.
This course has been sponsored by the IEEE Laser
and Electro-Optics Society.
119
Consistent Course Introduction
2003 IEEE Conference on Optical Fiber
Communication

• A master of ceremony approach to introducing the
  presenter
• Establishes the presenter as the expert of the
  content (SME)
• Begins the presentation in a professional manner
• The course objectives are introduced by the
  Expert
• Establish the presence of the expert
• Establishes the mastery of the content

Reconfigurable Multiple Wavelength Optical
Systems and Networks
Introduction gt About This Course
This course has been sponsored by the IEEE Laser
and Electro-Optics Society.
Alan Eli Willner University of Southern
California
120
Links to External Resources

• Ability to link to external resources, including
• Web sites
• White papers
• Articles
• PDFs
• Mulitmedia

121
Highlighting Content

• Highlighting Content
• Each slide is supported by both audio from the
  expert and an animation

122
Engaging, Interactive Animations

• Animations flow with the content, creating a
  visual sentence
• Interactivity keeps the learner engaged

123
First nine modules
124
IEEE and Thomson

• IEEE appointed Thomson as the exclusive
  distributor to market and license Expert Now IEEE
  worldwide
• Excluding individual sales
• For ONE YEAR
• If IEEE provides a lead, Thomson has a 90-day
  window to close a deal
• License with end-users will always be signed with
  Thomson
• Since Thomson is the distributor

125
Target Market

• International Fortune 1000 Corporations with a
  large number of Engineers, Scientists, and
  Researchers
• Graduate and Undergraduate Universities with
  Engineering Science Curricula
• Governments with significant Engineering
  workforce
• IEEE Members, Sections, and Chapters
• Middle Market Firms

126
Pricing Strategy

• Expert Now IEEE is being offered on an annual
  library subscription basis
• Priced at a 25 premium over Thomson NETgs
  existing courses
• Multi-year contracts receive discounts

127
The first revenue check
128
Requests concerning Expert Now

• Help sign the societies up (CPEC/SOOC)
• Establish an Editorial Board (CPEC/SOOC)
• Quality control
• Sun-setting
• Review of coverage and span
• Help launch the Member Version (CPEC/SEOC)

129
IEEE Standards Education Program

• Target audience
• Practicing Engineers

130
IEEE Standards Education Program

• Expert Now IEEE
• 2 modules to be produced in 2006 (funded by EAB)
• SETF to assist in identification recruitment of
  SMEs
• Educational Workshops
• SETF to collaborate with CPEC
• Workshop in development for March 2007
• Explore opportunities to collaborate with local
  Sections Chapters
• Develop plan to institutionalize this program
• Development of infrastructure for a long-term,
  self sustaining program in IEEE

131
Requests concerning Standards Education (SEOC)

• Help identify areas of interest for the members
• For development of Standards workshop
• Promote Section/EAB-SA joint initiation and
  promotion of Standards workshop

132

• Questions or Comments