When the Internet first came into use, only two tools were available at a reasonable cost to facilitate education: web pages and PowerPoint slides. Both tools produced relatively static learning objects that were designed to be passively read. However , learning is more effective in a dynamic and interactive mode. New social computing Internet tools are increasingly being used by academic and other organizations to facilitate two-way communication among communities of learners. I will review ongoing projects and tools categorized as digitally mediated information services. I will focus on delocalized participation in biodiversity standards meetings and tools that foster broader participation in standards development and adoption groups throughout the year. I will review the application and limits of Voice over IP (e.g., Skype), desktop sharing, SecondLife, MySpace, UTube and other tools.

I will focus on two toolkits. One tool may be used to allow students (and non-experts in TDWG standards) to participate in the 2008 Biodiversity Standards Meeting (BSM). A second toolkit might be used to facilitate interactive training through the year. Ordered by depth of learning, students will need to be able to identify prerequisite knowledge, knowledge sources, access to standards and associated experts, viable exercises and professional development in internships and eventually employment. Bandwidth limitations and knowledge of students suggests the use of the simplest technology that meets the needs. Prior to major BSM sessions speakers should provide 1) an abstract with references (pointing to background knowledge necessary to understand the session). During the session, technologies should include 2) slide broadcast or remote desktop sharing, 3) audio broadcast at variable sound quality, 4) two way multiple participant “chat” for remote participants to text questions and comments, 5) VoIP input patch to speaker system, and 6) all modes of communication should be recorded for later use.

Many useful technologies are already used by some standards development groups but more could be added to improve and simplify communication. For asynchronous communication, Wikis provide a good method of text communication but are poor for synchronous communication. Phone conversations do not leave a record for others who did not participate in the original call. All technologies listed above for annual meetings should be supported for standards meetings. All participants should be able to share both desktop and voice. Standards are a particular challenge because of the complexity of the content and the requisite background knowledge needed by students. Annotated demonstrations and exercises are much more effective than static documents at effectively communicating the issues and process involved in standards. TDWG’s experience with DigIR training is a good model of the kinds of participatory learning that should be the goal for education at a distance or asynchronous learning.