Keeping a Holistic Approach in the Forefront
Supporting the multiple dimensions of learning is an essential quality in learning. Focusing on any particular strategy in education can be at the expense of other elements equally essential. Reflecting on their long experience in using technologies for open and distance learning, educators warn about the dangers of depersonalization and an overemphasis on delivery of content rather than facilitation of learning.

Learner Support
Learner support is one aspect of learning that tends to be eclipsed by emphasis on technologies and delivery of content. Brindley urges educational providers to continually assess priorities "within a set of principles that clearly articulate beliefs about the learners and how the learning process can be facilitated." It is especially important to maintain a learner-centered approach and substantial learner support, she notes, in the face of government and private sector enthusiasm to regard open distance learning systems as '"high tech', inexpensive and quick methods to provide education and training." She adds, "in tough economic times, it is all too easy to pay less attention to the more complex aspects of the intellectual, emotional, and self-management processes in learning."

The Importance of Evaluation
Another important element is taking the time to consider how well any particular strategy or technology has worked in any particular context. Pacey and Penney note the importance of careful reflection: Distance education and open learning have always promised and delivered easier access to quality education for learners. This result has been achieved through painful analysis, self-criticism and comparison with benchmarks established by conventional educational institutions.

Effective educators have to rethink the process of learning and education, so that the product of . education becomes a curriculum that is designed and modified to meet the needs of the learner. ¹⁰

Evaluation is a usual a requirement for any educational innovation. So far, there is insufficient coordination among users and proposed users of new technologies to develop a picture of their effectiveness, both in how well they serve learners and how they compare to older technologies and to face to face instruction. As the submission of the Association of Canadian Community Colleges (ACCC) to the Working Group on Learning and Training of the Information Highway Advisory Council notes, "Unfortunately, we know little about the effectiveness of learning software and multimedia products from both a pedagogical and cost- benefit perspective."

The ACCC submission promotes an approach of realism and respect for what has been proven effective: It is important that we accept the fact that we are moving and working towards our goals and the process is piecemeal. Consequently, we must build our facilities and acquire our resources in a way that does not preclude any possibilities. Flexibility and 'upgradeability' are key components in the development of an education information technology strategy. We must also build on the lessons learned from previous approaches to distance education, particularly those pertaining to pedagogical issues and sociological impact issues.¹¹

Those directly involved in using learning technologies as learners, instructors, facilitators and planners should have input into how these technologies are evaluated, and insist that issues of gender and marginality are included.