collection-based ontinuing educ cation & decision support ...crs.arch.tamu.edu/proceedings...

C o l l eC t i o n - b a s e d C o n t i n u i n g e d u C at i o n & d eC i s i o n s u p p o r t i n a r C h i t eC t u r a l p r o g r a m m i n g

C RS C e n t e R , t e x a S a & M U n i v e RS i t yP R o C e e d i n g S f R o M a Wo R kS h o P o n

october 3 – 4, 2014

page 2

Co l l eC t io n - b a s ed Co n t in u in g ed u C at io n & d eCisio n s u p p o r t in a r Chi t eC t u r a l p ro g r a m min g

P r o c e e d i n g s f r o m w o r k s h o P h o s t e d b y c r s c e n t e r

Crs Center texas a&m universityCollege of architecture College station, texas 77843-3137october 3 – 4, 2014

aCknowledgements

college of Architecture

Jorge vanegas, Ph.d., dean, College of architecture

Ward Wells, department head of architecture

Larry Zuber, assistant vice President for development, texas a&M foundation

harold adams, faia, texas a&M institute for advanced Study faculty fellow

crs center

valerian Miranda, Ph.d., fiiaWallie. e. Scott Jr, Professor of architectural Practice & Management and director, CRS Center for Leadership & Management in the design & Construction industries

Susie Billings, Coordinator

andrew gazda, archive assistant

kenieth Laforest, archive assistant

course gateway

Bruce guile, President

Steve Parshall, faia, organizer

Sofia fonseca, facilitator

eberhard Laepple, advisor

Lauren gibbs, knowledge Manager

ashley Chiarelli, Researcher Ben Mengden, Researcher

truc Bui, Researcher Laura huacuja, Researcher & editor

Stephanie Rocha, Publisher

Published by hok for the CRS Center

page 4

purposedevelop and deploy a digital collection of architectural programming tutorials and tools able to support:

• self-paced continuing education courses for beginners

• in-house company training programs

• continuing education certification

Form an online community of experts that allows current and comprehensive content to be created and reviewed in collaboration

deliver a service for individuals worldwide who directly engage in architectural programming (e.g. students, instructors, and business professionals).

w i l l i A m m . P en A FAIA, Fellow American Institute of

Architects

THE IDEAAssemble a group of Willie Pena-trained professionals,

and others, to form a “wiki-like” knowledge community. — A wiki is a web application which allows people to add,

modify, or delete content in collaboration with others.

course gateway

crs center

k nowl edgecommunit y

Coll abor ationthrough collaboration and cooperation among:

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workshop partiCipants

Jerri CaringtonCarington & Carington

Robert CaringtonCarington & Carington

Suon ChengLinkedIn

Sofia fonseca HOK

Lauren gibbsHOK

Bruce guileCourse Gateway

Laura huacujaHOK

Cagri kanverPerkins + Will

kevin kellyPage

Jim kollaerKollaer Advisors

eberhard LaeppleHOK

Lawrence LanderPDR

doug LoweFP&C

Ben MengdenHOK

Rodger MesserJacobs

Steve ParshallHOK

William PeñaCRS

terry PhillipsFP&C

Joyce WheatonPDR

Laban WingertLaban Wingert Associates

ichiro yoshiaTokyo

heather Jordon*Genentech

armando nunez*CBRE

Chris Parshall*BRG

Melinda Parshall*JLL

Syd Spain*Consultant

Leslie Strnadel*San francisco

* Participated by teleconference

s e c t i o n o n e

page 10

g o a l s

knowledge Communit y goals

knowledge Community goals include:

to form an inclusive, open knowledge community that is

• formal

• sustainable

• relevant

• global

to support

• continuing education

• in-house training, and

• certification

for pre-design professionals in built environment .

to develop and deploy a digital collection of programming tutorials and tools.

to provide “residuals” for retirement funding of grey-haired knowledge community.

A group of people who engage in knowledge-sharing activities in support of a common work interest.

page 12

established at texas a&m in 1990

purpose is to advance innovation and leadership in the design and construction industry.

acts as the repository of business archives, slide archives, publications and architectural program library of the architecture engineering and planning firm Crs, and its successor firm Crss.

goals include:

• to make archived programming material easily accessible

• to be involved in continuing development of programming tools & techniques

• to generate student awareness and interest in programming

• to offer educational opportunities (students, professionals, society)

• to be compensated for services (beyond being a repository)

The purpose of the CRS Center is to advance innovation and leadership in the design and construction industry.

Crs Center goals

g o a l s

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provides strategic advice and works with clients to create purpose-built solutions for education, decision support and knowledge management.

goals include:

• to test commercial viability of collections-based education and decision-support system

• to expand professional services in architectural programming

Course Gateway provides strategic advice and works with clients to create purpose-built solutions for education, decision support and knowledge management.

Course gateway goals

g o a l s

CONCEPTS.

s e c t i o n t w o

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Contributing Firms &

proFessionals

ColleCtion ColleCtdevelop

distribute CertiF y

p r o C e s s

groups & Communities

deCision support

appliCations

proFession a ls

eduCation progr ams

l e a rners

c o n t r i b u t i n g f i r m s & P r o f e s s i o n A l s

the knowledge Community includes “legacy Crs” firms / professionals that would contribute to the collection.

the Components

c u r Ato r

Curator manages the public collection, oversees its distribution, and certifies that students and professionals know how to use the information.

P r o d u c er

producer further develops the collection and enrolls users in the distribution of the knowledge 1) for educational programs, or 2) for decision support applications. the producer will seek channels to expand the community on a global scale.

the proCess

page 20

on-line eduCation ConCepts

9. knowledge Representation – in an educational context, knowledge representation underlies the ability to create question answering capability, derive summaries of material, and form the basis for automated tutoring systems (see adaptive learning technology above and Cognitive assistance below).

10. Cognitive assistance – learning support provided by computer-based reasoning, usually manifest as personalized guidance for learners in the form of responses to individual queries.

4. Content and Media Management Systems – as digital content has exploded, many enterprises adopted systems to manage and control the content used in their work. media management systems, pioneered by organizations whose product was digital content, are able to gracefully deal with the large file sizes of rich media, their complex intellectual property, and include many other features specifically for managing rich media.

5. Learning Management Systems – specialized content management systems which organize digital content for courses, support class discussions and interaction, and help with class administration.

6. Learning Community – this term was coined (or re-purposed) to describe an online community of learners, especially those that emerged as an aspect of a mooC or created by online class discussion forums in a learning management system.

7. adaptive Learning technology – adaptive learning technology refers to the use of educational engagement and performance data to adapt, customize or personalize the learning experience for a group or individual.

8. gamification – this is the use of techniques and platforms from computer and online gaming for purposes of education or problem solving.

t e n i m P o r tA n t c o n c e P t s A n d t h ei r d e s c r i P t o rs

in 2012 most of us learned that mooC was an acronym for a massive open online Course, an online course format designed for widespread access and consisting of online video lectures, assessments, and discussions. today, ten of the most important new concepts, and their new or re-purposed descriptors, include:

1. Learning object – a video lecture, text file, graphic or picture, game, simulation, or other item designed for presentation, and often interactivity, as tutorial or learning activity.

2. Repositories and Collections – a repository is a location where digital learning objects are stored. a repository may be indexed, like a library or archive, but is not necessarily structured for a purpose. a collection is a set of digital learning objects that is structured for teaching and learning purposes. a collection may reside in a single repository, in a set of links to digital objects not resident in a single repository, or be a blend of both.

3. Curator – the person, persons or organization responsible for determining what is included, and what is excluded, in a collection. like the editor and publisher of a reference work, textbook, or manual the curator of a collection bears responsibility for the scope, currency, veracity, and functional performance of the items in a collection.

p r o C e s s

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system. in a decision support context, knowledge representation underlies the ability to create question answering capability, derive summaries of material, and form the basis for automated just-in-time learning systems (see recommendation engines above and Cognitive assistance below).

c o g n i t i v e A s s i s tA n c e decision support provided by computer-based reasoning, usually manifest as personalized guidance for users in the form of responses to individual queries.

s e A r c h A n d r ec o m m e n dAt i o n e n g i n e s (s i m i l A r t o A dA P t i v e l e A r n i n g t ec h n o l o gy )increasingly sophisticated search approaches allow an individual to access usable information in digital repositories or collections. a recommendation engine mines search and use data to adapt, customize or personalize the decision support experience for a group or individual. includes collaborative filtering: “others who bought this item also bought items x, y and z.”

g A m i f i c At i o n gamification is the use of techniques and platforms from computer and online gaming for purposes of education or problem solving. it is based on the recognition that computer gaming in all its forms (e.g. online, pC, consoles, casual, etc.) have tremendous reach in terms of usage, and the concomitant technologies of simulation, communication, shared objects, and data can be used to enhance just-in-time learning and decision making.

k n ow l e d g e r e P r e s e n tAt i o n based on a long history as a research field in artificial intelligence, knowledge representation (kr) focuses on machine readable representation of knowledge such as facts, definitions, relationships, causal factors, and implications. typically kr systems are able to use a set of facts and knowledge to derive new relationships or knowledge via a reasoning or inference

c o n t e n t A n d m e d i A m A n Ag e m e n t sys t e m sas digital content has exploded, many enterprises have adopted systems to manage the content used in their work. For basic content management, a very common system is sharepoint from microsoft but new cloud based models from the likes of dropbox, box.net, and google are increasingly popular. in content management, vendors abound as do open source options. media management has some similarities to content management but was pioneered by organizations whose product was content. now also widely used in marketing departments, media management systems are able to gracefully deal with the large file sizes of rich media, their complex intellectual property, the need to track derivative works, and include many other features specifically for managing rich media such as transcoding among formats and packaging multi-part products.

d ec i s i o n s u P P o r t sys t e m s ( A n A l o g o u s t o l e A r n i n g m A n Ag e m e n t s ys t e m sspecialized content management systems with search, recommendation, and cognitive assistance features (see below). decision support systems organize and present selected digital content as usable knowledge.

k n ow l e d g e c o m m u n i t y (s i m i l A r t o A l e A r n i n g c o m m u n i t y ) an online community that enables both peer-to-peer exchange and expert-to-learner exchanges. these are common in customer support, open source software, and corporate knowledge management activities.

d i g i tA l o b j ec t a special purpose calculator, video tutorial, text file, graphic or picture, game, simulation, or other item designed for presentation and often interaction as tutorial or just-in-time learning activity. a good example of a digital object for decision support is this new york times app for comparing, and learning about, rent vs. buy economics in residential real estate.

r e P o s i t o r i e s A n d c o l l ec t i o n s a repository is a location where digital learning objects are stored. a repository may be indexed, like a library or an archive, but is not necessarily structured for a purpose. a collection is a set of digital objects that is structured for decision support purposes. a collection may reside in a single repository, consist entirely of a set of links to digital objects not resident in a single repository, or a blend of both. uptodate.com is a decision support collection that provides clinicians with “medical knowledge at the point of care.”

c u r At o r the person, persons or organization responsible for determining what is included, and what is excluded, in a collection. like the editor and publisher of a reference work, textbook, or manual the curator of a collection bears responsibility for the scope, currency, veracity, and functional performance of the items in a collection. For example, uptodate “combines an advanced publishing platform with the rigor of a sophisticated editorial process managed by a faculty of accomplished physician authors and editors, renowned leaders [a.k.a. curators] in their specialties.”

p r o C e s s

deCision-support ConCepts

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inQuire : intellegent textookA prototype of an intelligent textbook that answers students’ questions, engages their interest, and improves their understandinghttps://www.youtube.com/watch?v=fTiW31MBtfA

khAn AcAdemy khan academy is a non-profit educational organization created in 2006 by educator salman khan to provide “a free, world-class education for anyone, anywhere.”https://www.khan academy.org

the uPshot APPlicAtion a new york times website with analysis and data visualizations about politics, policy and everyday life. interactive data visualizations are excellent examples of digital learning objects.https://www.facebook.com/upshot

duolingo duolingo is a free language-learning and crowdsourced text translation platform. the service is designed so that, as users progress through the lessons, they simultaneously help to translate websites and other documents.https://www.duolingo.com

e-cornell eCornell is a subsidiary of Cornell university that provides online professional and executive development to students around the world. eCornell offers more than 30 award-winning professional certificate programs in a wide variety of disciplines. http://www.ecornell.com

bAsecAmP basecamp is a web-based application that facilitates project-management .https://basecamp.com/tour

linkedin linkedin is a business-oriented social networking service. launched on may 5, 2003, it is mainly used for professional networking. in 2006, linkedin increased to 20 million viewers.https://www.linkedin.com

uP to dAte up to date is the premier evidence-based clinical decision support resource, trusted worldwide by healthcare practitioners to help them make the right decisions at the point of care.http://www.uptodate.com/home

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set of objects from the collection, perhaps using suggested courses of study (from author). self-paced learning assessments are static and visible to all so instructors may choose to create their own assessments to determine student mastery.

an instructor can create a class of students enrolled in a course by providing students with a login to a class community that enables student-to-student and student-to-teacher interaction within a class. with permission from the enrolled student, an instructor has access to student use data (time on collection, objects viewed or studies, performance on self-paced assessments, etc.). the instructor and their parent institution are responsible for certifying student mastery and granting certificates or degrees.

instructor-created class communities are visible to the author and class community members have access to a forum where they can ask questions of the author, suggest or request revisions, and propose new material to be added to the collection. instructors who use the collection to support a course will be asked for explicit feedback on the collection during and following course completion. with student login, as self-paced student or as part of a class, the student can search and browse the collection or follow a path laid out in the curriculum guide, using the self-paced assessments to determine mastery. student login provides access to a student contribution forum for suggestions to author or authors. with professional login, an individual can search and browse the collection or follow a path laid out in the curriculum guide, using the self-paced assessments to determine mastery. professional login provides access to a professional community for peer-to-peer interaction and forum for suggestions to author or authors. using the knowledge map and tags, the search function will recommend objects as direct or related. with use by larger numbers of professionals the quality and depth of recommendations for in-the-field use will improve.

an author creates, publishes, and curates a structured collection of digital information objects related to continuing education and practice in a specific occupation or profession. these include:

• knowledge map (which represents the major bodies of knowledge relevant to the profession or occupation as well as relationships and dependencies among those bodies of knowledge) that delineates what is included in the collection and what available through links;

• Curriculum guide (which equates mastery of accumulations of bodies of knowledge and mastery, at different levels, of the occupation and profession);

• suggested courses of study• tagged video, audio, text, and graphical tutorial objects designed

to teach knowledge in the field (includes links to same)• tagged video, audio, text and graphical objects designed to

instruct or refresh professionals in the field about techniques or procedures (includes links to same)

• tagged video, audio, text and graphical objects that are reference documents or tools for professionals in the field

• tagged assessments for self-paced learners to evaluate their progress relative to bodies of knowledge or mastery (includes links)

tags for all objects are searchable, plain language use guides and/or teaching notes that are visible to all users. the author or authors curate the collection by:1. editorial decisions to accept or reject changes or additions to

collection of objects2. decisions to expand or contract the collection by new creation or

acquisition of objects3. updating the knowledge map and curriculum guide to reflect

changes to collection and/or changed practices in the field.

a continuing education instructor’s access to and use of the collection mirrors his or her use of textbooks, manuals, reference works, professional tools, and other supporting teaching materials. instructors create a course by structuring a student’s path through a

publiCation authoring responsibilities and use Cases For instruCtors, students and proFessionals

s e c t i o n f o u r

page 30

sys t e m

there is a need for a system that will increase value in

– selling

– improving

– training

• promote a repeatable common process

• be reinforced by oJt (on Job training)

• provide access to knowledge and information

• efficient way to work on far-flung projects

• attract the next generation of professional

e d u c At i o n

the eduCation component of the system should

• address multiple career tracks

– foundational

– expert

– master

• educate stakeholders/owners

• improve how the profession values programming

• Convey problem seeking process as a ‘decision support method’ that has application beyond architecture

– For example, ted lectures – why problem seeking is a useful tool

n e e d s

• provide CertiFiCation – of pre-design capabilities that owners require

– educate stakeholders/ owners on the need for formalized credentials

– similar to leed accreditation that indicates levels of proficiency

– like “merit badges”

vA l u e P r o P o s i t i o n

the system should promote the value proposition

• For programming and pre-design services – measure performance – get message out – professionals (internal audience) – Clients (external audience)

• For the problem seeking method

– a thinking process that will give company a competitive advantage that is fast & economical to use

– that can be adapted to a wide range of applications

page 32

n e e d s

Programming Knowledge Community – Survey Responses

Collection-Based Continuing Education & Decision Support in Architectural Programming Page 2 CRS Center, TAMU, College Station, TX | October 3-4, 2014

3. What is your opinion of the CRS Center and Course Gateway collaborating to provide collection, educational and decision support services to the programming knowledge community?

# Answer

Response %

1 Like

11 92%

2 Dislike

3 I do not know

Total 12 100%

4. What benefits would this collaboration be able to provide you or your organization? List three (3).

Benefit 1. Benefit 2. Benefit 3.

experts knowledge training

It could enhance my problem seeking skills

It could provide me with certification

Camaraderie with like-minded professionals

Credentialing "Keep the flame" Promote and share best practices

to connect and communicate with same professionals to share knowledge to use tool for work and training

as an outlet of my knowledge, experience and observations

to develop greater respect for the architectural community

to promote better decision-making in all arenas

Online community and access for the future of PS.

Staying in touch with other users

Helping move the legacy into the next level

Continuing Education, Training, Certification

Resource for reference materials and bench marking data

Networking potential for collaboration, consulting service, joint ventures

a gateway to the digital world sharpen my professional skills work with smart folks

NA as Course Gateway is a unique participant

Access to the community Access to tools and benchmarks New PR for the Pre-D group

Provide continuing education for Prob. Seeking practitioners

Provide easy access to historical information re. Prob. Seeking

Improve the quality of Prob. Seek. ("pre-D") services & design products

Establish an on-line continuing education system

Certification of architectural programming training

Establish a knowledge community to promote and develop Problem Seeking and Architectural Programming

5. Would you or your firm be in a position to support this initiative financially? # Answer

Response %

3 Maybe

Total 12 100%

1. Which category best describes your participation? # Answer

Response %

1 Representing a Firm

2 Representing yourself (Individual)

3 Representing a Company

4 Representing a University

5 Other

Total 12 100%

industry group

forwarding the concept of problem seeking

Expert on online education and decision support

U of H

2. What do you think of forming a Programming Knowledge Community?

# Answer

Response %

1 I would participate as a member.

11 92%

A good idea but not something I would do.

The idea is not clear...not sure how I would participate.

Total 12 100%

survey report survey

the following survey solicits feedback from the workshop participants.

PRE- DESIGN

s e c t i o n f o u r

page 36

p r e - d e s i g n

the Charter For pre-design knowledge Communit y

w h o We, practitioners, educators and owners, that are engaged in architectural programming and pre-design process.

w h At agree to:

• form a knowledge community

• establish a web application for virtual collaboration

• organize initiatives

• Provide resources for financial support

w h y for the purpose of:

• fostering Problem Seeking Principles

• Providing education

• Promoting the discipline

• defining & Communicating value Proposition

• advancing the art & Science of the Method

• improving the Quality of design & Construction of Built environment

• Making Money

h ow l o n g over staged time periods required to establish a self-sustaining knowledge community.

• Start-up: october — december 2014

• Pilot projects and ramp up: Begin 2015

page 38

steering Commit tee

members

a Steering Committee of the pre-design knowledge community was formed on october 3rd and 4th, 2014 during a meeting in College Station, texas.

Members have been tasked with the following actions over the next three months:

• Launch Pre-design knowledge Community

• organize and Prepare action Plan for Start-Up

• define initiatives:

– Support team formation

– value Proposition & Brand

– Programming of Requirements for an on-line System

kevin kelly Page

eberhard Laepple HOK

Lawrence Lander PDR

doug Lowe FP&C

Steve Parshall HOK

Rodger Messer Jacobs

Suon Cheng LinkedIn

advisors

Bruce guileGateway

valerian MirandaTexas A&M University

steering Commit tee

p r e - d e s i g n

linkedin website

page 40

Jim Baker

jrbaker@aearchitects.com

greg Barbour trammell Crow Company

tim Barry

tbarry@pagethink.com

Beth Beloff

Robert (Bob) Billington Resource Planning group inc.

blumtnfrm@shaw.ca

Robert (Bob) Brooks

U.S. green Building Council

Boston

Charlie Brown

houston

Conny Brown

Jacobs

conny.brown@jacobs.com

Jerri Carington

Carington & Carington, LLC

carington@comcast.net

Robert Carington

Carington & Carington, LLC

bob.carington@gmail.com

Suon Cheng

suon.cheng@gmail.com

edith Cherry

Cherry/See/Reames architects PC

echerry@cherryseereames.com

donna Colbourn

genentech

donna.colbourn@gmail.com

Michael Colton

iRM international

mcolton@irminternational.com

Robert Cox

Purdue University, College of technology

Laura de La fuente

laura.delafuente@jll.com

donna dickinson

donnaballi@aol.com

donna durk

tom duke

thomas duke architect

tduke@tdukearchitects.com

tom fannin Strategic health facilities Consulting

kilian fehr

John focke

john.focke@gmail.com

Sofia fonseca

sofia.fonseca@hok.com

Lauren gibbs

lauren.gibbs@hok.com

eva Cecilia gil

Jacobs

cecilia.gil@jacobs.com

Sven govaars

gensler

sven_govaars@gensler.com

enrique hernandez

Leslie hoenecke-harper

Los angeles

lr_harper@yahoo.com

Laura huacuja

laura.huacuja@hok.com

Chuck hagemeier

gensler

chuck_hagemeier@gensler.com

gunter henn

henn, germany

info@henn.com

Jennifer henrikson

Stantec

jennifer.henrikson@stantec.com

olive ho

oliveho88@gmail.com

Mike Johnson

Carrier Johnson

lrs@carrierjohnson.com

Chappell Jordan

Jacobs

chappell.jordan@jacobs.com

heather Jordon

genentech

jordan.heather@gene.com

kevin kelly

kkelly@pagethink.com

Jim kollaer

kollaer advisors

jim.kollaer@kollaeradvisors.com

Curtis knapp

Micron

cknapp@micron.com

Robert kumlin

eberhard Laepple

eberhard. laepple@hok.com

Lawrence Lander

llander@pdrcorp.com

Jacqueline Lavigne

Pepper Construction

jlavigne@pepperconstruction.com

doug Lowe

facility Programming and Consulting

douglowe@facilityprogramming.com

fred Lowrance

Jacobs

fred.lowrance@jacobs.com

Robert Mattox

Mattox . aRChiteCt

rmattoxarchitect@verizon.net

Michael Mcenany

houston

knowledge Communit y direCtory

p r e - d e s i g n

page 42

p r e - d e s i g n

katherine Mcguyre

katherinemcguyre@facilityprogramming.com

Ben Mengden

ben.mengden@hok.com

Rodger Messer

Jacobs

rodger.messer@jacobs.com

yuji Mizoue

Johnson Controls, tokyo

yuji.mizoue@jci.com

andie Moeder

amoeder2@gmail.com

kurt neubek

kneubek@pagethink.com

Chris nims

University of Colorado

christopher.nims@colorado.edu

armando nunez

armando.nunez@cbre.com

Robert olasov

Pankaj duggal

Jacobs

pankaj.duggal@jacobs.com

Chris Parshall

cparshall@brg.com

Melinda Parshall

melinda.parshall@gmail.com

Steve Parshall

steve.parshall@hok.com

John Petronis jppetronis@arcplanning.com

William Peña

CRS founder

houston

Jerry Pfeffer

jerry.pfeffer@kiewit.com

terry Phillips

terryphillips@facilityprogramming.com

Barbara Price

Wisconsin

barbaraprice@ls3p.com

Jim Rice

james.rice@am.jll.com

John Reid

JMR Consulting and design

sweetjreid@gmail.com

david Rhodes

aCS architectural Construction Services

dennis Roth

Roth & Seelen, inc.

dennisroth@rothseelen.com

dwight Rozier

Rozier design Studio

rozierdesign@aol.com

Rob Sannella

rob.sannella@hok.com

Samantha Sannella

Ryerson University

samanthasannella@gmail.com

tim Scarbrough

Jacobs

tim.scarbrough@jacobs.com

Reinhardt Schneider

owner at RS Roof Consulting

Syd Spain

alabama

sydspain@gmail.com

gagan Singh

goldman Sachs

gagan.singh@gs.com

Ron Skaggs

Clay Stafford

atlanta

tabor Stone

Richard Stanton

karl Stauss

Leslie Strnadel

lstrnadel@gmail.com

Philip Sun

ppsun@aol.com

david thorman

dthorman@att.net

Ray tyson

Clarence Wadkins

BLoC-atlantic LLC, dC

cwadkins@fmdeliversresults.com

Jeff Waters

jeff.waters@cbre.com

Joyce Wheaton

joycewheatonlander@gmail.com

kevin Williams

Microsoft

kevwill@microsoft.com

Phil Williams

Spencer ogden

Sam Wilson

Jacobs

sam.wilson@jacobs.com

Laban Wingert

Laban Wingert associates

lwa@newmexico.com

Ray Wobbe

Jerry Woods

application architect at iBM

ichiro yoshia

iS Parners, tokyo

iyoshida@aa.em-net.ne.jp

knowledge Communit y direCtory

page 44

THAnk you WIllIE!!

collection-based ontinuing educ cation & decision support ...crs.arch.tamu.edu/proceedings...

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