The students were then taken to a computer lab for a "hands-on" experience. It is here they began to work on their PowerPoint and Web page presentations for the following day. While we were present in the lab to answer questions and provide technical support, the students were encouraged to explore the functions of the software on their own and to work with their colleagues to overcome any problems. The goal of this approach was to show them that they could not "break" the computer and to more closely simulate a real world work experience where they would have to collaborate with co-workers.

Before going into the lab, the students were given their two-part assignment. They were told that they would have to make two presentations to the class. The first was a PowerPoint presentation to the executive committee of a fictitious or real organization, pitching the need for a Web-based campaign on a particular issue. The rest of the class acted as the executive committee. Then, in the afternoon the students presented their Web sites for critique and review (see example of a student Web site). This was the most important part of the workshop because it was an interactive exercise. After working independently on their chosen topic, the students were able to practice their presentation skills and receive immediate feedback on their projects in a simulated work environment. At the end of class on Sunday, the students were given three weeks to revise their presentations in light of the class critique, and submit them with a short written assignment, detailing the rationale for the design of their presentations, for a final grade.

A couple of weeks after this initial weekend class meeting the students re-assembled to participate in a simulated videoconference that was videotaped for later critique. For this simulation the students were broken into two groups and given roles in advance. The subject of this year's videoconference was the use of technology in university education. One group, representing a private company that sells technologically based education solutions, met in the Global Collaboratory. The other group, representing a university, met in another videoconferencing room across campus. Using PictureTel machines over ISDN lines, the students engaged in a one-hour discussion. After the videoconference the students re-assembled a week later to review highlights of the taped simulation and engaged in an analysis and critique session. Besides providing students with an opportunity to experiment with a cutting edge technology, this exercise also served as an introduction to the third learning experience discussed in this paper, the Virtual Conference.

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