Computing technology is changing rapidly with powerful Web and distributed object technology layered on pervasive communication links, enabling the construction of large scale systems. This has several implications, which have broader significance than just changing research and course contents. We describe some of these including: |
New curriculum for computer science centered on Internetics and its implications for science communication and teaching. |
New approaches to distance education which could change the roles of educational institutions and personnel in areas from K-12 through lifelong learning. |
New approaches to computing environments which will enable more productivity and hence accelerate integration of computation into many fields. |
Shift of roles between industry and academia and difficulties of University research teams working on accepted "Internet Time" for commercial innovation. |
Relevance of distance education to curriculum changing with "Internet Time". |
Changing definitions of interdisciplinary programs (such as computational science) and implications for traditional fields such as physics, which are seeing declining student interest. |
001 Education, Research and Institutional Models for Universities in the Next Millenium 002 Abstract of Houston Presentation 003 Simplistic Object Web View 004 Basic Multi Tier architecture 005 Basic 3 Tier Computing Model 006 Object View of running a program 007 Relevant Topics Covered in a Different Lecture (given as distance seminar to DoD April 6 99) 008 Computer Science in Next Millenium 009 Scientific Programming Environments 010 Commodity Software Approach to HPCC 011 HPcc as Multi-Tier Commodity Software Model 012 Earthquake Science 3-Tier Computing Architecture 013 DoD "Gateway" Project 014 WebFlow over Globus for NCSA Alliance Quantum Chemistry Application View 015 WebFlow on Globus -- LMS at CEWES 016 Example of a custom Web User Interface Land Management System 017 XML for GEM (Earthquake Prediction) Community? 018 Programming Middle Tier of a Computational Grid 019 What have we gained from all this? 020 Computer Science in Next Millenium 021 Why/What is Internetics in a Nutshell 022 Synergy of Parallel Computing and The Grid Internetics as Unifying Principle 023 What is Internetics ? 024 Traditional Computational Science 025 Internetics Extension of Computational Science 026 Internetics Certificate Curriculum: K-12 027 Internetics Certificate Curriculum: Undergraduate 028 Internetics Certificate Curriculum: Graduate 029 Internetics Certificate Curriculum: Graduate Electives 030 PHY 300, Internetics and Communicating Science 031 Computer Science in Next Millenium 032 Why use Distance Education? 033 Traditional Model of Instruction 034 Better Model of Instruction 035 New Enterprise Models for Universities? 036 Computer Science in Next Millenium 037 How are Objects Used Collaboratively? 038 Naïve Shared Object Strategy 039 Some Principles in Tango Support of Distance Education I 040 Architecture of Tango Distance Education 041 Courses at Jackson State 042 Some Principles in Tango Support of Distance Education II 043 Sample 1999 Java Academy Certificate 044 Web-based Education and Universal Access 045 Possibly Relevant NPAC Education Activities 046 Challenge and Opportunity in Education and Training 047 Computer Science in Next Millenium 048 New Enterprise Models for University Research? 049 Computer Science in Next Millenium 050 Changing Choices in Physics and Engineering Education 051 Impact of IT Worker Shortage on Physics and Engineering education 052 Impact of Web Technology on Engineering and Physics Education 053 Internetics and Physics I 054 Internetics and Physics II 055 Why and What could one Do?