Geoffrey Fox, NPAC Syracuse University, gcf@npac.syr.edu

Abstract of http://www.npac.syr.edu/users/gcf/wisewords/webwisdom2.html

We describe briefly a set of experiments using Web technologies in a variety of different education and training scenarios. We deduce from our and other’s experience a set of requirements for Web based education and training systems which we use in the design of WebWisdom whose architecture and capabilities are described. We also use feedback from general experiments with electronic collaboration systems as we expect these to be critical in the next generation of electronic teaching and learning tools. We note that much of our understanding comes from outside HPCC, which is to be expected as I am a teacher of both general physics and computer science as well as a researcher in HPCC. However HPCC is relevant and incorporated into our discussion in several ways. These include electronic HPCC curricula such as computational science; use of high speed networking for video; incorporation of results of HPCC simulations into science curricula; and the relevance to distributed HPCC consulting and training—especially in today’s era of the distributed NSF centers.

Our experience comes from K-12 area where the Living SchoolBook used ATM connections to 3 Central New York Schools; Undergraduate teaching in the Physics department of science for non-science majors; Graduate teaching of computer science including courses taught remotely in China. We also learn from the design of interfaces for disabled children. Industrial training experience comes from working with a well-known company offering both CD-ROM and web based foreign language instruction.

Our proposed layered design of WebWisdom includes a secure database at its core on top of which are built a set of services including audio and video servers; basic Web servers and a collaboration subsystem which is heart of both asynchronous and synchronous delivery. This has a set of basic collaboration capabilities including chat, audio-videoconferencing, whiteboard and shared applications. This collaboration subsystem must support multiple rooms and many groups of users. The communication system supports the worldwide delivery and includes support for distributed databases to get high performance with for instance core courseware replicated on delivery machines with CD-ROM’s or other such mechanisms. The top layer of WebWisdom consists of education and training specific capabilities that customize and extend the generic middle-layer services. As well as standard curricula material, one must support 3D worlds and Virtual laboratories for programming and experimental science. Note assessment relies on database at heart of WebWisdom, which logs synchronous delivery of curricula and records interaction of students with courseware and tools. Authoring and Editing includes audio, video, and Java applet based animations as well as basic text (HTML) material. Conversion of Legacy systems includes putting Persuasion Framemaker PowerPoint etc. on the Web. The delivery system is based on customized shared browser windows for curricula together with more generic collaboration capabilities e.g. audio-videoconferencing is used by students and teachers for traditional voice interactions.

Further education must be affordable and indeed become cheaper and not more expensive when electronic support is increased. Thus it seems critical that the design of WebWisdom be careful to incorporate the pervasive Web technology that is emerging. However as these ideas are still evolving rapidly, it is essential to design a modular system with as loose a coupling as possible between components.