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Given by Geoffrey C. Fox at International Symposium on Computational Sciences - John R. Rice 65th Birthday Purdue University on May 21-22 99. Foils prepared June 5 99
Outside Index
Summary of Material
| http://www.npac.syr.edu/users/gcf/compscisc98/ and |
| http://www.npac.syr.edu/users/gcf/internetics/, "Internetics: Technologies, Applications and Academic Fields" Invited Chapter in Book :Feynman and Computation", edited by A.J.G. Hey, Perseus Books (1999) |
| We will discuss a broad definition of computational science to be the interdisciplinary area between computer science and all application areas. |
| We suggest traditionally that simulation has been focus of computational science but that today there is more student interest in information based applications and that these benefit from an interdisciplinary approach similar to simulation areas. |
| We discuss implications for physics education and |
| Use of distance education to teach such new curricula |
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Changing Curriculum in Computer Science and Physics: Computational Science and Internetics
Abstract of John Rice Presentation
Traditional Computational Science
Conventional Computational Science
Information Track of Computational Science
Beginnings of Internetics
Information Track of Computational Science
Detailed Course Contents
What is Internetics ?
Internetics and Computational Science
Synergy of Parallel Computing and The Grid Internetics as Unifying Principle
Proposed Internetics Core Curriculum
Internetics Certificate Curriculum: K-12
Sample 1999 Java Academy Certificate
Internetics and Physics I
Internetics and Physics II
PHY 300, Internetics and Communicating Science
Good Ideas? Failed Implementation?
Outside Interest in Courses
Courses at Jackson State
Why use Distance Education?
Traditional Model of Instruction
Better Model of Instruction
New Enterprise Models for Universities?
Role of Collaborative Objects in Education
Universal Shared Object Strategy
Architecture of Tango Distance Education
Where are we?
Outside Index
Summary of Material
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| International Symposium on Computational Sciences |
| John R. Rice 65th Birthday |
| Purdue University May 21 99 |
| http://www.npac.syr.edu/users/gcf/purduemay99 |
| Geoffrey Fox |
| Syracuse University NPAC |
| 111 College Place Syracuse NY 13244 4100 |
| 3154432163 |
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| http://www.npac.syr.edu/users/gcf/compscisc98/ and |
| http://www.npac.syr.edu/users/gcf/internetics/, "Internetics: Technologies, Applications and Academic Fields" Invited Chapter in Book :Feynman and Computation", edited by A.J.G. Hey, Perseus Books (1999) |
| We will discuss a broad definition of computational science to be the interdisciplinary area between computer science and all application areas. |
| We suggest traditionally that simulation has been focus of computational science but that today there is more student interest in information based applications and that these benefit from an interdisciplinary approach similar to simulation areas. |
| We discuss implications for physics education and |
| Use of distance education to teach such new curricula |
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| 1991 |
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| At Syracuse built around a two course sequence and associated application, computer science and math courses |
CPS615: Introduction to Computational Science
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CPS713: Case Studies in Computational Science
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| These form 2 course certificate in simulation track of computational science |
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| 1995 |
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| Spring 1995 --- first course .... (taken by Nikos Chrisochoides's wife so she could get a job and he could leave Syracuse) |
| Spring, 1996 --- Undergraduate course offered from Syracuse University to Harbin Institute of Technology in China by Xiaoming Li and Fox |
| Material translated into Chinese by Harbin |
| Spring, 1998 --- A graduate course in Peking University by Prof. Xiaoming Li |
| Increasing set of courses and student interest at Syracuse University ...... |
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Grew at Syracuse into 4 Core Courses offered as a certificate now called Internetics
|
| CPS406(undergraduate)/606(graduate) Introduction to Web Technologies |
| CPS616 Core Web and Distributed Object Technologies |
| CPS640 Internet Infrastructure |
| CPS714 Advanced Topics and Case Studies in Internetics |
| Graduate |
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| CPS406/606: CGI, Java, Introduction to CORBA/RMI/JDBC |
| CPS616: More on CORBA/RMI/JDBC; Database discussion as necessary; Advanced Java (Servlets, Javabeans, Enterprise Javabeans, Frameworks); Security; Introduction to XML; JavaScript and Dynamic HTML; in the past VRML |
| CPS640: Network and Internet Service Architecture; Quality of Service; Multimedia Servers; Compression technology |
| CPS714: Whatever is important this semester done as a projects course; XML (for scientific information and to build PSE's); Latest W3C Initiatives; Distributed Computing using CORBA/Web; Java Grande; Advanced Security; Collaboration; Electronic Commerce; High performance Web Servers |
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| Emerging field centered on technologies services and applications enabling and enabled by world wide communication and computing grids |
| The contents come from Computer Communication and Information science fields but with an applied flavor so forms critical knowledge needed by many application fields such as scientific computing, telemedicine, electronic commerce, digital journalism and education |
| Students with an interdisciplinary background will be encouraged |
| The applied focus with many totally new and rapidly evolving technologies makes Internetics unique |
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Computational Science is Interdisciplinary field in between Computer Science and "large scale Scientific and Engineering simulation-based" applications
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Internetics is Interdisciplinary field between CS and Both Simulation and Information-based applications
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| Enrollment in Classic Computational Science at Syracuse has dropped from 50 to 10; enrollment in Internetics has risen from 6 to 100 (95-98) |
| Current Internetics Curriculum starts with High School Java Academy;undergraduate and graduate programs, through the four course continuing education certificate |
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| The two forms of Large Scale Computing Scale Computer for Scale Users in Proportion Power User to number of computers |
| Parallel Distributed Information Systems Computers Computational Grids |
| <--------------- Internetics Technologies ---------------> |
| 1% market |
| 99% of market |
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| Developed at K-12, Undergraduate and Graduate level by Li and Fox and some of this material developed and offered at Syracuse and Peking. |
| Proposed collaboration to offer between universities in USA China and England fall 99 failed due to conflicts in semester timing and natural "size" of course |
| Graduate level similar to Syracuse courses |
| Note here K-12 offering |
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| K-12 is in practice Middle and High School Students |
These 2 courses must be passed to obtain Certificate
|
| Latter implemented as NPAC's Java Academy at http://www.npac.syr.edu/projects/k12javaspring98/ while |
| the 1999 version was offered using TangoInteractive to students at Boston, Houston, Starkville and Syracuse http://www.npac.syr.edu/projects/k12javaspring99/ |
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| Physics departments may disappear in many Universities as the number of majors is dropping at both undergraduate and graduate level. |
| How do we rescue physics with revised curricula? |
Classical Computational Science appears not to be a complete answer but Internetics offers some interesting attractive academic programs combining computing and the "technical sciences"
|
Physics is in many ways a BETTER educational background than computer science to today's major computer science challenge -- designing and building distributed systems
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A combination of Physics and a minor in Internetics is an interesting background for many areas such as:
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Further comparing "books" with the Web, we see that the Web offers opportunities for "technical people" as well as those with good "communication skills" (of a traditional kind)
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This implies a "Computational Science/Internetics" minor including base information technology and optional elective in "science communication" prepared by physics/engineering
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| Phy 300 is a special course exploring the new opportunities presented by the Internet for communicating science and quantitative ideas to laymen as well as to technically trained people. |
| The course is designed for students with interests bridging science and communications: prospective science, journalism, and education majors. |
| It offers an introduction to the tools required to communicate using the internet, as well as case studies of successful and unsuccessful approaches to communicating science with this new medium. |
| Students should be co-enrolled or have previously completed a calculus course, MAT 285 or MAT 295 |
| Syracuse Fall 99 taught by G. Fox |
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| So we have a smattering of reasonable courses but not enough faculty and students to implement in a sustainable fashion |
Even in Information track where there is enough students, there are not enough faculty to
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In simulation track, there are not enough students to allow university to offer
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| Solution is distance education ? |
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| Course Web material gets 100,000 page hits every month -- majority from .com clients (this removes spiders/robots) |
| Courses have been given several times over the Web using synchronous or asynchronous technologies |
CDROM's have been made available
|
| Java Academy given over the Web this semester to four K-12 clusters |
CPS606 CPS615 and CPS616 given to JSU (Jackson State University), Mississippi State, Clark Atlanta, DoD Lab at Vicksburg
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Taught using Tango since fall 97 over Internet and defense high performance network DREN twice a week from Syracuse
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| Jackson State major HBC University with many computer science graduates |
Do not compete with base courses but offer addon courses with "leading edge" material (Web Technology, modern scientific computing) which give JSU (under)graduates skills that are important in their career
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Needs guaranteed 30 (audio) to 100 (video) kilobits per second bandwidth
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New and rapidly changing Academic Curriculum suggest the use of distance education as it will allow a few experts to deliver instruction to more students and this
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| Distance Education is technically sound based on web curricula-- both synchronously and asynchronously -- today with very robust clear implementations available over next 2 years |
Both delivery mechanism and identification of knowledge nuggets (such as Internetics or computational science) that are smaller than a traditional degree suggests different approaches to certification
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| Professors |
| Students |
| Common Shared Books and Such Resources |
| Done separately for each class at each university |
| Often |
| Low |
| Quality |
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| Professor at AVU |
| (AnyTown Virtual University) |
| with team of authoring specialists |
| Outside |
| Students |
| (dominant clientele) |
| Common Shared Books Web based Lecture Material |
| and Similar Resources |
| Institutions focussing on particular disciplines, teach a given class |
| to Students from Universities which provide beds and mentors |
| Possible local Students |
| INTERNET |
| Classes are |
| given by |
| AVU |
| to students |
| around |
| the state |
| (world) |
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| Distance Education is technically sound -- both synchronously and asynchronously -- today with very robust clear implementations available over next 2 years |
| Separate teaching mentoring and dormitory role of University |
| Teaching and grading naturally performed by centers of excellence which need at least an order of magnitude more customers than a single faculty in order to be able to justify investment in course preparation and maintenance |
| Continuing Education of growing importance and natural area to attack first -- corporate training is serious competition here and commercial deliverers have advantage? |
| Not obvious that will save large amounts of money as students will need more not less mentoring in today's information-overrich world -- quality of educational experience will become more uniform and better |
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Learning is an example of an activity which can be thought of in terms of objects (digital audio streams when you talk, books, homework, science fair exhibits) worked on alone or together -- either between students or students and teacher
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Collaboration can be synchronous as when individuals talk to each other
|
| Or asynchronous when sharing is done at different times |
| I post a web page and you look at it later is a basic asynchronous sharing model while writing on a blackboard is hallowed synchronous model in teaching |
All objects can be thought of as web pages as these are rendering of a server side object
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Assume teachers, students, engineers, shoppers, salespersons, families teach, learn, collaborate, buy, sell, socialize via electronic versions of traditional human interactions combined with shared objects expressed in XML and rendered as web pages
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| Only shared event model (used in Tango) of sharing (collaboration) is capable of necessary efficiency and customization to each user |
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| NPAC Web Server |
| JSU Web Server |
| Java Tango Server |
| ....... |
| Share URL's |
| Audio Video |
| Conferencing Chat Rooms |
| White Boards etc. |
| Address at JSU of Curriculum Page |
| Teacher's View of Curriculum Page |
| Student's View of Curriculum Page |
| Participants at JSU |
| Teacher/Lecturer at NPAC |
| ....... |
| Java Sockets |
| HTTP |
| Java Control Clients |
| All Curricula placed on the Web |
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Syracuse has a few good courses and some pretty good students
|
| Nationally there is a complete set of excellent courses but most universities cannot offer rich program |
| Technology for distance education is proven and improving in robustness and functionality |
| Networks are increasing in bandwidth ... |
| ...... So we can implement computational science/internetics using distance education |
| This will lead to much better learning environments and total happiness for students ........ |
| There is one minor problem! Most Existing Universities and K-12 Establishments (Unions ..)will oppose this |
| They will accept my courses if given as Syracuse University but not if done through www.webwisdom.org |