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F: Al Gilman from Wisconsin Trace Center on Universal Access -- His natural description
F: 
F: This response answers the question:  "Trace the relationship of specific
F: project goals for your project with the goals of PACI, EOT-PACI, and what
F: you consider to be the goals of the LT focus area in EOT-PACI."
F: 
F: PACI goals:
F: 
F: Integrate high end of data storage and computing capability through a
F: flexible infrastructure to make it more available to more people.
F: 
F: EOT-PACI goals:
F: 
F: Educate people to take advantage of the capability that is here and extend
F: the capability in the future.
F: 
F: Extend the application of this class of computational resources to new
F: communities including education / learners.  Guard against inadvertent
F: exclusion of anyone.
F: 
F: UD/DA goals:
F: 
F: Evaluate disability access to advanced computational infrastructure early;
F: discriminate what is readily achievable in terms of usability from
F: different user interface capability profiles from what is intrinsically
F: different.  Consolidate the readily achieveable so that it is still present
F: in the capability as transferred to widespread practice.
F: 
F: UD/DA strategies:
F: 
F: Embed disability access in the PACI quality process.  Find the right middle
F: phases at which to do adapted-interface evaluations so that it is neither
F: too early nor too late.
F: 
F: Learning Technogies strategy: expose collaborative technologies in learning
F: scenarios so as to help the technologies get real.  
F: 
F: UD/DA strategy:  Coordinate with educational applications and learning
F: technology developments.  There are shared objectives such as:
F: 
F:  - Server resources should be adequately structured and documented to
F: support diverse client-side interaction environments.
F: 
F:  - Client-side methods should be modular and flexible.
F: 
F: PACI applications deal with many-dimensional worlds; these high-dimensional
F: problem spaces are a good seedbed for highly flexible methods of sharing
F: information and distributing workload among cooperating tasks.  This
F: flexibility has benefit in both learning and disability-access contexts of
F: use.
F: 
F: Exposure of scientific knowledge and computational science tools in
F: educational settings will force them to become better explained and hence
F: a) cognitively ready to reach a larger audience and b) more robust,
F: retaining effectiveness when some of the assumed interface channels are
F: missing or under-performing.  Teaching the latest science is part of
F: learning it so well it becomes a fit springboard for new science.  Learning
F: technologies will help EOT accelerate this process for the application
F: domains served by PACI.
F: 
F: Likewise, improving our ability to concretize task prerequsites will enable
F: more learning to be done more asynchronously, and learning assessments to
F: be done in a media-independent frame of reference, allowing for equal
F: access to recognition of learning for those with non-traditional
F: opportunities to learn as well as those with sensory and communication
F: disabilities.  This is better for educational productivity and better for
F: social justice.
F: 
F: Face time is scarce.  The general economic scenario described in "Virtual
F: Teams" by Lipnack and Stamps applies to teaching and learning as much as it
F: applies to any other economically productive human endeavor.  The ability
F: to spread teaching/learning communities in space and time will enhance
F: educational productivity.  All of the technology being developed by PACI
F: that allows data resources to be better understood and accessed, allows
F: live sessions to be collaborative across distance and or be auto-synopsized
F: to be shared across time, are candidate capabilities to be applied to this
F: need.
F: