1) Core Learning Technologists ++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++
	1.1) Collaboration ++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++
	   (Habanero) NCSA  (Java shared Objects)
	   (ANL/UIC High End "Access Grid")
	B: TangoInteractive NPAC
B: TangoInteractive Syracuse University -----------------------------------
B: 
B: 1. Project Description
B: Web based Collaboration System supporting integration of asynchronous
B: and synchronous learning
B: 
B: 2. PACI relevance of the project (how it relates to PACI goals/strategies) 
B: Part of Team C Alliance technologies and capable of making many
B: PACI applications collaborative
B: 
B: 3. Potential audience or user base 
B: Any Students or Teachers
B: 
B: 4. Partnership links both internal (AT/ET/EOT) and external; can include 
B: potential "targets of opportunity" for partnership
B: Current Use of TangoInteractive includes K-12 and Graduate Education
B: Research links to Habanero. Can be used to build collaborative
B: learning environments around ChemViz, Biology workbench and ...?
B: 
B: 5.  Diversity and universal access issues 
B: Exciting technical opportunities to apply to Universal Access
B: 
B: 6.  Barriers (with technology or other areas) 
B: Hard to make "bullet-proof" for release to general public
B: 
B: 7.  Status of project (i.e. planning, development, production)
B: At "beta" stage and reasonably mature. Needs better packaging for general release
B: 
B: 8. Dissemination avenues - contributions to the literature (i.e. reviewed 
B: journals, conference presentations, etc.) 
B: Presented at SC98 and some other conferences
	
	1.2) Multimedia +++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++
	   (ANL/UIC High End "Access Grid")
	K: (?Michigan) as quoted in SDSC training listed in section 4)
	A: Wisconsin (Moses)
A: ----------------------------------------------------------------------------------------
A: Gregory Moses on Wisconsin Multimedia Technology for Distance Education
A: 
A: 1. Project description (one or two sentence description)
A: 
A: Web-basd digital video viewer and authoring tool that produces two simultaneous
A: video streams, a powerpoint frame, a table of contents (allowing random access)
A: and an external links frame for the purpose of delivering video on demand for
A: educational and other purposes.
A: 
A: 2. PACI relevance of the project (how it relates to PACI goals/strategies)
A: The tool will allow productions of simulation results in the form of video and
A: a "talking head" to explain the work in an educational setting.  It will allow
A: lectures to be produced for viewing via the web. 
A: 
A: 3. Potential audience or user base
A: All PACI ET and AT projects and all EOT projects, as well as any person wanting
A: a low cost way to produce digital video productions quickly and easily.
A: 
A: 4. Partnership links both internal (AT/ET/EOT) and external; can include
A: potential "targets of opportunity" for partnership 
A: Currently producing a Condor tutorial using this tool. The video tool was
A: supported by NPACI and the Condor work was supported by NCSA. 
A: 
A: 5. Diversity and universal access issues
A: Yet to be addressed, but we will.
A: 
A: 6. Barriers (with technology or other areas)
A: Network speed is the major barrier to dissemination of this technology, but
A: this is improving.
A: 
A: 7. Status of project (i.e. planning, development, production)
A: Viewer is in alpha phase. It is being used for production of two demo's by
A: knowledgible users. Authoring tool is in development with expected alpha
A: release in Spring.
A: 
A: 8. Dissemination avenues - contributions to the literature (i.e. reviewed
A: journals, conference presentations, etc.)
A: This will be presented at numerous meetings (SC 99) and conferences, once past
A: beta release and with some high quality content. Expect to start next summer.
A: The software will be available via download from the web, once it is released.
A:

	C: LecCorder NPAC  (packaged multimedia recording using commercial hardware)
C: -------------------------------------------------------------------------
C: NPAC LecCorder Lecture Recording System
C: 
C: 1. Project Description
C: Package Commercial digital video OptiBase hardware with Web delivery
C: as "audio/video" over foils
C: 
C: 2. PACI relevance of the project (how it relates to PACI goals/strategies)
C: Could be one way of enhancing PACI education and training
C: 
C: 3. Potential audience or user base 
C: Teachers and Learners at all levels
C: 
C: 4. Partnership links both internal (AT/ET/EOT) and external; can include 
C: potential "targets of opportunity" for partnership
C: This is product of DoD Modernization Program but could be broadly used
C: 
C: 5.  Diversity and universal access issues
C: Addressed by linking to TangoInteractive and work by 
C:
C: 6.  Barriers (with technology or other areas) 
C: 
C: 7.  Status of project (i.e. planning, development, production)
C: Production for base system. Several straightforward extensions
C: such as support of cursor movement and link to TangoInteractive
C: 
C: 8. Dissemination avenues - contributions to the literature (i.e. reviewed 
C: journals, conference presentations, etc.) 
C: Not research -- systems integration project
C: 
	
	1.3) Visualization ++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++
	M: CosmicWeb Java Viewers from Curtis listed in section 4)
	   (VisAD from Hibberd) Wisconsin
	   (UIC/ANL/NCSA Visualization including Immersadesks)
	
	1.4) Assistive Devices for Universal Access +++++++++++++++++++++++++++++++++++++++++++++
	N: NeatTools NPAC  (Support of muscularly handicapped)
N:-------------------------------------------------------------------------
N:NPAC NeatTools and TNG Assistive Interfaces -----------------------------
N:
N:1. Project Description
N:Cheap sensors and sophisticated linkage software aimed at those with severe
N:muscular deficiencies. Initially tested on bright paraplegic high school student who
N:could only move cheek muscles and used to access web-based education. Software
N:has visual interface  to allow customization of interface for individual users
N:
N:2. PACI relevance of the project (how it relates to PACI goals/strategies) 
N:Relevant for making PACI material universally accessible to a small but
N:important disabled community
N:
N:3. Potential audience or user base 
N:Users with muscular deficiencies
N:
N:4. Partnership links both internal (AT/ET/EOT) and external; can include 
N:potential "targets of opportunity" for partnership 
N:Working with Trace Center
N:
N:5.  Diversity and universal access issues
N:Core UA technology
N:
N:6.  Barriers (with technology or other areas)
N:Not clear that we can or should support deployment
N:
N:7.  Status of project (i.e. planning, development, production)
N:Funding from NSF(expected) and NEC Foundation to extend Syracuse experiments to 
N:four other metropolitan centers
N:
N:8. Dissemination avenues - contributions to the literature (i.e. reviewed 
N:journals, conference presentations, etc.) 
N:Many well received conference presentations. Some papers. See http:///www.pulsar.org
N:
	
	1.5) Structure of Distributed Learning Objects and Distributed Scientific Objects ++++++++
	D: WebWisdomNT NPAC  (Database backend)
D: -------------------------------------------------------------------------
D: NPAC's WebWisdomNT Oracle Database Support for Educational Objedcts
D: 
D: 1. Project Description
D: WebWisdomNT is Oracle database designed to store components of distributed
D: educational objects. It has a Java manager and links to Web and TangoInteractive
D: through XML templates. Strong support for PowerPoint (decomposed into single
D: foils using COM), HTML pages and their integration into general dynamic "play-lists".
D: Allows multimedia ("audio/video" over foils) to be stored in database.
D: Relevant for organizations needing to support large amount of courseware.
D: 
D: 2. PACI relevance of the project (how it relates to PACI goals/strategies)
D: Clearly relevant for some PACI activities and partners
D: 
D: 3. Potential audience or user base 
D: Most relevant to "institutions" such as NCSA or Universities responsible
D: for large training/education sets. It will of course deliver to broad user base.
D: 
D: 4. Partnership links both internal (AT/ET/EOT) and external; can include 
D: potential "targets of opportunity" for partnership 
D: This is product of DoD Modernization Program but could be broadly used
D: 
D: 5.  Diversity and universal access issues
D: Helpful technology for UA as decomposes objects into components which
D: can be renedered optimally for each user
D: 
D: 6.  Barriers (with technology or other areas) 
D: Complex sophisticated technology. Needs more use and evaluation
D: 
D: 7.  Status of project (i.e. planning, development, production) 
D: Operational in NPAC. Delayed by changes in TangoInteractive and
D: need for performance enhancements. Should be in beta release May 1
D: 
D: 8. Dissemination avenues - contributions to the literature (i.e. reviewed 
D: journals, conference presentations, etc.) 
D: Builds on experience reported in papers
D: 
 
	E: DATORR NCSA/NPAC/World   (standards for computing portals (PSE's) 
		and Distributed Scientific Objects)
E:-------------------------------------------------------------------------
E:National DATORR and NCSA Alliance Post Web Standards Activity --------------------
E:
E:1. Project Description
E:Emerging Activities to set standards for web and backend interfaces to resources 
E:in terms of XML and related distributed object technologies. 
E:
E:2. PACI relevance of the project (how it relates to PACI goals/strategies)
E:Critical PACI activity which will integrate ET AT and EOT
E:
E:3. Potential audience or user base 
E:Anybody building "Portals" "Workbenches" and "Problem Solving Environments"
E:
E:4. Partnership links both internal (AT/ET/EOT) and external; can include 
E:potential "targets of opportunity" for partnership 
E:Emerging synergies between education and problem solving environments (PSE) are
E:an important target of opportunity. A good PSE is likely to have substantial
E:educational content and value. The Biology Workbench is one example of this
E:
E:5.  Diversity and universal access issues
E:Important base technology for UA as defines structure of objects
E:
E:6.  Barriers (with technology or other areas) 
E:Too early to say
E:
E:7.  Status of project (i.e. planning, development, production)
E:Still in planning phase but has high level attention
E:
E:8. Dissemination avenues - contributions to the literature (i.e. reviewed 
E:journals, conference presentations, etc.) 
E:Well connected to nationally respected groups
E:
	F: Trace Center work on W3C document object model etc.
F: --------------------------------------------------------------------------
F: Al Gilman from Wisconsin Trace Center on Universal Access -- Standard Format
F: 
F: 1. Project description (one or two sentence description)
F: Universal Design for Disability Access.  Leverage the learnings of
F: Universal Design in developing Advanced Computational Infrastructure.
F: 
F: 2. PACI relevance of the project (how it relates to PACI goals/strategies)
F: PACI strives to be the computing platform of the future.  Satisfying the
F: needs of people with disabilities up front through universal design is a
F: cost-effective way to make technology more effective as used by the general
F: public.  One of the major challenges as PACI technology approaches the
F: field is to broaden the user base it has been exposed to.  Most of these
F: technologies start out with an infinitessimal human community of users 
F: and hence the diversity of user abilities and learning styles has not been addressed.
F: 
F: 3. Potential audience or user base
F: Developers of advanced client-server and agent-net applications.
F: 
F: 4. Partnership links both internal (AT/ET/EOT) and external; can include
F: potential "targets of opportunity" for partnership 
F: Current linkage: W3C web specifications development through W3C Web
F: Accessibility Initiative.
F: 
F: Potential linkage: NPACI Interaction Environments thrusts through
F: development of disability-adaptive morphs of interaction environments.  
F: 
F: Potential linkage: any collaborative-environment infrastructure for
F: flexibility in inserting assistive modules particularly middleware in
F: task-support nets.
F: 
F: 5. Diversity and universal access issues
F: Mostly the objective is that Advanced Computational Infrastructure should
F: not deny usability (and therefore access) to people with disabilities.
F: There are related sub-goals dealing with scalability of interaction
F: environments to mass market and mobile devices that are synergistic with
F: gaining universal access to educational resources on the Web for people
F: with economic and geographical barriers as well.
F: 
F: 6. Barriers (with technology or other areas)
F: Mostly it it a question of follow-through.  Visualization techniques are
F: not pressed beyond visual presentation because the value of digging deeper
F: and genericizing the techniques is not fully appreciated.  In a community
F: like PACI where there is so much information in play that even 3D
F: visualization only takes a small bite out of the situation, it is easier to
F: find people with the vision to relate view extraction problems at all levels.
F: 
F: 7. Status of project (i.e. planning, development, production)
F: UD/DA in general is an ongoing project in EOT-PACI funded in part by both
F: partnerships.  
F: 
F: 8. Dissemination avenues - contributions to the literature (i.e. reviewed
F: journals, conference presentations, etc.)
F: The primary dissemination avenue for UD/DA progress is via standard
F: interfaces in the information technology industry, from the Windows bible
F: to HTML and HTTP, to emerging standards such as IMS.
F:
F: -----------------------------------------------------------------------
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: 
	
2) Evaluation of Best Practice in LT and creation of Repositories ++++++++++++++++++++++++++++
	G: Raul Zaritsky's Contribution
G: -------------------------------------------------------------------------------
G: Raul Zaritsky NCSA on Some NCSA Education Group Activities
G: 
G: For our purposes Education Technology should be defined as an enabling
G: technology for learning. Thus the Biology workbench, at present, is a
G: scientist's tool not an Educational Technology. However Tango, Habanero,
G: SimCalc, KIE, CISLE, are all examples of learning technologies.
G: 
G: 1. Project description (one or two sentence description)
G: To create a repository, and help develop specifications for learning 
G: technologies capable of improving the delivery of distance education systems.
G: This includes synchronous and asych situations to provide instruction on Alliance
G: tools being developed and transformed for the learner. Specifically: our
G: computational modeling, and simpler modeling tools, our bioinformatics tools
G: and essential programming languages such as JAVA.
G: 
G: 2. PACI relevance of the project (how it relates to PACI goals/strategies)
G: This solves an essential dissemination and instruction question for the PACI,
G: and would provide the research basis for developing across partner courseware
G: and experience, both with distance and in class learning technologies.
G: 
G: 3. Potential audience or user base
G: On the UIUC campus, Lisa and I are teaching a Modeling and Visualization Class
G: in the College of Education. Alai na is teaching a class to the MBA school.
G: Geoff is teaching a JAVA class, and this summer, the bioinformatics group,
G: BioWorkbench, will be teaching a series of workshops.
G: 
G: 4. Partnership links both internal (AT/ET/EOT) and external; can include
G: potential "targets of opportunity" for partnership 
G: Biology workbench teams with schools and othe PACI partners
G: In-service and pre-service teachers
G: Other PACI partners, such as Shodor & MVHS instructing in student-based
G: curriculum to other PACI partners who will be providing similar services.
G: 
G: 5. Diversity and universal access issues
G: An essential research focus would be to define the problems and solutions to
G: the diversity and universal access issues in this limited focused projects.
G: 
G: 6. Barriers (with technology or other areas)
G: All of the current distance education, collaboration and concept mapping
G: technologies have significant holes in their capabilities. Finding the overlaps
G: and focusing resources on developing solutions could effectively take us beyond
G: the trigger point of effectiveness. The fact that we have not reached this
G: trigger point, in sum, is a quick way of defining our barriers.
G: Further, cognitive and sociological barriers to learning will be even more
G: difficult to over-come than these technical barriers. However, we can't
G: approach solid research on these fronts until we have working technologies. 
G: In medicine it would be like doing antibiotic studies in surgeries where there
G: was still a major sepsis problem.
G: 
G: 7. Status of project (i.e. planning, development, production)
G: The courses are ongoing and planned throughout the next year.
G: 
G: 8. Dissemination avenues - contributions to the literature (i.e. reviewed
G: journals, conference presentations, etc.)
G: Only projects with sufficient scholarly research commitments should be
G: considered for PACI support.
G: 
	H: OSC WebED
H: -----------------------------------------------------------------------------
H: Ohio Supercomputer Center: Development of webED Tools Site for University K-12 Educators
H: 
H: 1. Project Description
H: Over the past year OSC has developed a website (http://www.osc.edu/webed) which
H: provides links to web-based tools, courses, and related materials for higher
H: education.  This site will be expanded in the coming year to provide more
H: extensive reviews of the tools and to have an area that more specifically
H: focuses on K-12 educators.
H: 
H: 2. PACI relevance of the project (how it relates to PACI goals/strategies) 
H: Provides widespread access to current information on available tools to a
H: educators interested in applying techology to the calssroom.
H: 
H: 3. Potential audience or user base 
H: Both undergraduate and K-12 educators
H: 
H: 4. Partnership links both internal (AT/ET/EOT) and external; can include 
H: potential "targets of opportunity" for partnership 
H: Will be gathering information from existing EOT partners.  Also will coordinate
H: efforts with the Eisenhower National Clearinghouse on Science and Math Education
H: 
H: 5.  Diversity and universal access issues
H: Tools will provide information to a wide variety of groups
H: 
H: 6.  Barriers (with technology or other areas) 
H: 
H: 7.  Status of project (i.e. planning, development, production) 
H: K-12 portion of the site is under constructions.  Higher education portion of
H: the site is being updated regularly.
H: 
H: 8. Dissemination avenues - contributions to the literature (i.e. reviewed 
H: journals, conference presentations, etc.) 
H: We will be using the web to distribute materials.
H: 
		
3) Instruction on how to use Learning Tools and Technologies +++++++++++++++++++++++++++++++++
	G: Raul Zaritsky's Contribution -- see section 2) above
	   (TangoInteractive Training) NPAC
	J: OSC Summer Computational Science Institute
J: -----------------------------------------------------------------------------------
J: Steven Gordon on OSC (Ohio Supercomputer Center) Summer Institute for high school teachers.
J: 
J: 1. Project Description
J: OSC will be launching its first summer institute for high school
J: teachers to train them to integrate compuational science in problem-solving
J: projects in their classrooms.  They will be trained to use modeling and simulation in 
J: the teaching of science and mathematics. The tools and resources developed by 
J: the RiverWeb project (which OSC is also involved with supporting) will be
J: used as some one of the example projects.  
J: We will be working with teachers to instruct them how to use web-based
J: technology tools and modeling tools to build project-based science and math
J: projects for K-12.  We will do a face-to-face workshop but will be
J: developing some tools that would allow us to eventually hold part of the
J: workshop on-line.
J: Example materials from Riverweb would include the MapIt program that allows
J: web-based mapping visualization of environmental data, some web-based
J: graphing tools to look for the relationships within datasets on watersheds,
J: and a mentoring tool that will allow outside mentors to help the
J: teachers/students with their projects.
J: There are summarized at: http://alliance.osc.edu/riverweb/
J: 
J: 2. PACI relevance of the project (how it relates to PACI goals/strategies) 
J: These efforts are directly related to the EOT-PACI mission "to ensure
J: that all citizens may make productive use of emerging computing
J: technologies to advance their ability to understand and solve problems in
J: education, science, business, government, and society" as we better equip
J: today's and tomorrow's secondary school teachers.  The effort focuses
J: directly on the training of teachers to use these technologies.
J: 
J: 3. Potential audience or user base 
J: The initial focus of the OSC CSI (Computational Science Institute) will
J: be high school teachers.  The training materials and resources will also be useful
J: to teachers of grades 6-12 as well as undergraduate higher education.  
J: 
J: 4. Partnership links both internal (AT/ET/EOT) and external; can include 
J: potential "targets of opportunity" for partnership 
J: Partnering with ASPIRE at University of Alabama in Huntsville to
J: develop CS Institute and to create an online version of many of the
J: workshop materials so more people can utilize them.  Other RiverWeb
J: partners include EOT: MVHS, OSC, UAH/ASPIRE; UIUC College of Education/Chip
J: Bruce/Inquiry Project; potential link to NPACI (ECCSE/Zavlesky/GIS); LIS
J: partners; Illinois DNR/EcoWatch; Mississippi RiverWeb Museum Consortium
J: partners (NSF-funded project) 
J: 
J: 5.  Diversity and universal access issues
J: We will recruit teachers from a variety of school districts to reach a diverse
J: group of students -- of all socioeconomic levels and regions -- and involve higher
J: numbers of minorities and women in computational science and related fields
J: where they are currently under represented.
J: 
J: 6.  Barriers (with technology or other areas) 
J: Existing modeling tools are not universally distributed to the effected
J: schools.  Each school has its own, different technological base making it
J: difficult to define a set of curricular materials that can easily be adopted by all.
J: 
J: 7.  Status of project (i.e. planning, development, production) 
J: Summer institute is still in planning stages.  RiverWeb continues with
J: development and implementation in its latest phase.
J: 
J: 8. Dissemination avenues - contributions to the literature (i.e. reviewed 
J: journals, conference presentations, etc.) 
J: We will be using the web to distribute materials through our webED site (see
J: other project).
J: 

4) Use of Learning Technologies in practice (testbeds)+++++++++++++++++++++++++++++++++++++++++
	   (Biology Workbench)
	   (NCSA Training)
	K: SDSC Training
K: ------------------------------------------------------------------------------
K: HPC Distance Training at NPACI by Amitava Majumdar ---------------------------
K: 
K: 1. Project description (one or two sentence description)
K: HPC Distance Training to teach parallel programming languages, parallel
K: computer architectures, optimiztion techniques for codes on RISC machines etc.
K: 
K: 2. PACI relevance of the project (how it relates to PACI goals/strategies)
K: Both PACI insititutes have users who are interested in these classes. The
K: distance training effort could provide HPC training for users who are not
K: able to attend the on site parallel computing training classes. This
K: effort can also be complimentary to the on site classes so that attendees
K: could later (when they are back in their university or institute) go
K: through these asynchronously.  
K: 
K: 3. Potential audience or user base
K: Users of HPC machines at both PACI sites and also non-PACI users who are
K: interested in getting into the field of parallel computing.
K: 
K: 4. Partnership links both internal (AT/ET/EOT) and external; can include
K: potential "targets of opportunity" for partnership 
K: This could be a part of PACI HPC Training.
K: 
K: 5. Diversity and universal access issues
K: Experience gained from this effor`t could be used in any other EOT PACI
K: effort for distance education and training. Conversely any distance
K: learning technologies developed in any other EOT PACI effort could be used
K: for HPC training.
K: 
K: 6. Barriers (with technology or other areas)
K: Need to evaluate effectiveness of this approach  and see if this is an
K: useful alternative to on site training. Should we make trainiers
K: available (via chat room etc.) at a pre advertised time? Should we try to
K: make it synchronous?
K:  
K: 7. Status of project (i.e. planning, development, production)
K: NPACI, with help from University of Michigan, is in the process of making
K: recorded lectures (video/audio) and synchronized slides available on the
K: web. I am not sure about NCSA's effort at this time, but they might have
K: their own effort on this.
K: 
K: 8. Dissemination avenues - contributions to the literature (i.e. reviewed
K: journals, conference presentations, etc.)
K: Demoed at NPACI all-hands meeting.
K: 

	L: RiverWeb
L:-------------------------------------------------------------------------------------
L:NCSA and Collaborators RiverWeb Project ---------------------------------------------
L:
L:1. Project description (one or two sentence description) 
L:Researchers and educators at NCSA, MVHS, OSC & UAH/ASPIRE are collaborating to prototype,
L:integrate and evaluate tools, methodologies and materials that 
L:a) support engaged learning about rivers and watersheds, 
L:b) integrate science and mathematics teaching and learning, and 
L:c) are linked to national and state standards. 
L:
L:2. PACI relevance of the project (how it relates to PACI goals/strategies) 
L:Laying a foundation to scale tools and science content emerging from EH-AT team to meet needs of
L:broader audiences for the GRID. 
L:
L:3. Potential audience or user base 
L:K-12 educators & students (grades 8-12); preservice educators and students; citizen scientists 
L:
L:4. Partnership links both internal (AT/ET/EOT) and external; can include 
L:potential "targets of opportunity" for partnership 
L:EOT: MVHS, OSC, UAH/ASPIRE; UIUC College of Education/Chip Bruce/Inquiry Project; potential
L:link to NPACI (ECCSE/Zavlesky/GIS); LIS partners; Illinois DNR/EcoWatch; Mississippi RiverWeb
L:Museum Consortium partners (NSF-funded project) 
L:
L:5. Diversity and universal access issues 
L:Prototype activities & materials designed to engage male & female students & educators from diverse
L:geographic, economic & cultural backgrounds. Tools to accommodate wide range of workstation and
L:bandwidth capabilities. Three co-PI's one of whom is female (Susan Ragan, MVHS). 
L:
L:6. Barriers (with technology or other areas) 
L:Integrating withing tightly discipline-oriented high school science curriculum. 
L:Dealing with multiple spatial data formats. 
L:
L:7. Status of project (i.e. planning, development, production) 
L:Alpha prototyping. Restricting FY99 focus to tools to investigate linkages between water quality and
L:stream ecology. 
L:
L:8. Dissemination avenues - contributions to the literature (i.e. reviewed 
L:journals, conference presentations, etc.) 
L:Presentation at SC '98. (http://www.ncsa.uiuc.edu/Cyberia/RiverWeb/Projects/Toolsuite/sc98_index.html)
L:

	M: CosmicWeb Portal to Cosmology from David Curtis
M: David Curtis on CosmicWeb Portal into Cosmology ----------------------------
M: 
M: 1. Project description (one or two sentence description)
M: 
M: CosmicWeb, a experimental, web-based educational resource that adapts novel
M: data visualization tools being pioneered by the Cosmology AT team (as part
M: of their Simulated X-ray Cluster Digital Archive project) to support
M: engaged learning about the evolution of large-scale structure in the
M: universe. 
M: 
M: 
M: 2. PACI relevance of the project (how it relates to PACI goals/strategies)
M: 
M: CosmicWeb is intimately linked to the Archive Project, which demonstrates
M: components required for "post web computing environments."  Tools written in 
M: Java will support structured student queries to and interactive displays (1-, 2- & 3-D) of simulated and
M: observational datasets. In turn, design, prototyping & evaluation of
M: user-friendly interfaces for non-specialists will provide valuable data
M: with which to enhance the Archive's useability for high-end research.
M: 
M: 3. Potential audience or user base
M: 
M: First and second year u/grads (primarily non-science majors taking
M: introductory astronomy courses). 
M: 
M: 4. Partnership links both internal (AT/ET/EOT) and external; can include
M: potential "targets of opportunity" for partnership. 
M: 
M: Current Cosmology AT team partners; EOT partners focusing on undergraduate
M: education, including Boston Univ., CIC insitutions and PACS. Potential
M: links: Remote Instrumentation/Radiosynthesis/Digital Image Library project;
M: Habanero team (to embed java tools into Habanero framework).
M: 
M: 5. Diversity and universal access issues
M: Focus groups will be formed to ensure that design of interfaces and
M: supporting explanatory materials address a range of learning styles and
M: student backgrounds. See also 6. 
M: 
M: 6. Barriers (with technology or other areas)
M: Large size of simulation datasets pose a challenge for web-serving. Current
M: design specifications being reviewed for broad educational access.
M: 
M: 7. Status of project (i.e. planning, development, production)
M: In planning and design stage. Completion of prototype slated for 9/30/99.
M: Evaluation during 1Q00 (Federal).
M: 
M: 8. Dissemination avenues - contributions to the literature (i.e. reviewed
M: journals, conference presentations, etc.)
M: Integrate or link materials from two existing web sites http://sca.ncsa.uiuc.edu/
M: http://www.ncsa.uiuc.edu/Cyberia/Cosmos/CosmosCompHome.html into single portal. 
M: Preliminary evaluation during the fall semester '99. Findings to be published on the web. 
M: Supercomputing '99: submissions for paper & poster presentations and workshop are being considered. 
M: