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[Fwd: KESIG: New Digital Library Tool Kit Available, etc...]

----- Original Message -----
From: "Art Pasquinelli" <Art [ dot ] Pasquinelli [ at ] sun [ dot ] com>
To: <KnowEntCons-EXT [ at ] sun [ dot ] com>
Sent: Tuesday, March 25, 2003 2:51 AM
Subject: KESIG: New Digital Library Tool Kit Available
>
> The Digital Library Tool Kit, Version 3 has just been published and is
> available at;
>
>
> http://www.sun.com/products-n-solutions/edu/whitepapers/digitaltoolkit.html .
>
> This popular manual was published by Sun Microsystems four years ago
> and has been updated several times due to high demand. It addresses
> some of the leading questions that academic institutions, public
> libraries, government agencies, and museums face in trying to develop
> digital content and distribute it on the Internet.
>
> Librarians and Campus CIOs are dealing with a plethora of new
> technologies and issues in the realm of Digital Libraries. The
> evolution and coalescing of Java applications and open APIs, digital
> object standards, Internet access, digital media management models,
> database search engines, and library automation systems, is causing
> educators, CIOs, and librarians to rethink many of their traditional
> technologies and modes of operation.
>
> The 160-page document is 555k in PDF. For conferences, it is also
> obtainable in hardcopy via your Sun Education and Research
> salesperson. The order number is FE1320-1/2k.

-----------------------------------------------

Subject: Sun ONE E-Learning Framework Whitepaper Available


> Sun has developed a full Sun ONE E-Learning Framework for the UK
> eUniversities Worldwide Project (http://www.ukeu.com). This project was
> a combination of efforts between Sun's Global Education and Research
> line of business and Sun Services. Sun has now published a whitepaper
> documenting the key e-learning components of this Sun ONE project.
> 
> The UK eUniversities Worldwide Project is a public-private initiative
> backed by the Higher Education Funding Council for England (HEFCE) and
> the British Government. Originally announced in February, 2002, the UK
> eUniversities Project has just gone into operation and today provides
> online delivery of UK higher education courses to students worldwide.
> 
> The PDF whitepaper is titled "E-Learning Framework" and may be found at
> http://www.sun.com/products-n-solutions/edu/commofinterest/elearning/
> 
> If your institution would like to engage in conversations with the
> architectural team from Sun Services, please send an email to
> grace [ dot ] caulfield [ at ] sun [ dot ] com and cc art [ dot ] pasquinelli [ at ] sun [ dot ] com.

----------------------------------------------------

Subject: "The Digital Campus Primer" Published by Sun


> Sun has just published a new 47-page whitepaper, "The Digital Campus
> Primer". This unique document is designed to help set out issues and
> answers facing higher education campus IT decision-makers as they try
> to develop a wall-less digital campus. It is a great resource for
> anyone just beginning to address the idea of a Digital Campus
> architecture including; the Head Librarian, Academic IT Director, CIO,
> etc.
>
> Topics include;
>
>
> - The Definition of a Digital Campus
>
> - Security and Intellectual Property
>
> - Managing Content Across the Digital Campus
>
> - Moving from the Digital Campus to the "Knowledge Enterprise"
>
> - The Role of Sun ONE and Web Services
>
> For this PDF document, please go to;
>
>
http://www.sun.com/products-n-solutions/edu/whitepapers/pdf/digital_campus.p
df
>
> If you would like to order copies for an event, please contact your
> local Sun Global Education and Research salesperson and reference this
> document number, FE1967-0.

--------------------------------------------------------

Subject: Financial Times Article with Sun CTO, Greg Papadopoulos, on
Education


>
> During the recent Sun Worldwide Education and Research Conference
> (WWERC) in San Francisco, Greg Papadopoulos, Sun's CTO, spent about an
> hour with Simon London of the Financial Times talking about where
> Education is today and where he sees it going in the future. Much of it
> focuses on e-learning and the difficulty in developing useful, quality
> content. Interesting read.
>
> -----------------------------------------------------------------------
>
>
> The Networked World Changes Everything
> Financial Times
> 3/24/03
> Simon London
>
> INTERVIEW - GREG PAPADOPOULOS, TECHNOLOGY GURU - The Silicon Valley
> visionary says the internet will continue to bring rapid and
> fundamental changes in centres of research and learning, writes Simon
> London.
>
> -------
>
> Not many of the "Top Gun" wannabes you see wearing a big pilot's watch
> know how to use the slide-rule built into the bezel of their oversized
> timepiece.  It is a fair bet that Greg Papadopoulos is one of the few
> who does.
>
> The chief technology officer of Sun Microsystems has degrees to his
> name in systems science, electrical engineering and computer science.
> As well as being in charge of technology strategy at Sun, one of
> Silicon Valley's smartest companies, he is also involved with the
> Search for Extra-Terrestrial Intelligence (Seti) project and does
> teaching stints at the Massachusetts Institute of Technology.
>
> Slide rule? No problem.
>
> We are chatting over coffee in a meeting room at the once-grand St
> Francis Hotel in San Francisco. Downstairs are gathered several hundred
> Sun customers from the world of education - administrators, teachers
> and researchers.
>
> What, I ask, will be the long-term impact of information technology on
> the professional lives of these people?
>
> The 44-year-old technologist seems happiest when expounding big ideas
> in front of a whiteboard. As luck would have it, there is a whiteboard
> in the room. He starts by drawing a triangle, with the three corners
> marked "research", "learning" and "enterprise".
>
> Many of the customers attending Sun's education conference are engaged
> in the last of these activities - the gritty business of running the IT
> systems of universities and colleges. But Mr Papadopoulos sees the
> biggest impact of computers being felt in research and learning.
>
> "Technology is already having a huge impact by allowing the formation
> of distributed research communities," he declares. "This will
> fundamentally change education."
>
> Until recently, the university researchers interacted mainly with
> fellow faculty members and students. Sure, they attended conferences to
> keep in touch with their peers - but day-to-day work was done within
> the university.
>
> However, the internet has now made it possible to collaborate with
> like-minded researchers anywhere in the world. Big international
> science projects have become much easier to run. Universities become
> merely hosts.
>
> The implication, says Mr Papadopoulos, is that universities no longer
> need to develop deep expertise in every field. "Institutions have in
> the past tried to develop deep competence in a field to become the
> 'world centre' for, say, high energy physics," he says. "In a networked
> world, being the centre of a discipline is almost an oxymoron."
>
> As an early example, he points to advances in nanotechnology, a field
> that has emerged in the internet era.
>
> "Everything that has been done in nanotechnology has a
> multi-institutional, distributed nature to it. Moreover, the rate of
> progress in that field appears to be very high. I don't know how you
> would measure this but it is not impossible that...t h a t... "
>
> "That the advantages of distributed research will bring about a
> step-change in the rate of innovation?" I suggest, hopefully.
>
> "Yes," he replies.
>
> This is all very well, I respond, but what about the second point on
> his triangle: learning. Surely, the idea that e-learning would
> revolutionise education has proved to be wide of the mark?
>
> He has a ready reply. "E-learning is all about content. And there is no
> technology that accelerates the creation of great content - in fact,
> delivering content online makes it harder.
>
> "If you've ever done a textbook, you'll know that it is an
> extraordinarily difficult process. It is arduous. But to do quality
> content for an online course is much more arduous than doing a
> textbook."
>
> The mistake that schools, colleges, universities (and companies) have
> made, he says, is to think that effective e-learning content could be
> developed in-house by a few dedicated amateurs.
>
> "Online delivery gives you the opportunity to go way beyond describing
> a theory, (as you would in a text book). You can introduce simulations,
> experiments, demonstrations."
>
> Yet taking advantage of these possibilities turns an e-learning course
> into, as he puts it, "a computer application with a pedagogical user
> interface".
>
> As every software developer knows, writing complex applications,
> particularly those involving rich graphics and multimedia, is a serious
> business. It is doubtful that education institutions will have
> sufficient resources to produce their own e-learning materials across a
> wide range of subjects.
>
> The more likely route is specialisation, with the development of an
> active marketplace in which institutions buy and sell content.
>
> But doesn't experience from business training tell us that "generic"
> content is of limited value?
>
> Conventional wisdom is that companies are turning from mass-produced
> content towards e-learning materials tailored exactly to their needs.
> Why should the generic approach work in education?
>
> His answer is two-fold: first, undergraduate-level education is mainly
> about learning to learn under your own steam. This is very different
> from business training, where the skills acquired are usually
> company-specific.
>
> Second, while many companies are indeed developing their own e-learning
> materials, big software companies such as SAP and Peoplesoft are also
> starting to offer training modules as an integral part of the
> applications they sell to companies.
>
> Thus, the business training market is bifurcating between specialised
> and generic content.
>
> Sun, for its part, is tending to stick with traditional
> textbook-and-lecture formats when it comes to teaching employees about
> the company's own specialised products and processes. The potential
> advantages of developing e-learning material often does not justify the
> cost.
>
> If he is right that education markets are more suited to generic
> e-learning content, an active market in "generic" content could yet
> emerge. This could lead universities, in particular, to question the
> assumption that they should aim to have strong teaching and research
> departments across a wide range of subjects.
>
> Does a university really need, say, a full English literature
> department if it can buy better quality e-learning materials than it
> could ever develop in-house?
>
> Mr Papadopoulos concludes: "The mission will be a lot more about the
> environment that a university creates and less about the strength in
> depth of its faculty. Teaching will be less about lecturing and more
> about walking around a study group, interacting one-on-one with
> students as they need you.
>
> "It will be more like 'teaching by walking around', if you like, or
> mentoring."
>
> It is the type of grand vision at which Silicon Valley excelled during
> the boom years of the late 1990s. Technology will turn everything on
> its head.  Assumptions will be challenged and market structures
> transformed.
>
> Since then, we have all learned, of course, that it pays to be politely
> sceptical of such bold claims. Real-life obstacles, such as human
> obstinacy and penny-pinching, tend to slow the advance of technology
> revolutions. It is not easy to restructure universities, for example,
> where faculty members have tenure.
>
> Even so, it is difficult not to get caught up in the excitement - even
> if the man with the digital vision is wearing an analogue watch.
....



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