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EDUCOM '98 Program Tracks
October 13-16, 1998 Track DescriptionsTRACK 1 - CONNECTING PEOPLE AND SERVICES
TRACK 2 - CONNECTING ELECTRONIC COMMUNITIES
TRACK 3 - CONNECTING POLICIES, ETHICS, AND VALUES
TRACK 4 - CONNECTING VISION AND REALITY
TRACK 5 - CONNECTING NETWORKS AND APPLICATIONS
TRACK 6 - CONNECTING PEOPLE AND INFORMATION
TRACK 7 - CHAIR'S TRACKThe overwhelming response to the EDUCOM'98 Call for Proposals brought us many more excellent proposals than we could fit into the original six tracks. So, we created an additional track, the Chair's Track. We think you'll find some real gems here. TRACK 8 - HOT TOPICS
TRACK 9 - UPDATESUpdates on EDUCAUSE's NLII and NTTF/FARNET programs will be provided. Page Last Updated: Monday, October 02, 2006
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| Unless otherwise noted, EDUCAUSE holds the copyright on all materials published by the association, whether in print or electronic form. In certain cases the work remains the intellectual property of the individual author(s) (see Special Circumstances). Content from conference speeches, presentations, blogs, wikis and feeds reflect the opinions of the author, and not necessarily those of EDUCAUSE or its members. | |||
The 1970s was the decade of the minicomputer, the 1980s the decade of the desktop computer, and the 1990s the decade of the network. The last part of the 1990s is proving to be a time when users seek partnerships with providers to develop services through the network. How are information professionals making the "net" work - ensuring access to critical services anywhere, anytime? How are the various service providers (computer centers, libraries, etc.) converging to improve their ability to meet the growing demand for services? What network-based services can colleges or universities offer their alumni and other educational enterprises, such as K-12 schools? How will an expansion of services redefine the college or university community? How are campus constituencies using technology and reshaping their organizations to move core services onto the network? What are the technological challenges, and what are the service and organizational implications, of a wholly digital student information system, one extending from the admission application to a formal degree?
Networks are enabling new associations among learners, teachers, information collections, and IT services. Do we really know who our users are and what they expect? How do they form communities, or how are they drawn into them? How are collaboratories and other forms of collaboration transforming learning and teaching? Are current technologies enabling distance education and proximity learning to finally come into their own as recognized methods of providing education? In what ways have electronic technologies affected the means by which scholars communicate, teach, conduct research, and publish? What are the implications of moving from a faculty-centered to a student-centered model for higher education?
IT professionals are increasingly called upon to establish policies that govern the use of computing resources and access to information. Factors that affect policy development vary from one campus to another; however, policies and procedures are usually influenced by legal considerations and values that are common among institutions of higher learning, such as academic freedom and open access to information. Confronting these values is the fact that the Internet facilitates more widespread access to information, and the global nature of the Internet forces us to move beyond parochial considerations. Because the law in this area is uncertain and slow to develop, many people turn to ethical guidelines, often influenced by institutional values, to determine responsible use. What is the role of IT professionals in an environment where Congress and state legislatures are attempting to influence IT policies? How do institutional values shape the development of such policies? Who is responsible for developing IT policy and how should that policy relate to existing institutional policies and procedures? What policies and procedures are needed to address concerns such as systems security, privacy, intellectual property (including fair use of copyrighted materials), access to objectionable materials, and use of shared resources?
Many IT organizations are overwhelmed by the day-to-day activities expected of them, yet finding time to develop a strategic focus for the future is critical as IT management is held more accountable for the resources allocated to it. Challenges lie in making optimal use of existing resources, creating clear statements of need, aligning IT strategies with institutional goals, and developing faculty and administrative support. Institutional investments must be sufficient to develop and sustain adequate levels of service and the requisite supporting technologies. Balancing competing interests and forming on- and off-campus partnerships are among the successful strategies in use today. Traditional "bolt-on" IT applications are being replaced by re-engineered processes that take maximal advantage of current technologies. How do we get the institution to understand that IT is a strategic resource? How do we develop strategic plans? What are sensible time frames for such plans? How do we utilize cost-benefit analyses? What can we do to balance the competing interests for resources, both human and financial? How do we manage user expectations? How do we measure results? What are the models of outcomes assessment that demonstrate the effectiveness of the IT investment?
The first-generation networks were connectivity-driven, but the second-generation network infrastructures now being built are application-driven. These new networks must be enabled for high speed and guaranteed quality of service to deliver high band-width information, such as streaming audio and video. What concerns confront us in upgrading from our present environment to these new infrastructures? How will we then support these new high-end infrastructures? How will Internet 2 and the Year 2000 problems affect infrastructure development? We need to build environments to meet the diverse needs of our institutions, accommodate new and more demanding students, and support new applications. How are universities utilizing and implementing technologies wireless communication, for remote access, and authentication? How are campuses partnering with each other and with the private sector to share resources for distance education? How are the newer network technologies enhancing learning and research in diverse disciplines such as distributed engineering or art design?
The depth, diversity, and value of networked information continues to grow exponentially. More people than ever are making information available on the Web. How do learners filter out what they need from the global repository, when they need it? How do we connect information providers with consumers of that information? What technologies are best suited for just-in-time access to and delivery of appropriate information? How can publishers control access? How can publishers encourage access? What critical thinking skills are required for identifying appropriate, specific information?
The environments in which we live and work are changing rapidly and sometimes profoundly. Other tracks in this program focus on structured attention to major forces and issues faced by institutions in higher education. This track will focus on topics that do not necessarily fit into the other tracks, plus those whose importance is emerging only as the conference approaches. Topics in this track will be selected as late as possible, from suggestions made by any interested party. Proposers are urged to suggest presentations they would like to attend as well as those they would like to present. Once you tell us the topics, we'll recruit presenters and panelists to address them.