Content

• The past age of frustrations in teaching/learning [slide numbers 1-5]
• The future scenario [slide 6-9]
• Requirements for eLearning and some realizations [slide 10-15]
• Requirements for Scientific documents and some realizations [slide 16-21]
• summary [slide 22]
• summary: future tasks of Information centers at Universities [last side]

A personal view at the recent past of everyday-learning and teaching at German Universities, contrasted with a future scenario.

Requirements for some services are compared with present realizations

--thrown in is: what I learned at this conference..

Suspicion, when teaching methods, content, and books stay the same in 50 years in contrast to the rapid progress in the sciences.

• Do I learn to be an active creative, narrative researcher by 30 hours/week of receptive silent listening?
• Do I have to meet with 100 students in one room to meet the knowledge?
• Is my lecture best or one of the simultanous at 65 other places in Germany?
• The speed of teaching is for shure either too slow or to fast for me.
• I feel isolated by just one examen in 2 years.

Same suspicion....

• Is it enjoyable when students silently leave instead of argue?
• It is boring to teach the same material every year, it distracts me from active creative research!
• Why do I have to get up at 7 am and bicycle in the rain to teach?
• The preparation for the lecture is boring, knowing all the other colleagues at 65 places doing the same.
• There are later on only few bright candidates, because my present lecture has to be too slow.

The suspicion, when for 100 years the methods, the distribution, the means, and the business model for information services stay the same in a time of rapid change.

• Do you enjoy sorting papers when less and less come and ask for them?
• You realized that that less and less journals can be ordered.
• You worry about frozen budgets when money for other means booms?

• 1993-98: Know nothing and don't grasp the transition [as most of the public] and do not listen to the experts [Australia govt. and DC]
• Didn't they have to listen to the industry of the past?
• 'Do not move or uproot anything before an election'!

I am the future of a competitive industrial country and want to be optimally served to get prepared.

• I want to learn, contact, discuss with my comrades, tutors, teacher, as close as possible to whenever I feel I need it, say, sitting on the campus lawn and interconnected by my laptop.
• I want to learn by interactively experimenting.
• I want to be enabled to access whatever and whereever teaching material in the world is best suited to my present needs. [lean learning just in time..]
• I want to learn with the speed I personally can handle.
• I want to permanently know where am I in the learning process.

We lead the nation in research and most professional teaching

• We give few but key lectures.
• We work at most suitable places and time, say, leaning leasurely at home on a couch, or while at a boring summary talk at a conference ..
• We answer questions individually, guide discussions of small learning groups.
• We do research to retrieve the material most suited to my class.

The IT service personnell at the University, distributed across campus at all research and teaching units, forms one virtual center.

What do they do?
• Standing together, and sipping a cup of coffee, watching the green lights of computers, showing the correct operation of all service programs,
• feed in newly requested teaching modules,
• give classes for staff and students how to make use of IT-tools and services,
• do research and develop new technical service means,
• assure the worldwide visibility of the University by connecting to all professional retrieval services.

Government should ensure the international industrial competitiveness and cultural and scientific front- running.

What do they expect?
• to set new laws to set the new frame and requirements,
• to enforce international standards,
• to take decicive actions,
• to fund a multitude of independent threads of research.

Maurer: Don't think, this is done by the external supercomputer.

Prime: Don't manage change, stay ahead of it.

Petry-Eberle: carving as a way to reach personalization..

Büttner: the Bielefeld-tuesday law: the intranet traffic grows exponentially with company size. Thus the development in the world is the more underestimated, the bigger the company,
-- just as the dinosaur body's interior did not mind the climate change.. <

• business model: free of charge for Academia use; export by companies for use in industry
• Open Source code for future add-ons by third parties.
• possibility to import third party eLearning modules.

Management platforms, which try to fulfill the requirements are e.g.

• OKI Open Knowledge Initiative OKI of MIT, USA
• MSU [LON CAPA]
• There are numerous others in various states of development.

• information on what plug-in types, which tools to install where to get them
• searchable with content, audience, teaching-type, etc. [see Metadata]
• compatible with all browser types, and run on all operating systems
• clearly readable [trivial? then see latex2/twohtml(I. Schaffer et al.)]
• business model: free of charge for Academia use; export to companies
• Open Source code for future add-ons by third parties.
• platform independence for easiest export to other Universities.

• National and centralized projects: [ Meta-AKAD, DBS,..],
• International and distributed: [ PMM-project, PhysNet-education]

• sources at the creator's place: a worldwide distributed database to assure copyright stays with the author and latest version,
• content search by international metadata standard usage
• cooperation of scientists as creators and editors, and IC-services for usability and standards.