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Education in the Science 2.0 Era

Education in the Science 2.0 Era. Ian Foster Computation Institute Argonne National Lab & University of Chicago. “Web 2.0”. Software as services Data- & computation-rich network services Services as platforms

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Education in the Science 2.0 Era

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  1. Education in the Science 2.0 Era Ian Foster Computation Institute Argonne National Lab & University of Chicago

  2. “Web 2.0” • Software as services • Data- & computation-richnetwork services • Services as platforms • Easy composition of services to create new capabilities (“mashups”)—that themselves may be made accessible as new services • Enabled by massive infrastructure buildout • Google projected to spend $1.5B on computers, networks, and real estate in 2006 • Dozens of others are spending substantially • Paid for by advertising Declan Butler, Nature

  3. User Discovery tools Analysis tools Science 2.0:E.g., Virtual Observatories Gateway Data Archives Figure: S. G. Djorgovski

  4. Science 2.0 People create services (data or functions) … which I discover and use … & maybe compose to create a new function ... and then publish as a new service.  I find “someone else” to host services, so I don’t have to become an expert in operatingservices & computers!  I hope that this “someone else” can manage security, reliability, scalability, … ! ! “Service-Oriented Science”, Science, 2005

  5. Education and Science 2.0 1) Services as subject • Teach how to discover, apply, build services • Produce a legacy of educational services 2) Services as content • Use services to teach specific content areas • Produce a legacy of educational materials 3) Services as enabler • Outsource the mundane & expensive, so educators can focus on education • Produce a legacy of infrastructure services

  6. Services as Subject • Students learn how to discover & invoke services to address specific problems • Then how to build & publish new services • Opportunities for both individual creativity & for intra- and inter-college collaboration

  7. Services as Content • Develop educational materials that leverage remote services, e.g.: • Virtual Observatory (astronomy) • caBIG (cancer biology) • Physics (Quarknet, I2U2) • NanoHub (nanotechnology) • TeraGrid “Science Gateways” • Sponsor development of new content services & associated educational materials • Offer to host the resulting services (see next item)

  8. SkyServer • Interactive educational projects • Students use real data • Groundbreaking research in classroom • Full lesson plans for teachers

  9. Data Service @ uchicago.edu Cancer Bioinformatics Grid <BPEL Workflow Doc> <Workflow Inputs> link BPEL Engine Analytic service @ duke.edu link link <Workflow Results> link Analytic service @ osu.edu caBiG: https://cabig.nci.nih.gov/; BPEL work: Ravi Madduri et al.

  10. Earth System Grid • Climate simulation data • Per-collection control • Different user classes • Server-side processing • Implementation (GT) • Portal-based User Registration (PURSE) • PKI, SAML assertions • GridFTP, GRAM, SRM • >2000 users • >100 TB downloaded www.earthsystemgrid.org — DOE OASCR

  11. Science Gateways: E.g., Biology Public PUMA Knowledge Base Information about proteins analyzed against ~2 million gene sequences Back OfficeAnalysis on Grid Millions of BLAST, BLOCKS, etc., onOSG and TeraGrid Natalia Maltsev et al.,http://compbio.mcs.anl.gov/puma2

  12. Services as Enabler • E.g., significant obstacle to teaching parallel computing is a lack of parallel computers!  Create infrastructure that allows remote sites to host “virtual clusters” for many colleges  Any college can teach parallel computing • Similarly for other specialized resources • E.g., database systems, scientific software, network testbeds, … • Needs: • Hosting infrastructure for virtual resources • A library of configured virtual resources

  13. Education and Science 2.0 1) Services as subject • Teach how to discover, apply, build services • Produce a legacy of educational services 2) Services as content • Use services to teach specific content areas • Produce a legacy of educational materials 3) Services as enabler • Outsource the mundane & expensive, so educators can focus on education • Produce a legacy of infrastructure services

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