“Internet2: Its Impact On the Delivery of Information and Education”
10:30 - 12:00 Greenwich Room
(The beginning of the session was lost due to computer shutdown and reboot)
MARYANN SCHOLL: You can see the way they gelled together. They present a wonderful
learning environment. The Jason Project is in a different location each year. I had
heard one teacher explain it like a prom. I love that description because it’s a different
theme every year, but the concepts are the same. So, it’s like teaching the same
concepts at a different location. We’ve always encouraged people to come to the Bay
Campus, especially during the broadcasts, to view the broadcast because there’s two
weeks of live broadcasting. It’s an hour-long show, five times a day. That’s 55
broadcasts! But we only have a 100-seat auditorium and after a while you have to start
turning people away. Because of the bus schedule, certain schools can only make the
first or second show and that’s it. That has limited us to just ten shows, 10 or 20 shows
for all the schools in Rhode Island. That’s tough. When we experimented with
Internet2 a couple of years ago we reached such a great audience and it was so
rewarding and very impressive.
There were multi-technological components that cross disciplines. There's a literary
connection. Every year there are novels that are suggested reading and they tie in with
each of the chapters and at the end of each chapter, there's a teacher’s page and
suggestions as to which point in the novels would tie in to this chapter of the
curriculum. I have the novel for next year if anybody's interested.
There's so much to say that I thought that I would include this short video clip. I think
it says it a little better than I could say it just standing up here. So, these are short little
clips from expeditions over the last couple of years.
NARRATOR: Across the nation students interact with the scientists and ask questions about
worlds thousands of miles away.
MALE STUDENT: There are freezing temperatures.
MARYANN SCHOLL: This is a fantastic question.
NARRATOR: JASON is a comprehensive curriculum aimed at upper elementary and
middle school students. It's an experience that promotes hands on experiments and on-
line interaction. Using science as the starting point, JASON ignites the imagination
and a broad based multi-disciplinary view of the world and creates the ideal platform
for team, project, individual and group learning activities.
MARYANN SCHOLL: We tend to isolate the different curricula areas and hope that the
kids realize it. With JASON they all group it together. They not only give us the
curriculum area, but explain to the teachers how to use them and also alleviate a
tremendous amount of fear that many teachers have about using something that is
(Video clip is accidentally restarted and speaker ends it)
MARYANN SCHOLL: That's all right, you saw enough (laughing) you don't have to see
anymore. What's great is it happened. You are saying don't worry about technology
(laughing) that's me. Well let me tell you, I am -- what did you call them the digital
natives and the digital immigrants? I'm an immigrant and I use Internet2. So if Ican
do it (laughing) and it's successful, anybody can do it.
Enough about the technology. Every year along with the curriculum, we get preview
video. The video is a preview of going to the site and the science that is
going to be happening in each of the chapters. Then we get a follow-up video after the
broadcast that usually encompasses at least one complete hour, a complete broadcast.
and then later on, in April, we get another video talking about the follow up research
Now, what JASON does is visit existing research that's happening there. So we are just
kind of peeking in and working with those researchers. And those researchers
are still producing. We still get updates from those researchers.
I'm a representative, a coordinator of the JASON project. I pass information on to my
teachers and they can pass it on to the students. It's nice.
JASON has gone through some re-engineering and they’ve designed their programs to
last three years. Last year we worked on the rain forest. If a teacher wants to teach
about the rain forest for three years and continue collecting the data they started three
years ago they can. And they can continue getting updated data from Panama.
I said videos earlier, but you also have the option for CD-ROMs.
So let me move on before I start rambling.
Next year, this year, in a couple of weeks we will be announcing a program about the
disappearing wetlands. If anybody has visited Rhode Island for longer than a week you
know we are surrounded by wetlands. We have wetlands all over the place. They are
the absolute perfect lab for science principles. It's a resource we have and the older I
get, the more I realize we have to really protect our resources and the one way to do it
is to educate our younger population. And they're threatened. The wetlands are
threatened. And it's kind of scary. That's my mission.
(MARYANN SCHOLL shows slides of the URI Auditorium)
This is our auditorium. You’ll notice it's small. We show our broadcast videos from
the JASON project on three screens. It comes from three projectors, back lit projectors.
For the most part the center projector is the live broadcast, the live video that's
happening right then and there. The side projectors are usually file footages that the
producer throws in to highlight what is happening on the center screen, to
support the science that's being conducted right there.
I put this in here because I thought it gave a good view of the auditorium. This was
JASON 11. This was from the Aquarius Laboratory. The Aquarius Laboratory is
under 60 feet of water off the Florida keys. Did anybody know there was a laboratory
that they live in? They lived in this laboratory for two weeks.
Every year I learn something. That's why I love this so much. I have the science level
knowledge of an 8th grader and every year it's just so fascinating to learn something
Okay. We have a small auditorium and then we had this wonderful school, Rhode
Island School for the Deaf and this wonderful teacher, Joyce Domyer who was brave
and decided to pioneer Internet2 and all its opportunities. Again this was four years
ago and these were her science students. This is a middle school and she had these four
students watching ice worms. We were talking about ice worms at the time this photo
was taken -- actually it's a video clip that was taken off of our monitor or copied that
way. I had asked Joyce a question. I asked her how she was going to use this in her
studies. She told me how she and her cohort Mary at Gallaudet, the school for the deaf
in Washington D.C., were getting together to discuss the JASON project. The students
in each class would discuss their individual projects.
MARYANN SCHOLL: This is our biology class and Mary will be first or second. So that's
how we are going to do that.
(Video clip from RI School for the Deaf)
MARYANN SCHOLL: Thank you very much. I will be talking to you and your students in
five minutes because I would like to prepare you for the show that we will be seeing
JOYCE: Thank you so much.
MARYANN SCHOLL: Thank you.
MARYANN SCHOLL: Bye.
MARYANN SCHOLL: Notice my polar bear, my visual aid. The importance of this next
slide here is that this is Joyce and her four students. We at that point were talking
about the ice worms in Alaska. These four students ran out to the hall to bring all the
students they could find to tell them how cool these ice worms were. And the audience
just grew. And this answers why we do this.
Basically this is what we gain from the experience. Time, transportation, disability
barriers are gone. JASON is broadcast closed captioned and we have the ability to
open caption it and extend it out. The list just keeps going on and on.
And I'm running out of time.
We extended our scope of using Internet2 last summer with Dr. Ballard’s expedition to
the Black Sea. I wanted to say we did do this last summer. A very interesting
expedition, as you can see. I stayed in the auditorium until 11:30 at night; I couldn't
leave! It was 24/7. It was so fascinating.
This gentleman is John Langella. He is a science teacher at East Providence High
School. He was on the Knorr with Dr. Ballard in the Black Sea in Turkey. John was
chosen to be one of our Armada teachers. That was the program I discussed before. He
was paired up with Dr. Ballard to do the research there. While he was on the Knorr he
took this picture of the plaque that says, “The Knorr was the ship that found the RMS
Titanic”. I thought that was a perfect photo for my segue into my next slide which tells
you that we will be showing live broadcasts from the expedition in three weeks. June
4th - June 9th, four times a day for six days. You can come to the URI Bay Campus
and see it there or you can see it over Internet2.
We would like to collaborate with you on these great projects that we have going at the
Bay Campus, wonderful science content and that changes constantly.
This is our website if you would like to check out some of those virtual field trips.
MARYANN SCHOLL: I think two libraries are involved in Titanic Live!, is that right? Two
libraries are involved?
CELINE RICE from OSHEAN: Actually, well, not including Newport Public Library who
will be doing something in conjunction with the Pell Center I think Greenville and
Cumberland have both expressed their interest, so hopefully they will be participating.
MARYANN SCHOLL: Thank you.
TOM COLLINS state CIO: Our next speaker, who stands between us and lunch, is Dr.
Stephen Coan, Vice-President of Education at the Mystic Aquarium Immersion
Institute. from 1992 to 2002 he has served as chief education officer of the JASON
foundation for Education in Middle School, a science program serving 1 and a half
million people. Maryann told you a lot about JASON. Dr. Coan helped the JASON
Foundation create its Armada teacher professional development programs, Internet
exploration programs and secured more than $20 million in grants and funding for the
organization during his tenure. It is quite an accomplishment to have brought forth
some of the resources involved that makes this possible.
He has served as Executive Director of two educational organizations and was a senior
advisor to the Charles Stewart Mott Foundation on after-school issues. Thank you.
Dr. Coan: Thank you very much. Lunch isn't very good (laughing). It's great to be
here. thank you for the opportunity to speak with you today. Several years ago I guess
it was probably almost ten years ago, I was riding in a car with someone who's actually
our grant writer based up in Buffalo, New York. We were riding in the car. He fancied
himself to be a great visionary. I just wanted him to write grants, we provide the
vision, but he was a great visionary in his own mind and he proceeded to tell me in
great detail -- with great gusto that libraries would be dead in five years with the advent
of the Internet. I listened for a little bit as he went on and told me that schools were
going to be dead in five years because of the Internet. Then he went on to tell me that
nobody was ever going to go shopping again in malls because of the Internet. Finally, I
just couldn't take any more and I said, “Bob, you are all wrong! You’ve got it wrong.
People don't go to libraries just to read books. They don't go shopping just to buy
things. They don't go to schools just to sit and take tests. We go to these places
because we are social beings, because we need community. We need to be together
and we need to see other people even if we are there alone. We can be alone amongst
So I think one of the greater errors of the visionaries of the Internet, of the high
technology era over the last few years is a notion that somehow we are all going to stay
at home and do everything from home. We learned very early on, for example, and
this is a good example with the JASON project, that distance learning, the process of
instruction from a scientist or from a teacher to a group of students doesn't work unless
it's facilitated by someone in real-time. A real person facilitating and guiding on the
You know as librarians how serious a crisis we have in American education and it's not
whether our kids are going to succeed on tests or not. That's sort of an issue de jour
right at the moment. The greater issue is what you confront every day, which are kids
coming in who have no other place to go in the after school and out of school hours.
This is a major problem in the United States and it's a problem that was really
identified for the first time in almost 20 something years ago. Everybody talks about no
child left behind, but you may have forgotten the forgotten half, which was written
about some 20 years ago by the Carnegie Commission. It articulated the fact that half
our kids in the United States are in serious jeopardy. They are at risk. They have no
place to go in the after school hours. Significantly, half our kids don't go on to college
even though we make assumptions about that’s what all kids are going to do. That all
kids will go on to college. The fact is they don't. A lot of these issues come to bear in
libraries because they are public places, places that are safe, where people can go,
where kids can go. Parents feel comfortable saying to their kids, “go to the library and
I will pick you up at 5:00.”
For me, libraries were very important growing up. I won't tell you my life story, but it
was a place of refuge the library, the public library. It was a place where we found
books. We didn't have a lot of books at home. This is very, very important of course,
for kids who are at risk to be around books, to see books, and to experience books.
What I want to talk about today with regard to Internet2 is the coming together of
community, people gathering in places. A safe community where kids and people who
are struggling with literacy, adults struggling with literacy can go and the various
technologies that can hopefully move us forward as a nation in terms of becoming
more literate, addressing the needs of “at risk kids”, and of providing safe havens.
We started the Immersion project about two years ago as an Immersion Institute at
Mystic Aquarium and Institute for Exploration, which we all hope you will visit soon
and buy a ticket -- just kidding. It's a great place and we hope you can come down.
The Immersion Institute was started two years ago as a way of focusing on the coming
together of various media, Internet2 being the sexiest of the media pieces. But it was
started also as a way of connecting kids in various communities with oceanographic
research. We feel this is very important because the United States Ocean Commission
was established by President Bush, also two years ago. The report was just released
last week by the U.S. Ocean Commission. It really points out that we have significant
gaps in a national understanding of the marine environments of our oceans; the oceans,
of course, being a huge resource, an important resource for the future of our earth.
And so, at first we thought it would be great to really focus on oceanographic research
and develop some media that would involve live cameras and so forth that would allow
people to connect with oceanographic research. So last year, as Maryann began to
describe in her presentation, we started out with an expedition to the Black Sea. Why
not start out big if you are going to try to figure this out. And so, the research expedition
led by Dr. Ballard went off to the Black Sea and to the Mediterranean. The basic theory
of what we are trying to do is to bring people to places that they wouldn't otherwise have
an opportunity to go to such as deep ocean exploration. There are several reasons we
want to do that. One, to provide opportunities for more researchers to participate. since
there are very few berths on a ship and two, to engage the public in a better
understanding of the natural and cultural resources that are in the ocean environment.
(showing Power Point presentation)
This is the basic kind of technology that we use. There's a ship, a research ship, with a
stabilization platform that minimizes the rocking of the ship. The stabilizer allows a
satellite dish to beam a signal up to a satellite. The ship is connected by fiber optics to a
sled system and down to a remotely operated vehicle or set of cameras. That's kind of
the basic technology system that we use. This is a control van on the vessel. This
typical of what we use. In the control van, it's sort of like a mini-NASA controlled
system where the drivers in this case, operate the remotely operated vehicle and camera
systems. All of those monitors are capturing either data or images. All of those data
and images are being sent back to shore. I will get back to in a second what we do with
it on shore.
That's just a quick image of the ships and cool things.
Well, why do we go into Black Sea? We went into the black sea because it's a very
compelling story and it relates to libraries in a very important way. In the Black Sea,
it's an anoxic environment. So anything that is down in the bottom of the Black Sea is
perfectly preserved, including probably human remains on the ships. This is a picture
of a ship that sailed on the Black Sea, probably some 3500 years ago. It’s a wooden
ship. In most ocean environments if that ship sank, it would be gone within five years.
There would be no trace of it because of the marine life and bacteria that live in the
oxygenated layers, the wood bores eat the wood, but not in an anoxic environment. So
a lot of ships in the Black Sea and the Mediterranean had some pretty bad days. This
was not a great place to be sailing. There are several thousand ships that we believe on
the floor of the Black Sea.
That gives you an image of a map.
This gives you a sense of the cargo. They carried amphora. They were the Tupperware
of the time because they carried everything from wine to vegetables. What's interesting
is that we found in our expedition that these ships would carry hundreds of these
things. Each one of the amphora is identical to the other, almost as if they were mass
produced, but of course in that era they were not mass produced they were all
And this is some pictures of amphora on the floor of the Black Sea, perfectly preserved.
And this is an example of a shipwreck. We find a ship wreck basically, by first finding
the debris field. In the case of the Black Sea and the Mediterranean you see these
amphora literally spread out over the course of a mile or sometimes several miles. One
of the tricks of the trade is to figure out where the center of the ship is and follow the
debris field to the main wreck.
Another picture of an amphora.
Now, here's how all this relates to libraries. This story of the Black Sea, the search for
ships in the Black Sea began with Willard Bascom's book, Deep Water, Ancient Ships.
The entire expedition is really based on Willard Bascom's theory and his book. In the
1980s Willard Bascom theorized that because the Black Sea was anoxic it would in fact
be the repository of perfectly preserved ships and artifacts. It represented a piece of
history that has not been explored. With know very little about the Phoenicians. We
know very little about that entire era and he suggested that we could explore that area.
The problem was that no one knew how to explore it until along came our friend and
hero Dr. Bob Ballard.
Bob went first in 1995. I believe actually it was 1996. He went to the Mediterranean
and the Black Sea and found, after much searching, a perfectly preserved ship. Two
amazing things happened. First, he had gone home himself. Don't tell him I told you
this, but he had gone home because he had something he needed to come back for.
The crew found the perfectly preserved ship the day after he left.
The second thing is, when they found the perfectly preserved ship, Bob went to call
Willard Bascom to tell him and Willard had died the night before.
That's a terrible story.
So, I'm not going to get into the ins and outs of the geography of the Black Sea for our
purposes today. But these are some images that were caught. You can see that these
are coming over high definition cameras. What internet 2 allows us to do is to bring
these kinds of images in real-time back from the ship, back from the depths of the
ocean in real-time and to share that with all sorts of places across the United States,
other museums, aquariums, after school programs, school groups, University of Rhode
Island, and libraries. And the beauty of it is that these are wonderful, wonderful
This isn't perky jerky Internet TV. This is crystal clear. Why is that important?
Well, it's important because this is an image of a mast and you can see this mast
is 3,000 years old or approximately 3,000 years old and you can see the rope is perfectly
On regular Internet1, you wouldn't be able to see that. On broadcast television, well,
you wouldn't be able to find a broadcast television station that would allow for
continuous coverage of this kind of event. That's what makes Internet2 very powerful.
These are the other images that you can see if you are sitting in a library, or if you are
sitting at Mystic Aquarium if you have just come to visit. The point here is to get
people hooked, it's not to give them a beginning, a middle and an end. This isn't a TV
series. This is a way of engaging people in cultural heritage, in exploration, and in a
better understanding of the ocean environments and to lead them towards reading the
book, to lead them towards further exploration. And that's a very, very important point
that I would like to make.
That's how we see this media being used. Here are more images. This was another
book that has become very important to us. It's about Noah's flood. Not Noah's ark,
Noah's flood. I tell people that. Walter Pitman and William Ryan are two geologists
who theorize that a great flood did in fact occur. They did a lot of research in the Black
Sea and theorized that a great flood did happen. I won't go into great detail on this
because you need to read the book (laughing), but it formed the basis of a major part of
our explorations to go and search not for Noah's ark, but for evidence of both the flood
and for the existence of human habitation.
The point is you begin with a theory, a hypothesis, all that's great, but what you really
begin with is a book and a story. That's what makes this very, very compelling and the
technology can bring that alive not replace it. This isn't the video version or the book
on tape. It's the way of getting people hooked.
So this is just an image of the great flood happening. We found actually in 1999 or in
2000, we found further evidence of a great flood and of human habitation in the area
where Noah was believed to have lived.
Okay. I'm just going to zip ahead here. This is more the sort of toys that we use, the
remotely operated vehicles. I want actually just to quickly tell you about our latest
remotely operated vehicle because it is interesting. It's called Hercules and it is the most
advanced remotely operated vehicle currently in use. It has high definition cameras on it
and it also has imaging capability. It can look down through the silt and the sand and
look down to see what is underneath, which is, of course, very useful in this
environment of the Black Sea, because most of the ships are covered at this point with
some kind of sand or silt.
It also has the capability to excavate and that makes it very unique. Not just excavate
but to excavate with the precision of an archaeologist. Everything from a vacuum
cleaner to a brush, to a gripping device that we can actually feel what the gripping device
is feeling through a tension system.
These are some of the sites that we deliver to. I will just skip ahead here.
So, here's what we are trying to do with this. We are in partnership with the Boys and
Girls Clubs of America, developing an after school program based on the Black Sea
program, which we did live last year. But we can also use Internet2 to deliver video
clips and video pieces. And this summer in June, we are headed, as Maryann
mentioned, to the Titanic, a return to the Titanic.
And what we are trying to do is work with Boys and Girls Clubs of America to create
modules, activity modules, that will be used in their after school programs.
This is from last year from the Black Sea. These are after school pieces that begin with a
literacy approach. They are really focused on literacy development. They are built for
fourth grade reading level.
And the whole point is to engage kids in a literacy-based approach so that they are
listening to the story. And we have books that are from the appropriate age books for
the age group that form the basis of the program. They're listening. They are engaged in
understanding the vocabulary through some hands on activities. And then they're
engaged in the media piece of it. And we see really, for after school purposes, the
convergence of several media pieces. One is the broadcast TV that I mentioned.
Everything that we are doing is being done in conjunction with broadcast television, the
National Geographic channel in particular.
So with the Titanic program, they're airing a prime time program on June 7. So that
gives it sort of a banner effect. Anybody, anywhere presumably can tune in to the
National Geographic channel.
Then we are looking at DVDs that can be used at home or in a library or in an after
school setting. Then we are looking at Internet1, which allows for chat sessions and
Q&A and that kind of approach.
Then we are using Internet2 to develop interactive broadcasts from the expedition. And
after the expedition is completed, those will be archived so that kids and others can use
those archived videos.
So it's the coming together of those various pieces of media. It's not that Internet2 is the
“final solution”. It really has to do with bringing together a whole bunch of different
types of media to create learning experiences that make sense for people. I think this has
tremendous potential in the after school setting and I think it has tremendous potential
in the area of adult literacy as well. So thank you very much.
GEORGE LOFTUS: We are supposed to form a panel over here, so we will come over here.
I want to put a plug in for Maryann, she's a little shy. She showed you that footage of
the deaf school. One -- I don't know if the students was in that photo, but one of those
students when on to become a student Argonaut, the first deaf student Argonaut from
Rhode Island. Nobody has any questions because lunch is coming. Your friends are
all staring at me with daggers.
AUDIENCE MEMBER: Just one thing. I have been a member of the aquarium for ten
years now. It's a fascinating place to go. My kids enjoyed it when they were two and a
half and they enjoyed it last weekend. I saw the things you talked about. We saw the
immersion project. We saw the Black Sea presentation and the PT 109 of course. And
your lecture adds to the presentation at the aquarium. It's still fascinating at the ages of
13 and 14 for my children.
Dr. Coan: Thank you very much. That's very nice to you. It’s still fascinating at 45
AUDIENCE MEMBER: George, you know, at first we had some problems with some of the
CLAN libraries connecting because of the IT problems. Could you say something
about how that is totally different now and a lot easier?
GEORGE LOFTUS: well, I don't know the exact details, but if you tell me it's a lot easier
and that's all fixed I believe you (laughing).
AUDIENCE MEMBER: I think the numbers are all changed
GEORGE LOFTUS: That's right. We do have dedicated IP numbers. If you were one of
the earlier adopters you can remove the arrow from your back and proceed a little
further. We have a few libraries that are stepping up to the public libraries base.
Everything Maryann spoke about and Steve talked about in terms of after school
capabilities or home-schooled students coming in are possibilities. There are fantastic
opportunities. One thing I would like to see us explore is that next year's Read Across
RI novel be tied to whatever the JASON topic is. What if we had the foresight to have
it be something about the Titanic and this year we would be bringing the Titanic Live!
to our students and libraries and schools and they would be reading the literacy part of
it. Maybe we can do little things like that to stitch it together.
AUDIENCE MEMBER: Also, the CLAN libraries have three Polycomms that they share.
But you have some…
GEORGE LOFTUS: We have additional.
AUDIENCE MEMBER: Someone to help them set up?
GEORGE LOFTUS: Yeah, we send a guy. It's always a guy. (laughing). Sorry, we would
love it to be a woman, but it's always a guy. Like those technologists said, “can't we
just do it at home?” But they don't see a need to socialize. They thought the best part
of the Internet was “I won't have to socialize with anybody.” But we certainly do. We
have interns that work from our members’ schools. And we teach them about it. They
actually come out with the equipment, set it up and make it work. They take that
whole piece away from you.
I want to repeat what Stephen said. Nothing works better than having a person in the
room as the MC or the moderator, the person who can glue that all together. That is
really the thing that makes it work well.
We can train just a few people to do that and send the young people in to do the
technology. The collaborators are the people like the librarians who can bring that
AUDIENCE MEMBER: George, I think all of the schools in Rhode Island just about, have
Polycomm units. They have video conferencing units.
GEORGE LOFTUS: Every district has at least one unit. Some have several
AUDIENCE MEMBER: So they're available. They're out there for kids to use with the help,
of course with Pam Chrisman(?) at the helm and RINET. All of this content is very
AUDIENCE MEMBER: I was just wondering where you are at this point in your work with
the Boys and Girls Clubs. Has it begun?
DR. COAN: Yes.
AUDIENCE MEMBER: How's it going?
DR. COAN: Great. Good question. We have 20 Boys and Girls Clubs that we are working
with across the United States as part of a pilot with the National Boys and Girls Clubs
organization. And these clubs are in Native American, on Native American
reservations and in inner city settings. They're selected to help us really refine this
approach. This is a little bit of a tangent, but we actually had students last summer
from each of those clubs come to a camp that we held at Mystic Aquarium. For most
of those kids, all of those kids in fact, it was the first time they had been in a hotel. It
was the absolute first time they had ever seen the ocean. And it was a phenomenal
experience to see that experience in person.
But with regard to the technology, the Boys and Girls Clubs of America have had
tremendous investment in their technological infrastructure from the Gates Foundation
and Microsoft. All 5,000 clubs have computers and Internet access.
For what we're doing though, there are still technological barriers. We can't deliver
Internet2 very easily to a club in Ship Rock, New Mexico.
But what we are really interested in is how these various media pieces come together.
So Titanic will be our second round with the 20 clubs. And we are in the process of
field testing the Black Sea program. We are finding out if those modules and media
products work. And then we will do the same thing with the Titanic.
AUDIENCE MEMBER: That's great.
DR. COAN: I want to point out how easy it would be to tie all the Rhode Island clubs. I
put in a plug there for the program, which we would actually love to do
AUDIENCE MEMBER: Is the Black Sea archive at Mystic?
DR. COAN: The Black Sea archive. There's a Black Sea program at Mystic.
AUDIENCE MEMBER: You said there was an archive from the exploration.
DR. COAN: The video archive piece isn't fully built yet, but when it is, the public will have
access to it.
AUDIENCE MEMBER: This is going to be a very basic question. How does a school
that's part of RINET and has a district network access Internet2? What are our steps?
GEORGE LOFTUS: You already are.
AUDIENCE MEMBER: We already are?
GEORGE LOFTUS: You already are. The thing about Internet…
AUDIENCE MEMBER: We would just go to that site… if I went to URI…?
GEORGE LOFTUS: Let me explain it this way. Here's how Internet2 works. It's not what
you are doing. It's to whom you are speaking to.
AUDIENCE MEMBER: Okay.
GEORGE LOFTUS: If you are an astrophysicist at Brown sharing information with an
astrophysicist at Carnegie, that goes over Internet2. If you are at Brown sharing a
favorite recipe to someone at Carnegie, it goes over Internet2.
AUDIENCE MEMBER: That puts it in a nutshell.
AUDIENCE MEMBER: In order to be connected to Internet2, does this require a fiber
connection to the building or … how are you actually making that connection?
GEORGE LOFTUS: It's all different -- it's all different versions. Many people lease a line
from Verizon or from Cox or they might have a direct fiber connection. Usually it's the
bigger universities with direct fiber connections, but you need to go to one of the
organizations that are part of OSHEAN. If you are a library you deal with the library
group. If you are a museum you will work with RINET. If you are interested in it and
don't feel you are connected we will find a way to get you in.
AUDIENCE MEMBER: You can do the two-way interactive TV with the cable.
GEORGE LOFTUS: A little more higher capacity than the cable you have at home. Like a
small business. T1 lines for those who know it. 765 KB is what you are looking for.
AUDIENCE MEMBER: If everyone in Rhode Island, the libraries and the colleges started
broadcasting special events, do you envision OSHEAN as being the TV guide of
what's going on throughout the state?
GEORGE LOFTUS: A vast waste land of Iinternet2. Somehow our business plan doesn’t
include the OSHEAN channel. Don't give me ideas like that.
AUDIENCE MEMBER: George, wouldn't it be more of like a distribution of content?
GEORGE LOFTUS: Interactive video instructions focuses on k through 12. We can take
that model and go to people who have content, trying to reach out to others.
But that's an idea we talked about in the video and education work group. An idea we
talked about where it is the channel guide. Where do we find out where all this content
is? We haven't answered the question, but it has come up before and is probably
something we should address.
AUDIENCE MEMBER: For example, we had one of our members contact me a few days
ago. They couldn't attend this event, but they really wanted it to be broadcast at their
institution. But, unfortunately because of where we are at, being the Holiday Inn at the
Crossings, they are not connected to Internet2. So it would have been very difficult for
me or for OSHEAN to be able to video conference that and deliver that content.
Whereas, you know, just last Friday, a conference at Salve with the University of
Rhode Island was delivered via satellite. It was very easily delivered for that brief
GEORGE LOFTUS: We do have a hotel on Internet2 in Rhode Island, however. We have
one hotel on Internet2 and it is the Radisson Hotel. Because it is part of Johnson &
Wales University it is on Internet2. If you are holding events, that would work there.
Also if you are an OSHEAN member and you go and use that facility there is no
charge for Internet access. We paid for that as a relationship with the Radisson. Any
OSHEAN member that uses the Internet access at a function at the Radisson is not
charged for that and you get Internet2. We throw that in.
AUDIENCE MEMBER: How do you define OSHEAN member, a staff member of an
GEORGE LOFTUS: If you are part of any institution that's connected to OSHEAN you just
need to express that to them. Who are you with?
AUDIENCE MEMBER: OLIS.
GEORGE LOFTUS: Absolutely. Any public library would be covered. Any K through 12
school part of RINET would be covered as long as you weren't doing it for a family
reunion. Because we know family unions love the Internet.
I want to clarify that it's the Radisson in Warwick, the Airport Radisson across from
I hear stomachs rumbling.
Well, thank you very much. I hope we gave you some challenges.
DR. COAN: Thank you.
MARYANN SCHOLL: Thank you.