MIT’s Strategy for Educational Technology Innovation, 1999–2003

This paper discusses the institutional framework and the strategic decisions the led the launch of several major major educational technology initiatives at MIT between 1999 and 2003. It describes how MIT’s central administration provided strategic support and coordination for large educational technology programs, and it traces how strategies evolved as work progressed through 2003 to a point where major projects had been launched and were ready to proceed as ongoing concerns. The history recounted here provides a snapshot of a world-class university confronting the changing environment for higher education engendered by information technology at beginning of the 21st century

The ATLAS Simulation Infrastructure

The simulation software for the ATLAS Experiment at the Large Hadron Collider is being used for largescale production of events on the LHC Computing Grid. This simulation requires many components, from the generators that simulate particle collisions, through packages simulating the response of the various detectors and triggers. All of these components come together under the ATLAS simulation infrastructure. In this paper, that infrastructure is discussed, including that supporting the detector description, interfacing the event generation, and combining the GEANT4 simulation of the response of the individual detectors. Also described are the tools allowing the software validation, performance testing, and the validation of the simulated output against known physics processes.La lista completa de autores que integran el documento puede verse en el archivo asociado.Facultad de Ciencias Exacta

A Virtual Environment for Distance Education and Training

The paper aims at developing a model for a Virtual Environment for Distance Education and Training (VEDET) that offers a comprehensive metaphor to be used both for humancomputer interface and instructional design purposes. It also gives a paradigm for restructuring traditional education and training by complementing them with a virtual component. Thus the VEDET would not replace the traditional school, university or training department of a organisation but rather extend their facilities and tools and make their activities more flexible and technologically enriched