The Global University System (GUS) [Utsumi, et al, 2003] is a worldwide initiative to create advanced telecommunications infrastructure for access to educational resources across national and cultural boundaries for global peace. GUS aims to create a worldwide consortium of universities to provide the underdeveloped world with access to 21^st Century education via broadband Internet technologies. The aim is to achieve “education and healthcare for all,” anywhere, anytime and at any pace.

     The GUS works in the major regions of the globe with partnerships of higher education and healthcare institutions. Learners in these regions will be able to take their courses from member institutions around the world to receive a GUS degree. These learners and their professors from partner institutions will also form a global forum for exchange of ideas and information and for conducting collaborative research and development with emerging global GRID computer network technology.

    Globally Collaborative Innovation Network (GCIN) with a globally distributed computer simulation system will foster creativity of youngsters around the world. Globally Collaborative Environmental Peace Gaming (GCEPG) project [Utsumi, 2003] will be its powerful demonstration. The GUS will supply game players from around the world.

1.     Background

Global Social Transformation

All of us, as a society, are witnessing an extraordinary historical transition between the Industrial Age and the Information -- or Digital Age.

When a society’s fundamental technologies change and its economy begins to transform, the political and social institutions inevitably follow.

In this new era, nothing will be as important as education. The current educational systems of the developed world -- suited to the requirements of the masses of the Industrial Age -- is becoming obsolete. We, and our children, need to be prepared.

With multimedia personal computers, learning will become interactive and individualized.

The man-in-the-street and politicians alike are asking the same questions -- where are we and where are we going?

From a flyer of TELECOM Interactivity 97 of ITU

      Economic interdependence among nations and cultures is spawning a global economy. Globalisation also highlights clashes of divergent cultures and belief systems, both political and religious. If global peace is ever to be achieved, global-scale education, with the use of the modern digital telecommunications, will be needed to create mutual understanding among nations, cultures, ethnic groups, and religions. The Internet is the future of telecommunications and can be a medium for building peace.

      GUS has a long history of concept development and testing of multiple hardware configurations suitable for remote Internet access. These initial steps are summarized in our recent book, Global Peace Through the Global University System [Varis, et al, 2003]. The purpose of this book is to make internationally known the philosophy, past and present actions, as well as future plans of the GUS, which have resulted from years of development and a seminal working conference at the University of Tampere, Finland, in 1999, with fund from the World Bank.

      The editors’ paper in the book, ”Creating Global University System” [Utsumi, et al, 2003] emphasizes the important role of higher educational institutions not only as the knowledge centers of their community for the eradication of poverty and isolation, but also as the gateway to the world for collaboration of creating new knowledge in global knowledge society of the 21^st Century. This paper summarizes GUS accomplishments and shows that GUS is poised to begin implementation of broadband Internet access and academic programs in remote areas of the world.

2.     Global University System

      GUS is a worldwide initiative to create satellite/wireless telecommunications infrastructure and educational programs for access to educational resources across national and cultural boundaries for global peace. GUS aims to build a higher level of humanity with mutual understanding across national and cultural boundaries for global peace. The GUS helps higher educational institutions in remote/rural areas of developing countries to deploy broadband Internet in order for them to close the digital divide. The GUS education will promote world prosperity, justice, and peace, based on moral principles rather than political or ideological doctrines. Education and job skills are the keys in determining a nation’s wealth and influence.

      The GUS has task forces working in the major regions of the globe with partnerships of higher education and healthcare institutions. Learners in these regions will be able to take their courses, via advanced broadband Internet, from member institutions around the world to receive a GUS degree. These learners and their professors from participating institutions will form a global forum for exchange of ideas and information and for conducting collaborative research and development with emerging global GRID computer network technology.

2.1            Proposed Infrastructure

     Modern e-learning and telemedicine require high-speed access to the World Wide Web. Multi-media requirements might include two-way audio, full-motion videoconferencing up to MPEG4 quality, television-quality netcasting, and high-resolution image transfer for telemedicine. The objective of increasing quality of audio/video delivery, high interactivity, and broadband throughput can be seen as a global objective of closing the digital divide to improve e-learning and e-healthcare services in rural/remote areas of developing countries.

      As diagrammed in Figure 1, GUS programs and services will be delivered via regional satellite hubs, typically located at a major university, that connect via high-speed satellite (~ 45 Mbps) to educational resource cites in the E.U., U.S., and Japan. In a sense, the regional satellite hub is to be the major Internet Service Provider (ISP) for not-for-profit organizations in the region and the gateway to the outside world. The major university may also be connected to very high speed broadband Internet, as similar to the optical fiber network at 3 Gbps of the Multimedia Broadband Internet (MBI) of the Ethiopian government.

     Regional hubs link to branch campuses or other regional educational institutions via micro-wave (~ 45 Mbps) over relatively short distances (25-50 miles). Communication from the hub and branch campuses to local sites, over distances up to 10 miles, is to be achieved by spread-spectrum wireless (~ 2-10 Mbps) Internet networks, which do not require licenses in most countries.

      The buildings with a broadband Internet connection will then also become relay points for the low-cost “Wi-Fi (wireless fidelity)” networks at 10 Mbps that are now rapidly appearing in Japan, USA and Europe. This advanced wireless communication with laptop computer will make e-learning possible for anyone, anywhere, and anytime with capabilities of Internet telephony, fax, voice mail, e-mail, Web access, videoconferencing, etc. This is not only to help local community development, but also to assure close cooperation among higher, middle and lower levels of education.

Figure 1

2.2            Current GUS Projects

      The major university will then connect to secondary and elementary schools, libraries, hospitals, local government offices and NGOs, etc., with broadband wireless Internet at drastically discounted rates or free of charge.  GUS projects are now starting in Ethiopia, Nigeria, Malawi and Ghana in Africa, Cambodia, Bangladesh and India in Asia, etc., and have received inquiries for the same from others, too.

      We are now encouraging our colleagues in those countries to form consortiums of higher educational and healthcare institutions to aggregate their Internet usages through the trunk line from the hub university to outside world for bringing drastic cost reduction.

2.3            Organization

      GUS is headquartered at the Global E-learning Center at the University of Tampere in Finland, under the direction of the UNESCO/UNITWIN Networking Chair, held by Dr. Tapio Varis. Currently, institutions with faculty members who are participating in GUS development projects include the University of Tampere, UK Open University, 6 federal universities of Amazonia, Havana Institute of Technology, University of Malawi, McGill University in Canada, University of Tennessee in Knoxville, Cornell University, Texas A&M University, Maui Community College, University of Milan, University of Salerno, University of Twente, Catalunyan Open University, and many others in Ethiopia, Nigeria, etc. GUS will serve as an educational broker for universities, thus helping them gain international influence and access to students that they would otherwise not reach. Those institutions affiliated with GUS become members of the GUS/UNESCO/UNITWIN Networking Chair Program.

3.     Globally Collaborative Innovation Network (GCIN)

3.1            Creativity and Innovation

      Creativity is the province of Homo sapiens.  We live for future, not in past.  Science and technology open the future. However, the application of new technology often meets with “Creative Destruction” -- the famous words by Joseph Schumpeter. Any flora and fauna have to break their shell to have their new life (Photo 1). We need not only foster the creative capabilities of youngsters, but also help the destruction of the shells they face at emerging their new life. “The biggest barrier for new development of Human-Centric Knowledge Society is our Industrial Age mindset!” (Kautto-Koivula and Huhtaniemi, 2003). The industrial age was based on tangible matters, which moral was obedience, e.g, Taylor’s “Time and Motion Study” as an extreme example. The raw materials of knowledge economy are intangible creativity and innovation for which there is no economic theory.

Photo 1: “Creative Destruction”?, Photo taken at Da Vinci Science and Technology Museum, Milan, Italy (March, 2005)

3.2            Culture of America (Unique crucible for innovation)

      The culture of America is particularly suited for the creative mind. America is so much more innovative a place than any other country. America allows you to explore your mind. America is the greatest engine of innovation that has ever existed, and it can’t be duplicated anytime soon, because it is the product of a multitude of factors (Friedman, 2004):

·     Extreme freedom of thought,

·     An emphasis on independent thinking,

·     A steady immigration of new minds,

·     A risk-taking culture with no stigma attached to trying and failing,

·     A non-corrupt bureaucracy, and

·     Financial markets and a venture capital system that are unrivaled at taking new ideas and turning them into global products.

      These institutions, which nurture innovation, are the real crown jewels of American culture. The whole process where people get an idea and put together a team, raise the capital, create a product and main-stream it -- that can only be done in the U.S. The U.S. tech workers must keep creating leading edge technologies that make their companies more productive -- especially innovations that spark entirely new markets. This is America’s real edge.

     An innovation economy demands that society be open, dynamic, educated, international, and risk-taking. Given chance, innovation can improve all our lives. Financial risk-taking is the fuel that powers the process of change. Worldwide innovation networks are the new keys to R&D vitality and competitiveness. Such networks – broadband, 24/7, wired and wireless -- in the knowledge economy society of the 21^st century would nurture the “connected community” and build youngsters’ collaborations to provide the kind of leadership the digital age requires; and above all else, begin promoting the process of enhancing, encouraging and fostering creativity and innovation in all its forms -- in the schools, in the workplace and throughout the community (Eger, 2005).

      We are now in the early stages of a new era, “Creative Age,” in which creativity and innovation will be the hallmarks of the most successful communities and vibrant economies. This age will thrive and prosper if the communities have tolerance for dissent, respect for individual enterprise, freedom of expression and recognition that innovation is the driving force for the new knowledge economy, not mass production of low-value goods and services.

     At a time of intense division, with deep political and religious fault lines splitting the world, innovation stands out as a powerful integrative force. It ties countries, companies, and consumers together in creating value, solving problems, and generating wealth (BusinessWeek, 2004).

3.3            Distributed Learning

      “Distributed learning” is a term used to describe educational experiences that are distributed across a variety of geographic settings, across time and across various interactive media (Dede, 2004). It is a culture of learning in which everyone is involved in a collective effort of understanding. Its four characteristics are;

•      Diversity of expertise among its members who are valued for their contributions and given support to develop,

•      A shared objective of continually advancing the collective knowledge and skills,

•      An emphasis on learning how to learn, and

•      Mechanisms for sharing what is learned.

    This is a radical departure from the traditional view of schooling, with its emphasis on individual knowledge and performance, and the expectation that students will acquire the same body of knowledge at the same time.

      To fully prepare students for 21^st century work and citizenship, the education system must transform to provide support for inquiry-based learning in classrooms, in homes and in communities since this is how complex skills such as systems thinking, creativity and collaborations are acquired.

3.4            GRID Technology

      Grid-based technology enable the sharing, exchange, discovery, and aggregation of resources (processors, storage, scientific devices, information, knowledge, etc.) across geographically distributed sites. Many now consider GRID technology as the next generation Internet, which concept I initiated in 1972 [McLeod, 2000]. It has demonstrated all of the effectiveness in the scientific domains as becoming a de-facto e-Science technology infrastructure. This technology promises to do what the Internet has done with data on the applications. Grid computing extends the scope of distributed computing to encompass large-scale resource sharing, including massive data-storages, high-performance networking and powerful computers, highly expansive equipments (i.e., microscopes, telescopes, 3D Cave), etc. GRID technology defines a new powerful computing paradigm by analogy to the electric Power Grid. Users of the GRID will then be able (a) to use his/her private workplace to invoke any application from a remote system, (b) to use the best suited system for executing their desired particular application, (c) to access data securely and consistently from remote sites, (d) to exploit multiple systems to complete complex tasks in an economical manner, or (e) to use multiple systems to solve large problems that exceed the capacity of a single one. In this vision, the sharing doesn’t mean simply exchange of data or files but rather a concrete access to resources (e.g., computers, software, data, etc.).

      Grid technology has great potential in education, offering a framework that opens new ways of teaching and learning that have not been possible before. E-mail and multimedia World Wide Web of Internet so far contributed significantly to the world society on the dissemination of information. The next phase of the Internet development with global neural (or GRID) computer networks should be the globally collaborative experiential (the so-called “hands-on”) learning and constructive creation of wisdom with interactive actions on virtual reality simulation models of joint global research and development projects on various subjects. It is said “Knowledge applied with interaction becomes Wisdom.” Globally collaborative experiential learning through broadband Internet, across national, continental and oceanic boundarie would realize such wisdom creation. The principle of the 21^st century education should be inheriting wisdom more than the mere transfer of knowledge.

      Here, in 1981, I coined the phrase "Global Neural Computer Network (GNCN)" in which each participating game player, with his/her own desktop computer, database and sub-model, would correspond to a neuron, router to synapses, with the Internet serving as nerves in a global brain.

3.5            Globally Collaborative Environmental Peace Gaming (GCEPG)

      Globally Collaborative Environmental Peace Gaming (GCEPG) [Utsumi, 2003] with a globally distributed computer simulation system, focusing on the issue of environment and sustainable development in developing countries, is to train would-be decision-makers in crisis management, conflict resolution, and negotiation techniques basing on “facts and figures.” The Global University System will supply game players, simulationists, tech support from around the world. With global GRID computer networking technology and Beowulf mini-supercomputers of cluster computing technology, we plan to develop a socio-economic-environmental simulation system and a climate simulation system in parallel fashion, both of which are to be interconnected in global scale – see Figure 2.

      The GCEPG with a globally distributed computer simulation system is a computerized gaming/simulation to help decision makers construct a globally distributed decision-support system for positive sum/win-win alternatives to conflict and war. The idea involves interconnecting experts in many countries via global Internet to collaborate in the discovering of new solutions for world crises, such as the deteriorating ecology of our globe, and to explore new alternatives for a world order capable of addressing the problems and opportunities of an interdependent globe. Gaming/simulation is the best tool we have for understanding the world's interwoven problems and the solutions we propose for them. System analysis for systemic change at the global level is a precondition for any significant resolution to today's global-scale problems. The understanding gained with scientific and rational analysis and critical thinking basing on “facts and figures” would be the basis of conflict resolution for world peace, and hence ought to provide the basic principle of global education for peace.

Globally distributed climate simulation system

Globally distributed socio-economic-environmental simulation system

Figure 2: Globally collaborative environmental peace gaming networks

      The purpose of an interactive gaming mechanism is to help find appropriate alternative policies by establishing consensus among participating parties. It is suggested here that globally distributed computer simulation should be tested interactively with the game player inserting pseudo-policy parameters into the models whenever necessary, during the execution of simulation. This is called peace gaming/simulation [Utsumi, 1977] similar to war games practiced by military strategists [Schram et al., 1971]. With the advent of global broadband Internet and standard interface protocols for interconnecting various dispersed, dissimilar host computers, the potential exists for ensuring the coordination of international efforts by providing more frequent communications and an environment for shared development, enabling more credible simulation study than was previously possible.

      The GCEPG project proposes to utilize the semantic benefits of gaming simulation on a global scale to aid decision makers in appreciating the impact of their decisions on interwoven global problems, i.e., the construction of Globally Distributed Decision Support System (GDDSS) with Distributed Computer Simulation Systems (DCSS), which deals with coordination of the distributed sub-models and their experts via the global Internet for global crisis and ecology management for plus sum, peace game. Senator Fulbright once said;

“Learning together and working together are the first steps towards global peace.”

3.6            Globally Collaborative Experiential Learning with ELeGI and NOMADIC

      European Learning GRID Infrastructure (ELeGI) Project [Allison, et al, 2003], which is now funded by the European Commission, aims to design and implement advanced service-oriented Grid-based software architecture for learning. This project with 23 prominent educational and industrial organizations in Europe will develop a new paradigm focused on knowledge construction using experiential based and collaborative learning approaches in a contextualized, personalized and ubiquitous way. This will replace the current information transfer paradigm, which is based on content, and on the key authoritative figure of the teacher who provides information.

      GCEPG project could be a complete and powerful demonstrator of ELeGI Project to show (1) the advantages coming from using advanced technologies (i.e., GRID for accessing to computing resources and collaboration environments) for supporting simulations execution, data analysis, etc., and (2) simulations for learning through the definition of innovative pedagogical models (i.e., socio-constructivist contextualized learning approach), and (3) to show all the benefits coming from the harmonized and synergistic use of advanced technologies together with innovative pedagogical models for learning (i.e., ELeGI).

      Another project “Knowledge Management over a Digital Communication Space (Proposal acronym: NOMADIC)” is the outgrowth of the ELeGI and is based at the University of Rome. This is for the consortium of 9 prominent European organizations, such as Sistemas Avanzados de Tecnología, Centro di Ricerca in Matematica Pura ed Applicata, European Medical Association, Telefónica Investigación y Desarrollo, Qualphone Italia, Telespazio, Eutelis Italia, University of Tampere, and Hellenic Open University. This project will explore the frontier of applying the most advanced web and GRID networking technologies to e-learning and e-healthcare/telemedicine, particularly for the under-served people of remote/rural areas. Within this NOMADIC project, our GUS and GCEPG projects will be administered at the University of Tampere, Finland.

     The cooperation with those ELeGI and NOMADIC projects will assure the development of globally collaborative experiential, distributed learning with globally distributed simulation system for joint research and development on various subjects by youngsters around the world. This will then foster their creativity, and hence promoting mutual understanding among them, also, -- which is the first step toward the global peace.

3.7            Globally Collaborative Innovation Network (GCIN)

Spreading the culture of creative and innovative society (which is based on a firm democratic principle) can only be done with education -- and this is much better, effective and peaceful way of spreading democracy rather than using any weapons! Thanks to the advent of global broadband Internet and GRID networking technology, this can now be done more readily than before - and more so, in globally collaborative fashion. Globally Collaborative Innovation Network (GCIN) with a globally distributed computer simulation system will foster creativity of youngsters around the world. Our Globally Collaborative Environmental Peace Gaming (GCEPG) project will be its powerful demonstration.
      The principle of packet-switching technology (the basis of Internet) is “SHARING” to bring drastic cost reduction of expensive high-speed telecom lines, -- we are extending this principle to the sharing of knowledge and even wisdom with the creation of Global University System (GUS). The principle of GRID networking technology is “COLLABORATION.” Those two principles of sharing and collaboration are the very basis of attaining global peace which ought to be the ultimate aim of education rather than mere enhancement of job skills, as in the conventional educational institutions around the world. We hope to attain global peace by proliferating the use of Internet and GRID technologies around the world with e-learning and e-healthcare/telemedicine.

      When the new development of the web conferencing feature (BusinessWeek, 2005) will accompany with the distributed computer simulation system through GRID network (e.g., Xgrid of Apple’s new operating system, Tiger), it will create Globally Collaborative Innovation Network at down-to-earth, end-users’ level, which may also be used by youngsters around the world – this may correspond to the neuron of global brain mentioned above with regard to the “neural computer network.” This will be the future direction of e-learning, more than web-oriented teaching (for one-way knowledge transfer) and multipoint videoconferencing (for replicating face-to-face class-room setting), for collaborative, distributed, experiential learning and creation of new knowledge with youngsters around the world, which will hence promote mutual understanding for global peace. The word “Economically Underdeveloped” is not necessary synonymous to “Intellectually Underdeveloped,” thus, the GCIN will energize and motivate creativity of youngsters, especially in the so-called developing countries, and hence eradicating their poverty, illiteracy, and isolation.
      The growth of advanced economies is driven largely by knowledge workers, such as scientists, engineers, managers, professionals, and artists. We now need to bring youngsters around the world to become the world-class knowledge workers with global e-learning and create the environment for them to collaborate with the use of advanced Information and Communication Technologies (ICTs) and GRID networking technology. This is because the entire global economy increasingly revolves around innovations that flow from the creative classes.

4.     Expected Benefits

     With rapid advancement of computer simulation with GRID networking technology, such a network of mini-supercomputers around the world can also be used by researchers, even in developing countries to perform with their counterparts in developed countries for joint collaborative researches with virtual reality and virtual laboratory of various academic and engineering subjects. They can also be used in high energy, nuclear and fusion energy physics, atmospheric science, astronomical observation, geological sciences, environmental monitoring, bioinformatics, nuclear materials protection [Cole, 2005], micro-biology, meteorology, chemical molecular study, human genomics, DNA analysis, medicine/bioscience, 3D animation of human anatomy, telemedicine, agriculture, commerce, finance, nanotechnology, joint advanced engineering design, astronomy, etc. [Sterling, 2001].

      In a sense, our GUS/UNESCO/UNITWIN Networking Chair project aims to construct global scale knowledge forum with advanced ICTs, i.e., with the use of massive parallel processors of globally distributed and yet interconnected mini-supercomputers through global neural computer network. This will be a paradigm shift of research and development in global scale, out of the so-called isolated, academic “Ivory Tower” approach.

      It is expected that GUS will provide the following benefits to students and participating universities:

•      Broadband Internet connection, supporting modern distance education via the World Wide Web

•      Help member universities build a network of facilitators to support e-learners

•      Learners may take courses from different member universities, obtaining their degree from the GUS, thus freeing them from being confined to one academic culture of a single university or country

•      Learners and faculties can promote the exchange of ideas, information, knowledge, and joint research and development of Web-based teaching materials

•      Researchers in developing countries can partner with colleagues in more advanced countries, and perform joint collaborative research and development with the use of virtual reality/virtual laboratories for experiential/ constructive learning and creation of knowledge through the emerging global GRID networking technology

•      Learners, faculties, and public policy makers can promote community development and many other advances at a local, regional and even on a global scale.

      The peace gaming of the GCEPG project can be a powerful demonstration of GRID networking technology and globally distributed computer simulation system.  The similar system can also be used for joint research and development on various subjects by youngsters around the world, as fostering their creativity, and hence promoting mutual understanding among them, also. This is, in a sense, to form globally collaborative innovation networks with creativity of youngsters around the world, which will be under the auspices of the GUS/UNESCO/UNITWIN Networking  Chair Program of the University of Tampere, Finland.

5.     Financing GUS and GCIN

      During the Okinawa Summit in July 2000, the Japanese government pledged US$15 billion to close the digital divide in developing countries and for the eradication of poverty and isolation. During the G8 Summit in Canada in June of 2002, and at the Environment Summit in South Africa in September of 2002, they also pledged US$2 billion to aid education and healthcare in developing countries, respectively.

     GUS projects will combine (1) the Japanese government's Official Development Assistance (ODA) funds and (2) Japanese electronic equipment with (a) the Internet technology and (b) content development of North America and Europe.

6.     Conclusions

      The GUS program is a comprehensive and holistic approach to building smart and creative communities [Eger, 2003-a and Eger, 2003-b] in developing countries for e-learning and e-healthcare/telemedicine. Initiatives are underway to create the necessary infrastructure and educational liaisons, and some near-term educational access is expected.

      GUS and GCEPG are clearly ambitious programs, one that cannot be achieved by any one group, university, or national government. The programs require substantial collaborative contribution of ideas, expertise, technology resources, and funds from multiple sources. Those who value the visions of GUS and GCEPG are invited to join this great and noble enterprise.

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Dr Takeshi Utsumi is the Founder and Vice President for Technology & Coordination of Global University System (GUS) and the Chairman of the GLObal Systems Analysis and Simulation Association in the U.S.A. (GLOSAS/USA). He is the 1994 Laureate of the Lord Perry Award for Excellence in Distance Education. His public services have included political work for deregulation of global telecommunications and the use of e-mail and voice over Internet Protocol (VoIP) through ARPANET, Telenet and Internet; helping extend American university courses to developing countries; the conduct of innovative distance teaching trials with "Global Lecture Hall (GLH)^TM" multipoint-to-multipoint multimedia interactive videoconferences using hybrid technologies; as well as lectures, consultation, and research in process control, management science, systems science and engineering at the University of Michigan, the University of Pennsylvania, M.I.T. and many other universities, governmental agencies, international conferences, and large firms in Japan and other countries.