Cloud Computing AA 2016

ICTs & Higher Education

No up-front investment:

Cloud computing uses a pay-as you-go pricing model.

A service provider does not need to invest in the infrastructure to start gaining benefit from cloud computing. It simply rents resources from the cloud according to its own needs and pay for the usage.

What is cloud computing?

from: "The NIST definition of Cloud Computing"

by

National Institute of Standards and

Technology

Cloud computing is a model for enabling ubiquitous convenient, on demand network access to a shared pool of configurable computing resources (networks, servers, storage application and services) that can be rapidly provisioned and released with minimal management effort or service provider interaction......

Academic use

Deployment Models:

source: "The NIST definition of Cloud Computing"

by P. Mell , T. Grance

National Institute of Standards and Technology

our goals: use tools and new opportunities to improve individual learning through ICTs support. This means using a wide array of resources easily accessible and usable as personal learning environments (PLEs )

Software-as-a-service (SaaS): this type of cloud provides a wide range of applications (software) tools to end users. Any web application is a cloud application in the sense that it resides in the cloud. Google Docs (for word processing and spreadsheets), YouTube, SlideShare, Amazon, Facebook, twitter, flickr, and virtually every other Web 2.0 application is a cloud application.

Platform-as-a-service (PaaS): web hosting, data hosting services and computer services; For example, Amazon’s S3 and EC2 offerings. is case where you create applications using web-based tools so they run on systems software and hardware provided by another company. As an example, consider a situation where you develop your own e-commerce website but have the whole thing, including the shopping cart, checkout, and payment mechanism running on a merchant’s server. Server Virtuali per CMS, Mail, Storage e Sviluppo VPS Selfserver ex. http://selfserver.it/server-virtuali

Infrastructure-as-a-service (IaaS): also called utility computing, this type of cloud provides virtual hardware capacity to organizations on an elastic basis. Amazon was the pioneer in this providing virtual machine instances, storage, and computation as innovative services in this category. Data Storage/hosting and archiving/ delivers hardware such as servers, network equipment, memory, CPUs, and disk space.

A layered model

Using the cloud approach all media are user-friendly and can using as a personal digital workspace as well as for storage data and search in real time.

source:

"Cloud computing - A potential paradigm for practicing the scholarship of teaching and learning"

by

P.Y. Thomas , 2011

The typical uses of cloud computing to academics are:

according to Michael King, IBM’s vice president of global education industry

(Erenben, 2009):

Cloud computing is ultimately going to enable a significant transformation of education to increase quality, increase access to educational resources, and at the same time lower costs . . .

Deployment Models

and more...

...using the cloud everybody can work on the same document at the same time to make corrections as well as improve it and the at last dynamically in a collaborative approach .

Ther typical uses of cloud computing to academics are:

This years will really be about developing shared services, exploiting

cloud computing models, and really driving fundamental transformation in how we organize education and deliver value to students and the education community.

ubiquitous

The typical uses of cloud computing to academics are:

Other typical uses of cloud computing to academics are:

It can be used as a personal workspace.

A convenient tool to engage in the scholarship of teaching and learning.

Personal learning environments (PLEs) used by many people as an alternative to

institutionally controlled virtual learning environments (VLEs)/LMS with different

personalised tools to meet their own personal needs and preferences; as teachers we are always learning.

Provides opportunity for ubiquitous computing.

No need for backing up everything to a thumb drive and transferring it from one

device to another.

No need to copy all stuff from one PC to another when buying a new one. It also means you can create a

repository of information that stays with you and keeps growing as long as you want them.

Provides large amounts of processing power comparable to supercomputer level.

source: "The NIST definition of Cloud Computing"

by P. Mell , T. Grance

National Institute of Standards and Technology

Essential characteristic:

Highly scalable:

Infrastructure providers pool large

amount of resources from data centers and make them easily

accessible. A service provider can easily expand its service

to large scales in order to handle rapid increase in service

demands (e.g., flash-crowd effect). This model is sometimes

called surge computing

source: "The NIST definition of Cloud Computing"

by P. Mell , T. Grance

National Institute of Standards and Technology

Lowering operating cost:

Resources in a cloud environment

can be rapidly allocated and de-allocated on demand.

Hence, a service provider no longer needs to provision capacities according to the peak load. This provides huge savings since resources can be released to save on operating costs when service demand is low.

https://www.google.com/settings/dashboard?zx=asq17v6kl4fv

The infrastructure provider, in this context, must achieve

the following objectives:

confidentiality, for secure data access and transfer;

auditability, for attesting whether security setting of applications

has been tampered or not. Confidentiality is usually achieved using

cryptographic protocols, whereas auditability can be achieved using remote

attestation techniques

ICT & Distance learning Dept.

technologist

Institutions can pay some Cloud Service Providers a usage fee and get the functionality of a system [without having] to own it; there is no need to buy hardware and software licenses and pay for maintenance.

Onofrio Lorusso

lorusso@iamb.it

Professional interests

security & privacy

2000

Cahiers Options Méditerranéennes Vol °4,9 ISSN 1022-1379

http://om.ciheam.org/article.php?IDPDF=1002013

« Nouvelle technologies de l’information et de la communication »

texte du cours spécialisé sur les NTIC IRESA,

Tunis, Tunisie, 8-13 novembre 1999.

editeurs scientifiques : L.Sisto, et O. Lorusso

2006

Cahiers Options Méditerranéennes Vol °65 CD Rom, ISSN 1022-1379

http://om.ciheam.org/option.php?IDOM=778

Distance Learning Experience within the “Training Course Addressed to Operators of Sustainable Agriculture Development in Mediterranean Climate Countries”: Analysis of Result

Edited by: L.Sisto, O. Lorusso, M. Slimani

2011

FormaMente Vol VI 1-2 Guide - ISSN 1970-7118

“Effect of the tutor of the tutor of the “recovery period” on Exchange dynamics in the “forum” of an e-learning course.”

Edited by: O.Lorusso , L Sisto, M . Slimani

GUIDE Association

2013

FormaMente, Vol. VIII 1-2 Guide - ISSN 1970-7118

“Technology & Education: adaptation of TPACK (Technological Pedagogical Content Knowledge) model in the LMS (Learning Management System) adopted by CIHEAM-IAMB.”

Edited by: O. Lorusso, L. Sisto

GUIDE Association

2013

“Professional training and enhancement of Human Resources for economic sustainability in e-learning: experience of CIHEAM-MAI Bari.”

Edited by: L. Sisto, C. Lacirignola, O. Lorusso

GUIDE Association

2014

V International Scientific Agricultural Symposium "Agrosym 2014", Jahorina-BiH, October 23-26, 2014

“Alumini Network and Peer Learning: Experience of Mediterranean Agronomic Institute of Bari”- poster

by N. Driouch, L. Sisto, O. Lorusso and M. Raeli

2015

Digital Universities V.2 (2015) - n. 1

“Peer learning (PL) and Adult Education (AE) in a distance course for e-tutors: the experience of the Mediterranean Agronomic Institute of Bari (MAIB) “

Edited by: L. Sisto, O. Lorusso

Sustainable technology and social impact

Digital Divide

Distance Learning

Peer learning and "learning induction"

Personal Learning Environment

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