How do organizations that promote brotherhood/sisterhood enhance the University experience, what is their role on campus?
What are the financial and the business models for making a vision of openness possible and sustainable?
Will becoming more open threaten the standing of the University (as the traditional view would hold) or would it enhance it?
How do we create open access journals that are fiscally sustainable?
How does the internet change models of authority (social, intellectual, hierarchical)? What does this mean for Harvard, the most "authoritative" -- because best known? -- univesity in the world.
How should universities use technology to help students become civically engaged?
How do we maintain and guarantee the quality of information as openness increases?
How are universities similar to and different from for-profit businesses and what are the implications for their rights as owners and users of intellectual property?
Do extension schools dilute the brand of a university? Should that even matter? If successful, will anyone take the degrees seriously? Will normal graduates resent extension students?
What makes universities more trustworthy than the government or for profit corporations? What distinguishes Harvard from either?
Should UNIVERSITY be concerned about Poker? Is Poker a game of skill? What is being learned? What are the risks? Poker is a game of bluff. To Bluff: To deceive (an opponent in cards) by a bold bet ... please hit the comment button to follow this thought
Should lectures from the classroom be made available to the world via podcast and web video?
What is the significance of the magnificent gathering (pdf) charles ogletree is bringing together this week to rethink and relive Dred Scott? How does the sensibility represented by this gathering connect to the spirit of Marcus Garvey and Stokely Carmichael and the sit-ins in Greensboro and the place of race in American and Jamaican and global law and society? How does race relate to UNIVERSITY? How does UNIVERSITY relate to race?
Should universities be in the business of developing course management systems?
How do we fund research to maximize openness, but still make it possible for interested corporations and governments to participate?
How will bringing this breadth of specialized knowledge (expressed in an accessible way to any school child) change what academics do to remain legitimate and relevant?
How can we make Harvard's course material available to the world, not just those chosen few who can attend in person? How can we harness technology and make distance-learning a richer experience for distance-learners and enrolled students?
What do we do to not only allow, but assist librarians, medievalists and Egyptologists, in offering the lessons learned from their idiosyncratic research and knowledge?
In an age of disposable computing, information is increasingly prolific. This will flood our own creative process and call for us to re-evaluate our thinking about what is relevant. How can we insure what is relevant is what is recorded?
In what way does Harvard University's concept of openness resonate with the ideas of justice and morality?
What role(s) could advanced computer usage on the internet play in making colleges and universities more "friendly" to students with physical limitations and/or learning disabilities?
Should lectures from the classroom be made available to the world via podcast and web video?
What role will (and what role should) the libraries and museums play in defining how open our universities should be?
Do we have a responsibility to archive the transitorily available media that exists online? If works lose their economic value (go out of print) before they enter the public domain, how can we ensure that they are preserved for later public domain use?
How do we incorporate the full breadth of the humanities and intellectual history for meaningful open discourse in an academic milieu of hyper-specialization and private language?
Are universities limiting access to knowledge resources by not digitizing or rationalizing collections?
If you were to create a trustworthy "open" organization (or an organization to which you entreat openness) what would this type of organization look like?
How do we develop guidelines so that any co-operation with the government or companies ensures that the greater good of open, democratic discourse is served?
How open or closed should Harvard university be? What is the most interesting issue in relation to this?
Is it fair to the students that all are given information they must pay to receive - while businesses profit from it?
Is Harvard prepared to redefine its place in the changing world? The role and job security of professors? The confidentiality of students and research?
How does the university's budget allocation and procurement process create incentives for greater openness?
How should we define openness, particularly in opposition to some concept or definition of closed?
Is Harvard's mission noble? Is Harvard's expression fair? How can nobility express itself in a digitally networked world?
What role might be played in the is2k7 conference by your in-world audience?
How do we develop guidelines so that any co-operation with the government or companies ensures that the greater good of open, democratic discourse is served?
How do we fund research to maximize openness, but still make it possible for interested corporations and governments to participate?
Will Harvard consciously and productively define its future position on 'openness' or be dragged there by the rest of the world?
It is fine and good for Harvard, a multi-billion dollar organization, to advance this vision of openness. But what about the small firms?
Is the Internet the best tool ever, for learning ? If so, what does it take to get all the teachers,learners and people from all over the planet(from Kindergarden to the University) to convert from old forms of learning/teaching to this new methodology? And what is the best methodology of learners and teachers in Cyberspace? - Arne Oedegard, Norway, arne@arne.no
The dissemination of information is the internet's biggest asset. We can allow people to share whatever they want. But, in the end, the success lies in public interest. How can we turn that interest in our favor?
Should there be an Internet School just as there is a Law School, a Divinity School, and a Business School?
A large grant from a private organization can tempt the direction of study, possibly toward further closed access to new tech or knowledge. However, how can we fund the generation of knowledge without these large partners?
A large grant from a private organization can tempt the direction of study, possibly toward further closed access to new tech or knowledge. However, how can we fund the generation of knowledge without these large partners?
Is funding from for profit entities with absolutely no strings attached a bad thing solely because of the appearance of a connection between the for-profit entity's interests and the funds?
What role do OpenCourseWare systems play in this endeavor to harness the Internet as an open facilitator and distributor of University knowledge?
How do you balance benefits and rights of enrolled/paying students and 'open' university participants?
A lot of people think of property rights as against openness and freedom. Can we conceive of a property scheme that promotes freedom?
What do you feel about openness in classrooms in the for-profit center and impact of this on government and academic arenas? Who should be responsible for the openness of the net?
How should we define openness, particularly in opposition to some concept or definition of closed?