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This paper explores the potential of artificial intelligent (AI) systems in the university's core functions of teaching, learning and knowledge nexus, against the background of rapid technological change, globalisation and challenges facing universities to respond to societies' needs in the knowledge age. As knowledge and innovation will drive competitive economic advantage in increasingly Internet defined infrastructures, a new university paradigm is needed where telecommunications and computers replace roads, buildings and transport technology that underpinned the industrial university that operated in the industrial age. As the Internet a global communication tool continues to impact on all human activities and enterprise changing the way we shop, bank, do business, entertain ourselves, communicate and think, it is radically changing how, when and what we learn. This paper introduces the idea of a HyperClass based on HyperReality, an advanced form of distributed virtual reality where physical reality and virtual reality, and human intelligence and artificial intelligence intermesh and interact to provide anyone, anywhere, anytime learning, in which teaching could be done by Just in Time Artificially Intelligent Tutors (JITAITs) that will pop up when needed, whilst students use avatars -online simulacra of themselves - to interact as telepresences in classes from different countries and locations.

TinyChat, the simple, free web-based chat room we wrote about here, is now adding video conferencing and screen sharing to its list of features.\n\nOnce you create a chat room on TinyChat's site, TinyChat will generate a unique URL that you can share with whoever you choose to invite to the virtual chat room. When users click on the link, they will enter the interface and will be able to input messages, change their usernames and enable video and audio conferencing. Powered by Adobe Flash, the video conferencing feature allows up to 12 different users in the chat room

The SoMo experience begins with tools like GPS that can identify where we are and where we are going in real time. GPS is further enhanced through the marking of actual physical locations -- geotagging. Geotagging can include everything from "soundprints" to video markers, and the tagging of locally relevant reviews and news. GeoGraffiti, for example, allows mobile phone users to record a message tied to a specific place that is later retrievable by anyone who finds themselves near the same location. Geotaggers can leave a virtual "Kilgore was here" tag at any place, freezing in time and making publicly available their location-specific activities, interactions and thoughts. Mobile social networking is also coming on strong with applications like Foursquare and Britekite. Mobile phone users can discover each other, both friends and strangers, via profiles they make available at a particular location. Such applications are good for networking on the fly and immediately finding out if your friends are nearby at a given time.

Indiana University's Center for Evaluation & Education Policy released a new survey (PDF) last week on virtual education in Indiana. The center surveyed principals and teachers throughout the state on their thoughts about delivering part or all of a student's education online. The report has severe limitations: It was commissioned by an advocacy group (although CEEP itself and the report are non-partisan) and it had a very low response rate (just 3 percent for principals). Those weaknesses were strong enough that we took a pass on writing a story, but the findings do raise interesting questions.

Course description for JOMC 449 - Virtual Communities, Smart Mobs, Citizen Journalism and Participatory Culture\nFall 2009 MW 3:30 - 4:45\nUNC Chapel Hill\nInstructor: Paul Jones\n\nYes, I am goofing quite a bit throughout, but the content is serious as the course will be.

Students embrace online learning virtual classroom - Natasha Robinson, Rocky Mount Telegram