THE WORLD-WIDE WEB : AN INTERFACE BETWEEN RESEARCH AND TEACHING IN BIOINFORMATICS

The rapid expansion occurring in WorldWide Web activity is beginning to make the concepts of 'g lobal hypermedia' and 'universal document readership ' realistic objectives of the new revolution in information technology. One consequence of this increase in usage is that educators and students are becoming more aware of the diversity of the knowledge base which can be accessed via the Internet. Although computerised databases and information services have long played a key role in bioinformatics these same resources can also be used to provide core materials for teaching and learning. The large datasets and arch ives tha t have been compiled for biomedical research can be enhanced with the addition of a variety of multimedia elements (images. digital vi deos. animation etc.). The use of this digitally stored information in structured and self-directed learning environments is likely to increase as activity across World-Wide Web increases.


INTRODUCTION
For the academic co mmunity.the 'digital super highway' is fast becoming a reality as network connectivity increases and the speed of information access on the Internet continues to accelerate.However. the ability to access ever increasing amounts of information can, in itself.pose serious problems.Considerable time and effort can be easi Iy wasted, firstly in tracking down the relevant information and secondly in determining the appropriate computer platform on which to manipulate the retrieved data.Within the last year or so, a new strategy for accessing information stored on remote computers has been widely adopted by network users and the approach is bringing order to the apparent anarchy and chaos of information storage and retrieval on the Internet.
The World-Wide Web (often abbreviated to the Web.WWW or W3) was originally conceived as a 'w ide-area hypermedia information retrieval initiative ' which would allow users access to a large universe of digital documents (the so-called 'docuverse').
The key philosophy which underpins the World-Wide Web is that of unil'erS{{/ readership.Once information is made available in digital format it should be accessible from any computer, in any cOllntry, using software which has a simple and consistent interface across all platforms.The opportunity to access the W orld-Wide Web in a consistent manner from a variety of different computer platforms allows educators to re-purpose digital data and information for teaching purposes.Data primarily created.stored and accessed for research purposes can be readily adapted for use in traditional (lectures, seminars, tutorials and practical laboratories) and non-traditional (computer-based multimedia instructional programs) teaching environments.The opportunity to adapt part of the bioinformatics knowledge base for teaching purposes, considerably enhances the value of these stored resources.
It should be borne in mind that when the World-Wide Web was originally conceived in the late 1980's by Tim Berners-Lee at CERN, it was as a means of facilitating the transfer of research data and ideas throughout the organisation.Though the roots of the Web are, therefore, based in a research environment, as the WWW grows it is beginning to be seen as the provider of an integrated environment within which all information resources can be accessed.Rapid expansion and adoption of Web protocols by an increasing number of information providers is creating both a research and teaching resource whose potential, if fully realised, could be immense.

WHAT IS THE WORLD-WIDE WEB?
The creator of the Web described it as a 'distributed heterogeneous collaborative multimedia information system', a complex description of a uniquely transparent communication system.Underlying the structure and operation of the Web are the key concepts of hypertext, hyperlinks and hypermedia.
A hypertext document is, at its simplest a document with links (hyperlinks) to text in another document.
Hyperlinks allow readers to trace non-sequential pathways through a corpus of information contained in a variety of different documents stored in the same archive or in many separate archives.
Hypermedia (multimedia hypertext) documents not only have links to text but can also have links to other information types such as images, sounds, animations and digital video segments.Within the World-Wide Web, it is possible to create hypermedia I inks between documents that reside on different types of computers, on different networks in different countries of the world (This is sometimes referred to as global hypermedia).
(If readers wish to shield themsel ves from some of the technical details relating to the structure and protocols involved in the operation of World-Wide Web, they can make a low technology hypertext jump to the 'Teaching and the Web' section.In essence, all that is required to access the Web is a computer connected to the Internet -Mac.PC or Unix workstation -with the appropriate client software and viewers installed.)

ACCESSING THE WEB
The World-Wide Web uses a distributed client-server architecture and has no central co-ordination.Any computer, acting as a server, can be an information-provider and publish data on the Internet.This information can be accessed by any (authorised) reader whose computer is running the appropriate client software.The transfer protocols which operate on the Web are designed to facilitate this communication between all clients and all servers.In practice, initiation of a hypermedia link by the client sends a request to the server software running on a remote computer system .The server retrieves the appropriate file and sends it back to the client via the Internet.On receipt of the file, the client displays the information or passes the file to an external viewer.This is software which translates the format of the file which has been delivered into one that is appropriate to the specific hardware platform that the client software is running on.The rapid expansion of the World-Wide Web is, to a large extent, founded on the flexibility of this clientserver architecture.Information, encoded in a variety of well-established formats, is made available 'on demand' from a number of server types to a number of clients which can automatically recognise the delivered file format.External software viewers which are appropriate for handling the digital information are then used to display the file contents (still image, Postscript file, digital video etc.).

WORLD-WIDE WEB CLIENT SOFTWARE
The most popular client software currently available is Mosaic which was developed by the National Center for Supercomputing Applications (NCSA) at the University of Illinois.Versions of NCSA Mosaic are freely available for X Windows, Microsoft Windows and the Macintosh.Client (or'browser' software) is now in a phase of 'leapfrog ' development where new enhancements are added with each new software release or upgrade.

WORLD-WIDE WEB PROTOCOLS
Communications between the client and server are defined by three main Web protocols: HTTP.HTML and URLs.
HTTP -HyperText Transmission Protocol is the language used by clients and servers to send and receive hypermedia documents.The use of HTTP overcomes problems which can arise when transmitting different data types to different computer platforms.
HTM L -HyperText Markup Language is used to create hypermedia documents that will be published on the World-Wide Web.In essence, HTML documents are ASCII files containing a number of HTML formatting codes.These codes, which are embedded in the source document define the layout (text style, formatting etc.) and hyperlinks.A number of HTML editors or converters are freely available and more (particularly WYSIWYG editors) are being released in the public and commercial domain.
URLs -Uniform Resource Locators are used to define the network-wide address of the document referred to by a link.The URL precisely locates almost every file or service available on the Internet.In some ways, the URL is analogous to the path used to describe the location of a file stored somewhere in the directory structure of a hard disc.
In addition to accessing World-Wide Web servers, client software can also connect to FTP, Gopher and News servers.The graphical user-interface of client software, such as Mosaic, facilitates user interaction with the other server types on the Internet.For example, an FTP server is presented as a hypertext list, and file transfer from the host to the client can be simply initiated by selecting the required file.Indexing tools are currently under development and these will provide sophisticated searching tools for accessing multimedia information of the World-Wide Web.
Although precise figures are difficult to obtain , it has been estimated that Web traffic is increasing at approximately 20% per month, making it the fastest growing form of Internet traffic.The interaction between the rapid increase in traffic and the available bandwidth is bound to become a significant consideration in the foreseeable future.
Because it provides an integrated environment to information resources around the world, many commercial companies are looking to exploit charging mechanisms that can be built into the Web protocols so as to facilitate the development of commercial Web services.

TEACHING AND LEARNING RESOURCES
The NIH syndrome (Not Invented Here) is a particularly virulent infection found in many academic environments and it is at its most deadly where the development of computer-based teaching software is taking place.Often, software developed at one institution is deemed entirely inappropriate for the requirements of a course taught in another institution.Rather than address the problem by trying to adapt the software to meet local needs, attempts to implement new and innovative teaching methods often founder at this very early stage as numerous wheels are re-invented.
The World-Wide Web provides an expanding.research-based collection of materials which are directly relevant to the requirements of educators and students involved in the biomedical sciences.As familiarity with the use of the World-Wide Web increases, materials garnered from the Web will be used to supplement all forms of teaching.For example.images of 2-dimensional polyacrylamide gels obtained from the Swiss -2DPAGE database could be used to supplement the student's own experimental data collected in practical laboratories.Students are already familiar with computer based literature searches; in future students may be asked to search the Web to assemble images , sounds and movies.They could then be asked to construct a multimedia essay instead of a traditional paper-based essay.The breadth of information available on the Web allows for both superficial and deep learning strategies.

WHAT'S ON THE WEB
Already the list of biomedically-related World-Wide Web, FTP and Gopher servers that are part of the Web number well over 100. Figure I (a) shows only part of the Home page of the World-Wide Web Virtual Library: Biosciences -Medicine server.From this page it is possible to connect to a variety of other servers publishing on the World Wide Web.Thus the World-Wide Web Virtual Library: Biosciences at Harvard, the WWW BioInformatics server and the Genome Database server at Johns Hopkins and the ExPASy Molecular Biology server at Geneva are all available by simply selecting the appropriate hypermedia link.This inter-connectivity between Web server types is an important navigational feature since any server can point to any other server.The sequence of connections shown in the Figures I and 2 from the WWW Virtual Library to the Johns Hopkins Genome database, the Johns Hopkins WWW server and finally to the Swiss -2DPAGE database in Geneva spanned 3 continents, took less than 10 minutes

CONCLUSIONS
The World-Wide Web has the potential to stimulate a new approach to teaching and learning in the biomedical sciences.If the concept of universal readership continues to gain acceptance, then a wide range of databases , archives and multimedia resources will be made available for students and teachers.The prospect of encouraging students to explore the Web and devise and construct their own multimedia presentations could have a number of significant benefits.Students would acquire: -factual knowledge as they assemble the information from the basic biomedical sciences -a broad range of transferable educational skills as they integrate and synthesise the material into their projects.In doing this, students take a more active and creative role in the teaching and learning process than is often the case in traditional science and pre-clinical education -a wide range of transferable technological skills -communication skills The World-Wide Web will give students the creative freedom to become active participants in the learning process.Not only will they set the agenda for their own learning strategies but they will acquire a set of skills which will empower them to become life-long learners .
Figure I.(a) The Home page oflhe The World -Wide Web Virtual Library which has link s 10 over 100 WWW .FTPand Gopher se rvers including the (b) Gen ome Database at John s Hopkin s UniversilY.The GOB server has a link to Ihe (c) John s Hopkin s Biolnformatics Web server whi ch in turn points to Ihe (d) Australian Nalional UniversilY Bioinfonnatics server.This se rve r provides hypermedia information on Ihe Inlernet on a number of th e mes including BiodiversilY.Biomathematics.Molecular Biolog y etc.

Figure 2 .
Figure 2. (a) From the ANU 'vIol ec ular Biology WWWserveritispossibletoconnecttomany oftheimportant bioinformatic servers in the USA, Europe and the re st of the World.(b) The Swiss -20Page serve r in Gene va can be searched by protein nam c or on a 20 pol yacrylamide map.(c) After choosing the tissue , a high resolution GIF im age can be downloaded to the cli ent computer and the file is then passed to an ex ternal viewer (in thi s case JPEGview 3.2.1,)which automatically decompresses the image and displays it on screen.Thc image is approximately 800 kilobytes and can be saved locally.(d) Clicking on an identified spot on the ge l pattern brings information about the protein (name , molecular weight, reference etc,)