cloud computing in higher education in jordan

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World of Computer Science and Information Technology Journal (WCSIT)ISSN: 2221-0741Vol. 3, No. 2, 38-43, 2013

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Cloud Computing in Higher Education in Jordan

Samah A. Massadeh

Department of computer engineeringFaculty of Engineering Technology

Amman, Jordan

Muhammad A. Mesleh

Department of computer engineering

Faculty of Engineering TechnologyAmman, Jordan

AbstractWith the high budget cuts in higher education in Jordanian universities and with the growing demand for information

technology (IT) services Jordanian Universities should consider adopting cloud computing strategies to meet with this growing

demand on different IT services and the budget cuts, Cloud computing could offer good business models for Jordanian universities

since these universities often do not have enough resources and knowledge to manage the necessary information technology (IT)

support for educational, research and development activities that must be provided in a higher education environment, while cloud

computing aims to eliminate these complexities from the user.

This paper describes the importance and the challenges facing higher education in Jordan, introduction to cloud computingtechnologies, services and deployment models, reasons for the rise of cloud computing in higher education as a possible solution for

the challenges facing higher education in Jordan, a proposed model for universities using Cloud computing technology in Jordan

and the possible challenges that could face the proposed model.

Keywords- Cloud Computing; Higher Education; Jordan; Cloud Computing Services; Cloud Computing Challenges.

I. INTRODUCTIONImportance of higher education in Jordan

Jordans population is young, with 70% under the age of 30

and a 94% literacy rate. A well established andmultidisciplinary educational system innovates starting inelementary school (e.g. one lap top per child initiative),delivering specialized Information and CommunicationsTechnologies track option for high school diplomas, and a widearray of advanced Information and CommunicationsTechnologies and Engineering degrees in Jordanianuniversities. Jordan has a higher proportion of universitygraduates in technological fields than any other country in theregion.

Challenges facing higher education in Jordan:

With significant budgets needed in higher education and the

growing demand for information technology (IT) services,universities in Jordan are facing challenges in providingnecessary information technology (IT) support for educational,research and development activities.

The age of doing more with less has been described as thenew normal in higher education [15][16].

With escalating expectations for IT resources and servicesyet diminished funding, doing more with less has been on theradar in IT for some time [14].

That is why educational establishments should seekopportunities to make the way they manage their resourcesmore efficient, and to provide an information andcommunications technology enabled teaching environment.

II. WHAT IS CLOUD COMPUTING?The National Institute of Standards and Technology

(NIST), defines and describes cloud computing as a model forenabling ubiquitous, convenient, on-demand network access toa shared pool of configurable computing resources (e.g.,networks, servers, storage, applications, and services) that canbe rapidly provisioned and released with minimal managementeffort or service provider interaction [10].

Cloud computing is a style of computing wheredynamically scalable and virtualized resources are provided asa service over the Internet. The cloud refers to the datacenterhardware and software that supports a clients needs, often inthe form of data stores and remotely hosted applications. Theseinfrastructures enable companies to cut costs by eliminating theneed for physical hardware, allowing companies to outsourcedata and computations on demand [3].

The cloud allows systems to dynamically provide thecomputing resources their users need, reducing expenses,energy consumption and improving on their scalability [4],[5],[6]. Hence, if users want to run some applications in a cloud, itis the computer which has to fit into the needs of the users.


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The cloud system can thus be considered as a user guidedsystem, since the computing resource is adapted to the usersneeds. Furthermore, an appropriate cloud infrastructuremanager (such as OpenNebula [7], [8] or Eucalyptus [9]) canprovide on demand instantiation, monitoring, and livemigration of VMs. In this manner, fault tolerance andscalability are provided.

Cloud computing refers to both hardware, software and

their infrastructure delivered as services over the Internet.

The cloud model according to (NIST) promotes availabilityand is composed of five essential characteristics, three servicemodels, and four deployment models [10].

The following five characteristics, as defined by NIST, areconsidered inherent in cloud computing services [10]:

1. On-Demand Self-Service: Customers can automaticallyprovision computing capabilities and resources on their

own when needed without necessitating any human

intervention.

2. Broad Network Access: Access and capabilities areavailable over the network through standard devices, such

as cell phones, laptops, PDAs, etc.3. Resource Pooling: Resources such as network bandwidth,

virtual machines, memory, processing power, storage

capacity, etc. are pooled together to serve multiple

customers using a multi-tenant model. That is, virtual and

physical resources are dynamically assigned and

reassigned based on need and customers demands.

4. Rapid Elasticity: Depending on demand, resources andcapabilities can be quickly and automatically deployed

and scaled at any quantity and at any time.

5. Measured Service: Customer usage of the vendorsresources and services are automatically monitored

controlled and reported offering a high level of

transparency for the customer and vendor.

Services offered by Cloud computing

NIST [10] describes three service models:

Cloud Software as a Service; Cloud Platform as a Service; and Cloud Infrastructure as a Service.

The differentiators among these three service models arethe nature of the service and the level of customer-vendorcontrol and engagement. Furthermore, it should be noted that

these models are not mutually exclusive; organizations can anddo employ different cloud service models on varying scales fordifferent departments within the organization based on specificneeds.

Cloud software as a service (SaaS):The vendorprovides, manages and controls the underlying cloud

infrastructure, including individual applications,

network, storage, servers, operating systems, etc. The

customer is able to fully access the vendors

applications in the cloud via a variety of devices (e.g.

cell phone, laptop, PDA). SaaS examples include

MyErp.com, Salesforce.com and Workday.com.

Google Docs, Twitter and Facebook also fall into this

category.

Cloud platform as a service (PaaS): Similar to SaaS,the vendor provides, manages and controls the cloud

infrastructure, except for applications, which the

customer has control over. The vendor provides toolsand resources allowing the customers to create and/or

acquire applications to meet their specific

needs. PaaS vendor examples include Wolf

Frameworks, Dell-Boomi Atmosphere, Heroku,

Google App Engine and Microsofts Azure [11].

Cloud infrastructure as a service (IaaS): The vendorprovides, manages and controls the general cloud

infrastructure but provides the customer control over

operating systems, storage, processing, and networks

on demand. IaaS vendor examples include Flexiants

Flexscale, Rackspace and Amazons Elastic Cloud

Compute (EC2) and their Simple Storage Service

(S3).

We must not assume that cloud products offered by any ofthe above services are likely to work out-of-the-box. In somecases they might, Google Apps, a messaging and collaborationcloud platform from Google, is probably one good example ofthose out-of-the-box products (even though it does requiresome level of configuration nevertheless). Many of theproducts that are offered by those three types of cloud serviceswill require some degree of programming (by the user or thecloud provider) in order to access the functionality that exists inthose services.

Cloud providers will have created their own APIs(application programming interfaces) so that softwaredevelopers can use them to create client applications in order toaccess that functionality.

Deployment Models

These deployment models, as defined by NIST[10], are notdefined by operator, location or physically but by the serviceoffered and type of community. Similar to cloud servicemodels, the deployment models are not mutually exclusive.

Private cloud: The cloud infrastructure is operatedsolely for an organization. It may be managed by the

organization or a third party, and may exist on

premise or off premise. Community cloud:The cloud infrastructure is shared

by several organizations and supports a specific

community that has shared concerns (e.g., mission,

security requirements, and policy and compliance

considerations). It may be managed by the

organizations or a third party, and may exist on

premise or off premise.

Public cloud: The cloud infrastructure is madeavailable to the general public or to a large industry


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group, and is owned by an organization selling cloud

services.

Hybrid cloud: The cloud infrastructure is acomposition of two or more clouds (private,

community or public) that remain unique entities but

are bound together by standardized or proprietary

technology that enables data and application

portability (e.g., cloud bursting for load balancing

between clouds).It is essential to understand that the service models,

deployment models and the five characteristics of cloudcomputing as described by NIST [10] do not run independentlybut are necessarily interrelated and connected to each other.Jerry Bishop, the Chief Information Officer at ChippewaValley Technical College in Wisconsin, created a visual (seeFigure 1) that displays these inter-relationships and necessaryconnections of the NIST cloud computing characteristics andmodels (Bishop, 2011). This visual demonstrates that a cloud-based strategy can take on different configurations dependingon the institutions needs. It is not uncommon for institutions tobegin with one service model, such as SaaS and a Public Clouddeployment model as a pilot, and then slowly scale if the pilot

proves successful. It is also possibly to use several deploymentmodels to support one or more service models (as indicated bythe various red, green, and grey arrows) depending again on theinstitutional needs and costs.

Figure 1: Services Offered by Cloud Computing

CLOUD COMPUTING AS A POSSIBLE SOLUTION FOR THE

CHALLENGES FACING HIGHER EDUCATION IN JORDAN

Cloud computing services provide universities with theopportunity to continue to take advantage of the new ITtechnologies as it has the following advantages

Reducing management cost: Cloud computing could helpJordanian universities to reduce the operation and

management cost. In particular, management cost is

important as, with cloud computing, academic staff can

focus on their own research, instead of dealing with the

complexity of high performance computing systems. This

benefit also meets the main slogan of the cloud computing

industry.

Reducing resource cost: Universities can reduce oreliminate IT capital expenditures and decrease ongoing

operating expenses by paying only for the services they

use and potentially by reducing IT staff.

Ease of implementation: Without the need to purchasehardware, software licenses, or implementation services,any university can deploy cloud computing easily.

Elasticity and scalability: The cloud is elastic, meaningthat resource allocation can get bigger or smaller

depending on demand. Elasticity enables scalability,

which means that the cloud can scale upward for peak

demand and downward for lighter demand. Scalability

also means that an application can scale when adding

users and when application requirements change.

Self-service provisioning: Cloud customers can provisioncloud services without going through a lengthy process.

The customer requests an amount of computing, storage,software, process, or more from the service provider.

After these resources are used, they are automatically

deprovisioned.

Standardized interfaces: Cloud services havestandardized APIs, which provide instructions on how

two application or data sources can communicate with

each other. A standardized interface lets the customer

more easily link cloud services together.

III. A PROPOSED MODEL FOR UNIVERSITIES USING CLOUDCOMPUTING TECHNOLOGY IN JORDAN

To demonstrate how Cloud Computing services can beutilized and the processes involved in their utilization.

We will take as an example of a typical Jordanianuniversity with an IT infrastructure that should satisfy theneeds of students, teaching staff and management, researchstaff and software developers (e.g., Web developers).

As we all know the demand for IT services in thisenvironment is directed to the IT Services Department(Computer Center) whose job is to:

- Provide students and staff with software (e.g., email

accounts, operating systems, productivity applications,

malware detectors and cleaners, etc.) and hardware (e.g., PCs,

Servers, etc.).

- Provide researchers and postgraduate students with the

required special software and hardware to run experiments that

are likely to involve a great deal of processing and

computation.

- Provide Web developers with the development tools needed

to write and host Web applications.
http://www.librarystudentjournal.org/index.php/lsj/article/view/289/321#bishop2011http://www.librarystudentjournal.org/index.php/lsj/article/view/289/321#bishop2011


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Figure 2: A Simplified structure of the main users of IT services in a typical

Jordanian university.

Many aspects of the arrangement can be migrated to thecloud as demonstrated in Figure 3. For example, students,administrative staff and lecturers can be made to use theservices of providers of SaaS and IaaS clouds. These serviceswill be ideally accessed through thin clients.

Any software launched by these groups of people resides onthe servers of the SaaS cloud provider and is accessed online.

Any requirement for disk space or additional hardware(e.g., a virtual PC or a virtual Server) is executed immediatelyonline by the IaaS cloud provider.

The same situation applies to the developers category inthis scenario. Developers can now use all the software theyneed for their development online and all the hardware forhosting their applications through a PaaS cloud provider.

Finally, researchers whose projects require a great deal ofprocessing power and/or additional server capacity can do so atthe click of a button through an IaaS cloud provider.

TABLE I. SERVICE MODEL OF A CLOUD ARCHITECTURE IN A TYPICALJORDANIAN UNIVERSITY.

SaaS Management

ApplicationsBusiness

ProcessesCollaboration

Student

Information

PaaS Management

Programming

Environment.Middleware Databases

Execution

environment

IaaS Management

Servers Network Operating systems Computing

Figure 3: A Simplified structure of the main users of IT services in a typical

Jordanian university using the services of cloud computing.I believe that when considering a Cloud Strategy for Higher

Education in typical universities in Jordan a very importantpoint that should be taken into consideration is the dataprotection issue, special attention must be paid to the sensitive

data from the university (for example, research results,students scholastic records, employees accounts). The mainstep that may be taken regarding data is to maintain thesensitive data within the institution data centers (ComputerCenter) and externalize the other data with the risk of achievingsome latency for many applications and users

The best development model is using a hybrid cloud since apublic cloud is both owned and managed by the serviceprovider and the university has no control on it, and its accessis only limited by subscription, on the other hand the privatecloud is owned and managed by the university and its accessedis limited only to students and faculty, staff of the university.

To solve the data protection issue access to sensitive data

should be limited, hence should be stored on the private cloudof the university, any other data should be stored on the publiccloud so the users would take advantage of the new CloudComputing technology, another good reason why shoulduniversities create their own private clouds for their own coreapplications.

Many important steps should be taken in the preparation forcloud-computing adoption, whether public or private:

1. Identify all potential opportunities and benefits forswitching from existing computing arrangements to cloud

services.

2. Ensure that in-house infrastructure complements cloud-based services. The shift to cloud services is not all-or-nothing, and some cloud services (for instance,

infrastructure services) will support the ability of in-house

IT to extend into some clouds for additional compute and

storage capacity. Virtualization will be a critical piece of a

compatible infrastructure.

3. Develop a cost/benefit and risk-evaluation framework tosupport decisions about where, when, and how you can

adopt cloud services. Develop a roadmap for optimizing

the current IT environment for adoption of public and


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private cloud services. Identify which, if any, data cannot

be held in public cloud-computing environments for legal

or security reasons. White Paper

4. Identify and secure in-house competencies that will berequired to manage effective adoption of cloud services.

5. Evaluate technical challenges that must be addressedwhen moving any current information or applications into

a cloud environment, even a private cloud.

6. Ensure that the networking environment is ready for cloudcomputing.IV. POSSIBLE CHALLENGES THAT COULD FACE THE

PROPOSED MODEL

The use of Cloud Computing in higher education must beanalyzed both from the benefits point of view, as well as fromthat of the risks and limitations.

Not all applications run in cloud Security: The key concern is data privacy: users do not

have control or know where their data is being stored.

Interoperability: A universal set of standards and/orinterfaces have not yet been defined, resulting in a

significant risk of vendor lock-in.

Control: The amount of control that the user has over thecloud environment varies greatly.

Performance: All access to the cloud is done via theinternet, introducing latency into every communication

between the user and the environment.

Reliability: Many existing cloud infrastructures leveragecommodity hardware that is known to fail unexpectedly.

Regarding the implementation risks, a research conductedby the IDC Enterprise Panel [10] concluded that the primaryconcerns about adoption in higher education are: security,performance and availability, not enough ability to customize,worried on-demand will cost more, bringing back in-house maybe difficult, regulatory requirements prohibit cloud, and notenough major suppliers yet.

I must emphasize that the security and data protection risksis the main concern about the adoption of cloud computing inhigher education. The transfer of the research results and theknowledge between cloud and networks and moving theknowledge to external providers may become an attractivetarget to attackers. These aspects, according to a studyconducted by EDUCAUSE based on 372 member institutions[12], are considered top barriers.

The most important risks regarding security are: loss ofgovernance, lock-in, isolation failure, compliance risks,management interface compromise, data protection, insecure orincomplete data deletion, and malicious insider [13].

V. CONCLUSION:Cloud computing is still young in terms of adoption in

higher education.

The expectation is that it will undergo several changes inthe future, in terms of resources, issues, risks, and ultimatelybest practices and standards.

However, there are some sought advantages that it can

potentially provide value for institutions of higher education.On-demand services can resonate positively with the currentuniversity tight budgets across Jordan. Several benefits of thetransition to cloud computing were pointed out in this paperalong with concerns regarding the general implementation.

The key question remains whether or not it makes sensefrom a business and strategic point of view to move to cloudcomputing and the answer is that it depends on various factorsthat were mentioned above.

One main conclusion that we draw from this research is thatcloud computing may have considerable potential in improvingthe IT application and infrastructure at higher educationinstitutions. However, it is strongly recommended that early

adopters plan the transition carefully and keep in close contactwith organizations that establish industry standards, such asNIST, in order to ensure a uniform and smooth transition.

Another important outcome is that it may be practical tofollow a hybrid approach where, university IT management andadministration may decide to pursue a hybrid approach thustransitioning some application and data to cloud computingwhile leaving others to be served in-house.

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