Advanced security infrastructures for grid education

This paper describes the research conducted into advanced authorization infrastructures at the National e-Science Centre (NeSC) at the University of Glasgow and their application to support a teaching environment as part of the Dynamic Virtual Organisations in e-Science Education (DyVOSE) project. We outline the lessons learnt in teaching Grid computing and rolling out the associated security authorisation infrastructures, and describe our plans for a future, extended security infrastructure for dynamic establishment of inter-institutional virtual organisations (VO) in the education domain

Advanced security infrastructures for grid education

This paper describes the research conducted into advanced authorization infrastructures at the National e-Science Centre (NeSC) at the University of Glasgow and their application to support a teaching environment as part of the Dynamic Virtual Organisations in e-Science Education (DyVOSE) project. We outline the lessons learnt in teaching Grid computing and rolling out the associated security authorisation infrastructures, and describe our plans for a future, extended security infrastructure for dynamic establishment of inter-institutional virtual organisations (VO) in the education domain

Advanced Security Infrastructures for Grid Education

This paper describes the research conducted into advanced authorization infrastructures at the National e-Science Centre (NeSC) at the University of Glasgow and their application to support a teaching environment as part of the Dynamic Virtual Organisations in e-Science Education (DyVOSE) project. We outline the lessons learnt in teaching Grid computing and rolling out the associated security authorisation infrastructures, and describe our plans for a future, extended security infrastructure for dynamic establishment of inter-institutional virtual organisations (VO) in the education domain

Impact of Service-Centric Computing on Business and Education

Service-centric computing is one of the new IT paradigms that are transforming the way corporations organize their information resources. However, research and teaching activities in the IS community are lagging behind the recent advances in the corporate world. This paper investigates the impact of service-centric computing on business and education. We first examine the transformative impacts of service-centric computing on business and education in the foreseeable future. Then, we discuss opportunities and challenges in new research directions and instructional innovations with respect to service-centric computing. We believe that this article will serve as a good starting point for our IS colleagues to explore this exciting and emerging area of research and teaching

Computing Graduate Employability: Sharing Practice

Computing is one of the largest subject areas in Higher Education, and is taught in almost every institution, graduating around 9,000 students each year. However Computing graduates are recorded as having the highest unemployment rates for all subjects (11% for Computing compared with an overall rate of 7% for graduates of all subjects). This new report, jointly published by the Council of Professors and Heads of Computing (CPHC) and Higher Education Academy (HEA) highlights the depth, complexity and richness of employability practices in the sector, and aims to share those practices more widely. The report places practice in a comparative context so that departments may learn what works from each other. It draws on research gathered from over fifty Higher Education institutions in a series of workshops, focus groups and interviews. Throughout, participants’ voices are given priority, with the report structured around the common employability challenges faced by academics. Within that structure, clusters of similar practice (those which appear in several institutions) are presented, together with a series of showcases providing rich detail of specific interventions. Challenges discussed within the report’s three themes of ‘Addressing Employability’, ‘Curriculum Issues’ and ‘Placements’ include ‘the employability agenda’, ‘student engagement’, ‘curriculum design’, ‘reaching “tipping point”’ and ‘finding alternatives to the “sandwich year”’ and are balanced throughout with a ‘View from Employers’. Clusters identify good practice from ‘hackathons’, competitions, mentoring, ‘compulsion’, an employer-led curriculum, industry-focused projects and placement preparation, application, monitoring, return, assessment and alternatives. Showcases highlight practice in ‘auditing employability’, ‘dedicated placement support’, ‘multiplicity of opportunities’, ‘short placement modules’, ‘think future’, ‘summer internships’ and ‘transition week’ from the universities of York, Kent, London South Bank, West of Scotland, Edinburgh Napier, Southampton and Brunel London, amongst other

mLearning, development and delivery : creating opportunity and enterprise within the HE in FE context

This research project was funded by ESCalate in 2006-7 to support Somerset College in developing the curriculum, as well as widening participation via the use of mobile communications technologies such as mp3 players and mobile phones. The Project represents a highly topical and timely engagement with the opportunities for learning provided by the burgeoning use of mobile computing/ communications devices. Activities bring together colleagues from Teacher Education and Multimedia Computing in an innovative approach to designing for and delivering the curriculum. The Project addresses pedagogic issues and also vitally involves current and future learners, providing them with a new context for skills development and entrepreneurship. Anticipated outcomes include informed development of new HE modules and professional CPD activities which address the skills and context of this emerging approach to delivering the curriculum. The Project also intends to trial and evaluate the use of mobile technologies to support a blended learning approach to programme delivery and the development of a FD module which could be delivered via a mobile computing device. An interim report and a final project report are available as Word and PDF file

Enabling controlling complex networks with local topological information

Complex networks characterize the nature of internal/external interactions in real-world systems including social, economic, biological, ecological, and technological networks. Two issues keep as obstacles to fulflling control of large-scale networks: structural controllability which describes the ability to guide a dynamical system from any initial state to any desired fnal state in fnite time, with a suitable choice of inputs; and optimal control, which is a typical control approach to minimize the cost for driving the network to a predefned state with a given number of control inputs. For large complex networks without global information of network topology, both problems remain essentially open. Here we combine graph theory and control theory for tackling the two problems in one go, using only local network topology information. For the structural controllability problem, a distributed local-game matching method is proposed, where every node plays a simple Bayesian game with local information and local interactions with adjacent nodes, ensuring a suboptimal solution at a linear complexity. Starring from any structural controllability solution, a minimizing longest control path method can efciently reach a good solution for the optimal control in large networks. Our results provide solutions for distributed complex network control and demonstrate a way to link the structural controllability and optimal control together.The work was partially supported by National Science Foundation of China (61603209), and Beijing Natural Science Foundation (4164086), and the Study of Brain-Inspired Computing System of Tsinghua University program (20151080467), and Ministry of Education, Singapore, under contracts RG28/14, MOE2014-T2-1-028 and MOE2016-T2-1-119. Part of this work is an outcome of the Future Resilient Systems project at the Singapore-ETH Centre (SEC), which is funded by the National Research Foundation of Singapore (NRF) under its Campus for Research Excellence and Technological Enterprise (CREATE) programme. (61603209 - National Science Foundation of China; 4164086 - Beijing Natural Science Foundation; 20151080467 - Study of Brain-Inspired Computing System of Tsinghua University program; RG28/14 - Ministry of Education, Singapore; MOE2014-T2-1-028 - Ministry of Education, Singapore; MOE2016-T2-1-119 - Ministry of Education, Singapore; National Research Foundation of Singapore (NRF) under Campus for Research Excellence and Technological Enterprise (CREATE) programme)Published versio

What Do We Think We Think We Are Doing?: Metacognition and Self-Regulation in Programming

Metacognition and self-regulation are popular areas of interest in programming education, and they have been extensively researched outside of computing. While computing education researchers should draw upon this prior work, programming education is unique enough that we should explore the extent to which prior work applies to our context. The goal of this systematic review is to support research on metacognition and self-regulation in programming education by synthesizing relevant theories, measurements, and prior work on these topics. By reviewing papers that mention metacognition or self-regulation in the context of programming, we aim to provide a benchmark of our current progress towards understanding these topics and recommendations for future research. In our results, we discuss eight common theories that are widely used outside of computing education research, half of which are commonly used in computing education research. We also highlight 11 theories on related constructs (e.g., self-efficacy) that have been used successfully to understand programming education. Towards measuring metacognition and self-regulation in learners, we discuss seven instruments and protocols that have been used and highlight their strengths and weaknesses. To benchmark the current state of research, we examined papers that primarily studied metacognition and self-regulation in programming education and synthesize the reported interventions used and results from that research. While the primary intended contribution of this paper is to support research, readers will also learn about developing and supporting metacognition and self-regulation of students in programming courses

Introductory programming: a systematic literature review

As computing becomes a mainstream discipline embedded in the school curriculum and acts as an enabler for an increasing range of academic disciplines in higher education, the literature on introductory programming is growing. Although there have been several reviews that focus on specific aspects of introductory programming, there has been no broad overview of the literature exploring recent trends across the breadth of introductory programming. This paper is the report of an ITiCSE working group that conducted a systematic review in order to gain an overview of the introductory programming literature. Partitioning the literature into papers addressing the student, teaching, the curriculum, and assessment, we explore trends, highlight advances in knowledge over the past 15 years, and indicate possible directions for future research