Asynchronous Teams for probe selection problems

AbstractThe selection of probe sets for hybridization experiments directly affects the efficiency and cost of the analysis. We propose the application of the Asynchronous Team (A-Team) technique to determine near-optimal probe sets. An A-Team is comprised of several different heuristic algorithms that communicate with each other via shared memories. The A-Team method has been applied successfully to several problems including the Set Covering Problem, the Traveling Salesman Problem, and the Point-to-Point Connection Problem, and lends itself well to the Probe Selection Problem. We designed and developed a C + + program to run instances of the Minimum Cost Probe Set and Maximum Distinguishing Probe Set problems. A program description and our results are presented in the paper

E-Learning for Teachers and Trainers : Innovative Practices, Skills and Competences

Reproduction is authorised provided the source is acknowledged.Final Published versio

Asynchronous Teams and Tasks in a Message Passing Environment

As the discipline of scientific computing grows, so too does the "skills gap" between the increasingly complex scientific applications and the efficient algorithms required. Increasing demand for computational power on the march towards exascale requires innovative approaches. Closing the skills gap avoids the many pitfalls that lead to poor utilisation of resources and wasted investment. This thesis tackles two challenges: asynchronous algorithms for parallel computing and fault tolerance. First I present a novel asynchronous task invocation methodology for Discontinuous Galerkin codes called enclave tasking. The approach modifies the parallel ordering of tasks that allows for efficient scaling on dynamic meshes up to 756 cores. It ensures high levels of concurrency and intermixes tasks of different computational properties. Critical tasks along domain boundaries are prioritised for an overlap of computation and communication. The second contribution is the teaMPI library, forming teams of MPI processes exchanging consistency data through an asynchronous "heartbeat". In contrast to previous approaches, teaMPI operates fully asynchronously with reduced overhead. It is also capable of detecting individually slow or failing ranks and inconsistent data among replicas. Finally I provide an outlook into how asynchronous teams using enclave tasking can be combined into an advanced team-based diffusive load balancing scheme. Both concepts are integrated into and contribute towards the ExaHyPE project, a next generation code that solves hyperbolic equation systems on dynamically adaptive cartesian grids

Teaching, learning and technology: An e-route to deep learning?

This is the author's pdf version of an article published in Research into Education.This paper details a research project that considered the extent to which e-learning is congruent with the notion of inculcating and maintaining deep approaches to learning within HE. Also, to explore what actions may be taken to engender and or maintain a deep approach when using e-learning as the central androgogy as knowing what (is possible) and how (it may be achieved) provides a fuller picture. Whilst this paper is designed to help inform practice and professional judgement it is not purporting to provide absolute answers. Whilst I have attempted to provide an honest account of my findings, truth and reality are social constructions (Pring 2000). The research was based upon methodical triangulation and involved thirty-eight undergraduate students who are undertaking study through e-learning and five academic members of staff who utilise e-learning in their programmes. As such, the project was small scale and how much may be inferred as applicable to other groups and other contexts may be contested, as those sampled for this research have their own unique paradigms and perceptions. Finally, it is always worth remembering that effective teaching and learning is contextual (Pring 2000). The research revealed that deep approaches to learning are situational (Biggs 2003) and e-learning can authentically lead to a student adopting and maintaining a deep approach. There are several factors that increase the likelihood of a student adopting this desired approach. These include; where students perceive the programme to be of high quality (Parker 2004), they have feelings of competence and confidence in their ability to study and interact with the technology and others. In addition, students require appropriate, reliable access to technology, associated systems and individualised planned support (Salmon 2004). Further to this deep approaches are more likely to be adopted where programmes are built on a constructivist androgogy, constructive alignment is achieved, interaction at several levels and a steady or systematic style of learning are encouraged (Hwang and Wang 2004). Critically study programmes should have authentic assessment in which deep approaches are intrinsic to their completion. To effectively support students in achieving a deep approach to learning, when employing e-learning, staff require knowledge and skill in three areas: teaching and learning, technology, and subject content (Good 2001). They also require support from leaders at cultural, strategic and structural levels (Elloumi 2004)

Using social media for asynchronous collaboration within collaborative networks

Societal challenges of today (e.g. aging) are complex and often require systemic solutions to be addressed. To address these challenges, various expertise and knowledge are required; in this sense, collaborative network projects have a lot of potential in offering a systemic solution. Design workshops (synchronous collaboration) are often used to achieve progress in such projects. In this paper we introduce asynchronous collaboration, which can occur anytime, anywhere through the use of social media. We have probed Instagram as a ‘ready-made’ social media platform within two collaborative network project case studies. This was done to experiment with asynchronous collaboration and knowledge sharing in addition to design workshops. Both cases were evaluated through focus groups that indicated how social media has the potential to enable actors to cross-field boundaries, inspire each other, and in this way enrich the design process within asynchronous collaboration. Our contribution with this work is two-fold: on the one hand, we aim to inspire and show how collaborative network projects can benefit from asynchronous collaboration in addition to synchronous collaboration. On the other hand, we hope to contribute to the creation of specific social media platforms as tools for supporting asynchronous collaboration within collaborative networks

Using social media for asynchronous collaboration within collaborative networks

Societal challenges of today (e.g. aging) are complex and often require systemic solutions to be addressed. To address these challenges, various expertise and knowledge are required; in this sense, collaborative network projects have a lot of potential in offering a systemic solution. Design workshops (synchronous collaboration) are often used to achieve progress in such projects. In this paper we introduce asynchronous collaboration, which can occur anytime, anywhere through the use of social media. We have probed Instagram as a ‘ready-made’ social media platform within two collaborative network project case studies. This was done to experiment with asynchronous collaboration and knowledge sharing in addition to design workshops. Both cases were evaluated through focus groups that indicated how social media has the potential to enable actors to cross-field boundaries, inspire each other, and in this way enrich the design process within asynchronous collaboration. Our contribution with this work is two-fold: on the one hand, we aim to inspire and show how collaborative network projects can benefit from asynchronous collaboration in addition to synchronous collaboration. On the other hand, we hope to contribute to the creation of specific social media platforms as tools for supporting asynchronous collaboration within collaborative networks

Decision Making Paths in Self-Organizing Technology-Mediated Distributed Teams

This paper investigates decision making in self-organizing technology-mediated distributed teams. This context provides an opportunity to examine how the use of technological support to span temporal and organizational discontinuities affects decision-making processes. 258 software-modification decision episodes were collected from the public emailing lists of six Free/Libre Open Source Software (FLOSS) projects over a span of five years. Six decision-making paths were identified as 1) short-cut decision-making path; 2) implicit-development decision-making path; 3) implicit-evaluation decision-making path; 4) normative decision-making path; 5) dynamic decision-making path; and 6) interrupted/delayed decision-making path. We suggest that the nature of the tasks and the affordances of the technology used reduce the need for explicit coordination, resulting in a broader range of possible decision processes than are observed in face-to-face groups