A reconfigurable component-based problem solving environment

©2001 IEEE. Personal use of this material is permitted. However, permission to reprint/republish this material for advertising or promotional purposes or for creating new collective works for resale or redistribution to servers or lists, or to reuse any copyrighted component of this work in other works must be obtained from the IEEE.Problem solving environments are an attractive approach to the integration of calculation and management tools for various scientific and engineering applications. These applications often require high performance computing components in order to be computationally feasible. It is therefore a challenge to construct integration technology, suitable for problem solving environments, that allows both flexibility as well as the embedding of parallel and high performance computing systems. Our DISCWorld system is designed to meet these needs and provides a Java-based middleware to integrate component applications across wide-area networks. Key features of our design are the abilities to: access remotely stored data; compose complex processing requests either graphically or through a scripting language; execute components on heterogeneous and remote platforms; reconfigure task sub-graphs to run across multiple servers. Operators in task graphs can be slow (but portable) “pure Java” implementations or wrappers to fast (platform specific) supercomputer implementations.K. Hawick, H. James, P. Coddingto

Leveraging legacy codes to distributed problem solving environments: A web service approach

This paper describes techniques used to leverage high performance legacy codes as CORBA components to a distributed problem solving environment. It first briefly introduces the software architecture adopted by the environment. Then it presents a CORBA oriented wrapper generator (COWG) which can be used to automatically wrap high performance legacy codes as CORBA components. Two legacy codes have been wrapped with COWG. One is an MPI-based molecular dynamic simulation (MDS) code, the other is a finite element based computational fluid dynamics (CFD) code for simulating incompressible Navier-Stokes flows. Performance comparisons between runs of the MDS CORBA component and the original MDS legacy code on a cluster of workstations and on a parallel computer are also presented. Wrapped as CORBA components, these legacy codes can be reused in a distributed computing environment. The first case shows that high performance can be maintained with the wrapped MDS component. The second case shows that a Web user can submit a task to the wrapped CFD component through a Web page without knowing the exact implementation of the component. In this way, a user’s desktop computing environment can be extended to a high performance computing environment using a cluster of workstations or a parallel computer

Design, decisions and dialogue

This thesis presents a design for an Intelligent Educational System to support the teaching of design evaluation in engineering. The design consists of a simple computerbased tool (or 'learning environment') for displaying and manipulating infonnation used in the course of problem solving, with a separate dialogue component capable of discussing aspects of the problem and of the problem solving strategy with the user. Many of the novel features of the design have been incorporated in a prototype system called WOMBAT. The main focus of this research has been on the design of the dialogue component. The design of the dialogue component is based on ideas taken from recent work on rational agency. The dialogue component has expertise in engaging in dialogues which support collaborative problem solving (involving system and user) in domains characterised as justified beliefs. It is capable of negotiating about what to do next and about what beliefs to take into account in problem solving. The system acquires problem-related beliefs by applying a simple plausible reasoning mechanism to a database of possible beliefs. The dialogue proceeds by turn-taking in which the current speaker constructs their chosen utterance (which may consist of several propositions and questions) and explicitly indicates when they have finished. When it is the system's turn to make an utterance, it decides what to say based on its beliefs about the current situation and on the likely utility of the various possible responses which it considers appropriate in the circumstances. Two aspects of the problem solving have been fully implemented. These are the discussion about what criteria a decision should be based on and the discussion about what decision step should be taken next. The system's contributions to the interaction are opportunistic, in the sense that at a dialogue level the system does not try to plan beyond the current utterance, and at a problem solving level it does not plan beyond the next action. The results of a formative evaluation of WOMBAT, in which it was exposed to a number of engineering educators, indicate that it is capable of engaging in a coherent dialogue, and that the dialogue is seen to have a pedagogical purpose. Although the approach of reasoning about the next action opportunistically has not proved adequate at a problem solving level, at a dialogue level it yields good results

Integration of domain and resource-based reasoning for real-time control in dynamic environments

A real-time software controller that successfully integrates domain-based and resource-based control reasoning to perform task execution in a dynamically changing environment is described. The design of the controller is based on the concept of partitioning the process to be controlled into a set of tasks, each of which achieves some process goal. It is assumed that, in general, there are multiple ways (tasks) to achieve a goal. The controller dynamically determines current goals and their current criticality, choosing and scheduling tasks to achieve those goals in the time available. It incorporates rule-based goal reasoning, a TMS-based criticality propagation mechanism, and a real-time scheduler. The controller has been used to build a knowledge-based situation assessment system that formed a major component of a real-time, distributed, cooperative problem solving system built under DARPA contract. It is also being employed in other applications now in progress

Uintah parallelism infrastructure: a performance evaluation on the SGI origin 2000

ManuscriptUintah is a component-based visual problem solving environment (PSE) designed to specifically address the unique problems inherent in running massively parallel scientific computations on terascale computing platforms. In particular, development of the Uintah system is part of the C-SAFE [2] effort to study the interactions between hydrocarbon fires, structures and high-energy materials (explosives and propellants). In this paper we describe methods for generating meaningful performance measurements for the Uintah PSE runing on the SGI Origin 2000 multiprocessor architecture (these methods are applicable to many other applications.) These techniques include utilizing the non-intrusive performance counters built into the R10k and R12k processors, controlling process placement, controlling memory layout, and utilization of a task graph approach to specifying and solving the problem

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This study aims to synthesize the designing framework of Constructivist Web-based Learning Environment to Enhance Problem Solving Process and Transfer of Learning for Computer Education Student. The target group consisted of 5 expert reviewers for web-based learning environment design. Developmental research (Type I): document analysis process was employed in this study. Several methods used were as follows: (1) to examine and analyzing the principles and theories, (2) to synthesize theoretical framework, (3) to synthesize designing framework, and (4) to evaluate the synthesis of designing framework for the constructivist web-based learning environment to enhance problem solving process and transfer of learning. The results revealed that: 1) Theoretical Framework for designing of learning environment to enhancing problem solving process and transfer of learning comprised of 3 theoretical bases as following: (1) Context of learning management base (2) Learning theory base, and (3) Media theory base. 2) The constructivist web-based learning environment comprises of 10 components as follows: (1) Problem base (2) Resources (3) Related case (4) Fostering problem solving process center (5) Transfer of learning center (6) Social support for education views (7) Scaffolding (8) Cognitive tool (9) Collaboration, and (10) Coaching. 3) The synthesis of designing framework of the constructivist web-based learning environment was evaluated by an expert review. The designing framework of constructivist web-based learning environment was found to be appropriate in the principle and theory, the component of designing framework, and enhancing to construct the knowledge and problem solving process and transfer of learning for the learners

Subgoals, Problem Solving Phases, and Sources of Knowledge: A Complex Mangle

Educational researchers have increasingly drawn attention to how students develop computational thinking (CT) skills, including in science, math, and literacy contexts. A key component of CT is the process of abstraction, a particularly challenging concept for novice programmers, but one vital to problem solving. We propose a framework based on situated cognition that can be used to document how instructors and students communicate about abstractions during the problem solving process. We develop this framework in a multimodal interaction analysis of a 32-minute long excerpt of a middle school student working in the PixelBots JavaScript programming environment at a two-week summer programming workshop taught by undergraduate CS majors. Through a microgenetic analysis of the process of teaching and learning about abstraction in this excerpt, we document the extemporaneous prioritization of subgoals and the back-and-forth coordination of problem solving phases. In our case study, we identify that (a) problem solving phases are nested with several instances of context-switching within a single phase; (b) the introduction of new ideas and information create bridges or opportunities to move between different problem solving phases; (c) planning to solve a problem is a non-linear process; and (d) pedagogical moves such as modeling and prompting highlight situated resources and advance problem solving. Future research should address how to help students structure subgoals and reflect on connections between problem solving phases, and how to help instructors reflect on their routes to supporting students in the problem solving process.Comment: ACM Student Research Competition (SRC) submission in Proceedings of the 50th ACM Technical Symposium on Computer Science Education (SIGCSE '19); 3 pages; Poster: https://docs.google.com/drawings/d/1OrfWGp7-o8sI7KJyx4-leY-A8TioXP1IQFKNBDceht4/edit?usp=sharin

Expert Systems - From Promises to Prospects: Investigations of Occupational Problem Solving Towards a More Certain Commercial Role for Knowledge-Based Systems

A range of occupational problem solvers are investigated using knowledge acquisition techniques suitable for the commercial environment. The objectives are both to understand the mechanisms by which experts routinely solve tough problems which comprise their jobs and to determine what commercially successful role expert and knowledge-based systems may take in supporting them. A series of problem solving components are found, common between different experts, which seem to be related to the ways in which experts make problems more manageable by dividing them and solving sub-problems on a serial basis. Strategies for problem division and combining the sub-problem results are found. In some cases the nature of the problem does not permit the experts to make a good solution even when using such strategies. Based on the investigations a range of factors are found which predispose to success or failure to implement commercially viable knowledge-based systems. Additional new potentially worth while areas for knowledge-based technology are suggested. A passing commentary is made on the appropriateness of the KADS methodology for knowledge-based systems and as a component of a combined knowledge-based and conventional method. A concluding summary is made which suggests that expert and knowledge-based systems have a good commercial future provided that the technology is carefully targeted only at those applications where it can be successful

Uintah: a massively parallel problem solving environment

Journal ArticleThis paper describes Uintah, a component-based visual problem solving environment (PSE) that is designed to specifically address the unique problems of massively parallel computation on terascale computing platforms. Uintah supports the entire life cycle of scientific applications by allowing scientific programmers to quickly and easily develop new techniques, debug new implementations, and apply known algorithms to solve novel problems. Uintah is built on three principles: 1) As much as possible, the complexities of parallel execution should be handled for the scientist, 2) software should be reusable at the component level, and 3) scientists should be able to dynamically steer and visualize their simulation results as the simulation executes. To provide this functionality, Uintah builds upon the best features of the SCIRun PSE and the DOE Common Component Architecture (CCA)

Using Hands-On Manipulatives to Teach Problem Solving

As educators we share a link with the classic story of the Velveteen Rabbit , as we also seek what is real. In education real is what holds meaning for the students and connects their world to the world of the classroom. As teachers we continually ask for the students\u27 active participation, involvement and commitment to the learning task, but too often we teach only from the textbook. Classroom tasks that do go beyond textbook mastery may spark the students\u27 interest, but sometimes appear to have no link to the reality of the students\u27 world. Cognitive research reminds educators of the importance of making learning connections as a means of preventing knowledge from becoming inert. This thesis proposes a model that attempts to offer students a curriculum that\u27s \u27real\u27 for the students. The model emphasizes the critical and creative thinking skills used in problem solving, while it draws on the strengths of two programs, problem based learning and LEGO Dacta bricks. The problem based learning model stresses the problem finding component of the problem solving process. and the LEGO Dacta emphasizes the solution finding and solution testing phase. Problem based learning begins with offering the students an ill-structured, researchable problem to solve. The students\u27 goals are to determine what information would be needed to define and ultimately generate a solution. Since the problem finding phase in problem based learning offers many, varied approaches to the problem, the students may define the problem in a way that is unique to their point of view. This differs from the traditional problem solving approach, in which the students are given a well-defined problem. By allowing the students to determine the problem to be explored, they are able to assume ownership of the problem. LEGO Dacta bricks are one of basic building toys of children. Introducing building blocks into the problem solving process combines the world of problem solving with the students\u27 world of play. The students are more eager participants in the process, as they can formulate a concrete model to test and evaluate their solutions. The goals of this curriculum are three-fold: 1) to have the students become more involved in the learning task; 2) to teach the students the steps classroom to their world; 3) to give the students an environment that will foster self-directed learning