The Importance of Social and Government Learning in Ex Ante Policy Evaluation

We provide two methodological insights on \emph{ex ante} policy evaluation for macro models of economic development. First, we show that the problems of parameter instability and lack of behavioral constancy can be overcome by considering learning dynamics. Hence, instead of defining social constructs as fixed exogenous parameters, we represent them through stable functional relationships such as social norms. Second, we demonstrate how agent computing can be used for this purpose. By deploying a model of policy prioritization with endogenous government behavior, we estimate the performance of different policy regimes. We find that, while strictly adhering to policy recommendations increases efficiency, the nature of such recipes has a bigger effect. In other words, while it is true that lack of discipline is detrimental to prescription outcomes (a common defense of failed recommendations), it is more important that such prescriptions consider the systemic and adaptive nature of the policymaking process (something neglected by traditional technocratic advice)

The impact of technology: value-added classroom practice: final report

This report extends Becta’s enquiries into the ways in which digital technologies are supporting learning. It looks in detail at the learning practices mediated by ICT in nine secondary schools in which ICT for learning is well embedded. The project proposes a broader perspective on the notion of ‘impact’ that is rather different from a number of previous studies investigating impact. Previous studies have been limited in that they have either focused on a single innovation or have reported on institutional level factors. However, in both cases this pays insufficient attention to the contexts of learning. In this project, the focus has been on the learning practices of the classroom and the contexts of ICT-supported learning. The study reports an analysis of 85 lesson logs, in which teachers recorded their use of space, digital technology and student outcomes in relation to student engagement and learning. The teachers who filled in the logs, as well as their schools’ senior managers, were interviewed as part of a ‘deep audit’ of ICT provision conducted over two days. One-hour follow-up interviews with the teachers were carried out after the teachers’ log activity. The aim of this was to obtain a broader contextualisation of their teaching

RPPM : Rapid Performance Prediction of Multithreaded workloads on multicore processors

Analytical performance modeling is a useful complement to detailed cycle-level simulation to quickly explore the design space in an early design stage. Mechanistic analytical modeling is particularly interesting as it provides deep insight and does not require expensive offline profiling as empirical modeling. Previous work in mechanistic analytical modeling, unfortunately, is limited to single-threaded applications running on single-core processors. This work proposes RPPM, a mechanistic analytical performance model for multi-threaded applications on multicore hardware. RPPM collects microarchitecture-independent characteristics of a multi-threaded workload to predict performance on a previously unseen multicore architecture. The profile needs to be collected only once to predict a range of processor architectures. We evaluate RPPM's accuracy against simulation and report a performance prediction error of 11.2% on average (23% max). We demonstrate RPPM's usefulness for conducting design space exploration experiments as well as for analyzing parallel application performance

OverSketch: Approximate Matrix Multiplication for the Cloud

We propose OverSketch, an approximate algorithm for distributed matrix multiplication in serverless computing. OverSketch leverages ideas from matrix sketching and high-performance computing to enable cost-efficient multiplication that is resilient to faults and straggling nodes pervasive in low-cost serverless architectures. We establish statistical guarantees on the accuracy of OverSketch and empirically validate our results by solving a large-scale linear program using interior-point methods and demonstrate a 34% reduction in compute time on AWS Lambda.Comment: Published in Proc. IEEE Big Data 2018. Updated version provides details of distributed sketching and highlights other advantages of OverSketc

Scaffolded autoethnography: a method for examining practice-to-research

Teachers often perceive educational research as confusing and can be disenfranchised by the research process. We propose scaffolded authethnography as a method to support principled examination of authentic practice. The approach is appealing because it is motivated by the teacher’s own day-to-day practice in a research context. Our demonstration of this method uses an analytical autoethnographic approach coupled with a data capture tool that documents the pedagogic content knowledge of a practicing teacher. We include a short case-study description where the method was used in the context of research in the area of threshold concept identification

Quality Enhancement Themes: the First Year Experience. Curriculum Design for the First Year

This report outlines the work and outcomes of a practice-focused development project 'Curriculum design for the first year'. The project was one of nine funded by the Quality Assurance Agency for Higher Education (QAA) under the First-Year Experience Enhancement Theme of the Scottish quality enhancement agenda. The stages of this curriculum design project included: completing a literature review; running staff workshops to gather and disseminate information; holding student focus groups to gather students, views and experiences of the curriculum; collecting case studies of interest to the sector; and reporting findings to the sector. Key findings from the literature are presented in this report. They include the need to adopt student-centred active learning strategies (Harvey, Drew and Smith, 2006; Oliver-Hoyo and Allen, 2005; Barefoot, 2002) and the importance of providing early formative feedback to students (Davidson and Young, 2005; Barefoot, 2002). Many suggestions for improving learning and teaching strategies have been adopted at module level, but could be implemented strategically across the breadth of a programme curriculum. Kift and Nelson (2005) supported this view and argued that it is equally important to support these principles with systemic university-wide change, including administrative and support programmes that are also integrated with the curriculum and student needs