Context-aware adaptation in DySCAS

DySCAS is a dynamically self-configuring middleware for automotive control systems. The addition of autonomic, context-aware dynamic configuration to automotive control systems brings a potential for a wide range of benefits in terms of robustness, flexibility, upgrading etc. However, the automotive systems represent a particularly challenging domain for the deployment of autonomics concepts, having a combination of real-time performance constraints, severe resource limitations, safety-critical aspects and cost pressures. For these reasons current systems are statically configured. This paper describes the dynamic run-time configuration aspects of DySCAS and focuses on the extent to which context-aware adaptation has been achieved in DySCAS, and the ways in which the various design and implementation challenges are met

Courseware in academic library user education: a literature review from the GAELS Joint Electronic Library project

The use of courseware for information skills teaching in academic libraries has been growing for a number of years. The GAELS project was required to create a set of learning materials to support Joint Electronic Library activity at Glasgow and Strathclyde Universities and conducted a literature review of the subject. This review discovered a range of factors common to successful library courseware implementations, such as the need for practitioners to feel a sense of ownership of the medium, a need for courseware customization to local information environments, and an emphasis on training packages for large bodies of undergraduates. However, we also noted underdeveloped aspects worthy of further attention, such as treatment of pedagogic issues in library CAL implementations and use of hypertextual learning materials for more advanced information skills training. We suggest ways of improving library teaching practice and further areas of research

Courseware in academic library user education: A literature review from the GAELS Joint Electronic Library Project

The use of courseware for information skills teaching in academic libraries has been growing for a number of years. In order to create effective courseware packages to support joint electronic library activity at Glasgow and Strathclyde Universities, the GAELS project conducted a literature review of the subject. This review discovered a range of factors common to successful library courseware implementations, such as the need for practitioners to feel a sense of ownership of the medium, a need for courseware customization to local information environments, and an emphasis on training packages for large bodies of undergraduates. However, we also noted underdeveloped aspects worthy of further attention, such as treatment of pedagogic issues in library computer‐aided learning (CAL) implementations and use of hypertextual learning materials for more advanced information skills training. We describe how these findings shaped the packages produced by the project and suggest ways forward for similar types of implementation

Developing reproducible and comprehensible computational models

Quantitative predictions for complex scientific theories are often obtained by running simulations on computational models. In order for a theory to meet with wide-spread acceptance, it is important that the model be reproducible and comprehensible by independent researchers. However, the complexity of computational models can make the task of replication all but impossible. Previous authors have suggested that computer models should be developed using high-level specification languages or large amounts of documentation. We argue that neither suggestion is sufficient, as each deals with the prescriptive definition of the model, and does not aid in generalising the use of the model to new contexts. Instead, we argue that a computational model should be released as three components: (a) a well-documented implementation; (b) a set of tests illustrating each of the key processes within the model; and (c) a set of canonical results, for reproducing the model’s predictions in important experiments. The included tests and experiments would provide the concrete exemplars required for easier comprehension of the model, as well as a confirmation that independent implementations and later versions reproduce the theory’s canonical results

Complete LibTech 2013 Print Program

PDF of the complete print program from the 2013 Library Technology Conferenc