48,562 research outputs found
Learning Parallel Computations with ParaLab
In this paper, we present the ParaLab teachware system, which can be used for learning the parallel computation methods. ParaLab provides the tools for simulating the multiprocessor computational systems with various network topologies, for carrying out the computational experiments in the simulation mode, and for evaluating the efficiency of the parallel computation methods. The visual presentation of the parallel computations taking place in the computational experiments is the key feature of the system. ParaLab can be used for the laboratory training within various teaching courses in the field of parallel, distributed, and supercomputer computations
Teaching programming with computational and informational thinking
Computers are the dominant technology of the early 21st century: pretty well all aspects of economic, social and personal life are now unthinkable without them. In turn, computer hardware is controlled by software, that is, codes written in programming languages. Programming, the construction of software, is thus a fundamental activity, in which millions of people are engaged worldwide, and the teaching of programming is long established in international secondary and higher education. Yet, going on 70 years after the first computers were built, there is no well-established pedagogy for teaching programming.
There has certainly been no shortage of approaches. However, these have often been driven by fashion, an enthusiastic amateurism or a wish to follow best industrial practice, which, while appropriate for mature professionals, is poorly suited to novice programmers. Much of the difficulty lies in the very close relationship between problem solving and programming. Once a problem is well characterised it is relatively straightforward to realise a solution in software. However, teaching problem solving is, if anything, less well understood than teaching programming.
Problem solving seems to be a creative, holistic, dialectical, multi-dimensional, iterative process. While there are well established techniques for analysing problems, arbitrary problems cannot be solved by rote, by mechanically applying techniques in some prescribed linear order. Furthermore, historically, approaches to teaching programming have failed to account for this complexity in problem solving, focusing strongly on programming itself and, if at all, only partially and superficially exploring problem solving.
Recently, an integrated approach to problem solving and programming called Computational Thinking (CT) (Wing, 2006) has gained considerable currency. CT has the enormous advantage over prior approaches of strongly emphasising problem solving and of making explicit core techniques. Nonetheless, there is still a tendency to view CT as prescriptive rather than creative, engendering scholastic arguments about the nature and status of CT techniques. Programming at heart is concerned with processing information but many accounts of CT emphasise processing over information rather than seeing then as intimately related.
In this paper, while acknowledging and building on the strengths of CT, I argue that understanding the form and structure of information should be primary in any pedagogy of programming
On Characterizing the Data Access Complexity of Programs
Technology trends will cause data movement to account for the majority of
energy expenditure and execution time on emerging computers. Therefore,
computational complexity will no longer be a sufficient metric for comparing
algorithms, and a fundamental characterization of data access complexity will
be increasingly important. The problem of developing lower bounds for data
access complexity has been modeled using the formalism of Hong & Kung's
red/blue pebble game for computational directed acyclic graphs (CDAGs).
However, previously developed approaches to lower bounds analysis for the
red/blue pebble game are very limited in effectiveness when applied to CDAGs of
real programs, with computations comprised of multiple sub-computations with
differing DAG structure. We address this problem by developing an approach for
effectively composing lower bounds based on graph decomposition. We also
develop a static analysis algorithm to derive the asymptotic data-access lower
bounds of programs, as a function of the problem size and cache size
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