C Language Extensions for Hybrid CPU/GPU Programming with StarPU

Modern platforms used for high-performance computing (HPC) include machines with both general-purpose CPUs, and "accelerators", often in the form of graphical processing units (GPUs). StarPU is a C library to exploit such platforms. It provides users with ways to define "tasks" to be executed on CPUs or GPUs, along with the dependencies among them, and by automatically scheduling them over all the available processing units. In doing so, it also relieves programmers from the need to know the underlying architecture details: it adapts to the available CPUs and GPUs, and automatically transfers data between main memory and GPUs as needed. While StarPU's approach is successful at addressing run-time scheduling issues, being a C library makes for a poor and error-prone programming interface. This paper presents an effort started in 2011 to promote some of the concepts exported by the library as C language constructs, by means of an extension of the GCC compiler suite. Our main contribution is the design and implementation of language extensions that map to StarPU's task programming paradigm. We argue that the proposed extensions make it easier to get started with StarPU,eliminate errors that can occur when using the C library, and help diagnose possible mistakes. We conclude on future work

TI-ZEL: A MIND MAP MODEL OF ENGLISH SKILLS HABITUATION FOR NON-ENGLISH DEPARTMENT

The article aims at introducing a new systematic and structured innovation of overcoming the problems of mastering the English language that may be found almost in many formal educational institutions, especially in the non-English department at Islamic higher education institutions in Indonesia. Employing the stages of analysis and assessment of the quality of issues and causal factors, the paper introduces a foreign language habituation model design that can be applied in tertiary institutions, especially for speaking skills improvement. Applying a design and developmental research method, the paper exposes the Analysis-Design-Develop-Evaluation workflow that is centered on product development, product contribution to theory, and proof of practice being practiced at Shariah Faculty of IAIN Pontianak. The work shows a Mind Map Habituation Model of Academic and Studentship Services based on Time Zone in English Language (Ti-ZEL), which has been adjusted to the needs of the Faculty needs in order to improve foreign language skills in a comprehensive scope ranging from students, academic staff, lecturers, and leaders. In the future, this model can be developed with an online-based design that meets the needs of long-distance habituation due to the COVID-19 pandemic conditions

A Domain-specific Modeling Approach to the Development of Online Peer Assessment

Miao, Y., & Koper, R. (2007). A Domain-specific Modeling Approach to the Development of Online Peer Assessment. In T. Navarette, J. Blat & R. Koper (Eds.). Proceedings of the 3rd TENCompetence Open Workshop 'Current Research on IMS Learning Design and Lifelong Competence Development Infrastructures' (pp. 81-88). June, 21-22, 2007, Barcelona, Spain.Modelling a peer assessment using IMS LD and IMS QTI is difficult for average practitioners. In this paper, we apply domain-specific modelling technologies to develop a peer assessment modelling language, in which notations are directly chosen from the concepts and rules used to describe peer assessment. Thus, practitioners can easily understand such a high-level language and use it to specify online peer assessment. The paper also discuss some related issues to develop an authoring tool for modelling with the peer assessment modelling language and to map a peer assessment model represented in the peer assessment modelling language to a corresponding executable model represented in IMS LD and IMS QTI.The work on this publication has been sponsored by the TENCompetence Integrated Project that is funded by the European Commission's 6th Framework Programme, priority IST/Technology Enhanced Learning. Contract 027087 [http://www.tencompetence.org

Guiding Principles for Participatory Design-inspired Natural Language Processing

We introduce 9 guiding principles 1 to integrate Participatory Design (PD) methods in the development of Natural Language Processing (NLP) systems. The adoption of PD methods by NLP will help to alleviate issues concerning the development of more democratic, fairer, less-biased technologies to process natural language data. This short paper is the outcome of an ongoing dialogue between designers and NLP experts and adopts a non-standard format following previous work by Traum (2000); Bender (2013); Abzianidze and Bos (2019). Every section is a guiding principle. While principles 1-3 illustrate assumptions and methods that inform community-based PD practices , we used two fictional design scenarios (Encinas and Blythe, 2018), which build on top of situations familiar to the authors, to elicit the identification of the other 6. Principles 4-6 describes the impact of PD methods on the design of NLP systems, targeting two critical aspects: data collection & annotation , and the deployment & evaluation. Finally, principles 7-9 guide a new reflexivity of the NLP research with respect to its context, actors and participants, and aims. We hope this guide will offer inspiration and a road-map to develop a new generation of PD-inspired NLP

Kaleidoscope JEIRP on Learning Patterns for the Design and Deployment of Mathematical Games: Final Report

Project deliverable (D40.05.01-F)Over the last few years have witnessed a growing recognition of the educational potential of computer games. However, it is generally agreed that the process of designing and deploying TEL resources generally and games for mathematical learning specifically is a difficult task. The Kaleidoscope project, "Learning patterns for the design and deployment of mathematical games", aims to investigate this problem. We work from the premise that designing and deploying games for mathematical learning requires the assimilation and integration of deep knowledge from diverse domains of expertise including mathematics, games development, software engineering, learning and teaching. We promote the use of a design patterns approach to address this problem. This deliverable reports on the project by presenting both a connected account of the prior deliverables and also a detailed description of the methodology involved in producing those deliverables. In terms of conducting the future work which this report envisages, the setting out of our methodology is seen by us as very significant. The central deliverable includes reference to a large set of learning patterns for use by educators, researchers, practitioners, designers and software developers when designing and deploying TEL-based mathematical games. Our pattern language is suggested as an enabling tool for good practice, by facilitating pattern-specific communication and knowledge sharing between participants. We provide a set of trails as a "way-in" to using the learning pattern language. We report in this methodology how the project has enabled the synergistic collaboration of what started out as two distinct strands: design and deployment, even to the extent that it is now difficult to identify those strands within the processes and deliverables of the project. The tools and outcomes from the project can be found at: http://lp.noe-kaleidoscope.org

IDR : a participatory methodology for interdisciplinary design in technology enhanced learning

One of the important themes that emerged from the CAL’07 conference was the failure of technology to bring about the expected disruptive effect to learning and teaching. We identify one of the causes as an inherent weakness in prevalent development methodologies. While the problem of designing technology for learning is irreducibly multi-dimensional, design processes often lack true interdisciplinarity. To address this problem we present IDR, a participatory methodology for interdisciplinary techno-pedagogical design, drawing on the design patterns tradition (Alexander, Silverstein & Ishikawa, 1977) and the design research paradigm (DiSessa & Cobb, 2004). We discuss the iterative development and use of our methodology by a pan-European project team of educational researchers, software developers and teachers. We reflect on our experiences of the participatory nature of pattern design and discuss how, as a distributed team, we developed a set of over 120 design patterns, created using our freely available open source web toolkit. Furthermore, we detail how our methodology is applicable to the wider community through a workshop model, which has been run and iteratively refined at five major international conferences, involving over 200 participants

Review of practice-led research in art, design & architecture

This review report sets out the outcomes of a 10 month investigation to describe the landscape of practice-led research in Art, Design and Architecture (ADA) in the UK and beyond. We were asked for a qualitative review but of course it has been important to gather some numbers to check and illustrate our observations. We have consulted widely, both face to face and in the virtual world, with experts and novices in the UK and around the world. We have tried to strike a balance between the natural desire of our colleagues to debate the more contentious aspects of this territory (they were never going to forgo that opportunity) and the equally strong wish of the AHRC that we should provide a clear description of what is happening. We have collected some diverse examples of research and subjected them to various examinations. We have also examined a selection of research projects funded by AHRC and other projects by creative practitioners, funded by a non-research organisation. From all this we have been able to describe the landscape in a straightforward sense: We have measures of the proportions of ADA academics involved in practice-led research. We have clarified differences in the ways that the different ADA disciplines engage with practice-led research and identified some problems that indicate possible future support strategies. We have discussed some problems with general definitions of research and identified issues that should be addressed to ensure that the AHRC definition can be applied to the full range of practice-led research. We have picked out some specific case examples that illustrate the range of contexts, methods and contributions made by practice-led researchers, and more are described in detail in Appendix F. We have also sought to assess how this research relates to the wider international picture in which the UK appears to have a strong position in both volume and development of research. We have also set out some issues that affect this community of researchers: What strengths and weaknesses have we observed and where is there a need to support development? Do the AHRC definition of research and guidance on practice-led research provide an effective framework? We have illustrated the state of development of research in ADA, and some reasons why it is less robust than might be expected from such long established disciplines. We recommend that the career path of researchers in ADA needs some attention and make some suggestions about how that could be achieved. We have also indicated some areas of inquiry that might be supported to advance the theory and methods of practice-led research. In particular we have come to the conclusion that conventional ideas of contribution to knowledge or understanding may not be serving us well. This is significant to fine artists but we believe that it relevant across ADA and a shared effort to develop appropriate new models would be a constructive development. The full set of recommendations can be found in chapter 5

Classics online at the Open University: teaching and learning with interactive resources

The Open University (OU) has a proud tradition of using technology to support student learning and outreach activities, and as digital advancements continue to shape the future of Classics, it has become increasingly necessary to embed digital forms of working into the ways in which students learn about the ancient world. Reflecting on student feedback, and the potential benefits and pitfalls of using new technology in the teaching of Classics, this chapter evaluates the use of digital interactive resources for addressing issues of retention and recruitment, as well as meeting different learning needs and styles. In particular, it discusses the design and underpinning pedagogy of two recently produced sets of digital interactive resources: a suite of open-access websites offering online support for language learning, and a pair of digital resources focused on the Roman empire, including an interactive map and an informal game (Hadrian: The Roamin’ Emperor)

Knowledge Cartography: Software tools and mapping techniques

Knowledge Cartography is the discipline of mapping intellectual landscapes.The focus of this book is on the process by which manually crafting interactive, hypertextual maps clarifies one’s own understanding, as well as communicating it.The authors see mapping software as a set of visual tools for reading and writing in a networked age. In an information ocean, the primary challenge is to find meaningful patterns around which we can weave plausible narratives. Maps of concepts, discussions and arguments make the connections between ideas tangible and disputable. With 17 chapters from the leading researchers and practitioners, the reader will find the current state–of-the-art in the field. Part 1 focuses on educational applications in schools and universities, before Part 2 turns to applications in professional communitie