Content-driven design and architecture of E-learning applications

E-learning applications combine content with learning technology systems to support the creation of content and its delivery to the learner. In the future, we can expect the distinction between learning content and its supporting infrastructure to become blurred. Content objects will interact with infrastructure services as independent objects. Our solution to the development of e-learning applications – content-driven design and architecture – is based on content-centric ontological modelling and development of architectures. Knowledge and modelling will play an important role in the development of content and architectures. Our approach integrates content with interaction (in technical and educational terms) and services (the principle organization for a system architecture), based on techniques from different fields, including software engineering, learning design, and knowledge engineering

Data Cache-Energy and Throughput Models: Design Exploration for Embedded Processors

Most modern 16-bit and 32-bit embedded processors contain cache memories to further increase instruction throughput of the device. Embedded processors that contain cache memories open an opportunity for the low-power research community to model the impact of cache energy consumption and throughput gains. For optimal cache memory configuration mathematical models have been proposed in the past. Most of these models are complex enough to be adapted for modern applications like run-time cache reconfiguration. This paper improves and validates previously proposed energy and throughput models for a data cache, which could be used for overhead analysis for various cache types with relatively small amount of inputs. These models analyze the energy and throughput of a data cache on an application basis, thus providing the hardware and software designer with the feedback vital to tune the cache or application for a given energy budget. The models are suitable for use at design time in the cache optimization process for embedded processors considering time and energy overhead or could be employed at runtime for reconfigurable architectures

The use of Petri nets for modeling pipelined processors

This paper discusses the use of Petri Nets for modeling and analyzing pipelined processors. Petri Nets are particularly well-suited to modeling the synchronization, buffering, resource contention and delicate timing so common in pipelined processors. Tools for simulating, animating and analyzing the behavior of the models are described. The usefulness of the tools and the analysis methods they support in evaluating the performance and analyzing the detailed timing of pipelined microprocessors is illustrated through an example

Bringing Back-in-Time Debugging Down to the Database

With back-in-time debuggers, developers can explore what happened before observable failures by following infection chains back to their root causes. While there are several such debuggers for object-oriented programming languages, we do not know of any back-in-time capabilities at the database-level. Thus, if failures are caused by SQL scripts or stored procedures, developers have difficulties in understanding their unexpected behavior. In this paper, we present an approach for bringing back-in-time debugging down to the SAP HANA in-memory database. Our TARDISP debugger allows developers to step queries backwards and inspecting the database at previous and arbitrary points in time. With the help of a SQL extension, we can express queries covering a period of execution time within a debugging session and handle large amounts of data with low overhead on performance and memory. The entire approach has been evaluated within a development project at SAP and shows promising results with respect to the gathered developer feedback.Comment: 24th IEEE International Conference on Software Analysis, Evolution, and Reengineerin

Information Gap Activities: A Standards-Based Strategy for Promoting Oral Proficiency in a Thematic Context

This article demonstrates how the sustained use of standards-driven information gap activities (IGAs) supports and enhances the development of speaking skills. In the first section, we define the IGA. We then discuss recent research showing how IGAs promote focused student-student interactions. In the third section we provide a blueprint for implementing the IGA in a standards-based thematic context. We conclude with content-based models from a thematic unit on Argentina that are appropriate for both secondary and post-secondary classrooms