INDIGO-DataCloud: a Platform to Facilitate Seamless Access to E-Infrastructures

[EN] This paper describes the achievements of the H2020 project INDIGO-DataCloud. The project has provided e-infrastructures with tools, applications and cloud framework enhancements to manage the demanding requirements of scientific communities, either locally or through enhanced interfaces. The middleware developed allows to federate hybrid resources, to easily write, port and run scientific applications to the cloud. In particular, we have extended existing PaaS (Platform as a Service) solutions, allowing public and private e-infrastructures, including those provided by EGI, EUDAT, and Helix Nebula, to integrate their existing services and make them available through AAI services compliant with GEANT interfederation policies, thus guaranteeing transparency and trust in the provisioning of such services. Our middleware facilitates the execution of applications using containers on Cloud and Grid based infrastructures, as well as on HPC clusters. Our developments are freely downloadable as open source components, and are already being integrated into many scientific applications.INDIGO-Datacloud has been funded by the European Commision H2020 research and innovation program under grant agreement RIA 653549.Salomoni, D.; Campos, I.; Gaido, L.; Marco, J.; Solagna, P.; Gomes, J.; Matyska, L.... (2018). INDIGO-DataCloud: a Platform to Facilitate Seamless Access to E-Infrastructures. Journal of Grid Computing. 16(3):381-408. https://doi.org/10.1007/s10723-018-9453-3S381408163García, A.L., Castillo, E.F.-d., Puel, M.: Identity federation with VOMS in cloud infrastructures. In: 2013 IEEE 5Th International Conference on Cloud Computing Technology and Science, pp 42–48 (2013)Chadwick, D.W., Siu, K., Lee, C., Fouillat, Y., Germonville, D.: Adding federated identity management to OpenStack. Journal of Grid Computing 12(1), 3–27 (2014)Craig, A.L.: A design space review for general federation management using keystone. 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Insights from Learning Analytics for Hands-On Cloud Computing Labs in AWS

[EN] Cloud computing instruction requires hands-on experience with a myriad of distributed computing services from a public cloud provider. Tracking the progress of the students, especially for online courses, requires one to automatically gather evidence and produce learning analytics in order to further determine the behavior and performance of students. With this aim, this paper describes the experience from an online course in cloud computing with Amazon Web Services on the creation of an open-source data processing tool to systematically obtain learning analytics related to the hands-on activities carried out throughout the course. These data, combined with the data obtained from the learning management system, have allowed the better characterization of the behavior of students in the course. Insights from a population of more than 420 online students through three academic years have been assessed, the dataset has been released for increased reproducibility. The results corroborate that course length has an impact on online students dropout. In addition, a gender analysis pointed out that there are no statistically significant differences in the final marks between genders, but women show an increased degree of commitment with the activities planned in the course.This research was funded by the Spanish "Ministerio de Economia, Industria y Competitividad through grant number TIN2016-79951-R (BigCLOE)", the "Vicerrectorado de Estudios, Calidad y Acreditacion" of the Universitat Politecnica de Valencia (UPV) to develop the PIME B29 and PIME/19-20/166, and by the Conselleria d'Innovacio, Universitat, Ciencia i Societat Digital for the project "CloudSTEM" with reference number AICO/2019/313.Moltó, G.; Naranjo-Delgado, DM.; Segrelles Quilis, JD. (2020). Insights from Learning Analytics for Hands-On Cloud Computing Labs in AWS. Applied Sciences. 10(24):1-13. https://doi.org/10.3390/app10249148S1131024Motiwalla, L., Deokar, A. V., Sarnikar, S., & Dimoka, A. (2019). Leveraging Data Analytics for Behavioral Research. Information Systems Frontiers, 21(4), 735-742. doi:10.1007/s10796-019-09928-8Siemens, G., & Baker, R. S. J. d. (2012). Learning analytics and educational data mining. Proceedings of the 2nd International Conference on Learning Analytics and Knowledge - LAK ’12. doi:10.1145/2330601.2330661Blikstein, P. (2013). Multimodal learning analytics. Proceedings of the Third International Conference on Learning Analytics and Knowledge - LAK ’13. doi:10.1145/2460296.2460316Hewson, E. R. F. (2018). Students’ Emotional Engagement, Motivation and Behaviour Over the Life of an Online Course: Reflections on Two Market Research Case Studies. Journal of Interactive Media in Education, 2018(1). doi:10.5334/jime.472Kahan, T., Soffer, T., & Nachmias, R. (2017). Types of Participant Behavior in a Massive Open Online Course. The International Review of Research in Open and Distributed Learning, 18(6). doi:10.19173/irrodl.v18i6.3087Cross, S., & Whitelock, D. (2016). Similarity and difference in fee-paying and no-fee learner expectations, interaction and reaction to learning in a massive open online course. Interactive Learning Environments, 25(4), 439-451. doi:10.1080/10494820.2016.1138312Charleer, S., Klerkx, J., & Duval, E. (2014). Learning Dashboards. Journal of Learning Analytics, 1(3), 199-202. doi:10.18608/jla.2014.13.22Worsley, M. (2012). Multimodal learning analytics. Proceedings of the 14th ACM international conference on Multimodal interaction - ICMI ’12. doi:10.1145/2388676.2388755Spikol, D., Prieto, L. P., Rodríguez-Triana, M. J., Worsley, M., Ochoa, X., Cukurova, M., … Ringtved, U. L. (2017). Current and future multimodal learning analytics data challenges. Proceedings of the Seventh International Learning Analytics & Knowledge Conference. doi:10.1145/3027385.3029437Ochoa, X., Worsley, M., Weibel, N., & Oviatt, S. (2016). Multimodal learning analytics data challenges. Proceedings of the Sixth International Conference on Learning Analytics & Knowledge - LAK ’16. doi:10.1145/2883851.2883913Aguilar, J., Sánchez, M., Cordero, J., Valdiviezo-Díaz, P., Barba-Guamán, L., & Chamba-Eras, L. (2017). Learning analytics tasks as services in smart classrooms. Universal Access in the Information Society, 17(4), 693-709. doi:10.1007/s10209-017-0525-0Lu, O. H. T., Huang, J. C. H., Huang, A. Y. Q., & Yang, S. J. H. (2017). Applying learning analytics for improving students engagement and learning outcomes in an MOOCs enabled collaborative programming course. Interactive Learning Environments, 25(2), 220-234. doi:10.1080/10494820.2016.1278391Drachsler, H., & Kalz, M. (2016). The MOOC and learning analytics innovation cycle (MOLAC): a reflective summary of ongoing research and its challenges. Journal of Computer Assisted Learning, 32(3), 281-290. doi:10.1111/jcal.12135Ruiperez-Valiente, J. A., Munoz-Merino, P. J., Gascon-Pinedo, J. A., & Kloos, C. D. (2017). Scaling to Massiveness With ANALYSE: A Learning Analytics Tool for Open edX. IEEE Transactions on Human-Machine Systems, 47(6), 909-914. doi:10.1109/thms.2016.2630420Er, E., Gómez-Sánchez, E., Dimitriadis, Y., Bote-Lorenzo, M. L., Asensio-Pérez, J. I., & Álvarez-Álvarez, S. (2019). Aligning learning design and learning analytics through instructor involvement: a MOOC case study. Interactive Learning Environments, 27(5-6), 685-698. doi:10.1080/10494820.2019.1610455Tabaa, Y., & Medouri, A. (2013). LASyM: A Learning Analytics System for MOOCs. International Journal of Advanced Computer Science and Applications, 4(5). doi:10.14569/ijacsa.2013.040516Shorfuzzaman, M., Hossain, M. S., Nazir, A., Muhammad, G., & Alamri, A. (2019). Harnessing the power of big data analytics in the cloud to support learning analytics in mobile learning environment. Computers in Human Behavior, 92, 578-588. doi:10.1016/j.chb.2018.07.002Klašnja-Milićević, A., Ivanović, M., & Budimac, Z. (2017). Data science in education: Big data and learning analytics. Computer Applications in Engineering Education, 25(6), 1066-1078. doi:10.1002/cae.21844Logglyhttps://www.loggly.com/Molto, G., & Caballer, M. (2014). On using the cloud to support online courses. 2014 IEEE Frontiers in Education Conference (FIE) Proceedings. doi:10.1109/fie.2014.7044041Caballer, M., Blanquer, I., Moltó, G., & de Alfonso, C. (2014). Dynamic Management of Virtual Infrastructures. Journal of Grid Computing, 13(1), 53-70. doi:10.1007/s10723-014-9296-5AWS CloudTrailhttps://aws.amazon.com/cloudtrail/Amazon Simple Storage Service (Amazon S3)http://aws.amazon.com/s3/Naranjo, D. M., Prieto, J. R., Moltó, G., & Calatrava, A. 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SensorCloud: Towards the Interdisciplinary Development of a Trustworthy Platform for Globally Interconnected Sensors and Actuators

Although Cloud Computing promises to lower IT costs and increase users' productivity in everyday life, the unattractive aspect of this new technology is that the user no longer owns all the devices which process personal data. To lower scepticism, the project SensorCloud investigates techniques to understand and compensate these adoption barriers in a scenario consisting of cloud applications that utilize sensors and actuators placed in private places. This work provides an interdisciplinary overview of the social and technical core research challenges for the trustworthy integration of sensor and actuator devices with the Cloud Computing paradigm. Most importantly, these challenges include i) ease of development, ii) security and privacy, and iii) social dimensions of a cloud-based system which integrates into private life. When these challenges are tackled in the development of future cloud systems, the attractiveness of new use cases in a sensor-enabled world will considerably be increased for users who currently do not trust the Cloud.Comment: 14 pages, 3 figures, published as technical report of the Department of Computer Science of RWTH Aachen Universit

Allocating MapReduce workflows with deadlines to heterogeneous servers in a cloud data center

[EN] Total profit is one of the most important factors to be considered from the perspective of resource providers. In this paper, an original MapReduce workflow scheduling with deadline and data locality is proposed to maximize total profit of resource providers. A new workflow conversion based on dynamic programming and ChainMap/ChainReduce is designed to decrease transmission times among MapReduce jobs of workflows. A new deadline division considering execution time, float time and job level is proposed to obtain better deadlines of MapReduce jobs in workflows. With the adapted replica strategy in MapReduce workflow, a new task scheduling is proposed to improve data locality which assigns tasks to servers with the earliest completion time in order to ensure resource providers obtain more profit. Experimental results show that the proposed heuristic results in larger total profit than other adopted algorithms.This work is supported by the National Key Research and Development Program of China (No. 2017YFB1400801), the National Natural Science Foundation of China (Nos. 61872077, 61832004) and Collaborative Innovation Center of Wireless Communications Technology. Rubén Ruiz is partly supported by the Spanish Ministry of Science, Innovation, and Universities, under the project ¿OPTEP-Port Terminal Operations Optimization¿ (No. RTI2018-094940-B-I00) financed with FEDER funds¿.Wang, J.; Li, X.; Ruiz García, R.; Xu, H.; Chu, D. (2020). Allocating MapReduce workflows with deadlines to heterogeneous servers in a cloud data center. Service Oriented Computing and Applications. 14(2):101-118. https://doi.org/10.1007/s11761-020-00290-1S101118142Zaharia M, Chowdhury M, Franklin M et al (2010) Spark: cluster computing with working sets. 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IEEE Trans Parallel Distrib Syst 26(5):1265–1279Hashem I, Anuar N, Marjani M et al (2018) Multi-objective scheduling of MapReduce jobs in big data processing. Multimed Tools Appl 77(8):9979–9994Xu X, Tang M, Tian Y (2017) QoS-guaranteed resource provisioning for cloud-based MapReduce in dynamical environments. Future Gener Comput Syst 78(1):18–30Li H, Wei X, Fu Q et al (2014) MapReduce delay scheduling with deadline constraint. Concurr Comput Pract Exp 26(3):766–778Polo J, Becerra Y, Carrera D et al (2013) Deadline-based MapReduce workload management. IEEE Trans Netw Serv Manag 10(2):231–244Chen C, Lin J, Kuo S (2018) MapReduce scheduling for deadline-constrained jobs in heterogeneous cloud computing systems. IEEE Trans Cloud Comput 6(1):127–140Kao Y, Chen Y (2016) Data-locality-aware MapReduce real-time scheduling framework. J Syst Softw 112:65–77Bok K, Hwang J, Lim J et al (2017) An efficient MapReduce scheduling scheme for processing large multimedia data. 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MultiLibOS: an OS architecture for cloud computing

Cloud computing is resulting in fundamental changes to computing infrastructure, yet these changes have not resulted in corresponding changes to operating systems. In this paper we discuss some key changes we see in the computing infrastructure and applications of IaaS systems. We argue that these changes enable and demand a very different model of operating system. We then describe the MulitLibOS architecture we are exploring and how it helps exploit the scale and elasticity of integrated systems while still allowing for legacy software run on traditional OSes

Multinational perspectives on information technology from academia and industry

As the term \u27information technology\u27 has many meanings for various stakeholders and continues to evolve, this work presents a comprehensive approach for developing curriculum guidelines for rigorous, high quality, bachelor\u27s degree programs in information technology (IT) to prepare successful graduates for a future global technological society. The aim is to address three research questions in the context of IT concerning (1) the educational frameworks relevant for academics and students of IT, (2) the pathways into IT programs, and (3) graduates\u27 preparation for meeting future technologies. The analysis of current trends comes from survey data of IT faculty members and professional IT industry leaders. With these analyses, the IT Model Curricula of CC2005, IT2008, IT2017, extensive literature review, and the multinational insights of the authors into the status of IT, this paper presents a comprehensive overview and discussion of future directions of global IT education toward 2025