Report on the Third Workshop on Sustainable Software for Science: Practice and Experiences (WSSSPE3)

This report records and discusses the Third Workshop on Sustainable Software for Science: Practice and Experiences (WSSSPE3). The report includes a description of the keynote presentation of the workshop, which served as an overview of sustainable scientific software. It also summarizes a set of lightning talks in which speakers highlighted to-the-point lessons and challenges pertaining to sustaining scientific software. The final and main contribution of the report is a summary of the discussions, future steps, and future organization for a set of self-organized working groups on topics including developing pathways to funding scientific software; constructing useful common metrics for crediting software stakeholders; identifying principles for sustainable software engineering design; reaching out to research software organizations around the world; and building communities for software sustainability. For each group, we include a point of contact and a landing page that can be used by those who want to join that group's future activities. The main challenge left by the workshop is to see if the groups will execute these activities that they have scheduled, and how the WSSSPE community can encourage this to happen

Project management : learning by breaking the rules

The paper explores project management in action in a large public research organisation – NLAT which decided to change its internal organisation from team-based to project-based organisation a few years ago. A systematic and comparative analysis of 8 projects reveals that adherence to the ISO 9000’s standardized rules of project management - specific staffing and project leaders, definition of milestones ex ante, procedure manuals, and formalized learning accumulation mechanisms - had little to do with the organisations success over recent years: Looking for explanations for this success, the paper focuses on the process of transferring from one project to another, enhancing organisational learning through rules breaking. We identify three elements which encourage the accumulation of knowledge and competencies, as organisational learning: low project core staffing levels which stimulates the circulation of engineers and researchers between projects and blurs project boundaries, implementing and managing thematic projects which build on specific competencies developed in dedicated projects and encouraging ‘bricolage’ to hybridise project management with traditional hierarchical management practices.PROJECT MANAGEMENT;R&D;HIGH TECH;MANAGEMENT PRACTICES

Teaching telecommunication standards: bridging the gap between theory and practice

©2017 IEEE. Personal use of this material is permitted. Permission from IEEE must be obtained for all other uses, in any current or future media, including reprinting/republishing this material for advertising or promotional purposes, creating new collective works, for resale or redistribution to servers or lists, or reuse of any copyrighted component of this work in other works.Telecommunication standards have become a reliable mechanism to strengthen collaboration between industry and research institutions to accelerate the evolution of communications systems. Standards are needed to enable cooperation while promoting competition. Within the framework of a standard, the companies involved in the standardization process contribute and agree on appropriate technical specifications to ensure diversity and compatibility, and facilitate worldwide commercial deployment and evolution. Those parts of the system that can create competitive advantages are intentionally left open in the specifications. Such specifications are extensive, complex, and minimalistic. This makes telecommunication standards education a difficult endeavor, but it is much demanded by industry and governments to spur economic growth. This article describes a methodology for teaching wireless communications standards. We define our methodology around six learning stages that assimilate the standardization process and identify key learning objectives for each. Enabled by software-defined radio technology, we describe a practical learning environment that facilitates developing many of the needed technical and soft skills without the inherent difficulty and cost associated with radio frequency components and regulation. Using only open source software and commercial of-the-shelf computers, this environment is portable and can easily be recreated at other educational institutions and adapted to their educational needs and constraints. We discuss our and our students' experiences when employing the proposed methodology to 4G LTE standard education at Barcelona Tech.Peer ReviewedPostprint (author's final draft

Validation of the Parlay API through prototyping

The desire within the telecommunications world for new and faster business growth has been a major drive towards the development of open network API. Over the past 7 years several (semi) standardization groups have announced work on network API, including TINA-C, JAIN, IEEE P1520, INforum, 3GPP, JAIN, Parlay. The Parlay group seems most successful in attracting industry awareness with their API, called the Parlay API. The rational behind the Parlay API is that it attracts innovation from third parties that are outside the network operator's domain to build and deploy new network-hosted applications. This also means that the public telecommunication network is opened for niche and short-lived applications as well as for applications that possibly integrate telephones with other terminals such as PC. The Parlay group has successfully passed the first two phases of success, namely publishing their API on the right moment in time and attracting a critical mass within the telecommunication industry with their results. Prototyping the API on a real network execution platform is the only way to show its technical feasibility. Such an exercise was executed internally within Lucent Technologies and raised a number of questions as well as recommendations on both the technical and the semantical behavior for systems that will be interconnected via the Parlay API. We share these results, showing the drawbacks and advantages as well as challenges for this AP

How Can Play-based Learning with Authentic Assessment Practices Support Healthy Development in Preschool Classrooms?

Early childhood educators need to recognize the importance of implementing play-based learning as a developmentally appropriate practice to support young children’s development. Play provides children opportunities to demonstrate knowledge and understandings through materials in the environment, expand on prior experiences and learn alongside peers. Teachers can authentically gain valuable information from children’s play to plan appropriate lessons to foster development (NAEYC, 2009). Instead of using natural routines to assess and gather information about a child’s knowledge and behavior, educators use standardized methods to determine a child’s capabilities. This paper synthesized available research on qualitative and quantitative studies that analyzed the effects of authentic assessment to support educators understanding of a child’s developmental domains. Research examined how naturally assessing children in the environment informed teachers to create a meaningful curriculum that was appropriate and monitored individuals progress continuously. Other studies evaluated the effects of play-based learning to promote development. Research reviewed positively supported preschool teachers to use play and authentic assessment for a more accurate understanding of an individual’s knowledge. An assessment tool that is authentic supports collection of on-going data to provide teachers feedback to make instructional changes

Employment Program Components: Considerations for Modifying Programming for People Experiencing Homelessness

Employment programs typically include assessment, job search assistance, work readiness training, occupational training, job placement, and retention services. Research and experience suggest that programs can best meet individual needs, strengths, and interests by modifying these elements to ensure flexible services that support each individual's personal and developmental needs as they transition to employment. This best practice brief highlights a menu of enhancements and examples that programs may consider in providing supportive, flexible services for individuals experiencing or at risk of homelessness

Understanding student learning evidence: a case study of evaluation use and evaluation influence for accountability and learning

Evaluation use is a key construct in evaluation that characterizes the ways in which an evaluation, through its processes and findings, affects people and situations. Through in-depth case study, this research explores the nature of evaluation use, and the related notion of evaluation influence, within the context of assessment in higher education. Despite a historical focus on compliance and accreditation, assessment contemporarily hinges on increasing the use of student learning evidence for decision making across many levels of an educational organization. This shift toward learning has positioned assessment as a context for evaluation theory and practice, one that offers a unique opportunity to study evaluation use and influence relative to various purposes for evaluation (i.e., accountability and learning). The findings suggested three problematics, or dilemmas, that shape the nature of evaluation use and influence in assessment: facilitating sensemaking processes, engaging systemic complexity, and attending to power and information gaps that exist within and between educational program models and their evaluative tools. Findings from this study also suggest that student learning evidence has a profound impact on educational programming, both at the individual student and program levels

CYAF 382: Parenting—A Peer Review of Teaching Project Benchmark Portfolio

This benchmark portfolio summarizes the process and results of a reflective inquiry into the teaching of CYAF 382 Parenting. The primary goals of this portfolio were to: (1) refine the course to enhance participants’ experience by connecting course goals/objectives and course activities, (2) document the impact of the course of student learning outcomes, and (3) identify specific changes that can be made to enhance the learning of future students

CYAF 382: Parenting—A Peer Review of Teaching Project Benchmark Portfolio

This benchmark portfolio summarizes the process and results of a reflective inquiry into the teaching of CYAF 382 Parenting. The primary goals of this portfolio were to: (1) refine the course to enhance participants’ experience by connecting course goals/objectives and course activities, (2) document the impact of the course of student learning outcomes, and (3) identify specific changes that can be made to enhance the learning of future students