An Experimental Nexos Laboratory Using Virtual Xinu

The Nexos Project is a joint effort between Marquette University, the University of Buffalo, and the University of Mississippi to build curriculum materials and a supporting experimental laboratory for hands-on projects in computer systems courses. The approach focuses on inexpensive, flexible, commodity embedded hardware, freely available development and debugging tools, and a fresh implementation of a classic operating system, Embedded Xinu, that is ideal for student exploration. This paper describes an extension to the Nexos laboratory that includes a new target platform composed of Qemu virtual machines. Virtual Xinu addresses two challenges that limit the effectiveness of Nexos. First, potential faculty adopters have clearly indicated that even with the current minimal monetary cost of installation, the hardware modifications, and time investment remain troublesome factors that scare off interested educators. Second, overcoming the inherent complications that arise due to the shared subnet that result in students\u27 projects interfering with each other in ways that are difficult to recreate, debug, and understand. Specifically, this paper discusses porting the Xinu operating systems to Qemu virtual hardware, developing the virtual networking platform, and results showing success using Virtual Xinu in the classroom during one semester of Operating Systems at the University of Mississippi

Assessment of the use of preliminary concepts test and rubrics in practical learning at university

Comunicació presentada al ICERI 2019 12th annual International Conference of Education, Research and Innovation (Seville, Spain. 11-13 November, 2019).The high number of students and teachers in the laboratory practices of the course Theory of Machines and Mechanisms, shared by several engineering degrees at Universitat Jaume I, makes the teaching planning and evaluation challenging. Some issues were observed in past years, such as differences in the student knowledge of basic concepts, underpreparation before practical classes, poor quality of the written reports, absence of common objective assessment criteria among teachers and low success rate. That led us to the implementation of an action for educational improvement during the academic year 2018-2019. The aim was to improve the students' level of training before attending laboratory practices, to standardize the evaluation among teachers and to involve students in the process of assessment in order to improve learning outcomes and the quality of the reports delivered. The improvement action included, on one side, carrying out an initial evaluation with a diagnostic test. The results of this test were used to estimate the basic knowledge of the students and proposing specific tutorial sessions in order to unify their level of knowledge. This method should increase the students involvement and improve the success while performing the laboratory practices. On the other side, rubrics were created in order to standardize the correction criteria. These rubrics were also made public to the students, before the classes, in an attempt to improve the quality of their reports. In addition, for some of the reports the students were asked to self-assess their own reports following the public rubric. The results indicate that teachers found the rubrics useful for objective and fair evaluation. However, the standard deviation across teachers has not been apparently reduced with respect to the previous year by the use of them, although the differences in the student cohort have to be taken into account. The effect on grades of the factors teacher and session, as well as their interaction, was significant (p<.05) according to the ANOVA tests, as already was prior to the application of the action. It was also found that the student grades in the practical classes did not improved significantly. A low implication in the preparation before classes and a low tutorial attendance were observed in the collective of students, possible explaining in part the discrete improvements obtained. The self-assessment improved the grades on average where it was applied. We concluded that the involvement of both students and teachers is necessary to promote learning quality using these techniques

Adaptive Intelligent Tutoring System for learning Computer Theory

In this paper, we present an intelligent tutoring system developed to help students in learning Computer Theory. The Intelligent tutoring system was built using ITSB authoring tool. The system helps students to learn finite automata, pushdown automata, Turing machines and examines the relationship between these automata and formal languages, deterministic and nondeterministic machines, regular expressions, context free grammars, undecidability, and complexity. During the process the intelligent tutoring system gives assistance and feedback of many types in an intelligent manner according to the behavior of the student. An evaluation of the intelligent tutoring system has revealed reasonably acceptable results in terms of its usability and learning abilities are concerned

A GRID-BASED E-LEARNING MODEL FOR OPEN UNIVERSITIES

E-learning has grown to become a widely accepted method of learning all over the world. As a result, many e-learning platforms which have been developed based on varying technologies were faced with some limitations ranging from storage capability, computing power, to availability or access to the learning support infrastructures. This has brought about the need to develop ways to effectively manage and share the limited resources available in the e-learning platform. Grid computing technology has the capability to enhance the quality of pedagogy on the e-learning platform. In this paper we propose a Grid-based e-learning model for Open Universities. An attribute of such universities is the setting up of multiple remotely located campuses within a country. The grid-based e-learning model presented in this work possesses the attributes of an elegant architectural framework that will facilitate efficient use of available e-learning resources and cost reduction, leading to general improvement of the overall quality of the operations of open universities

The LAB@FUTURE Project - Moving Towards the Future of E-Learning

This paper presents Lab@Future, an advanced e-learning platform that uses novel Information and Communication Technologies to support and expand laboratory teaching practices. For this purpose, Lab@Future uses real and computer-generated objects that are interfaced using mechatronic systems, augmented reality, mobile technologies and 3D multi user environments. The main aim is to develop and demonstrate technological support for practical experiments in the following focused subjects namely: Fluid Dynamics - Science subject in Germany, Geometry - Mathematics subject in Austria, History and Environmental Awareness – Arts and Humanities subjects in Greece and Slovenia. In order to pedagogically enhance the design and functional aspects of this e-learning technology, we are investigating the dialogical operationalisation of learning theories so as to leverage our understanding of teaching and learning practices in the targeted context of deployment

FORGE: An eLearning Framework for Remote Laboratory Experimentation on FIRE Testbed Infrastructure

The Forging Online Education through FIRE (FORGE) initiative provides educators and learners in higher education with access to world-class FIRE testbed infrastructure. FORGE supports experimentally driven research in an eLearning environment by complementing traditional classroom and online courses with interactive remote laboratory experiments. The project has achieved its objectives by defining and implementing a framework called FORGEBox. This framework offers the methodology, environment, tools and resources to support the creation of HTML-based online educational material capable accessing virtualized and physical FIRE testbed infrastruc- ture easily. FORGEBox also captures valuable quantitative and qualitative learning analytic information using questionnaires and Learning Analytics that can help optimise and support student learning. To date, FORGE has produced courses covering a wide range of networking and communication domains. These are freely available from FORGEBox.eu and have resulted in over 24,000 experiments undertaken by more than 1,800 students across 10 countries worldwide. This work has shown that the use of remote high- performance testbed facilities for hands-on remote experimentation can have a valuable impact on the learning experience for both educators and learners. Additionally, certain challenges in developing FIRE-based courseware have been identified, which has led to a set of recommendations in order to support the use of FIRE facilities for teaching and learning purposes

C-Sheep: Controlling Entities in a 3D Virtual World as a Tool for Computer Science Education

One of the challenges in teaching computer science in general and computer programming in particular is to maintain the interest of students, who often perceive the subject as difficult and tedious. To this end, we introduce C-Sheep, a mini-language-like system for computer science education, using a state of the art rendering engine, usually found in entertainment systems. The intention is to motivate students to spend more time programming, which can be achieved by providing an enjoyable experience. Computer programming is an essential skill for software developers and as such is always an integral part of every computer science curriculum. However, even if students are pursuing a computer science related degree, it can be very difficult to interest them in the act of computer programming, the writing of software, itself. In the C-Sheep system this is addressed by using the visual gimmickry of modern computer games, which allows programs to provide instant visualisation of algorithms. This visual feedback is invaluable to the understanding of how the algorithm works, and - if there are unintended results - how errors in the program can be debugged. The C-Sheep programming language is a (100% compatible) subset of the ANSI C programming language. Apart from just being a tool for learning the basics of the C programming language, C-Sheep implements the C control structures that are required for teaching the basic computer science principles encountered in structured programming. Unlike other teaching languages which have minimal syntax and which are variable free to provide an environment with minimal complexity, C-Sheep allows the declaration and use of variables. C-Sheep also supports the definition of sub-routines (functions) which can be called recursively. "The Meadow" virtual environment is the virtual world in which entities (in our case sheep) controlled by C-Sheep programs exist. This micro world provides a graphical representation of the algorithms used in the programs controlling the virtual entities. Their position and orientation within the virtual world visualise the current state of the program. "The Meadow" is based on our proprietary "Crossbow" game engine which incorporates a virtual machine for executing CSheep programs. The Crossbow Engine is a compact game engine which is flexible in design and offers a number of features common to more complex engines. The Crossbow Virtual Machine used with C-Sheep in "The Meadow" - an improvement on the ZBL/0 virtual machine - is a module of the Crossbow Engine. The C-Sheep system also provides a counterpart library for C, mirroring the CSheep library functions of the virtual machine. This allows C-Sheep programs to be compiled into an executable using a normal off-the-shelf C/C++ compiler. This executable can then be run from within the native working environment of the operating system. The purpose of this library is to simplify the migration from the educational mini-language to real-world systems by allowing novice programmers to make an easy transition from using the C-Sheep system to using the C programming language

A gentle transition from Java programming to Web Services using XML-RPC

Exposing students to leading edge vocational areas of relevance such as Web Services can be difficult. We show a lightweight approach by embedding a key component of Web Services within a Level 3 BSc module in Distributed Computing. We present a ready to use collection of lecture slides and student activities based on XML-RPC. In addition we show that this material addresses the central topics in the context of web services as identified by Draganova (2003)