Specifying and verifying reactive systems in a multi-language environment

Abstract The multi-language environment Synchronie supports the design and formal verification of synchronous reactive systems. It integrates three synchronous languages and also three ways to specify properties: the temporal logic with future operators CTL, the temporal logic with past operators Past TL, and observers, which are particular synchronous programs. It is argued that this multi-language feature provides an answer to two major issues of formal verification: facility of formalizing properties and facility of verifying large systems. The approach is illustrated with the case study of a time-triggered protocol

Comparison of Existing Computing Curricula and the New ACM-IEEE Computing Curricula 2013

The ACM-IEEE Computing Curricula 2005 was published by the Association for Computing Machinery (ACM), the Association for Information Systems (AIS) and the Computer Society (IEEE-CS). After few years and many updates, the new version was published at the end of 2013 year. This last version can be named ACM-IEEE Computing Curricula 2013 (CC2013). In this paper, we present a comparison of the computing curricula degree programs from five countries (Ecuador, France, Germany, Poland and Spain) and the CC2013. The comparison takes into account both the duration and the content of the studies. This comparison can provide several benefits. Firstly, this comparison highlights the differences that exist among the five analysed countries; it can be used to define correspondence tables between different degree programs. Secondly, this comparison also shows the differences from the CC2005 and the following updates (e.g. CC2013) and it shows what should be changed to align with the latest updates.This work has been partially supported by the Prometeo Project by SENESCYT, Ecuadorian Government. This work has been partially supported by the GEODAS-BI (TIN2012-37493-C03-03) project from the Spanish Ministry of Economy and Competitiveness

The role of pedagogy in one-to-one computing lessons: a quantitative observational study of teacher-student interactions

In this study, we compared teacher-student interactions in traditional lessons and in lessons implementing a one-to-one computing program, where all students and the teacher have an Internet-connected tablet to be used in the classroom. Taking a within-subject approach, we used quantitative field observations to investigate deviance from traditional lessons (with no use of computers). The study population included three 5th- and 6th grade English teachers. Findings show that the teachers change their teaching when tablets are used in the classroom, but each teacher changes differently. Nevertheless, there are similarities in the overall time spent on whole-class discussions and in the time of overall computer use. We also find that interactions are typical of learning configuration types, independent of computer use. We conclude the paper by discussing the findings and noting their implications for teacher trainingEn este estudio comparamos las interacciones entre profesor y alumno en clases tradicionales y en clases que implementan un programa de computación uno a uno, donde todos los alumnos y el profesor tienen una tableta conectada a Internet para usar en el aula. Adoptando un enfoque intrasujeto, hemos usado observaciones de campo cuantitativas para investigar la desviación respecto de las clases tradicionales (sin uso de computadoras). La población del estudio incluyó tres profesoras de inglés de 5.º y 6.º curso. Los hallazgos mostraron que las profesoras cambiaron su manera de enseñar cuando usaron tabletas en su clase, pero cada profesora cambió de manera diferente. Sin embargo, hubo similitudes en el tiempo total empleado en debates de toda la clase y en el tiempo de uso de la computadora. También hallamos que las interacciones son típicas de los tipos de configuración de aprendizaje, con independencia del uso que se le dé a la computadora. Concluimos el artículo con la exposición de los hallazgos, destacando sus implicaciones para la capacitación del profesorado

Faculty Development and Quality Assurance in the EU ERAMIS Project

The aim of the ERAMIS project is to create a network of Masters degrees “Informatics as a Second Competence” in nine beneficiary universities of Kazakhstan, Kyrgyzstan and Russia. This contribution presents how faculty development is organized and quality assurance implemented inside this project.This work was supported in part by the EU Tempus Project ERAMIS 159025-TEMPUS-1-2009-FR-TEMPUS-JPCR

Planning gamification strategies based on user characteristics and DM : a gender-based case study.

Gamification frameworks can aid in gamification planning for education. Most frameworks, however, do not provide ways to select, relate or recommend how to use game elements, to gamify a certain educational task. Instead, most provide a "one-size-fits-all" approach covering all learners, without considering different user characteristics, such as gender. Therefore, this work aims to adopt a data-driven approach to provide a set of game element recommendations, based on user preferences, that could be used by teachers and instructors to gamify learning activities. We analysed data from a novel survey of 733 people (male=569 and female=164), collecting information about user preferences regarding game elements. Our results suggest that the most important rules were based on four (out of nineteen) types of game elements: Objectives, Levels, Progress and Choice. From the perspective of user gender, for the female sample, the most interesting rule associated Objectives with Progress, Badges and Information (confidence=0.97), whilst the most interesting rule for the male sample associated also Objectives with Progress, Renovation and Choice (confidence=0.94). These rules and our descriptive analysis provides recommendations on how game elements can be used in educational scenarios.Comment: https://drive.google.com/file/d/1UI28N2UtrOfL06k2mzHIUdPcgQtdfmy9/view?usp=sharin

Teacher and student facing analytics

Learning analytics systems are increasingly being designed for and implemented in classroom teaching and learning in K-12 and post-secondary contexts. For analytics to play a constructive role, it is important to consider how they are being used by teachers and students and how they can be designed to enhance and complement human decision making. In this chapter, we first discuss issues that teachers and students face in the sensemaking of learning analytics systems as well as in the subsequent phase of acting on the information provided by such systems. We then discuss the following aspects for teacher facing and then student facing analytics: (a) theoretical models underlying analytics use; (b) ways analytic systems have been designed and implemented; (c) evidence of impact the systems have had on teaching and learning. The chapter ends with an overarching discussion of challenges that concern both teacher and student facing analytics and introduces the possibilities for co-design of analytics systems to address some of these challenges