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

Interactive Real-Time Embedded Systems Education Infused with Applied Internet Telephony

The transition from traditional circuit-switched phone systems to modern packet-based Internet telephony networks demands tools to support Voice over Internet Protocol (VoIP) development. In this paper, we introduce the XinuPhone, an integrated hardware/software approach for educating users about VoIP technology on a real-time embedded platform. We propose modular course topics for design-oriented, hands-on laboratory exercises: filter design, timing, serial communications, interrupts and resource budgeting, network transmission, and system benchmarking. Our open-source software platform encourages development and testing of new CODECs alongside existing standards, unlike similar commercial solutions. Furthermore, the supporting hardware features inexpensive, readily available components designed specifically for educational and research users on a limited budget. The XinuPhone is especially good for experimenting with design trade-offs as well as interactions between real-time software and hardware components

XinuPi3: Teaching Multicore Concepts Using Embedded Xinu

As computer platforms become more advanced, the need to teach advanced computing concepts grows accordingly. This paper addresses one such need by presenting XinuPi3, a port of the lightweight instructional operating system Embedded Xinu to the Raspberry Pi 3. The Raspberry Pi 3 improves upon previous generations of inexpensive, credit card-sized computers by including a quad-core, ARM-based processor, opening the door for educators to demonstrate essential aspects of modern computing like inter-core communication and genuine concurrency. Embedded Xinu has proven to be an effective teaching tool for demonstrating low-level concepts on single-core platforms, and it is currently used to teach a range of systems courses at multiple universities. As of this writing, no other bare metal educational operating system supports multicore computing. XinuPi3 provides a suitable learning environment for beginners on genuinely concurrent hardware. This paper provides an overview of the key features of the XinuPi3 system, as well as the novel embedded system education experiences it makes possible

A Browser-based IDE for the MUzECS Platform

We report on a scalable, portable, and secure visual development environment for programming embedded Arduino platforms with Chromebooks in a successful secondary school computer science curriculum. Our web-based environment is part of the larger MUzECS project, an inexpensive replacement module for the Exploring Computer Science (ECS) course being widely deployed in United States high schools. Students use MUzECS to gain a deeper understanding of computing, through a set of blocks which provide appropriate abstractions for working with low-level hardware. MUzECS improves upon the existing curriculum module by reducing the hardware cost by an order of magnitude, while still preserving the key ECS pillars of computer science content, student inquiry and classroom equity. Programming with visual blocks provides a more attractive tool for introductory courses than traditional approaches, and yet enables high-impact exploration activities such as building a series of embedded musical instruments. The current work combines and modifies several existing tools to eliminate technical barriers on low-cost platforms like Chromebooks, such as the reliance on special block-based toolchains, remote compilation servers, or multi-stage transfers for student code

Using Embedded Xinu and the Raspberry Pi 3 to Teach Operating Systems

Multicore processors have become the standard in modern computing platforms. Such complex hardware enables faster execution of the programs it runs, but this is only true if its programmer has the knowledge and ability to make it so. Thus, there is a great need to prepare computing students by establishing robust educational tools. Existing tools often include abstract learning environments such as a virtual machine. While such platforms are widely available and convenient, they are unable to expose students to concurrency on real hardware.This paper presents multicore Embedded Xinu, an educational operating system used to teach concurrency concepts at the university level. The latest port of Embedded Xinu to the four-core, ARM-based Raspberry Pi 3 B+ enabled an operating systems curriculum in which students build their own concurrency-oriented kernel and execute it on a real machine. Assignments that have been run in the course include concepts of synchronization, scheduling, and memory allocation on a multicore platform. Upon completing the course, students are capable of solving problems commonly found in the field of parallel computing

Implementing Cybersecurity into the Wisconsin K-12 Classroom

Cybersecurity is a field that has seen its workforce demands rising steadily throughout the past decade. Although the Wisconsin Department of Administration has been actively encouraging collaboration efforts between the public and private sectors and promoting cybersecurity as a promising career path, the demand for cybersecurity professionals continues to be greater than the supply, which is a trend noticed also nationwide. The state of Wisconsin is facing several challenges in attempting to promote cybersecurity including limited security curricula resources, lack of programs and other initiatives that promote security principles, and lack of awareness of cybersecurity risks. In this paper, we discuss the major challenges Wisconsin is facing towards establishing proper cyber hygiene for the general population and growing the cybersecurity work force. In addition, we suggest ways to overcome or lessen the effect of the identified issues

A Down-to-Earth Educational Operating System for Up-in-the-Cloud Many-Core Architectures

We present Xipx, the first port of a major educational operating system to a processor in the emerging class of many-core architectures. Through extensions to the proven Embedded Xinu operating system, Xipx gives students hands-on experience with system programming in a distributed message-passing environment. We expose the software primitives needed to maintain coherency between many cores in a system lacking specialized caching hardware. Our proposed series of laboratory assignments adds parallel thread execution and inter-core message passing communication to a well-established OS curriculum

Towards a Lightweight Approach for Modding Serious Educational Games: Assisting Novice Designers

Serious educational games (SEGs) are a growing segment of the education community’s pedagogical toolbox. Effectively creating such games remains challenging, as teachers and industry trainers are content experts; typically they are not game designers with the theoretical knowledge and practical experience needed to create a quality SEG. Here, a lightweight approach to interactively explore and modify existing SEGs is introduced, a toll that can be broadly adopted by educators for pedagogically sound SEGs. Novice game designers can rapidly explore the educational and traditional elements of a game, with a stress on tracking the SEG learning objectives, as well as allowing for reviewing and altering a variety of graphic and audio game elements

Computational thinking in high school courses

All in-text references underlined in blue are linked to publications on ResearchGate, letting you access and read them immediately

Equal Outcomes 4 All: A Study of Student Learning in ECS

This study investigated patterns in the development of computational thinking practices in the context of the Exploring Computer Science (ECS) program, a high school introductory CS course and professional development program designed to foster deep engagement through equitable inquiry around CS concepts. Past research indicates that the personal relevance of the ECS experience influences students\u27 expectancy-value towards computer science. Expectancy-value is a construct that is predictive of career choices. We extended our research to examine whether expectancy-value influences the development of computational thinking practices. This study took place in the context of two ECS implementation projects across two states. Twenty teachers, who implemented ECS in 2016-17, participated in the research. There were 906 students who completed beginning and end of year surveys and assessments. The surveys included demographic questions, a validated expectancy-value scale, and questions about students\u27 course experiences. The assessments were developed and validated by SRI International as a companion to the ECS course. Overall, student performance statistically increased from pretest to posttest with effect size of 0.74. There were no statistically significant differences in performance by gender or race/ethnicity. These results are consistent with earlier findings that a personally relevant course experience positively influences students\u27 expectancy for success. These results expanded on prior research by indicating that students\u27 expectancy-value for computer science positively influenced student learning