Theory and Practice of Higher-type Computation (Tutorial)

In higher-type computation, established by Kleene and Kreisel in the late 1950\u27s (independently), one works with the data types obtained from the discrete natural numbers by closing under finite products and function spaces. For the theory of higher-type programming languages, it is natural to work with a corresponding hierarchy, or type structure, of domains, identified by Ershov and Scott in the late 1960\u27s (again independently). The Kleene-Kreisel and Ershov-Scott hierarchies account for total and partial computation respectively. In this tutorial I\u27ll explain the theory and practice of higher-type computation and programming languages, and develop old and new applications. From a theoretical point of view, I\u27ll present Kleene-Kreisel spaces and Ershov-Scott domains, and relate the two. Moreover, I\u27ll discuss common generalizations, chiefly QCB spaces and equilogical spaces, which admit further useful closure properties, and their relationship to TTE (Schroeder, Simpson. Scott, Bauer, Weihrauch and many others). I\u27ll also present a natural higher-type model of computation/programming language, namely PCF (Platek, Scott, Plotkin). From a practical point of view, I\u27ll introduce a fragment of the language Haskell as a faithful implementation of PCF. Moreover, I\u27ll develop and run several examples (and prove theorems about them), pertaining to (i) exhaustive search of infinite sets in finite time in particular Ulrich Berger\u27s algorithm and generalizations), and (ii) computation with real numbers (in particular Alex Simpson\u27s integration algorithm and generalizations)

Online Technology Management Student Tutorial Case Study

This paper presents a case study of implementing online video-based tutorials to enhance student learning. Initially, these tutorials were developed using a software product, Camtasia, to mitigate learning differences between traditional-based classrooms versus online classes. Because online students often did not receive the same hands-on and visual learning modality that was available to students on traditional classroom settings, tutorials were assumed to level the playing field between these two groups. However, after two years of developing and integrating these tutorials into online classes, it was found that only a small minority of students were using them. Other issues were that tutorials took a long time to develop, and many lecturers felt they were ineffective. This case describes the reasons the tutorials were developed, the integration process, issues raised, and implications for future development

Video killed the 'PDF' star: taking information resource guides online

Easy-to-use technologies now allow librarians to create their own customised digital and video tutorials. This article takes a look at publisher-created video tutorials. It considers the pros and cons of libraries creating their own video-format guides, and elaborates on DCU Library's own experience in producing video-based tutorials on databases customised to local needs using Camtasia and Screentoaster

Accessibility of Vendor-Created Video Tutorials for People with Disabilities

Many video, screencast, webinar, or interactive tutorials are created and provided by vendors for use by libraries to instruct users in database searching. This study investigates whether these vendor-created database tutorials are accessible for people with disabilities to see whether librarians can use these tutorials instead of creating them in-house. Findings on accessibility were mixed. Positive accessibility features and common accessibility problems are described, with recommendations on how to maximize accessibility

Practice and theory:mixing labs and small group tutorials

While appropriate for practical topics like SQL, our traditional format of lecture and lab fails to facilitate the discussion of more theoretical database topics with students. This paper describes and analyses the method and effects of adopting a more flexible approach with third year and postgraduate students. Some weeks use supervised labs while in others tutorials are held in seminar rooms, in smaller groups, without the distraction of computers. Requiring tutorials to be prepared in advance allows time to be used effectively, concentrating on more difficult aspects.Initial results, presented in this paper, are encouraging. Many students enjoy tutorials and exam performance has improved dramatically for some. However, as many as 25% of undergraduate students failed to attend a single tutorial, and many of those who did attend came unprepared. Could, and should, this be changed by explicitly assessing tutorials? The paper concludes by investigating approaches reported elsewhere in order to ascertain how the management of tutorials could be improved

Computer Verified Exact Analysis (Tutorial)

This tutorial will illustrate how to use the Coq proof assistant to implement effective and provably correct computation for analysis. Coq provides a dependently typed functional programming language that allows users to specify both programs and formal proofs. We will introduce dependent type theory and show how it can be used to develop both mathematics and programming. We will show how to use dependent type theory to implement constructive analysis. Specifically we will cover how to implement effective real numbers and effective integration. This work will be done using the Coq proof assistant. The tutorial will cover how to use the Coq proof assistant. Attendees are encouraged to download and install Coq 8.2 from {tt http://coq.inria.fr/download} and also download and make the full system of C-CoRN from {tt http://c-corn.cs.ru.nl/download.html} beforehand

Guide on the Side and LibWizard Tutorials side-by-side: How do the two platforms for split-screen online tutorials compare?

Split-screen tutorials are an appealing and effective way for libraries to create online learning objects where learners interact with real-time web content. Many libraries are using the University of Arizona’s award-winning, open source platform, Guide on the Side; in 2016, Springshare released a proprietary alternative, LibWizard Tutorials. This article reviews the advantages and limitations of this kind of tutorial. It also examines the differences between each platform’s distinctive characteristics. These platforms create similar split-screen tutorials, but have differences that affect diverse aspects of installation, administration, authoring and editing, student learning, data management, and accessibility. Libraries now have the opportunity to consider and compare alternative platforms and decide which one is best suited to their needs, priorities and resources

Improving Student Training Through Computer-Based Tutorials

The use of computer-based training for student employees was explored through a recent project. Tutorials were designed and created using a free software program, Wink. The tutorials covered use of electronic resources and circulation programs and were used in training newly hired and continuing student employees. Written exercises requiring use of the information covered in the tutorials were administered subsequently. The advantages of computer-based training for aspects of student library employment were contrasted with its disadvantages. Computer-based training was found to be an effective part of training student employees