| 1. |
- Berglund, Anders
(författare)
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On the understanding of computer network protocols
- 2002
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Licentiatavhandling (övrigt vetenskapligt/konstnärligt)abstract
- How students learn about network protocols is studied in a project-centred, internationally distributed, university course in computer systems taught jointly by two universities. Insights into students' understanding of basic concepts within computer networks are gained through an empirical phenomenographic research approach.The use of phenomenography as a research approach makes it possible to learn about computer science, as it is experienced by the students. The context in which the research is carried out and issues concerning by whom the context is experienced, are investigated and form a part of the methodological basis.Students' understanding of some protocols that are used within the project, as well as their experience of the general concept of network protocols are investigated, and different ways of experiencing the protocols are discerned. Some aspects that indicate good learning outcomes are identified, such as being capable of understanding a protocol in different ways and of making relevant choices between the ways it could be experienced according to the context in which it appears.Based on these results a discussion on learning and teaching is developed. It is argued that a variation in the context in which the protocol is experienced promotes good learning, since different ways of experiencing a protocol are useful with different tasks to hand. A student with a good understanding of network protocols can choose in a situationally relevant way between different ways of experiencing a protocol.
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| 2. |
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| 3. |
- Daniels, Mats, et al.
(författare)
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Five myths of assessment
- 2004
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Ingår i: Australian Computer Science Communication. ; 26:5, s. 57-61
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Tidskriftsartikel (refereegranskat)abstract
- This paper describes some issues concerning assessment and the corresponding motivation for students to work in a desired manner. The issues came from studying assessment in the Runestone project, but are, as we see them, of general interest. Our findings illustrate the need to not take the effects of assessment, nor what it measures, for granted. It is our intention to promote Computer Science Education research as an essential area for improving our education, in this case by exposing myths about assessment as myths.
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| 4. |
- Daniels, Mats, et al.
(författare)
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Runestone, the Story
- 2003
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Ingår i: Grundutbildningsrådets utvecklingskonferens, Gävle.
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Konferensbidrag (refereegranskat)abstract
- Runestone started as a project funded by the Swedish council for renewal of higher education in 1997 and has developed into a major component in an international community of developers and researchers in computer science education. We will here tell its story, or rather one of them.
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| 5. |
- Pears, Arnold, et al.
(författare)
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A Dynamic Load Balancing Architecture for PDES using PVM on Clusters
- 2001
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Ingår i: Lecture Notes in Computer Science: Recent Advances in Parallel Virtual Machine and Message Passing Interface. ; 2131, s. 166-173
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Tidskriftsartikel (refereegranskat)abstract
- Scalable simulation in a cluster computing environment dependson effective mechanisms for load balancing.This paper presents an object-oriented software architectureand specifies communication protocols whichsupport efficient load balancing via object migration incluster based PDES.A general decomposition of functionality is given in the contextof a flexible adaptable architecture for migrationand load adjustment.The key contributions are the development of a generalarchitecture into which specific migration policies andload balancing heuristics can be easily integratedand a specification of the communicationprotocols required.An implementation of the proposed architectureusing PVM for communication indicates the approach is bothflexible and well suited to customization.This enhances simulation scalability and usabilityin computing platforms including bothtraditional cluster computing and Web-computing.
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| 8. |
- Pears, Arnold, et al.
(författare)
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Structuring CSEd Research Studies: Connecting the Pieces
- 2003
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Ingår i: ACM SIGCSE Bulletin. - New York, NY, USA : ACM. - 0097-8418. ; 35:3, s. 149-153
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Tidskriftsartikel (refereegranskat)abstract
- Changing conditions for teaching increase our motivation to understand the teaching and learning process. First time investigators of educational settings often feel uncertain about what aspects are involved and how to design a meaningful investigation. This paper develops and describes an applied research model with the ob jective of providing computer science (CS) academics of with a structured overview of the inter-disciplinary research components of CS education research.The paper argues that adopting such a model has the potential to enhance the maturity, significance and applicability of CS education research studies by placing them in a more complete research context. This helps to make the outcomes more readily transportable to other teaching and learning situations.One aim of publicizing the model is to help inspire the growing numbers of people who are becoming interested in CS education research. In addition we hope to simplify the task of gaining a rapid understanding of the research design issues and options that are typically involved.
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| 9. |
- Pears, Arnold, et al.
(författare)
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Student Evaluation in an International Collaborative Project Course
- 2001
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Ingår i: Proceedings WISE workshop.
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Konferensbidrag (refereegranskat)abstract
- Grading is a frequently discussed and contentious issue. There are several views on how best to do grading and deciding how to grade students who participate in a joint international project-oriented course is far from trivial. This paper examines some in-situ observations and concerns, here referred to as myths, which arose during the project. Some statistical information extracted from the assessment data is used to examine the truth and relevance of these myths.
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