BIBSYS: Open Journals Systems
Not a member yet
393 research outputs found
Sort by
Evaluating pedagogical practices supporting collaborative learning for model-based system development courses
Get PDFModel-based software development (MBSD) has been widely used in industry for its effectiveness of code generation, code reuse and system evolution. At different stages of the software lifecycle, models -- as opposed to actual code -- are used as abstractions to present software development artifacts. In a university software engineering curriculum, compared to other concrete and tangible courses, e.g., game and app development, these levels of abstraction are often difficult for students to understand, and further, to see models' usefulness in practice. This paper presents an evaluation of pedagogical practices supporting collaborative learning for MBSD courses from experiences of teaching them at University of Oslo. The focus is to answer two research questions: 1) What are the challenges and possibilities when using a collaborative learning approach for teaching modelling and architecture? 2) What are the challenges and benefits of having a holistic approach to MBSD courses in light of the requirements of academia and the needs of industry?
The term “holistic” is understood 1) as an approach that involves human factors (users), technology and processes, 2) as an approach to teaching MBSD courses where modelling for Enterprise Architecture is taught together with System Architecture and Model-Driven Language Engineering. Empirical data was collected through interviews, questionnaires, and document analysis. The paper’s research results show that three different course perspectives (Modeling for Enterprise Architecture with Business Architecture, System Architecture and Model Driven Language Engineering) are essential parts of teaching modeling courses, and an industry field study shows that industry sees the potential of having junior architects to provide support to a team and solving basic architectural problems
Educators’ Experiences Online: How COVID-19 Encouraged Pedagogical Change in CS Education
Get PDFThe COVID-19 lockdown in the spring of 2020 created a unique pedagogical change situation. Educators had to make significant and rapid changes to their teaching approaches, with the time frame being in the magnitude of hours, not weeks or months. At NTNU, a survey was conducted among the educators shortly after the lockdown to study how the educators experienced the change from campus based face-to-face learning to online learning. A total of 56 educators responded to the survey, with 22 of these affiliated with a Computer Science (CS) department. Nearly all the CS educators reported having a positive change experience during this time. More than half of the CS educators reported having prior online teaching experience, while nearly three quarters reported having sufficient or partially sufficient competence needed for the change. In this survey, CS educators highlighted pedagogical challenges as the main challenge. The findings also highlight the fact that some educators found aspects of online teaching to be better than campus based teaching and that CS educators collaborate and exchange pedagogical experience when facing change. Approximately two thirds of the CS educators reported that they consulted a more experienced person or worked closely with colleagues when making the change from a face-toface mode of delivery to that of an online only mode of delivery. Given the variety of experiences reported and the willingness to collaborate and exchange experience, it can be argued that CS staff and other departments may choose a path of knowledge sharing and communities to support future blended and online teaching opportunities
Feasibility of Optimizations Requiring Bounded Treewidth in a Data Flow Centric Intermediate Representation
Get PDFData flow analyses are instrumental to effective compiler optimizations, and are typically implemented by extracting implicit data flow information from traversals of a control flow graph intermediate representation. The Regionalized Value State Dependence Graph is an alternative intermediate representation, which represents a program in terms of its data flow dependencies, leaving control flow implicit. Several analyses that enable compiler optimizations reduce to NP-Complete graph problems in general, but admit linear time solutions if the graph’s treewidth is limited. In this paper, we investigate the treewidth of application benchmarks and synthetic programs, in order to identify program features which cause the treewidth of its data flow graph to increase, and assess how they may appear in practical software. We find that increasing numbers of live variables cause unbounded growth in data flow graph treewidth, but this can ordinarily be remedied by modular program design, and monolithic programs that exceed a given bound can be efficiently detected using an approximate treewidth heuristic
2D and 3D U-Nets for skull stripping in a large and heterogeneous set of head MRI using fastai
Get PDFSkull stripping in brain imaging is the removal of the parts of images corresponding to non-brain tissue. Fast and accurate skull stripping is a crucial step for numerous medical brain imaging applications, e.g. registration, segmentation and feature extraction, as it eases subsequent image processing steps. In this work, we propose and compare two novel skull stripping methods based on 2D and 3D convolutional neural networks trained on a large, heterogeneous collection of 2777 clinical 3D T1-weighted MRI images from 1681 healthy subjects. We investigated the performance of the models by testing them on 927 images from 324 subjects set aside from our collection of data, in addition to images from an independent, large brain imaging study: the IXI dataset (n = 556). Our models achieved mean Dice scores higher than 0:978 and Jaccard indices higher than 0:957 on all tests sets, making predictions on new unseen brain MR images in approximately 1.4s for the 3D model and 12.4s for the 2D model. A preliminary exploration of the models’ robustness to variation in the input data showed favourable results when compared to a traditional, well-established skull stripping method. With further research aimed at increasing the models’ robustness, such accurate
La Enciclopedia: un género textual perenne en hábitats cambiantes: Reflexiones sobre el documento fundacional, los manuales argentinos y las enciclopedias virtuales de mayor difusión en español
Get PDFI invite the reader to have a diachronic overview about the encyclopedias which performed a role in our education throughout two and half centuries: the French Encyclopedia from the 18th century; the traditional handbooks using the encyclopedia textual genre (in the case of Argentina); and two encyclopedias considered historical landmarks in digital documents – Encarta and Wikipedia. The common threads – continuities and transformations in their textual structures and the approach to some sensitive issues – have been chosen so as to propose a contextual reflection. Thus, I aimed at interpreting some relationships between the textual structures which, in my understanding, characterise the different encyclopedias, as well as the references to the scholar knowledge explicitly and implicitly presented by them and the knowledge approaches disseminated. I propose this analysis from the diachronic perspective in order to suggest comparisons between the texts and the respective times and circumstances in their production and dissemination. To illustrate the analysis, I chose a theme which is relevant for the research about textbooks – the indigenous peoples.Propongo al lector abordar tres miradas, de carácter diacrónico, a las enciclopedias que han poblado nuestra educación general a lo largo de dos siglos y medio: la Enciclopedia Francesa del siglo XVIII, los manuales escolares tradicionales que adoptaron el género textual Enciclopedia (el caso de Argentina) y dos enciclopedias que marcan hitos en la historia de los documentos digitales: Encarta y Wikipedia. Los hilos conductores – permanencias y transformaciones en sus estructuras textuales y en el abordaje de algunos temas sensibles – han sido elegidos para proponer una reflexión situada. Es decir, intento interpretar algunas vinculaciones entre las organizaciones textuales que a mi entender identifican a las distintas enciclopedias, las referencias al saber erudito que aportan en forma explícita e implícita y los enfoques del conocimiento que divulgan. Propongo esta recurrencia en perspectiva diacrónica para sugerir comparaciones entre los textos y sus respectivos tiempos y circunstancias de producción y circulación. Para complementar esas miradas he elegido, a modo de ilustración, un tema relevante en la investigación de textos escolares (los pueblos indígenas).Proponho ao leitor um olhar diacrônico sobre as enciclopédias que ocuparam lugar em nossa educação ao longo de dois séculos e meio: a Enciclopédia Francesa do século XVIII, os manuais escolares tradicionais que adotaram o gênero textual Enciclopédia (no caso da Argentina) e duas enciclopédias que se constituem como marcos na história dos documentos digitais – Encarta e Wikipedia. Os fios condutores – permanências e transformações em suas estruturas textuais e na abordagem de alguns temas sensíveis – foram escolhidos para propor uma reflexão situada. Assim, tive a intenção de interpretar algumas relações entre as organizações textuais que, em meu entendimento, identificam as diferentes enciclopédias, as referências ao saber erudito que apresentam explícita e implicitamente e os enfoques de conhecimento que colocam em circulação. Proponho esta análise na perspectiva diacrônica para sugerir comparações entre os textos e seus respectivos tempos e circunstâncias de produção e circulação. Para ilustrar as análises, de forma complementar, escolhi um tema relevante na investigação dos textos escolares – os povos indígenas
Improved color edge preserving smoothing
Get PDFAn edge preserving smoothing algorithm is presented. To prevent smoothing over edges, the algorithm requires that diffusion in a direction should not result in an increase in neighbouring gradients. Intuitively, we think that smoothing reduces gradients. This is, however, not true in the vicinity of strong edges where smoothing over the edge results in surface deformation. The possibility of reducing the calculation cost is explored by reducing the frequency of calculating the edge strength
Evaluating accessibility testing in automated software build processes
No full textToday, most software projects utilize an automated build process with unit tests, code quality checks, end-to-end integration tests, and more. To make software usable by as many people as possible, regardless of capabilities, accessibility testing must be integrated into the build process. The goal is highly accessible software where issues are found early in the development lifecycle. In this work, we have investigated the most common accessibility testing tools suitable for integration in an automated build process and split the tools into two categories based on their rulesets. The rulesets are evaluated against a well known demonstration site for calculation of the rulesets' precision, recall, and scores. Finally, we discuss the implications of their scores and how accessibility testing tools can be integrated into an automated build process
Den tause kunnskapen i IT-studia
Get PDFMichael Polanyi er kjend for omgrepet taus kunnskap. Han viste at me ofte veit meir enn me kan fortelja. Dette ser me tydleg i profesjonsstudia. Studentane treng ein praktisk kompetanse som førelesarane slit med å setja ord på. Denne artikkelen oppsummerer litt av det som har vore skrive om kva taus kunnskap er, kvifor han er taus og korleis han vert formidla. Me argumenterer for at det er den tause kunnskapen som skil menneske frå maskin og dermed er det som studentane våre treng i ein kvar jobb som ikkje snart vert robotisert
Los libros escolares de matemática y física en Argentina entre 1961 y 2009: el papel de las imágenes
Get PDFEste trabajo describe y analiza las características de los libros de texto escolares de matemática y física en el sistema educativo argentino entre 1961-2009, enfocándose en el uso que ellos hacen de las imágenes. A partir de un conjunto de libros escolares de matemática y de física orientados al nivel medio y universitario, seleccionados por muestreo intencional se construyó una categorización inductiva orientada por el uso de técnicas de análisis multivariado, para analizar cualitativamente los textos y las imágenes del conjunto. Se describen las formas de usar las imágenes que se encuentran en los textos y sus posibles fundamentos, discutiendo los aspectos que parecen resultar inadecuados para el aprendizaje y la enseñanza y se realiza un análisis factorial de correspondencias múltiples que permite la realización de sendas clasificaciones para los libros de física y de matemática respectivamente. Sobre la base de este análisis, se ha formulado y probado una lista de concepciones ingenuas de los profesores sobre las imágenes. El artículo muestra el interés por analizar el uso de las imágenes, debido a su incorporación masiva a los nuevos formatos de comunicación desarrollados por la cultura digital.This paper describes and analyzes the characteristics of mathematics and physics schoolbooks in the Argentine educational system since 1961 to 2009, focusing on their use of images. Based on a set of mathematics and physics schoolbooks oriented to the secondary and university levels, selected by intentional sampling, an inductive categorization was constructed, according to the multivariate analysis techniques, to qualitatively analyze the texts and images of each set. The ways the schoolbooks using the images and their possible foundations are described, discussing the aspects related to teaching and learning both mathematics and physics. A factorial analysis of multiple correspondences is carried out, allowing the realization of both classifications of the physics and mathematics books, respectively. Based on these results, a list of naive conceptions of teachers about images was formulated and tested. The paper shows the interest to consider the use of images, due to the massive incorporation of them into the new formats of communication developed by the digital culture.
incorporation of them into the new formats of communication developed by the digital culture
“Por aplicações concretas e imediatas na sala de aula”: um estudo sobre livros que ensinam a ensinar (L. Mattos, RJ, anos 1960).
Get PDFIn the broad and relevant set of issues related to the theme of teacher training, this article attempts to a specific problem concerning the ways in which tearchers are taught to teach. To do so, it examines the books A linguagem didática no ensino moderno (1960) and O quadro-negro e sua utilização no ensino (1968) written by Luiz Alves de Mattos, in order to understand how classroom teaching is thought. The research went through the pages of those two teaching manuals and focused on their orientations, materiality, and the choices of tones and images. The article was based on studies on reading practices and on the construction of the Modern Schooling, and was divided into sub-themes: the terminological problematization of pedagogical manuals and their studies; the life and representativeness of the author; and the analysis of the contents enrolled in the manuals. This allowed us to know the themes dealt with in these two books, the overviewed bibliography, the classroom conception presented by the author, as well as to note that Mattos, although part of a period seen as education technicism, permeates between the field of teacher rationalization, as well as traditional education.En el amplio y relevante conjunto de cuestiones relacionadas con el tema de la formación docente, este artículo analiza un problema específico que se refiere a las formas en que ellos son enseñados a enseñar. Para ello, examina los libros A linguagem didática no ensino moderno (1960) y O quadro-negro e sua utilização no ensino (1968) de Luiz Alves de Mattos, para comprender cómo es representado el trabajo docente en el aula. La investigación recorrió las páginas de los manuales estudiados y se centró en sus orientaciones, materialidad, tonos e imágenes establecidas. El artículo se basó en estudios sobre las prácticas de lectura y en la construcción de la “escuela moderna” y se divide en subtemas que tratan la problematización terminológica de los manuales pedagógicos y sus estudios, la vida y representatividad del autor, además del análisis de los contenidos inscriptos en los manuales. Esto nos permitió conocer los temas tratados en esos dos libros, la bibliografía movilizada, cómo el autor entiende el aula y observar que Mattos, aunque haga parte de un momento en la historia de la educación considerado técnico, oscila entre el campo de la racionalización docente, del nuevo, así como la educación tradicional.No amplo e relevante conjunto das questões envolvidas com o tema da formação de professores, o presente artigo atenta para uma problemática específica, relativa aos modos pelos quais eles são ensinados a ensinar. Para tanto, examina os livros A linguagem didática no ensino moderno (1960) e O quadro-negro e sua utilização no ensino (1968), de Luiz Alves de Mattos, a fim de entender como o magistério na sala de aula é pensado. A investigação percorreu as páginas dos manuais estudados e enfocou em suas orientações, materialidade, tons e imagens estabelecidos. O artigo foi fundamentado em estudos sobre práticas de leitura e sobre a construção da “escola moderna” e dividiu-se em subtemas que discutem a problematização terminológica dos manuais pedagógicos e seus estudos, a vida e a representatividade do autor e a análise dos conteúdos inscritos nos manuais. Isso permitiu conhecer os temas tratados nestes dois livros, a bibliografia mobilizada, a imagem de sala de aula concebida pelo autor, assim como notar que Mattos, embora faça parte de um período considerado tecnicista da educação, permeia entre o campo da racionalização docente, do novo, bem como do ensino tradicional