面向高性能计算的在线教育实践平台的研究与实现

我国在高性能计算专业人才培养方面存在短板,传统的课堂教学中理论学习居多,实践环节偏少。为提升我国高性能计算人才的培养水平,提供一个灵活可用的高性能计算教育实践平台成为一个亟待解决的问题。本文设计并实现了一个面向高性能计算的在线教育实践平台系统,包括在线课程模块、题库模块、互动社区模块、虚拟实验室模块。基于该系统,教师可以在线开展高性能计算的理论和实践教学,布置高性能计算相关作业和并行编程任务,也可以创建高性能计算题库。学生可以在线学习相关课程、提交课程作业、交流讨论、进行高性能计算编程练习。本系统的开发可以提升目前高性能计算相关课程实践教学的水平,方便同学们进行课程实践学习。     

虚拟网络安全实验的教学与研究

计算机网络与信息安全课程是要求实践动手能力很强的课程。实验教学是课堂理论教学的重要补充,通过实验,学生能够更好地理解课程中的基本原理,同时通过动手体验,提高实践能力,对于培养学生的创新精神与创新能力具有重要意义。通过虚拟机搭建虚拟网络与安全实验平台,实现计算机网络和信息安全的实验,丰富了教师的教学手段,也为学生提供了一种实践性强及效果良好的实验环境。借助该实验环境,使学生更能自觉自主的学习,更有兴趣地参加课外学习实践活动,最后给出了虚拟入侵远程主机、开启后门具体实现及其计算机网络安全防御的措施。     

Effectiveness of a Virtual Laboratory as a preparatory resource for Distance Education chemistry students

Many have argued that interactive 3D virtual environments have great educational potential due to their ability to engage learners in the exploration, construction and manipulation of virtual objects, structures and metaphorical representations of ideas. Although learning benefits have been demonstrated in research settings, and substantial usage has occurred in workplace training contexts, there are few published evaluations of applications of such environments within university contexts. This article reports on studies exploring the effectiveness of a virtual environment based on a chemistry laboratory as a tool to prepare university chemistry students studying at a distance for their on-campus residential schools, in response to evidence suggesting that many of these students experienced a lack of confidence and a sense of anxiety approaching these sessions. In an experimental study it was found that the environment was able to be effective as a tool for familiarising students with the laboratory. However, when the resource was provided to distance students, less than half of the students chose to use it, possibly due to the fact that use of the resource was not required for the assessment in the subject. Questionnaire and interview data suggested that most of those who used the resource found that it was a valuable preparatory tool and would recommend its further use. For many students, however, a lack of familiarity with the laboratory was not seen as the major source of their anxiety and therefore a resource allowing them to become familiar with the laboratory did not have a major impact on their learning experience. Given that the ability to apply mathematical techniques and chemistry concepts within the practical sessions emerged as a major source of students’ anxiety, it is suggested that the incorporation of instruction or scaffolding for these aspects of the task can be provided, and would make a valuable enhancement to the virtual environment.     

LabVIEW环境下的机械工程控制基础的实验教学

本文介绍了以LabVIEW为软件平台,运用LabVIEW功能强大的工具包设计编写控制工程基础课程的实验程序。将”用软件制造仪器”和”软件即仪器”的思想应用到传统实验教学中,建立了灵活的虚拟实验室。该系统实验操作简单,灵活多变,从而增强了学生对实验的兴趣,并加深抽象理论的理解。     

基于Web的全程教学环节网上教学系统的设计与实现

介绍了一个基于Web的包含全部教学环节的网上自学型教学系统的设计与实现。该系统包括了教学课件、网上虚拟实验室、习题测验、答疑、考试等全部教学环节在内的功能模块。通过Internet平台并利用浏览器软件，学生可采用自由灵活的方式完成该门课程的全部学习任务，教师也可轻松地完成该门课程的全部教学工作。     

Hands-on experiences of undergraduate students in Automatics and Robotics using a virtual and remote laboratory

Automatics and Robotics subjects are always greatly improved when classroom teaching is supported by adequate laboratory courses and experiments following the "learning by doing" paradigm, which provides students a deep understanding of theoretical lessons. However, expensive equipment and limited time prevent teachers having sufficient educational platforms, and several low cost and flexible solutions have been developed to permit an effective teaching in Automatics and Robotics at a reasonable cost. Virtual and remote laboratories are inside this group of solutions as Web-based experimentation tools which have demonstrated the importance and effectiveness of hand-on experiences. This paper presents an experience teaching based on a blended-learning method using as experimentation tool a virtual and remote robotic laboratory called RobUALab, which is also described in the paper, in Automatics and Robotics subjects of the Computer Science degree at the University of Alicante. Students experiment with a set of hand-on exercises about Automatics and Robotics using RobUALab, firstly in face-to-face classes where they experiment in-situ with the real plant and, afterwards, they access to the experimentation environment in order to finish remotely their practical exercises outside the laboratory. The results obtained in the evaluation of the educational methodology proposed attest its efficiency in terms of learning degree and performance of the students.     

基于“互联网+”的海洋意识教育实验室建设

“互联网+”海洋意识教育实验室是以计算机网络技术、虚拟现实技术、大数据整合等新型信息技术为基础构建的现代化实验室,通过技术与教育的深度融合最优化地实现海洋意识教育。从实验室硬件设计、实验教学平台设计、实验项目设计、师资队伍建设四方面探讨了“互联网+”海洋意识教育实验室的建设,以期为开展全民海洋意识教育提供创新平台。     

利用Proteus软件构建单片机虚拟仿真实验室

从分析传统单片机实验室的利弊入手,阐述了为何需要构建虚拟仿真实验室,并提出了利用Proteus软件构建单片机虚拟仿真实验室的框架和构建方案。根据Proteus实验平台的特点,论述了单片机虚拟仿真实验的内容构成及实验方法,通过将软件仿真和实物实验装置相结合的方式,达到提高教学的质量和效率,为学生提供具有创造性学习环境的目的。     

Enhancement of student learning performance using personalized diagnosis and remedial learning system

Although conventional student assessments are extremely convenient for calculating student scores, they do not conceptualize how students organize their knowledge. Therefore, teachers and students rarely understand how to improve their future learning progress. The limitations of conventional testing methods indicate the importance of accurately assessing and representing student knowledge structures. The personalized diagnosis and remedial learning system (PDRLS) proposed in this study enhances the effectiveness of the Pathfinder network by providing remedial learning paths for individual learners based on their knowledge structure. The sample was 145 students enrolled in introductory JAVA programming language courses at a Central Taiwan technology university. The experimental results demonstrate that learners who received personalized remedial learning guidance via PDRLS achieved improved learning performance, self-efficacy, and PDRLS use intention. The experimental results also indicated that students with lower knowledge level gain more benefits from the PDRLS than those with higher level of knowledge and that field dependence (FD) students obtain a greater benefit from PDRLS than field independence (FI) students do.     

基于计算机专业课程的虚拟实验设计与应用

高校计算机专业课程中各类实验课程的比例是比较大的,同时计算机硬件课程的实验必须使用相应的专用实验板或实验箱作为实验平台。然而随着各种技术的飞速发展,需要不断地更新陈旧的实验设备,资金的投入又是一个亟待解决的问题。利用虚拟实验来代替计算机专业课程的专业实验平台,通过不同的论证方式证明虚拟实验不仅解决专用实验平台资金投入的问题,而且能够充分锻炼学生的创新能力。     

基于Internet的远程网络实验开放平台的设计与教学应用

利用Radius AAA认证协议和Python的Django框架,开发一个基于Internet的远程开放网络实验平台。通过该系统,学生能够进行机时预约、远程登录实验室网络设备并进行网络实验。同时该平台还具有对学生使用记录的统计与分析功能。该平台目前支持《计算机网络技术》和《网络安全技术》等课程的主要实验项目。结果证明,开放实验平台的建设提高实验室设备的利用率,解决计算机网络实验室负荷过大、学生实践课时紧缺等问题,同时为计算机网络开放实验教学提供良好的环境和新的思路。     

The implementation and evaluation of a mobile self- and peer-assessment system

Recently, more and more researchers have been exploring uses of mobile technology that support new instructional strategies. Based on research findings related to peer and self assessment, this study developed a Mobile Assessment Participation System (MAPS) using Personal Digital Assistants (PDAs) as the platform. In addition, the study proposes an implementation model of the MAPS that should facilitate the effectiveness of self- and peer-assessment in classrooms. The researcher argues that teachers and students can benefit from MAPS in various regards including more flexible assessment arrangement, more efficient use of time, and more opportunities for student reflection on learning and assessment. Thirty-seven students taking teacher-education courses with the researcher participated in this study, and these students employed the MAPS to conduct two-round assessment activities that would help these students assess both their own and one another’s final projects. Both the students’ valid responses in a survey herein and scores obtained from the assessment activities confirmed the benefits of the MAPS and its implementation model. Yet, the students voiced such concerns as the objectivity of peer-assessment and the difficulty of providing constructive feedback, and the correlation analysis indicated a lack of consistency between teacher-grading and student-grading.     

Personalising learning: Exploring student and teacher perceptions about flexible learning and assessment in a flipped university course

Flexible teaching and learning and the ‘flipped classroom’ are current buzzwords in higher education in Australia and elsewhere in the world. They are reflections of the progressive change in higher education over the last few decades towards more student-and learning centred pedagogies and practices, which are made possible through new technologies and more delivery of online and blended (combination of face-to-face and online components) courses. The increasing personalising and flexibility of learning in higher education requires equal attention spent to assessment practices to ensure a cohesive learning experience. This paper provides the findings and conclusions of a study about a flipped classroom, which also included flexible assessment components. The study showed that students enjoy and are more engaged in a flipped classroom, prefer a blended learning to a fully online learning approach, want and require clear structure and guidelines, and strongly value flexible assessment through more choices and control. The main concern of higher education teachers is the time commitment and lack of institutional support for flipping classrooms and providing flexible assessment. It is argued that personalising learning requires more personalising of assessment, and that it is mainly the responsibility of teachers and institutions to develop ‘flexible students’.     

基于虚拟机部署策略的云平台容错即服务方法

针对如何充分利用云基础架构层资源,满足上层云应用系统租户对应用系统容错的需求多样性和高可靠性要求的问题,提出一种面向租户和云服务提供商的、基于虚拟机部署策略的云平台容错即服务方法。该方法根据租户的特定容错需求适配适合的容错方法及容错级别,据此计算并最优化云服务提供商的收益和资源使用量,在此基础上对提供容错服务的虚拟机进行优化部署,充分利用底层虚拟机资源为租户的云应用系统提供更为可靠的容错服务。实验结果表明,所提方法能够在保障云服务提供商收益的基础上,为多租户云应用系统实现更灵活且可靠性更高的容错服务。     

数电模电实验平台的应用分析与探讨

数电模电实验室是电子专业基础课程的重要实验平台,数电模电实验课程完成的好,后续的专业课程才能跟得上。数电模电实验平台由数字电路部分和模拟电路部分两大块组成。该数电模电实验平台于2020年8月初制作调试完成,本学期安排了2019级电子信息工程学院本科班学生利用该平台进行数模电实验课程的操作使用,基本达到了预期的效果。根据本学期学生实验成绩与上一学年同专业班级进行比较,成绩有了较多提高,特别是模拟电路数据的测试准确率有明显提升。     

Inclusion of immersive virtual learning environments and visual control systems to support the learning of students with Asperger syndrome

This paper presents the use of immersive virtual reality systems in the educational intervention with Asperger students. The starting points of this study are features of these students' cognitive style that requires an explicit teaching style supported by visual aids and highly structured environments. The proposed immersive virtual reality system, not only to assess the student's behavior and progress, but also is able to adapt itself to the student's specific needs. Additionally, the immersive reality system is equipped with sensors that can determine certain behaviors of the students. This paper determines the possible inclusion of immersive virtual reality as a support tool and learning strategy in these particular students' intervention. With this objective two task protocols have been defined with which the behavior and interaction situations performed by participant students are recorded. The conclusions from this study talks in favor of the inclusion of these virtual immersive environments as a support tool in the educational intervention of Asperger syndrome students as their social competences and executive functions have improved.     

Semantically enriched Massive Open Online Courses (MOOCs) platform

Massive Open Online Courses (MOOCs) are becoming an essential source of information for both students and teachers. Noticeably, MOOCs have to adapt to the fast development of new technologies; they also have to satisfy the current generation of online students. The current MOOCs’ Management Systems, such as Coursera, Udacity, edX, etc., use content management platforms where content are organized in a hierarchical structure. We envision a new generation of MOOCs that support interpretability with formal semantics by using the SemanticWeb and the online social networks. Semantic technologies support more flexible information management than that offered by the current MOOCs’ platforms. Annotated information about courses, video lectures, assignments, students, teachers, etc., can be composed from heterogeneous sources, including contributions from the communities in the forum space. These annotations, combined with legacy data, build foundations for more efficient information discovery in MOOCs’ platforms. In this article we review various Collaborative Semantic Filtering technologies for building Semantic MOOCs’ management system, then, we present a prototype of a semantic middle-sized platform implemented at Western Kentucky University that answers these aforementioned requirements.     

传感器虚拟实验平台的设计及开发

传感器课程是实践性要求比较高的一门课程,在传统的教学过程中,学生的实践能力较难得到提升.通过传感器虚拟实验平台,把仪器的测试功能用形象逼真的面板控件形成软件模块,像实物仪器一样完成测试、处理等任务,得到实验室里相同的实验过程;通过此平台,学生可以随时随地进行实验实践,提高了学生的实践动手能力.     

Vmware虚拟机软件在计算机网络课程教学中的应用

该文通过对虚拟机软件作为一种新的教学辅助手段在计算机网络课程教学中的实践应用,揭示出虚拟机软件搭建的虚拟环境既丰富了教师的教学环境,也为学生提供了一种真实又无损坏的实验环境。     

A study on learning effect among different learning styles in a Web-based lab of science for elementary school students

The purpose of this study is to explore the learning effect related to different learning styles in a Web-based virtual science laboratory for elementary school students. The online virtual lab allows teachers to integrate information and communication technology (ICT) into science lessons. The results of this experimental teaching method demonstrate that: (a) students in the experimental group using the online virtual lab achieved better grades than those in the control group under traditional class instruction, (b) in the experimental group, grade achievements of students having different learning styles were not significantly different from each other leading us to conclude that the Web-based virtual learning environment is suitable for various learning styles, (c) students with the “accommodator” learning style made the most significant achievements in this study, the scores obtained by the experimental group being remarkably better than those in the control group, and (d) up to 75% of the students surveyed indicated that they preferred using the Web-based virtual lab to reading textbooks only. The results of the experimental teaching and the survey show the feasibility and effectiveness of the Web-based learning environment being studied. It encourages further development of the Web-based virtual lab.