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Register a new userExperiences with efficient methodologies for teaching computer programming to geoscientists
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Added by
Christian Jacobs
Publication date
2015
fields
Informatics Engineering
and research's language is
English
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Computer programming was once thought of as a skill required only by professional software developers. But today, given the ubiquitous nature of computation and data science it is quickly becoming necessary for all scientists and engineers to have at least a basic knowledge of how to program. Teaching how to program, particularly to those students with little or no computing background, is well-known to be a difficult task. However, there is also a wealth of evidence-based teaching practices for teaching programming skills which can be applied to greatly improve learning outcomes and the student experience. Adopting these practices naturally gives rise to greater learning efficiency - this is critical if programming is to be integrated into an already busy geoscience curriculum. This paper considers an undergraduate computer programming course, run during the last 5 years in the Department of Earth Science and Engineering at Imperial College London. The teaching methodologies that were used each year are discussed alongside the challenges that were encountered, and how the methodologies affected student performance. Anonymised student marks and feedback are used to highlight this, and also how the adjustments made to the course eventually resulted in a highly effective learning environment.
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Programming education is becoming important as demands on computer literacy and coding skills are growing. Despite the increasing popularity of interactive online learning systems, many programming courses in schools have not changed their teaching format from the conventional classroom setting. We see two research opportunities here. Students may have diverse expertise and experience in programming. Thus, particular content and teaching speed can be disengaging for experienced students or discouraging for novice learners. In a large classroom, instructors cannot oversee the learning progress of each student, and have difficulty matching teaching materials with the comprehension level of individual students. We present ClassCode, a web-based environment tailored to programming education in classrooms. Students can take online tutorials prepared by instructors at their own pace. They can then deepen their understandings by performing interactive coding exercises interleaved within tutorials. ClassCode tracks all interactions by each student, and summarizes them to instructors. This serves as a progress report, facilitating the instructors to provide additional explanations in-situ or revise course materials. Our user evaluation through a small lecture and expert review by instructors and teaching assistants confirm the potential of ClassCode by uncovering how it could address issues in existing programming courses at universities.
AI models and services are used in a growing number of highstakes areas, resulting in a need for increased transparency. Consistent with this, several proposals for higher quality and more consistent documentation of AI data, models, and systems have emerged. Little is known, however, about the needs of those who would produce or consume these new forms of documentation. Through semi-structured developer interviews, and two document creation exercises, we have assembled a clearer picture of these needs and the various challenges faced in creating accurate and useful AI documentation. Based on the observations from this work, supplemented by feedback received during multiple design explorations and stakeholder conversations, we make recommendations for easing the collection and flexible presentation of AI facts to promote transparency.
We describe an ecosystem for teaching data science (DS) to engineers which blends theory, methods, and applications, developed at the Faculty of Physical and Mathematical Sciences, Universidad de Chile, over the last three years. This initiative has been motivated by the increasing demand for DS qualifications both from academic and professional environments. The ecosystem is distributed in a collaborative fashion across three departments in the above Faculty and includes postgraduate programmes, courses, professional diplomas, data repositories, laboratories, trainee programmes, and internships. By sharing our teaching principles and the innovative components of our approach to teaching DS, we hope our experience can be useful to those developing their own DS programmes and ecosystems. The open challenges and future plans for our ecosystem are also discussed at the end of the article.
This deliverable reports the results of white-box methodologies and early results of the first prototype of libraries and programming abstractions as available by project month 18 by Work Package 2 (WP2). It reports i) the latest results of Task 2.2 on white-box methodologies, programming abstractions and libraries for developing energy-efficient data structures and algorithms and ii) the improved results of Task 2.1 on investigating and modeling the trade-off between energy and performance of concurrent data structures and algorithms. The work has been conducted on two main EXCESS platforms: Intel platforms with recent Intel multicore CPUs and Movidius Myriad1 platform. Regarding white-box methodologies, we have devised new relaxed cache-oblivious models and proposed a new power model for Myriad1 platform and an energy model for lock-free queues on CPU platforms. For Myriad1 platform, the im- proved model now considers both computation and data movement cost as well as architecture and application properties. The model has been evaluated with a set of micro-benchmarks and application benchmarks. For Intel platforms, we have generalized the model for concurrent queues on CPU platforms to offer more flexibility according to the workers calling the data structure (parallel section sizes of enqueuers and dequeuers are decoupled). Regarding programming abstractions and libraries, we have continued investigat- ing the trade-offs between energy consumption and performance of data structures such as concurrent queues and concurrent search trees based on the early results of Task 2.1.The preliminary results show that our concurrent trees are faster and more energy efficient than the state-of-the-art on commodity HPC and embedded platforms.
The equivalence between the instructions used to define programs and the input data on which the instructions operate is a basic principle of classical computer architectures and programming. Replacing classical data with quantum states enables fundamentally new computational capabilities with scaling advantages for many applications, and numerous models have been proposed for realizing quantum computation. However, within each of these models, the quantum data are transformed by a set of gates that are compiled using solely classical information. Conventional quantum computing models thus break the instruction-data symmetry: classical instructions and quantum data are not directly interchangeable. In this work, we use a density matrix exponentiation protocol to execute quantum instructions on quantum data. In this approach, a fixed sequence of classically-defined gates performs an operation that uniquely depends on an auxiliary quantum instruction state. Our demonstration relies on a 99.7% fidelity controlled-phase gate implemented using two tunable superconducting transmon qubits, which enables an algorithmic fidelity surpassing 90% at circuit depths exceeding 70. The utilization of quantum instructions obviates the need for costly tomographic state reconstruction and recompilation, thereby enabling exponential speedup for a broad range of algorithms, including quantum principal component analysis, the measurement of entanglement spectra, and universal quantum emulation.
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