NDLI: Using actors in an interactive animation in a graduate course on distributed system

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Volume 33, Issue 4, December 2001

Volume 33, Issue 3, Sept. 2001

Event-driven programming is simple enough for CS1

Applying software engineering methods for hypermedia systems

Teaching HCI with scenario-based design

A student project in software evaluation

Use of collaborative multimedia in computer science classes

The cognitive flexibility theory0

Problems in comprehending recursion and suggested solutions

Flexible delivery of information systems as a core MBA subject

Guidelines for teaching object orientation with Java

Teacing breadth-first depth-first

Activating “black boxes” instead of opening “zipper” - a method of teaching novices basic CS concepts

Learning the interaction between pointers and scope in C++

The effect of student attributes on success in programming

The motivation of students of programming

Towards an error free plagarism detection process

Is it okay to cheat? - the views of postgraduate students

Requirements for an educational software development process

Interaction factors in software development performance in distributed student teams in computer science

Using personality inventories to help form teams for software engineering class projects

Experiences teaching software engineering for the first time

Metacognitive awareness utilized for learning control elements in algorithmic problem solving

Scaffolding learning in virtual environments

Hybrid learning - a safe route into web-based open and distance learning for the computer science teacher

Characteristics of programming exercises that lead to poor learning tendencies

Using animation of state space algorithms to overcome student learning difficulties

Versatile concept map viewing on the Web

Using visualization to teach novices recursion

Accreditation and student assessment in distance education

Accreditation and student assessment in distance education (poster session)

Observational studies of student errors in a distance learning environment using a remote recording and replay tool

A cyber-icebreaker for an effective virtual group?

An international common project

Identifying topics for instructional improvement through on-line tracking of programming assignments

Fully automatic assessment of programming exercises

A system for program visualization and problem-solving path assessment of novice programmers

Using qualitative research software for CS education research

An open source laboratory for operating systems projects

Using actors in an interactive animation in a graduate course on distributed system

The NetWire emulator

Enhancing the computer networking curriculum

Using a familiar package to demonstrate a difficult concept

Teaching theory of computation using pen-based computers and an electronic whiteboard

Are computing educators and researchers different from the rest? (poster session)

Gender differences in programming? (poster session)

Innovative teaching practices in computing education (poster session)

Motivation = value x expectancy (poster session)

Picture program execution (poster session)

The learning and teaching support network promoting best practice in the information and computer science academic community (poster session)

JEWL (poster session)

Using interactive multimedia for teaching and learning object oriented software design (poster session)

The PASS project (poster session)

The coach supporting students as they learn to program (poster session)

On-line dynamic interviews (ODIN) (poster session)

An international model for curriculum adaptation and implementation (poster session)

CIMEL (poster session)

Matrix - concept animation and algorithm simulation system

Software process improvement education (poster session)

International master's program in information processing and telecommunications (poster session)

Web-based CALL using prolog (poster session)

Electronic discussion boards (poster session)

XML and browser development activities in CS2 (poster session)

e-IMC (poster session)

Events robots and programming using legos in CS1 (poster session)

A “frequently asked questions” management system that supports voting, built for student evaluation and optimization purposes (poster session)

The logic tutor (poster session)

Real and virtual computing museums (poster session)

On integration of learning and technology (poster session)

Smart instructional component based course content organization and delivery (poster session)

Evaluation technique of software configuration management (poster session)

A first problem for the algorithms course (poster session)

Reading summaries (poster session)

Treating computer science as science as

Sneaking in extra material (panel session)

Teaching abstraction explicitly (poster session)

Use petri nets to improve your concurrent programming course (poster session)

Prelude to the Java event model (poster session)

Exploring recursion in Hilbert curves (poster session)

Reality check (poster session)

Volume 33, Issue 2, June 2001

Volume 33, Issue 1, March 2001

Using actors in an interactive animation in a graduate course on distributed system

Content Provider	ACM Digital Library
Author	Tsigas, Philippas Koldehofe, Boris
Abstract	We describe and evaluate an experiment where actors were used to simulate the behaviour of processes in a distributed system in order to explain the concept of self-stabilisation in a graduate course on distributed systems.A self-stabilising system is one that ensures that the system's behaviour eventually stabilises to a safe subset of states regardless of the initial state. Protocols satisfying this elegant property, which enables a system to recover from transient failures that can alter the state of the system, are often hard to understand, especially for students that have not studied distributed computing and systems before.The experiment was part of an introductory course on distributed computing and systems for graduates in October 2000. The purpose of this interactive animation was to introduce to the students the basic concepts behind self-stabilisation (eligible states, transient faults, execution convergence) before their formal introduction.All of the students had a degree either in mathematics or computing science and had taken a course on algorithms before. However, most of the students did not have a background in distributed systems or distributed algorithms. The latter was not only the motivation for preparing this method of presentation but also what made this a challenging effort.The feedback from the class was that the concept and this teaching method were very well received. We could observe that their understanding evolved to the point that they were able to successfully come up with ideas for solutions and argue for/prove their correctness. As suggested in [1], dramatisation of executions can help the students to understand new issues and complications. This work shows that this is true even for graduate level courses. In our experiment we could conclude that dramatisation can be almost as powerful as a programming exercise in the teaching process; sometimes even more efficient, especially when we need to teach new concepts to an audience with diverse educational backgrounds. In analysing the results of our method we make a combination of the qualitative and quantitative approaches [4].
Starting Page	149
Ending Page	152
Page Count	4
File Format	PDF
ISSN	00978418
DOI	10.1145/507758.377670
Journal	ACM SIGCSE Bulletin (SGCS)
Volume Number	33
Issue Number	3
Language	English
Publisher	Association for Computing Machinery (ACM)
Publisher Date	1978-02-01
Publisher Place	New York
Access Restriction	One Nation One Subscription (ONOS)
Content Type	Text
Resource Type	Article

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