|
|
Blaue Links: intern
Rote Links: extern
|
|
Hans-Georg Eßer's Research Blog --
New methods for teaching Operating Systems principles
|
Welcome to my Research Blog. Here I will keep you informed about my
progress in researching new teaching methods for Operating Systems
classes.
Navigation:
2012 |
2011 |
2010 |
2009 |
2008 |
Literature |
Methods
|
|
|
| Dagstuhl 2013 (internal workshop) slides (14.08.2013) | |
Here are the
slides
of my talk at the Erlangen-i1 Dagstuhl seminar in August 2013.
They show what happened to ULIX in the last year.
[ Pfad: | persistant link ]
| |
| Dagstuhl 2011 (internal workshop) slides (21.07.2011) | |
Here are the
slides
of my talk at the Erlangen-i1 Dagstuhl seminar in July 2011. They
describe my current approach which is to port ULIX to the Intel
architecture.
[ Pfad: | persistant link ]
| |
| Reading in August 2010... (21.08.2010) | |
- Bruce Schneier: "Secrets & Lies"
- M. Howard, D. LeBlanc, J. Viega: "19 Deadly Sins of Software Security"
[ Pfad: /literature | persistant link ]
| |
| Reading in July 2010... (20.07.2010) | |
- Christian Mertens: "Wie lehrt man IT-Sicherheit am besten? Überblick, Klassifikation und Basismodule", Diplomarbeit, 2007
- Felix Freiling, Jan Goebel: "Forensische Informatik", Lecture Notes, 2010
- Alexander Geschonneck: "Computer-Forensik"
[ Pfad: /literature | persistant link ]
| |
| Dagstuhl 2010 (internal workshop) slides (28.06.2010) | |
Here are the
slides
of my talk at the PI1 Dagstuhl seminar in June 2010. They contain
the results of my comparison of two Operating Systems lectures in
the summer terms of 2008 and 2009.
[ Pfad: | persistant link ]
| |
| Dagstuhl 2009 (internal workshop) slides (28.06.2009) | |
Here are the
slides
of my talk at the PI1 Dagstuhl seminar in June/July 2009.
[ Pfad: | persistant link ]
| |
| Methods: Creating a Moodle course for Linux newbies (21.04.2009) | |
Since I cannot experiment too much with Moodle in my Operating Systems
course, I am currently creating a Moodle course with text, audio and
video elements for Linux newbies. It is planned as a step-by-step
introduction to Linux, covering live systems, disk installation, and
first steps with the desktop and some standard apps.
The course will be available online for free, but it's only in
German. Here's the link:
linux-einsteigerkurs.de
(So far, there's only a framework; I've created mostly empty course topics in
a Moodle course.)
The Moodle website has some information about certification
(MCCC: Moodle Certified Course Creator), and I've considered learning
all the bits necessary for this certification. (Full access to the
cert information requires registration on moodle.org.)
[ Pfad: /methods | persistant link ] | |
| Literature: Engaging Learning: Designing e-Learning Simulation Games (Clark N. Quinn) (21.04.2009) | |
While googling Instructional Design I came across an interesting book by
Clark N. Quinn in which he proposes methods of teaching via simulation games.
I cannot say yet whether this will be useful, but I bought the book, and when time
permits, I'll go through it and give a short summary on this webpage.
[ Pfad: /literature | persistant link ]
| |
| Methods: 4C/ID: Combining Memory Management and Filesystems (21.04.2009) | |
As a first measure of implementing the 4C/ID method I am developping
a new partial curriculum for the two topics Memory Management and
Filesystems. Since there are many similarities in the concepts, I
want to teach them in parallel. One of 4C/ID's suggestions is to
change between different tasks while increasing complexity of the
shown examples/concepts.
I start with writing a lecture notes chapter for the two topics; the
latest version is available
here.
At the end of this term's lectures I plan to hand out a questionnaire that
will ask the students what they think about this combination of the two
topics. I will also evaluate the final test's results and compare them
with last year's results (only for questions concerning MM and Filesystems)
when the course was taught in a classic way (MM and Filesystems as separate
topics).
[ Pfad: /methods | persistant link ] | |
| OS Courses: Operating Systems Course in Summer 2009: with 4C/ID and Moodle (02.01.2009) | |
Next summer I'll once more be teaching Operating Systems I
at Munich Univ. of Applied Sciences
(Hochschule München),
and this time I'll try to implement the 4C/ID model in parts of the
course (see posting below). I also plan to move some of the coursework
into a
Moodle course
after having played with this e-learning platform in the current
semester (in my "Introduction to Computer Science" course).
Lectures will start in March 2009.
[ Pfad: /os-courses | persistant link ]
| |
| Methods: Evaluating the 4C/ID Model (12.11.2008) | |
I'm currently scanning literature which covers the
4C/ID (Four Components Instructional Design) model,
in particular I am reading "Ten Steps to Complex Learning", by the
inventor of the 4C/ID model, Prof. Jeroen J. G. van
Merrienboer, see
Amazon book entry.
4C/ID focuses on the definition of
- "learning tasks", which shall be modelled as "whole" tasks
that have real-world relevance,
- "supportive information" (which is fundamental, background
information needed throughout the whole learning process
and thus provided before the task starts),
- "just-in-time information" which is presented during e.g.
the step-by-step explanation of a procedure that shall be
learnt, and
- "part-task practice" which helps students automatize
sub-tasks that should in general not be treated as separate
tasks.
For a short introduction, see
http://edutechwiki.unige.ch/en/4C/ID.
I want to use this model to structure the elements of an Operating
Systems curriculum and see what consequences this application will
have for the order of presentation.
[ Pfad: /methods | persistant link ] | |
| Literature: Unterrichten mit Moodle (Kay Hoeksema, Markus Kuhn) (14.10.2008) | |
Having planned to experiment with Moodle for quite some time, two things
came together which made me finally get it going: One of my colleagues
at the publishing house I work for put this book on my desk, and I started
teaching a new course (on Computer Science Basics) that might profit from
a course management system.
So I've read the book which is primarily targeted at school teachers (not
University lecturers). Different from many technical books, this one doesn't
start with the details of installing and infinitely configuring the last
details of the software -- instead the authors show several standard
situations that can occur in teaching and explain how using Moodle might
help in these cases.
Even when things do get technical there's no need to start downloading
and installing -- the publishers, Open Source Press, provide a guest account
for a Moodle installation on their webserver which already contains several
of the course elements discussed in the book.
This is not a technical book for the Moodle hacker, but it's a gentle
introduction to Moodle's concepts, which does a lot to motivate readers
to start moodling.
Kay Hoeksema, Markus Kuhn
Unterrichten mit Moodle
Open Source Press; 1. Auflage 2008, 229 pages
http://www.amazon.de/dp/3937514589/
[ Pfad: /literature | persistant link ] | |
| Methods: Literate Programming -- Implementing a Round Robin Scheduler (24.08.2008) | |
Following a suggestion of my doctoral advisor Prof. Freiling, I have
read some literature about Literate Programming (see e.g.
http://www.literateprogramming.com/)
and experimented with the source code of a Round Robin Scheduler
that I wrote for my Operating Systems class in the summer term 2008.
Here is the full documentation that I developed with noweb
(http://www.cs.tufts.edu/~nr/noweb/):
sched-rr10.pdf
The noweb source file can be found here
(sched-rr10.nw)
as well as the bibtex references file
lit.bib.
[ Pfad: /methods | persistant link ] | |
| Literature: Learning to Teach in Higher Education (Paul Ramsden) (13.07.2008) | |
Last week I read a very interesting book about Teaching in Higher Education.
The author Paul Ramsden focuses on approaches to learning and differentiates
between "deep" and superficial approaches, where the former ones lead to a
proper understanding of the topics of a course, while the latter ones only
bring separate pieces of knowledge into (short term) memory and do not
enable students to see the overall picture or apply those knowledge fragments
to new problems in a meaningful way.
Examples in the book are drawn from several fields of academic teaching,
including Physics, Statistics, Medicine and Animal Science. Ramsden supports
his arguments with references to lots of research papers which have measured
the results of using different teaching approaches. An interesting find was
that the highest correlation was that of excellent grades and a full agreement
with statements such as "The staff are highly concerned in making sure that
we understand."
A summary of the book could be: Think what kind of abilities you want to
see students develop, what kind of change in the student's understanding
do you want to achieve? Then search for ways to help the student make this
change. Good teaching is an enabling of good learning.
Paul Ramsden
Learning to Teach in Higher Education
Routledge Chapman & Hall; 2nd edition 2003, 288 pages
http://www.amazon.de/dp/0415303451/;
http://www.amazon.com/dp/0415303451/
[ Pfad: /literature | persistant link ] | |
| Dagstuhl 2008 (internal workshop) slides (30.06.2008) | |
Here are the
slides
of my talk at the PI1 Dagstuhl seminar in June/July 2008.
[ Pfad: | persistant link ]
| |
|
Note that some documents on this site are only available in German language. They
are marked with a German flag
.
Copyright © 2008-2010 Hans-Georg Eßer;
Server: Debian Linux, Apache Web Server,
Blog page powered by blosxom :: the zen of blogging,
Theme: Hazard Area 1.6 (modified),
created by Bryan Bell,
Copyright © 2000-2006 Weblogger.com.
Diese Seite verwendet transparente PNG-Grafiken -- ältere Internet-Explorer-Versionen
stellen diese falsch (mit Schwarzflächen) dar. Hier hilft ein Update auf IE 7.0 oder
der Umstieg auf Browser wie Firefox, Mozilla, Opera etc.
|
I've presented my