Active learning environment: Gain the most from PBL for teaching virtual machine module on Operating System

Unikernel specializes a minimalistic LibOS and a target application into a standalone single-purpose virtual machine (VM) running on a hypervisor, which is referred to as (virtual) appliance . Compared to traditional VMs, Unikernel appliances have smaller memory footprint and lower overhead while guaranteeing the same level of isolation. On the downside, Unikernel strips off the process abstraction from its monolithic appliance and thus sacrifices flexibility, efficiency, and applicability. In this article, we examine whether there is a balance embracing the best of both Unikernel appliances (strong isolation) and processes (high flexibility/efficiency). We present KylinX, a dynamic library operating system for simplified and efficient cloud virtualization by providing the pVM (process-like VM) abstraction. A pVM takes the hypervisor as an OS and the Unikernel appliance as a process allowing both page-level and library-level dynamic mapping. At the page level, KylinX supports pVM fork plus a set of API for inter-pVM communication (IpC, which is compatible with conventional UNIX IPC). At the library level, KylinX supports shared libraries to be linked to a Unikernel appliance at runtime. KylinX enforces mapping restrictions against potential threats. We implement a prototype of KylinX by modifying MiniOS and Xen tools. Extensive experimental results show that KylinX achieves similar performance both in micro benchmarks (fork, IpC, library update, etc.) and in applications (Redis, web server, and DNS server) compared to conventional processes, while retaining the strong isolation benefit of VMs/Unikernels.

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Enhanced student perceptions of learning and performance using concept-point-recovery teaching sessions: a mixed-method approach

International Journal of STEM Education ◽

10.1186/s40594-021-00276-1 ◽

2021 ◽

Vol 8 (1) ◽

Author(s):

Hyun Jin Cho ◽

Michael R. Melloch ◽

Chantal Levesque-Bristol

Keyword(s):

Academic Success ◽

Active Learning ◽

Learning Environment ◽

Learning Outcomes ◽

Student Perceptions ◽

Psychological Needs ◽

Basic Psychological Needs ◽

Academic Learning ◽

Control Group ◽

The Impact

Abstract Background Active learning pedagogy has recently received a great deal of attention, and many universities have attempted to create student-centered learning environments to improve students’ academic success. The purpose of this study is to explore the impact of concept-point-recovery (CPR) teaching sessions as an active learning strategy on students’ perceptions of the learning environment, motivation, and academic learning outcomes in an electrical engineering course. To investigate the effectiveness of CPR sessions, students’ perceptions of learning and their performance were compared to those of students in a control classroom. Finally, students’ written comments on the course and instructor were explored in further analysis. Results The quantitative findings revealed that there was a significant change in students’ perceptions of learning after the CPR teaching sessions, and there was an increase in students’ perceptions and learning outcomes compared with those of the control group. In addition, the qualitative findings from students’ written feedback demonstrated that students felt that the instructor cared about students’ learning and success and that they had a positive learning environment. Conclusions CPR teaching sessions can be an alternative model for instructors to connect with students and create supportive environments to help students achieve academic success, which in turn promotes the satisfaction of students’ basic psychological needs and self-determined motivation. Therefore, increasing students’ engagement in their learning processes and making connections with students through CPR teaching sessions can facilitate improvements in students’ motivation and academic success. How this new active learning technique can be applied to higher education is discussed.

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A Qualitative Study of Group Work and Participation Dynamics in a CS2 Active Learning Environment

Proceedings of the 26th ACM Conference on Innovation and Technology in Computer Science Education V. 1 ◽

10.1145/3430665.3456359 ◽

2021 ◽

Author(s):

Rutwa Engineer ◽

Ayesha Naeem Syeda ◽

Bogdan Simion

Keyword(s):

Active Learning ◽

Qualitative Study ◽

Learning Environment ◽

Group Work

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THE NATURE-BASED SOCIAL-EMOTIONAL APPROACH AND SCIENCE EDUCATION FOR ELEMENTARY SCHOOL CHILD: A NECESSARY RELATION

Education and Technologies Journal ◽

10.26883/2010.211.3028 ◽

2021 ◽

Vol 12 (1) ◽

pp. 60-66

Author(s):

Svetlana Angelova ◽

Keyword(s):

Science Education ◽

Active Learning ◽

Learning Environment ◽

Primary School ◽

School Child ◽

Added Value ◽

Elementary School Child ◽

Modern Vision ◽

Primary School Age ◽

Emotional Approach

The article presents the Nature-based socio-emotional approach and science education for primary school child as a necessary relation on two levels. At the conceptual level the approach is analysed through the prism of the cumulative effects of nature and society to the cognitive and socio-emotional development of the child’s personality: in primary school age cognitive and emotional-volitional mental processes are socially predetermined and have the essence of a result. At the applied level, the Nature-based socio-emotional approach is analysed through active learning in nature as an authentic learning environment – the focus is on the acquisition of knowledge, the formation of cognitive and socio-emotional skills to overcome consumer culture and sustainable development of nature. In this regard, the effects of active learning are viewed in sync with the learning environment, which collectively generate added value to learning and become a kind of „key“ to creating a modern vision of science education in primary school today .

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