Computational Thinking (CT) is considered a core competency in problem formulation and problem solving. We have developed the Computational Thinking using Simulation and Modeling (CTSiM) learning environment to help middle school students learn science and CT concepts simultaneously. In this paper, we present an approach that leverages multiple linked representations to help students learn by constructing and analyzing computational models of science topics. Results from a recent study show that students successfully use the linked representations to become better modelers and learners.

In this paper, we present early research evaluating the predictive power of a variety of temporal features across student subpopulations with distinctive behaviors at the beginning of the course. Initial results illustrate that these features predict important differences across the subpopulations and over time in the courses. Ultimately, these results have implications for effectively targeting adaptive scaffolding tailored to the particular intentions and goals of subpopulations in MOOCs.

Computational thinking (CT) draws on fundamental computer science concepts to formulate and solve problems, design systems, and understand human behavior. CT practices (e.g., problem representation, abstraction, decomposition, simulation, verification, and prediction) are also central to the development of expertise in a variety of STEM disciplines. Exploiting this synergy between CT and STEM disciplines, we have developed CTSiM, a cross-domain, scaffolded, visual-programming and agent-based learning environment for middle school science. We present and justify the CTSiM architecture and its implementation. To identify challenges and scaffolding needs in learning with CTSiM, we present a case study describing the challenges that a highand a low-achieving student faced while working on kinematics and ecology units using CTSiM. Decreases in the number of challenges for both students over sequences of related activities illustrate the combined effectiveness of our approach. Further, the specific challenges and scaffolds identified suggest the design of an adaptive scaffolding framework to help students develop a synergistic understanding of CT and science concepts.

Metacognition and self-regulation are important components for developing effective learning in the classroom and beyond, but novice learners often lack these skills. Betty’s Brain, an open-ended computer-based learning environment, helps students develop metacognitive strategies as they learn science topics. In order to better understand and improve the effect of adaptive scaffolding on students’ cognitive and metacognitive skills, we investigate students’ activities in Betty’s Brain from a study comparing different forms of adaptive scaffolding. We measure students’ cognitive and metacognitive processes from students’ action sequences by (i) interpreting and characterizing behavior patterns using a cognitive/metacognitive model of the task, (ii) mapping students’ frequently observed cognitive and metacognitive process patterns back into their overall activity sequences and measuring their effectiveness, and (iii) employing a binning method with clustering and visualization techniques to characterize the temporal evolution of these processes. Our experimental studies illustrate that the effectiveness and temporal changes in students’ behaviors were generally consistent with the scaffolding provided, suggesting that these metacognitive strategies can be taught to middle school students in computer-based learning environments.

Computational Thinking (CT) defines a domain-general, analytic approach to problem solving that combines concepts fundamental to computing, with systematic representations for concepts and problem-solving approaches in scientific and mathematical domains. We exploit this trade-off between domain-specificity and domain-generality to develop CTSiM (Computational Thinking in Simulation and Modeling), a cross-domain, visual programming and agent-based learning environment for middle school science. CTSiM promotes inquiry learning by providing students with an environment for constructing computational models of scientific phenomena, executing their models using simulation tools, and conducting experiments to compare the simulation behavior generated by their models against that of an expert model. In a preliminary study, sixth-grade students used CTSiM to learn about distance-speed-time relations in a kinematics unit and then about the ecological process relations between fish, duckweed, and bacteria occurring in a fish tank system. Results show learning gains in both science units, but this required a set of scaffolds to help students learn in this environment.

Sensor webs are often composed of servers connected to distributed real-time embedded (DRE) systems that operate in open environments where operating conditions, workload, resource availability, and connectivity cannot be accurately characterized a priori. The South East Alaska MOnitoring Network for Science, Telecommunications, Education, and Research (SEAMONSTER) project exhibits many common system management and dynamic operation challenges for effective, autonomous system adaptation in a representative sensor web. These challenges cover both field operation (e.g., power management through system sleep/wake cycles and reaction to local environmental changes) and server operation (e.g., system adaptation for new/modified goals, resource allocation for a changing set of applications, and configuration changes for fluctuating workload). This paper presents the results of integrating and applying quality-of-service (QoS)-enabled component middleware, dynamic resource management, and autonomous agent technologies to address these challenges in SEAMONSTER.

Real-time and embedded systems have traditionally been designed for closed environments where operating conditions, input workloads, and resource availability are known a priori and are subject to little or no change at runtime. There is an increasing demand, however, for autonomous capabilities in open distributed real-time and embedded (DRE) systems that execute in environments where input workload and resource availability cannot be accurately characterized a priori. These systems can benefit from autonomic computing capabilities, such as self-(re)configuration and self-optimization, that enable autonomous adaptation under varying—even unpredictable—operational conditions. A challenging problem faced by researchers and developers in enabling autonomic computing capabilities to open DRE systems involves devising adaptive planning and resource management strategies that can meet mission objectives and end-to-end quality of service (QoS) requirements of applications. To address this challenge, this paper presents the Integrated Planning, Allocation, and Control (IPAC) framework, which provides decision-theoretic planning, dynamic resource allocation, and runtime system control to provide coordinated system adaptation and enable the autonomous operation of open DRE systems. This paper presents two contributions to research on autonomic computing for open DRE systems. First, we describe the design of IPAC and show how IPAC resolves the challenges associated with the autonomous operation of a representative open DRE system case study. Second, we empirically evaluate the planning and adaptive resource management capabilities of IPAC in the context of our case study. Our experimental results demonstrate that IPAC enables the autonomous operation of open DRE systems by performing adaptive planning and management of system resources.

Effective resource management for distributed real-time embedded (DRE) systems is hard due to their unique characteristics, including (1) constraints in multiple resources and (2) highly fluctuating resource availability and input workload. DRE systems can benefit from a middleware framework that enables adaptive resource management algorithms to ensure application QoS requirements are met. This paper identifies key challenges in designing and extending resource allocation algorithms for DRE systems. We present an empirical study of bin-packing algorithms enhanced to meet these challenges. Our analysis identifies input application patterns that help generate appropriate heuristics for using these algorithms effectively in DRE systems.

Distributed real-time embedded (DRE) systems perform sequences of coordination and heterogeneous data manipulation tasks in dynamic environments to meet specified goals. Autonomous operation of DRE systems can benefit from the integrated operation of (1) a decision-theoretic spreading activation partial order planner (SA-POP) that combines task planning and scheduling in uncertain environments with (2) a resource allocation and control engine (RACE) middleware framework that integrates multiple resource management algorithms for (re)deploying and (re)configuring task sequence components in these systems. This paper demonstrates the effectiveness of SA-POP and RACE in managing and executing mission goals for a multisatellite application. Our results show that combining planning, scheduling and resource constraints dynamically is the key to implementing autonomy in DRE systems