InSITE Conference最新文献

{"title":"E-Readiness of Preservice Kindergarten Teachers for Teaching Practices During the COVID-19 Lockdown Period [Abstract]","authors":"Merav Aizenberg, Gila Cohen Zilka","doi":"10.28945/4969","DOIUrl":"https://doi.org/10.28945/4969","url":null,"abstract":"Aim/Purpose: This study examined the distance teaching practices that early childhood pre-service teachers chose for working with kindergarten students during the COVID-19 lockdown.\u0000\u0000Background: The spread of the coronavirus resulted in a state of emergency, lockdowns, isolations, and social distancing in Israel. As a result of the lockdown, kindergartens were closed, and learning continued distance teaching.\u0000\u0000Methodology: In this study, we examine the perception of the role of the coaching kindergarten teacher in the process of integrating and coaching students at the be-ginning of their practicum in kindergarten, during the COVID period, from the perspective of the students. The study involved 32 female preservice teachers studying at teacher training institutions in Israel. The study used the qualitative research method.\u0000\u0000Contribution: Imparting knowledge, tools, and skills for working in this environment could have led to more significant teaching during the COVID-19 lockdown period by some of the participants in the study.\u0000\u0000Findings: The data analysis revealed that preservice teachers could be divided into three categories: (a) those who adopted distance teaching (12.5%), (b) those who sent asynchronous messages (21.8%), and (c) those who initiated distance learning activities (65.6%). Participants raised three issues: (a) communication and interactions, (b) characteristics of the preservice teachers, and (c) attitudes, tools, and technological skills of the preservice teachers. The findings revealed differences in the resilience and efficacy of the preservice teachers, including creativity, endurance, independence, flexibility, and the degree of e-readiness for teaching in a digital environment. These differences affected the choice of distance teaching practices.\u0000\u0000Recommendations for Practitioners: Knowledge strengthens the sense of mental resilience; therefore, it is necessary to enhance the digital readiness of students in early education teaching programs. The process of training preservice teachers must include teaching practices in a digital environment, thereby expanding the students’ “toolbox” and increasing their e-readiness for effective integration of the digital environment. \u0000\u0000Recommendations for Researchers: The findings of the study can be applied in periods when it is not possible to meet face-to-face, with remote populations in the periphery, and in joint learning of kindergarten teachers, parents, and children within the framework of homeschooling in geographically distant areas, carried out remotely and not face to face. \u0000All the preservice teachers who participated in the study and all the parents of the children in the kindergartens had full access to the Internet and application's; therefore, the findings of the present study can be applied only to populations that have access to the Internet. For populations that have partial access, the data may be applied only partially.\u0000\u0000Impact on Society: It is important that kinde","PeriodicalId":441880,"journal":{"name":"InSITE Conference","volume":"56 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122577802","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Student Ownership of Learning: A Student’s Experience","authors":"Rena Sakai, Christine Bakke","doi":"10.28945/4992","DOIUrl":"https://doi.org/10.28945/4992","url":null,"abstract":"Aim/Purpose: This study reports the outcome of Student Ownership of Learning (SOL) through developing a shopping application. This research aims to describe embedding agile career-like experiences into software development courses in order to improve perceived educational value.\u0000\u0000Background: Many classes consist of lectures, homework, and tests; however, most students do not remember what they learn through passive instruction. The re-searchers of this study believe that SOL and Scrum can be combined to guide students as they take an active and leading role in their learning.\u0000\u0000Methodology: This study implemented SOL and Scrum to promote learning through teacher and student collaboration. Iterative development of an ill-defined and complex software project progressed through goal setting, task determination, prioritization, and timeboxing. Following Scrum, the complex project was first broken down into small units. \u0000\u0000The development followed short periods of independent work followed by meetings; each timeboxed development cycle is modeled after a Scrum sprint. Weekly instructor-student meetings emphasized planning and reflection through code review, discussions of progress and challenges, and prioritization for the next iteration. The project followed the agile philosophy of soft-ware development flow through iterative development rather than focusing on a defined end date.\u0000\u0000Contribution: This study provides a practical guide for successful student learning based on SOL and Scrum through project details such as project successes and iterative challenges.\u0000\u0000Findings: This study found that SOL, when combined with Scrum, can be used to provide a career-like software development experience. Student perceptions reflect regular interactions with a subject matter expert for the development of a complex software project increased willingness to learn, helped clarify goals, and advanced development of independent programming skills.\u0000\u0000Recommendations for Practitioners: Practitioners can share this research with faculty members from different faculties to develop the best solutions for SOL using Scrum. \u0000\u0000Recommendations for Researchers: Researchers are encouraged to explore different disciplines and different perspectives where SOL and Scrum methods might be implemented to increase active learning through teamwork or project-based learning.\u0000\u0000Impact on Society: This study is beneficial for creating or redesigning a course to include career-like experiences. Readers can understand that the high level of engagement and achievement achieved through SOL and Scrum are the driving forces for project success.\u0000\u0000Future Research: Practitioners and researchers can expand the current body of knowledge through further exploration of Scrum and SOL in educational settings where the emulation of real career experiences is desired. Future research examining best practices, tools, and methods for embedding complex software development projects into programming courses would be","PeriodicalId":441880,"journal":{"name":"InSITE Conference","volume":"3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131751831","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Industrial PhD Education – Exploring Doctoral Students Acting in the Intersection of Academia and Work-Life","authors":"Iréne Bernhard, Anna Karin Olsson","doi":"10.28945/4961","DOIUrl":"https://doi.org/10.28945/4961","url":null,"abstract":"Aim/Purpose: The aim is to explore the benefits and challenges of industrial PhD education through the perspectives of industrial PhD students who are acting in the intersection of academia and work-life by applying a work-integrated learning (WIL) approach to highlight issues that academy and industry need to consider.\u0000\u0000Background: Industrial PhD education is a vital part of collaboration between academia and society although still an under-researched field. This paper reveals the perspectives of the industrial PhD students who are at the same time involved in both academia and industry, with the same academic demands as traditionally enrolled academic PhD students combined with demands and expectations from their industrial employers. \u0000\u0000Methodology: Qualitative methods were applied and 19 semi-structured interviews with industrial PhD students were conducted. The empirical context is a Swedish university profiling work-integrated learning offering PhD programs for industrial PhD students from both the private and public sectors. \u0000\u0000Contribution: This explorative study contributes to advance the current knowledge of third cycle education to deepen the insights into benefits and challenges in industrial PhD education through the perspectives of industrial PhD students acting in the intersection of academia and work-life. By applying a WIL approach on third-cycle education, issues that academy and industry need to consider for successful collaboration within doctoral education are identified. \u0000\u0000Findings: Findings indicate that industrial PhD students acting in the intersection of academia and work-life are developing practical and transferable skills requested by employers outside academia, hence increasing societal impact. Findings show that industrial PhD education generates several WIL benefits. Novel challenges identified include unclear financial agreements, conflicts of interest, administrative bureaucracy, work promotion opportunities, and lack of be-longing and identity, hence not exploiting the full potential of WIL. This has been further intensified during the COVID-19 pandemic with restricted travel and dependence solely on virtual connections.\u0000\u0000Recommendations for Practitioners: It is vital to recognize that challenges do exist and need to be considered to strengthen industrial PhD education as well as collaboration between academia and society. Increased communication and continuous interactions between academia and industry during the entire industrial PhD education are needed. \u0000\u0000Recommendations for Researchers: Future studies of WIL in industrial PhD education are encouraged.\u0000Impact of society This study contributes insights into PhD education transforming along with societal needs based on successful university-society collaboration.\u0000\u0000Future Research: Further research is encouraged to deepen and broaden the industry perspective of industrial PhD education.","PeriodicalId":441880,"journal":{"name":"InSITE Conference","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128685108","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Cybersecurity Issues in the Secondary and Higher Education Systems’ Curricula","authors":"Svetlana Syarova, Stefka Toleva-Stoimenova","doi":"10.28945/5114","DOIUrl":"https://doi.org/10.28945/5114","url":null,"abstract":"Aim/Purpose.\u0000This paper examines the Bulgarian educational policy in the field of information technology and cybersecurity in particular. \u0000\u0000Background.\u0000The massive penetration of technology into daily life and the economy is transforming the possibilities for work, learning, communication, access to information, and spending free time. The result is a global electronic environment that provides new opportunities for communication and interaction with individuals and communities worldwide. New strategies, policies, and measures have been constantly reviewed and developed to meet the new demands for high-quality digital education.\u0000\u0000Methodology.\u0000For each of the major research domains (secondary and higher education systems in Bulgaria) considered for this study, the cybersecurity issues in the curricula have been explored, collected, and analyzed. The study combines empirical research and statistical analysis.\u0000\u0000Contribution.\u0000This paper contributes to the body of knowledge by providing evidence that in the curricula of non-IT majors, information security does not occupy its important place assigned to it by the current reality of an ever-increasing threat of cyber-attacks. \u0000\u0000Findings.\u0000Sharing authors’ experience acquired in examining educational policy related to students’ digital literacy and cybersecurity literacy will contribute to the transition of secondary and higher education in a way to address 21st-century challenges. \u0000\u0000Recommendations for Practitioners.\u0000Considering the findings of this study, schools and universities need to include cybersecurity issues and concerns in curricula to raise awareness of their graduates in this field.\u0000\u0000Recommendations for Researchers.\u0000Conducting research on IT and cybersecurity literacy acquired at the level of secondary and higher education in Bulgaria could identify some gaps and improve the curricula. \u0000\u0000Impact on Society.\u0000Rapid technological progress radically changes and redefines conventional teaching and learning processes in education to meet current challenges. \u0000\u0000Future Research.\u0000Future studies can also consider comparative studies in different countries.","PeriodicalId":441880,"journal":{"name":"InSITE Conference","volume":"47 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130678474","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Software Development for Dementia Patient - A Student's Perspective [Abstract]","authors":"Madeleine V. S. Schneider, Christine Bakke","doi":"10.28945/5085","DOIUrl":"https://doi.org/10.28945/5085","url":null,"abstract":"Aim/Purpose.\u0000This study aims to document the results of Student Ownership of Learning through the development of a software application to support dementia patients. The research strives to create an agile career-like experience connected to software development courses to overall improve the learning outcome for students.\u0000\u0000Background.\u0000Most online classes are limited to lectures, homework, and tests. However, students struggle to evolve with passive instruction as well as no hands-on experience. In addition to that the students do not gain experience directed toward their professions and are not familiar with the requirements during a software development process. \u0000The researchers of this study believe that Student Ownership of Learning (SOL) and Scrum can be the basis of a hands-on learning experience where the student is able to take an active approach to their own learning. The study identified the increase in dementia patients and the lack of interactive software applications in health care as an area where research and development were needed. The software application was created to address dementia patients’ needs for meaningful interaction and improvement of memory. The student is able to take leadership of their own learning while working on developing their own project while having guidance from the instructor. \u0000\u0000Methodology.\u0000In this research, the student and professor worked together as a team to experience Student Ownership of Learning that incorporated Scrum-like practices. The student was able to seek guidance from the professor throughout the process and was able to receive feedback in weekly meetings. The student documented their weekly finding and set goals for each week. This helped the student to follow Scrum-like practices where a complex project can be split into multiple smaller units and tackled individually.\u0000The Scrum sprint helped the student to set goals for each development cycle and to prioritize certain tasks. The student experiences how to successfully manage time to complete a complex project on a defined end date. Each iteration allowed the student to develop further by doing research, speaking to experts, and having weekly instructor-student meetings. The Scrum process generally allows constant review, and the student is able to access the documentation from the earlier iterations. \u0000\u0000Contribution.\u0000This study showcases the student’s successful learning outcomes connected to Student Ownership of Learning as well as Scrum by providing documentation of the processes, concerns, and successes.\u0000Findings This study connected student learning to a professional experience that is closely tied to Student Ownership of Learning and Scrum. The student identified the importance of improving the situation of dementia patients through software development. Generally, the student noted that by working on a chosen topic of interest their motivation and programming skillset increased at a greater rate than in a normal classroom settin","PeriodicalId":441880,"journal":{"name":"InSITE Conference","volume":"28 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128059683","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Agile Supply Chain Management Theories, Empirical Data, and Future Directions","authors":"Bryan D Berthot","doi":"10.28945/5153","DOIUrl":"https://doi.org/10.28945/5153","url":null,"abstract":"Aim/Purpose.\u0000This is a literature review that defines agile supply chain management (ASCM), discusses several competing theories (particularly ones with some empirical evidence), their research limitations (e.g., cultural and industry homogeneity), and future directions for research that would add to the field’s body of knowledge.\u0000\u0000Background.\u0000Agile supply chain management (ASCM) is a relatively recent phenomenon, with most academic articles published between 2001 and the present. However, the ASCM literature is quite fragmented, with no dominant theory. Both the ASCM literature and private industry would benefit from a heterogenous (i.e., multi-site, multi-industry) empirical study in the U.S. In this context, several forward-looking topics are considered as business “problems of practice”, including: 1) elaborating on existing agile supply chain rating instruments; and 2) generating empirical data from industry to support Zhu et al.’s (2022) EDGE supply chain framework. The challenges for supply chain managers are ones of assessing the agility of their firm’s supply chain and deciding on a theoretically based action plan for making targeted improvements.\u0000\u0000Methodology.\u0000The literature review was limited to refereed journals (i.e., does not include popular business journals, unpublished dissertations, etc.), yielding approximately 30 topic-relevant papers. The three-step review methodology (i.e., comprehensive material search, descriptive analysis and classification, theoretical and content analysis) attempts to replicate that of Shashi et al. (2020).\u0000\u0000Contribution.\u0000This paper defines ASCM and examines some of its key theoretical paradigms, including Christopher’s (2000) three-dimensional model for achieving agility, Lee’s (2004) Triple-A framework, and Lin et al.’s (2006) “route to agility” drivers-capabilities-goals model. It then discusses empirical support for the respective theories as well as some of their research limitations (e.g., cultural and industry homogeneity). Finally, it reviews some of the germane tools developed to assess the appropriateness of an agile approach in industry. This effort groups the literature into major theories with empirical support, identifies existing instruments to gauge an organization’s level of agile supply chain, and proposes several potential lines of research that would help the practitioner assess and improve the agility of the supply chain. \u0000\u0000Findings.\u0000In this context, several forward-looking topics are considered as business “problems of practice”, including: 1) elaborating on existing agile supply chain rating instruments; and 2) generating empirical data from industry to support Zhu et al.’s (2022) EDGE supply chain framework. \u0000\u0000Recommendations for Practitioners.\u0000The challenges for supply chain managers are ones of assessing the agility of the firm’s supply chain and deciding on a theoretically based action plan for making targeted improvements.\u0000\u0000Recommendations for Researchers.\u0000Here are some possi","PeriodicalId":441880,"journal":{"name":"InSITE Conference","volume":"27 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126684490","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Writing Doctoral Dissertation Literature Review: Identifying the Prerequisites, Corequisites and the Iterative Process for Writing the Literature","authors":"Azad Ali, Shardul Pandya, Umesh C VARMA","doi":"10.28945/4962","DOIUrl":"https://doi.org/10.28945/4962","url":null,"abstract":"Aim/Purpose: Identify the prerequisites, the corequisites, and the iteration processes in organizing and writing the literature review chapter of doctoral dissertations.\u0000\u0000Background: Writing the literature review chapter of doctoral dissertations presents unique challenges. Students waste a lot of time identifying material to write, and the experience is generally that of frustration and time delay. \u0000\u0000Methodology: Paper reviews literature to identify levels of information helpful for writing the literature review chapter: prerequisites, corequisites, and iteration process. \u0000\u0000Contribution: Paper identifies and explains the prerequisites, the corequisites, and iteration steps that go into organizing the reviewed literature and suggests putting them into use when starting the literature review chapter of a doctoral dissertation.\u0000\u0000Findings: Writing a doctoral dissertation literature review is long and complicated be-cause some delve into the writing without much preparation. By identifying what is helpful prior to commencing and during the writing as well as being cognizant of the repetitive steps, this paper sheds light on what goes on during the preparation for writing the literature review. \u0000\u0000Recommendations for Practitioners: Before delving into the writing of the literature review, it will be helpful to identify the prerequisites, the corequisites, and the iteration process that goes into the writing of literature review. \u0000\u0000Recommendations for Researchers: More research is needed to give detailed suggestions on what to do during the writing of the literature review. \u0000\u0000Impact on Society: The findings of this research will help doctoral mentors/advisors guide students in completing the chapter on literature review.","PeriodicalId":441880,"journal":{"name":"InSITE Conference","volume":"48 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122907926","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Establishing the IT Student’s Perspective to e-Learning: Preliminary Findings from a Queensland University of Technology Case","authors":"Helen Partridge, Sylvia Lauretta Edwards","doi":"10.28945/2871","DOIUrl":"https://doi.org/10.28945/2871","url":null,"abstract":"The Queensland University of Technology (QUT) is committed to providing outstanding learning environments and programs that lead to excellent outcomes for students. This paper will discuss how the Faculty of Information Technology is helping to meet this commitment by using information and communication technology to transform teaching and learning in ways in which engage and challenge students. The paper will provide a case study explore how e-learning is being implemented within the Bachelor of Information Technology. The paper will discuss the practical implications of incorporating e-learning into the teaching curriculum and how it impacts on the teaching and learning process. Student attitudes and expectations towards e-learning will be explored. The paper concludes that e-learning should be a part of a ‘whole of learning’ approach in which technology is not just an add on to traditional teaching, nor is it the central focus of teaching, but rather, it is one of many tools that is integrated into the curriculum to foster learning. The current project suggests that students appreciate and prefer a mix of e-learning and face-to-face classes and that e-learning is most successful when a holistic approach to teaching and learning is taken.","PeriodicalId":441880,"journal":{"name":"InSITE Conference","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131305948","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Integrating Agile Software Development Practice in a Classroom Setting","authors":"Anthony J Kampa, Christine Bakke","doi":"10.28945/5159","DOIUrl":"https://doi.org/10.28945/5159","url":null,"abstract":"Aim/Purpose .\u0000This paper explores how best to implement Agile style courses into university curriculum. It is a starting point for teachers who are unsure how to structure their classes in an Agile way.\u0000\u0000Background.\u0000This paper explores the researcher’s experiences with Agile in the classroom, outside the classroom and in a professional setting. Recommendations are made on how to best introduce students to Agile concepts and prepare them for their careers. \u0000\u0000Methodology.\u0000This paper is an exploratory case study in determining whether or not students are properly equipped for their careers. Information was gathered through a qualitative interview administered virtually. The sample is taken from students who are recent graduates from public universities in the Midwest. \u0000\u0000Contribution.\u0000This study provides tangible and practical suggestions to best utilize Agile methodologies in an academic setting. \u0000\u0000Findings.\u0000A project-based learning class taught using the agile methodology would provide a beneficial and flexible class for students no matter where their careers take them. This style of class can be offered to any level of undergraduate student but more advanced students will likely get more out of it. Advanced students should be encouraged to work across disciplines to foster communication skills and provide valuable experience working with non-developers. \u0000\u0000Recommendations for Practitioners.\u0000Agile is not a silver bullet. Not all classes will be a good fit for this style of teaching. Practitioners should consider a blend of classes with different teaching styles.\u0000\u0000Recommendations for Researchers.\u0000Researchers are encouraged to explore different methodologies for including Agile development into a classroom environment. \u0000\u0000Impact on Society.\u0000This study will help to better prepare the next generation of software developers for eventual careers. \u0000\u0000Future Research.\u0000Practitioners and researchers can expand on this study by exploring a multi-year study following students who had Agile curriculum and students who received traditional class methods as they graduate and join the workforce. Researchers can explore other methods of implementing Agile in the classroom to further refine suggestions provided in this paper.","PeriodicalId":441880,"journal":{"name":"InSITE Conference","volume":"4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124681091","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Student Learning Using MongoDB Sharding on a Cluster of Ubuntu Raspberry Pi 4B Servers","authors":"Robert Thomas Mason, William K Masters","doi":"10.28945/4989","DOIUrl":"https://doi.org/10.28945/4989","url":null,"abstract":"Aim/Purpose: When Data Science students use a Cloud environment such as AWS or Azure, they are not able to have direct hands-on experience with the under-lying hardware components. When students create virtual machines in the Cloud, they specify memory size, CPUs, disk space, etc. However, they cannot reach out and touch the underlying hardware directly since it resides in the Cloud.\u0000\u0000Background: The ability to purchase commodity servers (e.g., $3,000 per Dell server) to create a cluster of multiple machines is cost prohibitive for most faculty and students because it can cost upwards of $30,000 for 10 machines. This cost does not include the other hardware components that are required for the cluster, such as cooling equipment, cables, rack, etc.\u0000\u0000Methodology: The research methodology leveraged for this research was to build a prototype to evaluate the costs of using inexpensive hardware and software ($1628.82) in comparison to a more expensive cluster of commodity servers ($30,000).\u0000\u0000Contribution: There is very little research literature about using this approach of using Raspberry Pi servers as an inexpensive replacement for commodity servers.\u0000\u0000Findings: This paper demonstrates that Raspberry Pi 4b servers (with 8 gig of RAM) can be leveraged to build a cluster of low cost servers to run both Linux Ubuntu 20 and MongoDB Sharding (distributed processing).\u0000\u0000Recommendations for Practitioners: Practitioners will appreciate this paper because it is a tutorial that describes assembling the cluster components and then installing MongoDB Shar-ding (distributed processing) on a cluster of 9 Rpi 4b servers.\u0000\u0000Recommendations for Researchers: Researchers will appreciate this paper because it provides a new inexpensive alternative to using a Cloud environment or an expensive cluster of commodity servers to research distributed processing.\u0000\u0000Impact on Society: Students and faculty now have an inexpensive option of creating a personalized cluster of servers to experiment with distributed processing.\u0000\u0000Future Research: Future Research can include testing this cluster with other distributed processing tools, such as the Hadoop ecosystem or NoSQL Databases (e.g. such as Cassandra)","PeriodicalId":441880,"journal":{"name":"InSITE Conference","volume":"44 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132148090","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}