online algorithm (computer science)

In computer science, an online algorithm is one that can process its input piece-by-piece in a serial fashion, i.e., in the order that the input is fed to the algorithm, without having the entire input available from the start.

In contrast, an offline algorithm is given the whole problem data from the beginning and is required to output an answer which solves the problem at hand.

Because it does not know the whole input, an online algorithm is forced to make decisions that may later turn out not to be optimal, and the study of online algorithms has focused on the quality of decision-making that is possible in this setting. Competitive analysis formalizes this idea by comparing the relative performance of an online and offline algorithm for the same problem instance. Specifically, the competitive ratio of an algorithm, is defined as the worst-case ratio of its cost divided by the optimal cost, over all possible inputs. The competitive ratio of an online problem is the best competitive ratio achieved by an online algorithm. Intuitively, the competitive ratio of an algorithm gives a measure on the quality of solutions produced by this algorithm, while the competitive ratio of a problem shows the importance of knowing the future for this problem.

Gestión de dispositivos móviles (MDM)

Gestión de dispositivos móviles (MDM) es un término de la industria para la administración de dispositivos móviles, como teléfonos inteligentes, computadoras tablet, computadoras portátiles y computadoras de escritorio. MDM se implementa generalmente con el uso de un producto de terceros que tiene funciones de administración para los vendedores particulares de los dispositivos móviles.


Funcionalidad MDM puede incluir over-the-air distribución de aplicaciones, datos y parámetros de configuración para todo tipo de dispositivos móviles, incluyendo teléfonos móviles, smartphones, computadoras tablet, terminales portátiles robustos, impresoras portátiles, dispositivos POS móviles, ordenadores portátiles, etc. Más recientemente, y equipos de escritorio se han agregado a la lista de sistemas soportados como administración de dispositivos móviles se hace más acerca de la gestión básica del dispositivo y menos sobre la propia plataforma móvil. Herramientas MDM se aprovechan para ambos (BYOD) los dispositivos propiedad de la compañía y la propiedad de los empleados en toda la empresa o dispositivos móviles propiedad de los consumidores. [1] [2] La demanda del consumidor de BYOD está ahora requieren un mayor esfuerzo para MDM y el aumento de la seguridad, tanto para los dispositivos y la empresa que se conectan a [3], especialmente desde que los empleadores y los empleados tienen diferentes expectativas sobre el tipo de restricciones que se debe aplicar a los dispositivos móviles. [4]
Mediante el control y la protección de los ajustes de datos y de configuración para todos los dispositivos móviles en la red, MDM puede reducir los costos de apoyo y los riesgos de negocio. La intención de MDM es optimizar la funcionalidad y la seguridad de una red de comunicaciones móviles y minimizar el costo y el tiempo de inactividad. [5]
Con los dispositivos móviles convertirse ubicuo y aplicaciones que inundan el mercado, monitoreo móvil está creciendo en importancia. [6] Numerosos vendedores ayudan a los fabricantes de dispositivos móviles, portales de contenido y desarrolladores, prueba y supervisar la entrega de sus contenidos móviles, aplicaciones y servicios. Esta prueba de contenido se realiza en tiempo real mediante la simulación de la acción de miles de clientes y detección y corrección de errores en las aplicaciones.

Ver más: https://en.wikipedia.org/wiki/Mobile_device_management

Mobile device management (MDM)

Mobile device management (MDM) is an industry term for the administration of mobile devices, such as smartphones, tablet computers, laptops and desktop computers. MDM is usually implemented with the use of a third party product that has management features for particular vendors of mobile devices.

MDM functionality can include over-the-air distribution of applications, data and configuration settings for all types of mobile devices, including mobile phones, smartphones, tablet computers, ruggedized mobile computers, mobile printers, mobile POS devices, etc. Most recently laptops and desktops have been added to the list of systems supported as Mobile Device Management becomes more about basic device management and less about the mobile platform itself. MDM tools are leveraged for both company-owned and employee-owned (BYOD) devices across the enterprise or mobile devices owned by consumers.^[1][2] Consumer Demand for BYOD is now requiring a greater effort for MDM and increased security for both the devices and the enterprise they connect to,^[3] especially since employers and employees have different expectations on the type of restrictions that should be applied to mobile devices.^[4]

By controlling and protecting the data and configuration settings for all mobile devices in the network, MDM can reduce support costs and business risks. The intent of MDM is to optimize the functionality and security of a mobile communications network while minimizing cost and downtime.^[5]

With mobile devices becoming ubiquitous and applications flooding the market, mobile monitoring is growing in importance.^[6] Numerous vendors help mobile device manufacturers, content portals and developers, test and monitor the delivery of their mobile content, applications and services. This testing of content is done real time by simulating the action of thousands of customers and detecting and correcting bugs in the applications.

See more: https://en.wikipedia.org/wiki/Mobile_device_management

Software frameworks

Software frameworks

In computer programming, a software framework is an abstraction in which software providing generic functionality can be selectively changed by additional user-written code, thus providing application-specific software. A software framework is a universal, reusable software environment that provides particular functionality as part of a larger software platform to facilitate development of software applications, products and solutions. Software frameworks may include support programs, compilers, code libraries, tool sets, and application programming interfaces (APIs) that bring together all the different components to enable development of a project or solution.

Frameworks contain key distinguishing features that separate them from normal libraries:

·                    inversion of control: In a framework, unlike in libraries or normal user applications, the overall program's flow of control is not dictated by the caller, but by the framework.^[1]

·                    default behavior: A framework has a default behavior. This default behavior must be some useful behavior and not a series of no-ops.^{[citation needed]}

·                    extensibility: A framework can be extended by the user usually by selective overriding or specialized by user code to provide specific functionality.

·                    non-modifiable framework code: The framework code, in general, is not supposed to be modified, while accepting user-implemented extensions. In other words, users can extend the framework, but should not modify its code

The designers of software frameworks aim to facilitate software development by allowing designers and programmers to devote their time to meeting software requirements rather than dealing with the more standard low-level details of providing a working system, thereby reducing overall development time.^[2] For example, a team using a web application framework to develop a banking web-site can focus on writing code particular to banking rather than the mechanics of request handling and state management.

Frameworks often add to the size of programs, a phenomenon termed "code bloat". Due to customer-demand driven applications needs, both competing and complementary frameworks sometimes end up in a product. Further, due to the complexity of their APIs, the intended reduction in overall development time may not be achieved due to the need to spend additional time learning to use the framework; this criticism is clearly valid when a special or new framework is first encountered by development staff.^{[citation needed]} If such a framework is not used in subsequent job taskings, the time invested in learning the framework can cost more than purpose-written code familiar to the project's staff; many programmers keep copies of useful boilerplate for common needs.

However, once a framework is learned, future projects can be faster and easier to complete; the concept of a framework is to make a one-size-fits-all solution set, and with familiarity, code production should logically rise. There are no such claims made about the size of the code eventually bundled with the output product, nor its relative efficiency and conciseness. Using any library solution necessarily pulls in extras and unused extraneous assets unless the software is a compiler-object linker making a tight (small, wholly controlled, and specified) executable module.

The issue continues, but a decade-plus of industry experience has shown that the most effective frameworks turn out to be those that evolve from re-factoring the common code of the enterprise, instead of using a generic "one-size-fits-all" framework developed by third parties for general purposes. An example of that would be how the user interface in such an application package as an office suite grows to have common look, feel, and data-sharing attributes and methods, as the once disparate bundled applications grow unified into a suite which is tighter and smaller; the newer/evolved suite can be a product that shares integral utility libraries and user interfaces.

See more: https://en.wikipedia.org/wiki/Software_framework

Mobile learning: advantages and challenges

• Relatively inexpensive opportunities, as the cost of mobile devices are significantly less than PCs and laptops
• Multimedia content delivery and creation options
• Continuous and situated learning support
• Decrease in training costs
• Potentially a more rewarding learning experience
• New opportunities for traditional educational institutions
• Readily available a/synchronous learning experience

Challenges

Technical challenges include

• Connectivity and battery life
• Screen size and key size
• Meeting required bandwidth for nonstop/fast streaming
• Number of file/asset formats supported by a specific device
• Content security or copyright issue from authoring group
• Multiple standards, multiple screen sizes, multiple operating systems
• Reworking existing E-Learning materials for mobile platforms
• Limited memory
• Risk of sudden obsolescence 
• Security
• Work/Life Balance
• Cost of Investment

Social and educational challenges include

• Accessibility and cost barriers for end users: Digital divide.
• How to assess learning outside the classroom
• How to support learning across many contexts
• Content's security or pirating issues
• Frequent changes in device models/technologies/functionality etc.
• Developing an appropriate theory of learning for the mobile age
• Conceptual differences between e-learning and m-learning
• Design of technology to support a lifetime of learning
• Tracking of results and proper use of this information
• No restriction on learning timetable
• Personal and private information and content
• No demographic boundary
• Disruption of students' personal and academic lives
• Access to and use of the technology in developing countries
• Risk of distraction 

Computing platform

A computing platform is, in the most general sense, whatever pre-existing environment a piece of computer software or code object is designed to run within, obeying its constraints, and making use of its facilities. The term computing platform can refer to different abstraction levels, including a certain hardware architecture, an operating system (OS), and runtime libraries.^[1]

Binary executables have to be compiled for a specific hardware platform, since different central processor units have different machine codes. In addition, operating systems and runtime libraries allow re-use of code and provide abstraction layers which allow the same high-level source code to run on differently configured hardware. For example, there are many kinds of data storage device, and any individual computer can have a different configuration of storage devices; but the application is able to call a generic save or write function provided by the OS and runtime libraries, which then handle the details themselves. A platform can be seen both as a constraint on the application development process — the application is written for such-and-such a platform — and an assistance to the development process, in that they provide low-level functionality ready-made.

Operating systems examples

·                    AmigaOS, AmigaOS 4

·                    FreeBSD, NetBSD, OpenBSD

·                    Linux

·                    Microsoft Windows

·                    OpenVMS

·                    OS X (Mac OS)

·                    OS/2

·                    Solaris

·                    Tru64 UNIX

·                    VM

Mobile

·                    Android

·                    Bada

·                    BlackBerry OS

·                    Firefox OS

·                    iOS

·                    Embedded Linux

·                    Palm OS

·                    Symbian

·                    Tizen

·                    WebOS

·                    Windows Mobile

·                    Windows Phone

See more: https://en.wikipedia.org/wiki/Computing_platform

Informática Educativa Carlosfmur@gmail.com: Learning across multiple contexts

Informática Educativa Carlosfmur@gmail.com: Learning across multiple contexts: M-learning   or   mobile learning   is defined as "learning across multiple contexts, through social and content interactions...

Education: virtual learning environments

In education, virtual learning environments are simulated experiences which utilize the pedagogical strategies of instructional modeling and role playing for the teaching of new concepts. The environment in which the experiences are presented is a virtual one often accessed via a computer or other video projection interface. Immersive virtual environment headsets have been used with younger children and students with special needs. The advantages of using instructional simulators via VLEs include: students are motivated when they are able to use computers and other technology; VLEs allow for interaction, exploration, and experimentation with locations, objects, and environments that would otherwise be unavailable in the absence of the VLE; instructors can adapt programs and parameters of the virtual learning experience to meet individual learner needs; when multi-user virtual environments are used collaborative and cooperative learning is encouraged; VLEs relate to students the real-world relevance of their learning by extending concepts and skills to application in the simulated environment; and learning can occur in an emotionally and physically safe environment without detrimental consequence.

The use of instructional simulation with individuals with special needs is gaining more attention. Mitchell, Parsons, and Leonard (2007) created a "Virtual Café" program designed to teach social interaction skills to adolescents with autism spectrum disorder (ASD). The program provides feedback to guide, or scaffold, the user toward making appropriate social behavior decisions. Virtual learning environments are also beginning to be used to teach children with ASD how to respond in potentially dangerous situations such as crossing the street and evacuating a building on fire (Strickland, McAllister, Coles, and Osborne 2007). The instructional simulation provides a safe environment within which to practice appropriate response skills.

Distance learning is growing. The importance of a physical classroom is being reduced as the technology of distance learning develops (Sanders, 2006). Sanders (2006) present a warning that students may do well in distance learning environments, however they need to have engaging moments within the course. He also warns students to critically assess a new technology before adopting it as a learning tool. The virtual learning environment needs to simulate the learning process, using goals and objectives to measure the learners’ achievement. Sanders (2006) uses movies like Terminator 2: Judgment Day, The Matrix, and I, Robot as callbacks to allegorical warnings of potential mishaps of relying too much on technology. He presents possible ways to balance a distance course so that it can effectively simulate a learning environment.

Barney, Bishop, Adlong, and Bedgood (2009) studied the use of a 3D virtual laboratory as a tool to familiarize distance learning chemistry students with an actual chemistry laboratory. While it was not incorporated into the initial study, the researchers suggest including instructional scaffolding experiences to help alleviate students’ anxieties with applying mathematics and chemistry concepts in the actual laboratory setting (Barney, Bishop, Adlong, and Bedgood 2009). The virtual laboratory does not replace the real-world experience, rather it helps to enhance the student's schema of a chemistry laboratory and prepare them for performance expectations in the actual environment. Web-based virtual science laboratories are also used with elementary school students. In their study, Sun, Lin, and Yu (2008) found that students who used a web-based virtual science laboratory in conjunction with traditional teaching methods not only found the learning experience more enjoyable, they also performed better academically and received higher grades.

Baker (2009) suggests multi-user virtual environments or MUVEs have the potential to engage students. Second Life holds more of a purpose in interaction (Baker, 2009). Instructors can hold lectures; students can collaborate through chat in Second Life. When compared to a discussion board, Second Life is a viable alternative for distance learning students to develop group work skills. At Chesapeake High School in Baltimore County, Maryland, students explore the ecological environment surrounding Mt. St. Helens via a 3D virtual learning environment (Curriculum Review 2009). Students navigate through the environment with a virtual unmanned vehicle and work collaboratively to solve ecological and environmental problems that are built into the program for instructional purposes. Engaging in the VLE provides many opportunities for application, data collection, and problem solving.

Informática Educativa Carlosfmur@gmail.com: Telephone networks

Informática Educativa Carlosfmur@gmail.com: Telephone networks: A telephone network is a telecommunications network used for telephone calls between two or more parties. There are several differ...

simulación de instrucción, simulación educativa

Una simulación de instrucción, también llamado una simulación educativa, es una simulación de un cierto tipo de realidad (sistema o medio ambiente), sino que también incluye elementos de instrucción que ayudan a un estudiante explorar, navegar u obtener más información sobre ese sistema o ambiente que no se puede adquirir en general de la mera experimentación. Simulaciones de Instrucción son típicamente orientados a los objetivos y enfoque alumnos sobre hechos específicos, conceptos o aplicaciones del sistema o el medio ambiente. Hoy en día, la mayoría de las universidades hacen que el aprendizaje permanente sea posible, ofreciendo un entorno de aprendizaje virtual (VLE). No sólo pueden los usuarios Accede a aprender en diferentes momentos de sus vidas, pero también pueden sumergirse en el aprendizaje sin mover físicamente a un centro de aprendizaje, o interactuar cara a cara con un instructor en tiempo real. Tales VLEs varían ampliamente en la interactividad y el alcance. Por ejemplo, hay clases virtuales, laboratorios virtuales, programas virtuales, biblioteca virtual, formación virtual, etc. Los investigadores han clasificado VLE en 4 tipos:
VLE primera generación: Se originaron en 1992, y siempre que el primero en la línea de las oportunidades del curso. Consistían en una colección de materiales de aprendizaje, foros de discusión, análisis y sistemas de correo electrónico todos accesibles en línea. Este tipo de entorno virtual era estático, y no permitió que para la interacción entre los diferentes componentes del sistema.
VLE generación segundo: Se originó en 1996, éstos VLE son más poderosos, tanto en la integración de la base de datos y funciones - la planificación y la administración, creación y apoyo de material didáctico, pruebas y análisis de resultados. Existen más de 80 formas, incluyendo Learning Space, WebCT, Top Class, COSE, Pizarra, etc.
VLE generación tercero: La novedad de tercera generación VLE es que incorporan las últimas tecnologías, accesibles en tiempo real real y no (síncronas y comunicaciones síncronas), tales como conferencias de audio y vídeo a través de la internet -'one a uno "y" uno a muchos ", cuenta con la colaboración para el trabajo en grupos, seminarios, laboratorios, foros, y funciona por supuesto, el aprendizaje, desarrollo, planificación, biblioteca y administrativos. Stanford on-line, InterLabs, Clase 2000 y el sistema de "Universidad Virtual" (VU) son ejemplos de este VLE.
VLE cuarta generación: Estos son los entornos del futuro, y representan nuevos paradigmas de aprendizaje, en el centro de los cuales son el usuario y los "recursos globales", en oposición a la maestra y los Su principal ventaja es que 'los recursos locales. materiales de aprendizaje pueden ser creados, adaptados y personalizados a las necesidades y funciones específicas de cada usuario. Pocas cuarta generaciones existen VLE, ​​la mayoría de ellos todavía se está en la planificación y el desarrollo de las fases. Un ejemplo de la tecnología de apoyo se llama la 'tecnología multi-agente ", que permite a la interfaz de datos entre diferentes sistemas,
Ver más: https://en.wikipedia.org/wiki/Instructional_simulation