2014 - August
GPUs: High-performance Accelerators for Parallel Applications: The multicore transformation (Ubiquity symposium)
by Mark Silberstein
August 2014Early graphical processing units (GPUs) were designed as high compute density, fixed-function processors ideally crafted to the needs of computer graphics workloads. Today, GPUs are becoming truly first-class computing elements on par with CPUs. Programming GPUs as self-sufficient general-purpose processors is not only hypothetically desirable, but feasible and efficient in practice, opening new opportunities for integration of GPUs in complex software systems.
The MOOC Spring: MOOCs and technology to advance learning and learning research (Ubiquity symposium)
by Fred Siff
August 2014Fred Siff warns us that online learning, and in particular MOOCs, are threatening to overrun not just old models of instruction but the very nature of higher education institutions themselves.
Multicore Processors and Database Systems: The multicore transformation (Ubiquity symposium)
by Kenneth A. Ross
August 2014Database management systems are necessary for transaction processing and query processing. Today, parallel database systems can be run on multicore platforms. Presented within is an overview of how multicore machines have impacted the design and implementation of database management systems.
MOOCs: Symptom, Not Cause of Disruption: MOOCs and technology to advance learning and learning research (Ubiquity symposium)
by Lewis J. Perelman
August 2014Is the MOOCs phenomenon a disruptive innovation or a transient bubble? It may be partly both. Broadcasting lectures and opening up courses via MOOCs by itself poses little change of the academic status quo. But academia is part of a broader academic-bureaucratic complex that provided a core framework for industrial-age institutions. The academic-bureaucratic complex rests on the premise that knowledge and talent must be scarce. Presumed scarcity justifies filtering access to information, to diplomas, and to jobs. But a wave of post-industrial technical, economic, and social innovations is making knowledge and talent rapidly more abundant and access more "open." This mega-trend is driving the academic-bureaucratic complex toward bankruptcy. It is being replaced by new, radically different arrangements of learning and work. The embrace of MOOCs is a symptom, not a cause of academia's obsolescence.