The term shared dataspace refers to the general class of models and languages in which the principal means of communication is a common, content-addressable data structure called a dataspace. Swarm is a simple languag...
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The term shared dataspace refers to the general class of models and languages in which the principal means of communication is a common, content-addressable data structure called a dataspace. Swarm is a simple language we have used as a vehicle for the investigation of the shared dataspace approach to concurrent computation. It is the first shared dataspace language to have an associated assertional-style proof system. An important feature of Swarm is its ability to bring a variety of programming paradigms under a single, unified model. In a series of related examples we explore Swarm's capacity to express shared-variable, message-passing, and rule-based computations;to specify synchronous and asynchronous processing modes;and to accommodate highly dynamic program and data structures. Several illustrations make use of a programming construct unique to Swarm, the synchrony relation, and explain how this feature can be used to construct dynamically structured, partially synchronous computations. The paper has three parts: an overview of the Swarm programming notation, an examination of Swarm programming strategies via a series of related example programs, and a discussion of the distinctive features of the shared dataspace model. A formal operational model for Swarm is presented in the Appendix.
This paper introduces a new environment for programming robots and physical computing devices-the Spatial Computing Platform (SCP)-and compares it to a text-based programming environment (the Cricket Logo). The SCP si...
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The difficulties that students have acquiring programming skills are compounded when they enter a course of study with little confidence in their own ability to use symbolic reasoning. The idea, therefore, that progra...
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The difficulties that students have acquiring programming skills are compounded when they enter a course of study with little confidence in their own ability to use symbolic reasoning. The idea, therefore, that programming should be understood primarily as an algorithmic process often produces severe anxiety and a consequent rapid disengagement with the subject. The recent development of visual programming environments has led to the claim that this algorithmic metaphor can be replaced, at least initially, by one that draws on a correspondence between programming and storytelling. It is asserted that this allows more productive scaffolding to occur around students’ prior experience and consequently that anxiety is reduced and learning is enhanced. This paper investigates such a claim in the context of an introductory programming module taught to first year Computing undergraduates at the Robert Gordon University. It also examines the problem of transition to more conventional code-based environments.
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