Wednesday, September 7, 2016

Monitoring Distributed Systems – Lessons from the RELEASE project

The observer effect tells us that we cannot observe a system without disturbing it; on the other hand, without observation we are unable to correct, evolve or optimise systems. In this post we first discuss the general question of observing distributed systems, and then we look at some of the ideas and prototypes for more effective monitoring that come out of the RELEASE project, which was focussed on building scalable distributed systems in Erlang.


We begin by exploring what it means to monitor a distributed system, how it is done, and the uses to which monitoring data can be put. Sloppily, we know, we will use the term “monitoring” to cover activities of monitoring, observation, tracing and visualisation: what they have in common is the fact that they involve extracting information from a system which goes beyond the information it is required to produce to function and gives information about how it is performing that function.

After setting out the various dimensions of monitoring, we conclude by discussing the ways in which monitoring can load a system. This sets the scene for a discussion of how to mitigate this loading, in the context of Erlang distributed systems.

Why monitor?

We monitor to make sure that a system is delivering what it should. This might be a matter of ensuring that it can maintain performance over time, as unread messages accumulate in mailboxes, perhaps. It could mean observing the way in which (eventual) consistency is managed, so that the system is able to respond appropriately despite there being disruptions to infrastructure. It could also have a more active purpose: to allow the system to adapt to changing circumstances, either through real-time reactive behaviour, or through longer term code evolution.

What are we monitoring?

In a distributed system two kinds of activity can be observed: first there are data which come from a single node, such as CPU usage, or trace messages to particular function calls; there are also data arising from the traffic between different nodes.

As the examples just given show, these data can be event-based, such as log messages about function calls or other system events; or they can be observations, such as CPU usage. While it is in the user’s control how often to observe a property of the system, trace messages will be generated according to how the system is behaving, and so the rate and scale of their production is not under user control.

Different levels of monitoring are possible, too. Simple data, such as CPU or memory usage, can be gathered for all systems, whereas in many cases the most useful data is application-aware, more directly reflecting the semantics of the system that is being observed.

When do we monitor?

Monitoring can be online: information about a system is available in real-time, so that problems can be identified and rectified as a system runs. A drawback of this approach is that data analysis is limited by the fact that it must produce results on the basis of what has happened up to a point during execution. It must also do this in a timely way, using a limited amount of data.

On the other hand, more complex and complete analyses can be produced post hoc using data generated during the system execution. The two are combined in a hybrid approach, in which  offline analyses are repeatedly generated for portions of an execution.

How do we react?

It may be that the results of monitoring are presented to an operator, and it is up to her to decide how to react to what she sees, reconfiguring or rebooting parts of a system for instance. It is also possible to design automated systems that use monitoring data: these range from a simple threshold trigger fired, for example, by CPU loading reaching a particular level, to a fully autonomic system.

The burden of monitoring

Monitoring requires data to be produced by the system, and for these data to be shipped around the system to a central monitoring point where storage, analysis and presentation can take place. We’ll look at these in more detail once we have discussed a particular concrete case: Erlang/OTP.


Erlang is a concurrent, distributed, fault-tolerant programming language that comes with the Open Telecom Platform (OTP) middleware library. In distributed Erlang each node runs a copy of the BEAM abstract machine and runtime: separate nodes can be run on the same or different hosts. The “out of the box” Erlang distribution model provides full connectivity between all nodes; but this can be modified by manual deployment and connection of “hidden” nodes, which are unconnected by default. Erlang nodes can also be partitioned into global groups, with each node in at most one group. (Note: there is current work on improving the scalability of distributed Erlang: link).

SD-Erlang is an adaptation of Distributed Erlang designed to be more scalable by limiting all-to-all connectivity to groups (called “s_groups”). These groups may overlap, thus providing indirect connectivity between nodes in different s_groups, SD Erlang also allows non-local spawning of processes on nodes determined by various attributes including measures of proximity.

Improving monitoring 

In this section we  look at a number of ways of improving monitoring of distributed systems; these are illustrated by means of tools built to monitor Erlang and SD Erlang systems, but the lessons are more generally applicable.

SD-Mon is a tool designed specifically to monitor SD-Erlang systems; this purpose is accomplished by means a “shadow” network of agents, which collect and transit monitoring data gathered from a running system. The agents run on separate nodes, and so interfere as little as possible with computations on system nodes; their interconnections are also separate from system interconnects, and so transmission of data gathered does not impose an additional load on the system network.

SD-Mon is configured automatically from a system description file to match the initial system configuration. It also monitors changes to the s_group structure of a system and adapts automatically to the changes, as illustrated here:

Filter data at source: BEAM changes

The Erlang BEAM virtual machine is equipped with a sophisticated tracing mechanism that allows trace messages to be generated by wide range of program events. Tracing in this way typically generates substantial data, which can be filtered out downstream. We were able instead to modify the tracing system itself to filter some messages “at source” and so avoid the generation and subsequent filtering of irrelevant data. These changes make the data gathered for Percept2 more compact.

Enhanced analytics: Percept2

Percept2 provides post hoc, process-level, visualisation of the working of the BEAM virtual machine on a single Erlang node. When a node runs on a multicore device, different processes can run on the different cores, and Percept2 enhances the analysis of the original Percept in a number of ways (Percept is a part of the Erlang distribution). For instance, it can distinguish between processes that are potentially runnable and those that are actually running, as well as collecting runtime information about the dynamic calling structure of the program, thus supporting application-level observation of the system. Multiple instances of Percept2 can be run to monitor multiple nodes.

Improved infrastructure: Percept2

The post hoc analysis of Erlang trace files for the visualisation in Percept2 is computationally intensive, but is substantially speeded up through parallel processing of the logs using  concurrent processes on a multicore machine. Logging of some trace information is also performed more efficiently using OS-level tracing in DTrace.

Network information: Devo / SD-Mon

Existing monitoring applications for Erlang concentrate on single nodes. In building Devo which visualises inter-node messaging intensity in real time, it was necessary to analyse Erlang trace information to find inter-node messages; Devo and SD-Mon also show information about messaging through nodes that lie in the intersection of two s_groups, thus providing the route for inter-group messages.

Monitoring and deployment: WombatOAM

WombatOAM provides support for Erlang and other distributed systems that run on the BEAM virtual machine. As well as providing a platform for deploying systems, it also provides a dashboard for observing metrics, alerts and alarms across a system, and can be integrated with other monitoring and deployment infrastructure. WombatOAM is a commercial product from Erlang Solutions Ltd, developed on the RELEASE project.


The aim of this post is to raise the general issue of monitoring of advanced distributed systems. After doing this we have been able, inter alia, to illustrate some of the challenges in the context of monitoring Erlang distributed systems.

We are very grateful to the European Commission for its support of this work through the RELEASE project: EU-ICT Specific targeted research project (STREP) ICT-2012-287510. Thanks also to Maurizio Di Stefano for his contributions to this post.

Tuesday, May 10, 2016

Trustworthy Refactoring project

Research Associate Positions in Refactoring Functional Programs and Formal Verification (CakeML)

The Trustworthy Refactoring project at the University of Kent is seeking to recruit postdoc research associates for two 3.5 year positions, to start in September this year.

The overall goal of this project is to make a step change in the practice of refactoring by designing and constructing of trustworthy refactoring tools. By this we mean that when refactorings are performed, the tools will provide strong evidence that the refactoring has not changed the behaviour of the code, built on a solid theoretical understanding of the semantics of the language. Our approach will provide different levels of assurance from the (strongest) case of a fully formal proof that a refactoring can be trusted to work on all programs, given some pre-conditions, to other, more generally applicable guarantees, that a refactoring applied to a particular program does not change the behaviour of that program. 

The project will make both theoretical and practical advances. We will build a fully-verified refactoring tool for a relatively simple, but full featured programming language (CakeML, and at the other we will build an industrial-strength refactoring tool for a related industrially-relevant language (OCaml). This OCaml tool will allow us to explore a range of verification techniques, both fully and partially automated, and will set a new benchmark for building refactoring tools for programming languages in general. 

The project, which is coordinated by Prof Simon Thompson and Dr Scott Owens, will support two research associates, and the four will work as a team. One post will focus on pushing the boundaries of trustworthy refactoring via mechanised proof for refactorings in CakeML, and the other post will concentrate on building an industrial strength refactoring tool for OCaml. The project has industrial support from Jane Street Capital, who will contribute not only ideas to the project but also host the second RA for a period working in their London office, understanding the OCaml infrastructure and their refactoring requirements.

You are encouraged to contact either of the project investigators by email (, if you have any further questions about the post, or if you would like a copy of the full research application for the project. We expect that applicants will have PhD degree in computer science (or a related discipline) or be close to completing one. For both posts we expect that applicants will have experience of writing functional programs, and for the verification post we also expect experience of developing (informal) proofs in a mathematical or programming context.

To apply, please go to the following web pages:

Research Associate in Formal Verification for CakeML (STM0682): Link

Research Associate in Refactoring Functional Programs (STM0683): Link

Simon and Scott

Thursday, July 9, 2015

What feedback should a programming MOOC provide?

What sort of feedback models can be used in a MOOC and other online learning activities? In this note we look at the different styles of giving feedback before looking at automated feedback in a little more detail, and come to a conclusion about what is essential in the next iteration of the Erlang MOOC.

Different feedback styles

One mechanism is to assign a Teaching Assistant (TA) to perform the work. The advantage of this is that the TA can tune their feedback to the particular piece of work, and the individual submission for that work. Feedback can be given on partial or incorrect programs, and can cover all aspects of the program’s behaviour. This can also be given ay any stage during the assessment, and not only when a completed solution is available.

One limitation is that it can be impossible to give human feedback alone on a large assessment, for which some testing data and other automated analyses may be necessary to provide the TA with suitable diagnostic information. A more fundamental difficulty is that this is difficult to scale, or to provide in a timely way to suit the participants’ different speed of working. So, while this can work for a small, focussed, group, isn’t feasible for the sort of numbers expected in a MOOC (or even in a university class of 150).

Participant self-assessment provides one route to scaling. The model for this is to give the student a comprehensive mark scheme and marking instructions, and to ask them to apply that scheme to their own work. This can then be moderated by a TA or other teacher. This approach has the pedagogical advantage that it gives the student a chance to gain insight into their own work through applying the marking scheme, but it can only be used on final or complete solutions to assessments, and certainly can’t be used to help students towards a final solution.

A variant of this is peer assessment, under which pairs of students are asked to give feedback to each other on their work. Again, this has a pedagogical advantage of allowing  students to gain further insights into how work is assessed, and in giving them a better perspective on their work through seeing another’s. It can also be used to give students support during the development of the solution, and can indeed become a form of peer programming. 

There are two variants of the peer assessment approach: the pairs can be assigned “statically” in advance of the work being done, or the process can be more dynamic than that, assigning the pairing only when the two have each made a submission. It is obviously a scalable solution, though without the consistency of having a single marker; it can be supported with appropriate materials, including marking schemes etc., just as for self-assessment.

The final option, and the one that we look at in more detail in the next section, is providing some form of automated feedback to students. Of course, it it possible to combine these modes – as hinted earlier – supplementing some form of person to person feedback with data from a variety of automated tests and analyses.

Automated feedback

On the whole, a pre-requisite for giving feedback is that the program unit – call it a module here – needs to be compilable. Without that it is difficult to give any meaningful automated feedback. Though difficult, it is not impossible, and some sorts of lexical-based analysis are possible even for programs that are incomplete or contain errors. Nevertheless, the rest of this section will assume that the program can be compiled successfully.

What kind of feedback can be provided using some sort of automated analysis?

  • Static checks
    • type checks
    • compiler warnings and compiler errors
    • abstract interpretations and other approximate analyses e.g, dead code analysis
  • Style analysis
    • decidable e.g. lengths of identifiers
    • undecidable (requires approximation), e.g. the module inclusion graph.
    • intensional properties: e.g. this is / is not tail recursive
  • Tests
    • hand-written unit tests, performed by the user
    • unit tests within a test framework; can be performed by the user, or the system
    • integration tests of a set of components, or of a module within context
    • these may be tested against mocked components
    • user interface testing
  • Properties
    • logical properties for functions
    • property-based testing for stateful APIs
    • both of these can be accompanied by “shrinking” of counter-examples to minimal
  • Non-functional properties
    • efficiency
    • scalability
    • fault-tolerance (e.g. through fuzz testing)

What role does testing play in online learning?

  • Confirming that a solution is (likely to be) correct or incorrect.
  • Pointing out how a solution is incorrect.
  • Pointing out which parts of a solution are correct / incorrect.
  • Pointing out how a solution is incomplete: e.g. a case overlooked.
  • Assessing non-functional properties: efficiency, scalability, style etc

Rationale for using automated feedback

Reasons in favour of using automated feedback, either on its own or as one of a number of mechanisms.
  • Timeliness: feedback can be (almost) immediate, and certainly substantially quicker than from a peer reviewer.
  • Comprehensiveness: can do a breadth of assessment / feedback which would be infeasible for an individual to complete.
  • Scalability: in principle it scales indefinitely, or at least to the limit of available resources; if the evaluation is done client-side then there is no resource cost at all.
  • Consistency of the feedback between different participants.
  • Complements peer interactions: can concentrate on “why did this fail this test?”

There are, however, drawbacks to using automated feedback.
  • Can miss the high-level feedback – covering “semantic” or “pragmatic” aspects – in both positive and negative cases.
  • Restricted to programs that can be compiled or compiled and run. 
  • Difficult to tie errors to faults and therefore to the appropriate feedback.

There is a cost to automating testing, as it needs to be implemented, either on the client side – typically within a browser – or on a server. There is a potential security risk if the testing is performed server-side, and so some sort of virtualisation or container will generally be used to test programs that could potentially interact with the operating system. On the server side, any technology can be used, whereas on the client it will typically use whatever facilities are provided by the browser.


At the base level we should provide two modes of feedback when the Erlang MOOC is run next.

Dynamic peer feedback, where pairs are matched dynamically as final submissions are made. This allows solutions that are pretty much complete – and hopefully correct – can receive feedback not only on correctness but also on style, efficiency, generality etc. This gives qualitative as well as quantitative feedback, but requires at least one other participant to be at the same stage at roughly the same time.

Unit tests and properties should be provided for participants to execute themselves. While this is less seamless than testing on the server side, it gives participants freedom to use the tests as they wish, e.g. in the course of solving the problem, rather than just on submission.

Understanding tools. We should include information about interpreting output from the compiler and dialyzer; some information is there, but should make it clearer.

Other feedback is desirable, and particularly integrating as much of this feedback into the browser would make an attractive user experience, particularly if it is integrated with the teaching materials themselves, à la Jupyter. As an alternative, the feedback support could be integrated with the server, but this will require effort to craft a bespoke solution for Moodle if we’re not yet using a mainstream MOOC platform.

Sunday, June 14, 2015

The Erlang mini-MOOC pilot … what have we learned?

We’ve learned some things from our pilot MOOC: some is surprising and some more predictable. The main places we’ll need to work harder are how we give feedback on homeworks, and how in general how we engage participants … more about both of those below.

We’ll also do some more detailed reflection on the quantitative data that we’ve gathered, but that’s for another post when we’ve had time to analyse it, and also given time to those who are still working hard on the pilot to finish up.

So, in no particular order, here is what we have found out from the experience of planning, producing and running the pilot, which is part of the K-MOOCs project at Kent.

Planning is key

One key thing we learned from Mike McCracken – who has led Georgia Tech’s online activities, including a full online MSc in computer science – is how important it is to plan. Mike's advice was to plan each activity in enough detail so that once we started in production, all that we needed was to make the video, write the quiz, or whatever.

Here’s some of the planning in progress: you can see that we’ve got three levels: weeks 1 to 3, sections within each week (typically 3 or 4), and sub-sections, which can be anything up to 8.

Planning takes you longer than you expect …  but it saves time later.

Mark O'Connor – the learning technologist and project manager for the K-MOOCs project was also clear about the importance of planning, and he helped us to refine things into a template for describing each activity.

This took about two weeks; that’s a lot longer than I’d expected, given that much of the material was already written for an undergrad course at Kent on functional and concurrent programming. However, the actual production took less time than we’d anticipated, and this was down to the value of doing all that planning in advance, so it paid off. Thanks Mike and Mark

Lo-fi is OK

We recorded the three Erlang Master Classes using a serious – I guess semi-professional – studio, and having them filmed and post-produced by KERSH media to a very high standard. My master class was part of the pilot, and all three will be part of the full MOOC, but our budget didn’t stretch to making all the videos in a studio.

Instead, we used my office and MacBook Pro … pictured right. The box makes sure that the camera angle is right, and the external keyboard means that you can’t hear all the keystrokes during “live coding” sessions. Apart from making sure that no-one could come in and disturb the session, my mobile was switched off and phone unplugged from the wall, no special preparation needed. Once I got into my stride, most of the lectures were done in a single take, with Mark providing some post-recording cutting, in case I’d had to start again, or paused for too long.

The preliminary feedback seems to suggest that this lo-fi approach is “good enough” for the lectures, which after all are concentrating on getting ideas across effectively, and not aiming to be eye candy.

Teamwork makes things fly

Getting it right was a matter of teamwork. Mark O’Connor played an invaluable role in project admin in general but more importantly in building the web presence for the MOOC. We were using our own “external” moodle setup, rather than a specific MOOC platform, and Mark was able to give that a look and feel consistent with what we hope people were expecting.

Stephen Adams – who is doing a PhD at Kent on refactoring Haskell programs – was TA for the course, and separating that role from that of the lecturer seemed to work fine. He had clear responsibilities for supporting the forums and so forth when the course was running, whereas my role was to get the pedagogy and content right in advance.

The platform was “good enough”

So we were using Moodle rather than a dedicated MOOC platform, and this had some disadvantages.

Dedicated platforms will provide some services, such as transcription of lectures, which we were unable to provide in the pilot. We’ll have to find a way of dealing with this if we don’t move up to using a MOOC platform, and indeed we’ll have to be more aware about questions of accessibility in general.

We also struggled with how to keep participants up to date with changes that are taking place. This is tricky because we decided early on to have a separate discussion forum for each activity: we wanted to do this because we knew that people would want to go through the materials at different rates, and so at any particular time each individual’s interest could potentially be on smoothing different, so we had to group according to topic, rather than just use time. Ideally we’d like to use some sort of feedback dashboard, but in conversation I’ve heard it said that none of the platforms has got a complete answer to this, most likely because it’s a tricky problem.

Moodle performed better than standard platforms in some ways. At Kent we use Panopto to power our lecture recording platform (which we used for post production for the MOOC). This allows users to view the media – e.g. slides, screen capture, webcam video – separately, and, for instance, to index into the presentations by means of the slides. This extends what most MOOC providers do as standard.


We’d originally aimed to have fifty to a hundred participants for the pilot. These came from both CS students at Kent and externally. At Kent we offered the course as revision for second year students who had already learned Erlang and as a taster for those who’ll take the Erlang course next year. I’d also recruited some potential participants at the Erlang Factory in San Francisco in March.

Mark we keen for us to be more ambitious, and so I tweeted an invitation, hash-tagged #erlang. We got enough retweets from key Erlang players that this brought us up to our 500 cap relatively quickly – a pleasing result, not least because it cost us nothing for advertising.

Make it multi-purpose

We wanted to make the best use that we could of our limited budget, so we made sure that we could use what we did in three different, but interlinked, ways.
  • First, we’d have a MOOC for people new to Erlang, but who we expected to have some programming experience.
  • Secondly, we’d make some parts of the MOOC, particularly those which give more extended examples, into master classes which could be of value for people who already know Erlang, but who want to see it used in practice.
  • Finally, the materials will allow us to teach Erlang to of face-to-face CS students in a different way: we’ll particularly be able to try “flipping the classroom” so that students watch lectures in their own time, and lectures can then be used for more interactive activities.


We used forums for discussion, one par activity, but also added a general FAQ for some of the questions that came up as well as a “common room” for general discussion that cut across individual activities. We also used a forum as the place we started to try to form an online community, through people introducing themselves to the group.

Although we did have discussions, particularly about the homeworks, we’d have liked to promote more, and one idea we’ll definitely explore next time is to find ways of pairing up people to help each other out. Our plan is to do this dynamically, so that two people who hand in a solution to a homework at about the same time will be asked to comment on each others’ work. We hope that this will make it easier for everyone to see how to contribute, and also how they will be gaining benefit themselves from the process. 

Finally, we could also pro-actively form groups to work on later, larger, exercises (maybe supported with some collaborative editing software) but again this group formation will need to be dynamic to reflect the different ways that individuals use the materials.


One of the aims of engaging participants actively was to provide feedback to others on their work. What became clear is that we should also provide some way of participants to get automated feedback on their work too. 

Some years ago, Kent and Erlang Solutions Ltd worked together on an e-learning project hosted in moodle, key investigator Roberto Aloi. This project developed a feedback plugin for moodle to give testing and style feedback on Erlang programs, and we hope with ESL to re-develop this to fit with more modern technology (such as docker and REST).


We were happy with the pilot. It showed us that we could deliver a mini-MOOC using available resources and reasonable amounts of time. It also showed us where to put our effort next, principally in two areas: promoting the best engagement possible from participants, and delivering to them the best feedback that we can, at the time when it is most valuable to them. We hope to move things forward over the summer, and to present a full MOOC later this year or early next. We’ll also follow this blog post with another containing more details about the feedback from the participants in the pilot.

Thursday, May 28, 2015

On the fine-structure of regular algebra by Foster and Struth (review)

This review of On the fine-structure of regular algebra by Simon Foster and Georg Struth (Journal of Automated Reasoning 54 (2): 165-197, 2015) was first published in Computing Reviews.

Although it is dangerous to generalize from a single example, it’s instructive to look at Foster and Struth’s paper as giving us a snapshot of the state of the art in automating ordinary reasoning. First, let’s look at the particular subject of the paper.

Regular expressions and finite automata are fundamental to the practice of computer science, but they are a fertile topic for research, too. A key question is identity: when do two regular expressions (or two finite automata) behave identically? The answer is “when they describe the same set of strings,” but that’s less useful computationally than it first looks, since it requires that we test sets, which potentially are infinite, for equality. So, how else to judge identity? By setting out a collection of laws, or axioms, that encapsulate identity. Foster and Struth’s paper sets out the various attempts by a number of authors, including Boffa, Conway, Kozen, and Salomaa, to provide axioms that are sound (don’t prove any false negatives) and complete (can prove all identities).

The “fine structure” of the title is a detailed study of the interrelationships of these sets of axioms: showing when one set implies another (a process of deduction) and when one set is strictly stronger than another, which is shown by giving a counterexample that meets one set and not the other. The process of both deduction and finding counterexamples is computer assisted, and this provides the main contribution of the paper.

How does the automation directly contribute to the mathematics? It means that a number of loose ends could be tidied up: one set of axiomatizations was simplified, some missing axioms were found in the statement of a particular axiom set, and a gap was found in an existing, well-known proof. So it increased assurance in the work, but probably does not constitute a substantial advance in itself.

On the other hand, the work is indicative of real progress in the facilities available to support online proof and counterexample development. Advances have come in a number of ways. Most important is the way in which different approaches have come together: it used to be that the proof was either done manually, with a proof assistant, or in an entirely automated way, using some kind of decision procedure. The work under review uses the Isabelle proof assistant [1], which now supports the Sledgehammer tool [2], to apply a number of external automated theorem provers for first-order logic; in cases where this fails, Isabelle has its own simplification and proving systems. This has the effect of allowing users to concentrate their attention on shaping the higher-level architecture of the theories, rather than having to deduce the results proof step by (painful) proof step. Where this reaches its limit is when proofs go beyond the purely algebraic and contemplate rather more mathematical structure (for example, sets) as provided by a higher-order logic.

Although most mathematicians don’t use theorem-proving technology in their day-to-day practice, as opposed to the wide take-up of computer algebra systems in various areas of mathematics and engineering, it has taken real hold in the area of mechanized metatheory of programming languages, as witnessed by the POPLmark challenge ( It may well be because this is an area where the scale of proofs can be such that the usual social process of proof checking has been shown to be less than ideal, that value that accrues from formalization. In conclusion, it is interesting to speculate on how long it will take for the practicing mathematician to reach for a theorem-proving system as a part of his or her daily work.

[1] Isabelle home page. (05/13/2015).
[2] Blanchette, J. C.; Böhme, S.; Paulson, L. C. Extending Sledgehammer with SMT solvers. In Proc. of the 23rd Int. Conf. on Automated Deduction: CADE-23. Springer, 

Wednesday, May 13, 2015

Erlang MOOC pilot, day 3

We’re at day 3 of our MOOC pilot on functional programming in Erlang: so how are things going?

MOOCs aren’t synchronous, and so people can begin and progress in their own time. So far half of those who signed up in advance have started to use the MOOC, and half of them have progressed a good way through the first week’s material. We have people taking an active part from (in no particular order) the Netherlands, Spain, Russia, the USA, Mexico, Denmark, Italy, France, Argentina, Chile, Japan, the Czech republic, New Zealand, China, Canada, the UK amongst others.

We’re also finding our way in working out the best ways of interacting. Our forums are split “by activity” and while this keeps each one on topic, it leaves no space for general discussions, so we’ve added a “common room” for those discussions. We also wanted to share with everyone some of the responses to points being made in the feedback form, so we have added a (growing) FAQ page to hold those questions and answers. Luckily we’re able to sort quite a few things out, but some others – like making videos downloadable – are going to take more time, and internal university discussions, to resolve.

We’re also beginning to see discussion and feedback on programming homework assignments. Part of the MOOC ethos is to involve everyone in giving feedback about others’ work and problems, so we have a fully meshed network rather than spoke to hub with the Kent staff providing feedback and so on. It’s still early days, but discussions are beginning. We also had a request for acceptance tests for the homeworks, but again for the purposes of the trial we’re encouraging participants themselves to develop and share these too. We might come back to this as the pilot progresses …

So far Moodle seems to be coping … there would be clear advantages to going with a fully-featured MOOC platform, such as providing transcripts of the videos for accessibility reasons, but Moodle seems to be managing so far. We’re also able to see how people are progressing in quite some detail, so there will be number crunching going on over the course of the pilot, and hopefully some useful data analysis as an outcome.

Monday, coincidentally, we were part of a tea party to celebrate the Beacon Projects at Kent, and as part of that we got a lot of encouragement and interest in what we’re doing. It can only help with developing a case to argue to the university about the multi-faceted value of MOOCs, online lectures and blended learning to our staff, students and public reach.

Monday, May 11, 2015

“Functional Programming in Erlang” MOOC pilot

It’s all very peculiar.

We’ve been working flat out to get the pilot MOOC on Functional Programming in Erlang up and running at Kent, we have signed up over 500 participants, and it just went live 20 minutes ago. Rather like sending a book manuscript off to the publishers, it has all gone quiet, and we're waiting to see what's going to happen. I should tell you who the “we” are: apart from me, there’s Mark O'Connor, who is Distance Learning Technologist for the university, and Stephen Adams, who is TA for the course and who is a PhD student in computer science here.

This pilot is part of a bigger plan, which includes supporting our face-to-face teaching of Erlang at Kent, as well as putting out a set of Master Classes in Erlang by Joe Armstrong, one of the inventors of Erlang, Francesco Cesarini, founder of Erlang Solutions Ltd, and me. These will be coming shortly. This K-MOOCs project is being supported by the University of Kent as part of its Beacon Projects initiative, which is in celebration of the University’s fiftieth anniversary.

We recorded the master classes in a studio with green screen etc, to try that out, and these are in the final stages of production, but the majority of the MOOC lectures are more “home made” and were recorded on my MacBook Pro, using the built in audio and video facilities, and Kent’s lecture recording facilities that are powered by Panopto . Given that “available tech” approach, we’ve been pleased with the results (but our participants may choose to differ!).

In getting the MOOC planned and executed, Mark has been tireless in providing infrastructure, in getting me to plan, in editing and in feeding back on all the activities. We’ve also really benefitted from advice and help from Mike McCracken of Georgia Tech, who has pioneered their online CS courses and MOOCs. Without Mike’s advice about how to script the course in advance, implementation would have been so much more difficult.

As it is, we’ve got the course in place. I’ll be adding a few finishing touches – more quizzes! – today, but really we’re waiting to see how people get on with what’s there. I’ll aim to blog some more as the pilot runs, and we see how it all works out.