Abstract-We present the first known implementation of elliptic curve cryptography over F2p for sensor networks based on the 8-bit, 7.3828-MHz MICA2 mote. Through instrumentation of UC Berkeley's TinySec module, we argue that, although secret-key cryptography has been tractable in this domain for some time, there has remained a need for an efficient, secure mechanism for distribution of secret keys among nodes. Although public-key infrastructure has been thought impractical, we argue, through analysis of our own implementation for TinyOS of multiplication of points on elliptic curves, that public-key infrastructure is, in fact, viable for TinySec keys' distribution, even on the MICA2. We demonstrate that public keys can be generated within 34 seconds, and that shared secrets can be distributed among nodes in a sensor network within the same, using just over 1 kilobyte of SRAM and 34 kilobytes of ROM.
Scratch is a "media-rich programming environment" recently developed by MIT's Media Lab that "lets you create your own animations, games, and interactive art." Although Scratch is intended to "enhance the development of technological fluency [among youths] at after-school centers in economically disadvantaged communities," we find remarkable potential in this programming environment for higher education as well.We propose Scratch as a first language for first-time programmers in introductory courses, for majors and non-majors alike. Scratch allows students to program with a mouse: programmatic constructs are represented as puzzle pieces that only fit together if "syntactically" appropriate. We argue that this environment allows students not only to master programmatic constructs before syntax but also to focus on problems of logic before syntax. We view Scratch as a gateway to languages like Java.To validate our proposal, we recently deployed Scratch for the first time in higher education via Harvard Summer School's Computer Science S-1: Great Ideas in Computer Science, the summertime version of a course at Harvard College. Our goal was not to improve scores but instead to improve first-time programmers' experiences. We ultimately transitioned to Java, but we first introduced programming itself via Scratch. We present in this paper the results of our trial.We find that, not only did Scratch excite students at a critical time (i.e., their first foray into computer science), it also familiarized the inexperienced among them with fundamentals of programming without the distraction of syntax. Moreover, when asked via surveys at term's end to reflect on how their initial experience with Scratch affected their subsequent experience with Java, most students (76%) felt that Scratch was a positive influence, particularly those without prior background. Those students (16%) who felt that Scratch was not an influence, positive or negative, all had prior programming experience.
Scratch is a "media-rich programming environment" recently developed by MIT's Media Lab that "lets you create your own animations, games, and interactive art." Although Scratch is intended to "enhance the development of technological fluency [among youths] at after-school centers in economically disadvantaged communities," we find remarkable potential in this programming environment for higher education as well.We propose Scratch as a first language for first-time programmers in introductory courses, for majors and non-majors alike. Scratch allows students to program with a mouse: programmatic constructs are represented as puzzle pieces that only fit together if "syntactically" appropriate. We argue that this environment allows students not only to master programmatic constructs before syntax but also to focus on problems of logic before syntax. We view Scratch as a gateway to languages like Java.To validate our proposal, we recently deployed Scratch for the first time in higher education via Harvard Summer School's Computer Science S-1: Great Ideas in Computer Science, the summertime version of a course at Harvard College. Our goal was not to improve scores but instead to improve first-time programmers' experiences. We ultimately transitioned to Java, but we first introduced programming itself via Scratch. We present in this paper the results of our trial.We find that, not only did Scratch excite students at a critical time (i.e., their first foray into computer science), it also familiarized the inexperienced among them with fundamentals of programming without the distraction of syntax. Moreover, when asked via surveys at term's end to reflect on how their initial experience with Scratch affected their subsequent experience with Java, most students (76%) felt that Scratch was a positive influence, particularly those without prior background. Those students (16%) who felt that Scratch was not an influence, positive or negative, all had prior programming experience.
In recent months have teachers become publishers of content and students subscribers thereof by way of podcasts, feeds of audio, video, and other content that can be downloaded to clients like iTunes and devices like iPods. In the fall of 2005, we ourselves began to podcast Harvard Extension School's Computer Science E-1 in both audio and video formats, the first course within Harvard University to do so. Our goals were to provide students with more portable access to educational content and to involve them in technology itself.To evaluate this experiment, we have analyzed logs and surveys of students. We find that our students valued E-1's podcast more as a vehicle for review (45%) than as an alternative to attendance (18%). We also find that most students (71%) tended to listen to or watch lectures on their computers, with far fewer relying upon audio-only (19%) or video (10%) iPods. We argue, meanwhile, that podcasting, despite its widespread popularity, is but a marginal improvement on trends long in progress. It is this technology's reach that we claim is significant, not the technology itself. Logs suggest that E-1's own podcast, available not only to students but to the public at large, has acquired (as of September 2006) between 6,000 and 10,000 subscribers from over 50 countries. We argue, then, that podcasting offers to extend universities' educational reach more than it offers to improve education itself.
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