Despite evidence of rising popularity of video on the web (or VOW), little is known about how users access video. However, such a characterization can greatly benefit the design of multimedia systems such as web video proxies and VOW servers. Hence, this paper presents an analysis of trace data obtained from an ongoing VOW experiment in Luleå University of Technology, Sweden. This experiment is unique as video material is distributed over a high bandwidth network allowing users to make access decisions without the network being a major factor. Our analysis revealed a number of interesting discoveries regarding user VOW access. For example, accesses display high temporal locality: several requests for the same video title often occur within a short time span. Accesses also exhibited spatial locality of reference whereby a small number of machines accounted for a large number of overall requests. Another finding was a browsing pattern where users preview the initial portion of a video to find out if they are interested. If they like it, they continue watching, otherwise they halt it. This pattern suggests that caching the first several minutes of video data should prove effective. Lastly, the analysis shows that, contrary to previous studies, rankings of video titles by popularity did not fit a Zipfian distribution.
Abstract. The role of computer science and IT in Swedish schools has varied throughout the years. In fall 2014, the Swedish government gave the National Agency for Education (Skolverket) the task of preparing a proposal for K-9 education on how to better address the competences required in a digitalized society. In June 2016, Skolverket handed over a proposal introducing digital competence and programming as interdisciplinary traits, also providing explicit formulations in subjects such as mathematics (programming, algorithms and problem-solving), technology (controlling physical artifacts) and social sciences (fostering aware and critical citizens in a digital society). In March 2017, the government approved the new curriculum, which needs to be implemented by fall 2018 at the latest. We present the new K-9 curriculum and put it in a historical context. We also describe and analyze the process of developing the revised curriculum, and discuss some initiatives for how to implement the changes.
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