Education and training for exascale

Teacher attitudes in the design of learning activities through technology

“…Indeed, skills demand a mixed understanding of a scientific discipline and computer technique [1]. Moreover, supercomputer centers require diverse educational activities [3], for example, complex scientific problems like methods of scientific inquiry [7], parallel programming technologies or architecture computer [3] . For this reason, a collaborative learning approach [7] could be useful to understand and explain the high complexity of computing systems [3] and to integrate HPC into the curricula.…”

“…Due to that, an appropriate education of users in supercomputer centers is critically low [3] . A recent analysis of the current state of the High Performance Computing (HPC) and Computational Science research [7] , briefly highlighted the necessary scalability at all levels and highly trained computational scientists with the ability and skills to approach complex scientific problems.…”

“…The skills necessity claim of specialists in supercomputing [7] , are not new. The workforce and the technology disparity has been researched for a long time [9] .…”

“…Proposals to bridge the skills gap have covered, for example, the HPC competency as a requirement in the research and engineering curricula [1] . Following this approximation, the unification of skills at the university level and advanced research methodology has been proposed [10,7] , curriculum contents and knowledge assessment integration [11] . Other studies have been focused on the diffusion of supercomputing education to improve the use of supercomputer systems and the change of the higher educational system [3] .…”

“…Other studies have been focused on the diffusion of supercomputing education to improve the use of supercomputer systems and the change of the higher educational system [3] . Proposals and research have tended to focus on the skills and knowledge required in a wide range of computer science issues of a specialist nature in the area of supercomputing technologies [7] , rather than attitudes. For example, the recent analyses about training students in clusters competition in Thailandia, found that attitude is one of the missing elements [8] , due to the Thai personality characteristics, only interested students counted.…”