=Paper=
{{Paper
|id=Vol-2433/paper34
|storemode=property
|title=Implementation of cloud service models in training of future information technology specialists
|pdfUrl=https://ceur-ws.org/Vol-2433/paper34.pdf
|volume=Vol-2433
|authors=Oksana M. Markova,Serhiy O. Semerikov,Andrii M. Striuk,Hanna M. Shalatska,Pavlo P. Nechypurenko,Vitaliy V. Tron
}}
==Implementation of cloud service models in training of future information technology specialists==
https://ceur-ws.org/Vol-2433/paper34.pdf
499
Implementation of cloud service models in training of
future information technology specialists
Oksana M. Markova1[0000-0002-5236-6640], Serhiy O. Semerikov2,3[0000-0003-0789-0272],
Andrii M. Striuk1[0000-0001-9240-1976], Hanna M. Shalatska1[0000-0002-1231-8847],
Pavlo P. Nechypurenko2[0000-0001-5397-6523] and Vitaliy V. Tron1[0000-0002-6149-5794]
1 Kryvyi Rih National University, 11, Vitalii Matusevуch Str., Kryvyi Rih, 50027, Ukraine
markova@mathinfo.ccjournals.eu, andrey.n.stryuk@gmail.com,
shalatska@i.ua, vtron@ukr.net
2 Kryvyi Rih State Pedagogical University, 54, Gagarina Ave., Kryvyi Rih, 50086, Ukraine
{semerikov, acinonyxleo}@gmail.com
3 Institute of Information Technologies and Learning Tools of NAES of Ukraine,
9, M. Berlynskoho Str., Kyiv, 04060, Ukraine
Abstract. Leading research directions are defined on the basis of self-analysis of
the study results on the use of cloud technologies in training by employees of
joint research laboratory “Сloud technologies in education” of Kryvyi Rih
National University and Institute of Information Technology and Learning Aids
of the NAES of Ukraine in 2009-2018: cloud learning technologies, cloud
technologies of blended learning, cloud-oriented learning environments, cloud-
oriented methodological systems of training, the provision of cloud-based
educational services. The ways of implementation SaaS, PaaS, IaaS cloud
services models which are appropriate to use in the process of studying the
academic disciplines of the cycles of mathematical, natural science and
professional and practical training of future specialists in information technology
are shown, based on the example of software engineering, computer science and
computer engineering. The most significant advantages of using cloud
technologies in training of future information technology specialists are definite,
namely, the possibility of using modern parallel programming tools as the basis
of cloud technologies. Conclusions are drawn; the direction of further research is
indicated: designing a cloud-oriented learning environment for future specialists
in computer engineering, identifying trends in the development of cloud
technologies in the professional training and retraining of information technology
specialists, developing a methodology for building the research competencies of
future software engineering specialists by using cloud technologies.
Keywords: cloud technologies, cloud service models, future information
technology specialists.
1 Introduction
During the research, the authors studied a problem of using the cloud technologies in
education in 2009-2018 and obtained results for the following areas:
___________________
Copyright © 2019 for this paper by its authors. Use permitted under Creative Commons License
Attribution 4.0 International (CC BY 4.0).
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1. cloud learning technologies:
the concept of cloud learning technologies was defined, their relationship with
learning technologies, ICT, cloud technologies and ICT learning is established
[7];
the historical aspects of cloud services development are analysed [6];
the functional identity of the concept of computer and cloud services are proved,
the original sources of cloud services are clarified, the continuity of cloud
technologies over the past 55 years and their relationship with the development
of ICT, in general, are drawn [5];
the transformation of the main application areas of cloud technologies in
education is reflected [19], current trends in the cloud technologies development
in education are identified [10];
2. cloud technologies of blended learning:
the application conditions of the blended learning in training of software
engineering specialists are determined [33];
the blended learning software tools for training bachelor of software engineering
are defined [22], in particular, cloud-based means of presenting educational
materials and organizing collaboration between subjects of the educational
process [32];
the blended learning organizational conditions for training information
technology specialists by using cloud-oriented means are determined [36];
the model of using Google Apps in blended learning of computer science for
engineering specialities students is developed [30];
the concept of an augmented reality educational object is introduced, its role in
the organization of traditional, mobile and blended learning is defined, a model
for organizing access to augmented reality learning objects is proposed, and
approaches to their design and implementation are considered [27];
the theoretical and methodological principles of the blended learning of system
programming for future specialists in software engineering are developed [41];
3. cloud-oriented learning environments:
the general components of the cloud-oriented learning environment of computer
science disciplines of engineering students are highlighted [17];
the model of using cloud-based ICT tools is constructed [38];
a cloud-based learning environment of a separate division of a higher education
institution is designed [29];
the content and criteria for the development of teachers competence of vocational
training disciplines in the design of a mobile-oriented learning environment is
determined [37];
a cloud-oriented learning environment for future specialists in electromechanical
engineering based on the integrated use of mobile Internet devices is proposed
[12];
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the place of augmented reality in the mobile-oriented environment of professional
and practical training is determined [13];
4. cloud-oriented methodological systems of training:
it is shown that cloud technologies have the greatest influence on the
technological component of the methodical system of informatics disciplines, but
at the same time their development influences the goals and content of training
information technology specialists [31];
the influence of cloud ICT on the methodical system of training for software
engineering specialists is considered, the main tasks of organizing learning are
determined, which can be solved using cloud ICT, a model of a cloud-oriented
methodical system for training software engineering specialists is proposed [28];
the model of using cloud-oriented ICT tools is proposed [35];
5. the provision of cloud-based educational services:
the features of the deployment of educational cloud infrastructure using Amazon
Web Services are specified [43];
the conditions for appropriate and integrated use of cloud computing services and
technologies are analyzed; a system of cloud-oriented learning tools for training
information technology specialists is designed [40];
the advantages of using cloud technologies for different categories of participants
in the educational process and the model of providing cloud services that are
appropriate to use in the process of studying educational disciplines of
mathematical cycles, natural science, professional and practical training of future
information technology specialists are defined [8];
the didactic potential of the CoCalc environment for studying mathematics and
computer science using cloud technologies [9] is determined; the main
components of CoCalc that can be used in the development of cloud software and
methodical systems and distance learning course are illustrated [23];
the expediency of using the Xcos on Web modelling system as a means of forming
competencies in the modelling of technical objects by future bachelors of
electromechanics is justified [12; 11];
the principles of use of mobile and cloud services in the professional training of
future specialists in mechanical engineering are defined [16];
a system of cloud technologies is designed for teaching the basics of mathematical
informatics to future information technology specialists [9];
a cloud-oriented system for teaching computer science informatics disciplines for
engineering students is designed [18];
a historical and technological analysis of the experience of using augmented
reality tools for the development of interactive training materials is carried out
[37]; a methodology is developed for using BlippBuilder web service to develop
learning objects of augmented reality [26];
6. professional training of specialists in software engineering:
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the particularities of training masters of software engineering are determined [3];
the use of cloud technologies in the professional training of software engineering
specialists will contribute to the fundamentalization, strengthening of an active
approach to the study of the disciplines of the professional and practical training
cycle, the active use of project methods and contextual learning, elements of
problem-based learning and learning in collaboration is defined [25];
the role of neural network modelling in the education content of the special course
“Fundamentals of Mathematical Informatics” is determined, it is aimed at
bridging the gap between theoretical informatics and its applications: software,
system and computer engineering [4; 20; 21];
the main stages of software engineering development are analyzed, the
differences in professional training of specialist in software engineering are
outlined [2], the fundamental components of training future software engineers
and the problem of the rapid obsolescence of the technological content of training
are highlighted; it is certain that mastering the fundamentals of computer science
(informatics) is the foundation of software engineering training [39].
2 Purpose of the study
The analysis of educational and professional training programs for specialists in
information technologies in Ukraine has been provided with an opportunity to
determine the model of cloud services provision that is appropriate to use in the process
of studying the educational disciplines of mathematical cycles, natural science,
professional and practical training for future information technology specialists:
─ SaaS – “Higher Mathematics”, “Theory of Probability and Mathematical Statistics”,
“Algorithms and Computing Methods”, “Discrete Mathematics”, “Ecology”,
“Computer Logic”, “Database Organization”;
─ PaaS – “Physics”, “Theory of Electric and Magnetic Circuits”, “Computer
Electronics”, “Programming”, “Computer Circuitry”, “Parallel and Distributed
Computing”, “Software Engineering”;
─ IaaS – “Computer Architecture”, “System Programming”, “System Software”,
“Technology of Computer System Design”, “Computer Systems”, “Computer
Networks”, “Computer Systems Information Security”.
The list indicates the lowest level of the deployment model that can be used when
studying the relevant discipline. An unexplored component of the problem is the
implementation of these models in the training of future information technology
specialists.
3 Discussion of findings
For the academic discipline “Higher Mathematics” can be applied one of the Web-
oriented systems of computer mathematics or a set of ICT tools for teaching higher
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mathematics (lecture demonstrations, dynamic models, simulators and educational
expert systems), which are provided with general Web access. Kateryna I. Slovak [19]
theoretically substantiated and experimentally tested feasibility of using mobile
mathematical environments in teaching Higher Mathematics – open modular network
mobile information and computing software, which provides the user (lecturer, student)
with mobile access to information resources of mathematical and educational purposes,
creating conditions for the organization of the full cycle of study (storage and
presentation of training materials; conducting educational mathematical research;
support of individual and collective work; evaluation of educational achievements and
etc.) and the integration of classroom and extracurricular work in a continuous learning
process.
The defining characteristics of a mobile mathematical environment include:
─ access mobility (on a wide range of computer devices, which provides the ability to
use netbooks, tablet computers and smartphones as learning tools);
─ software mobility (the ability to transfer the environment to different software and
hardware platforms without significant modification);
─ networking (storage mathematical objects on network servers, which provides an
opportunity to unify access to them as in the classroom and outside it);
─ openness (the ability to change the information and computing component of the
environment);
─ modularity (the ability to add, replace and exclude components of the environment);
─ object orientation (the possibility of prototyping, creating, modifying, inheriting,
encapsulating mathematical objects);
─ the natural use of effective pedagogical technologies for organizing collaboration on
educational projects in educational communities.
The main components of the author’s mobile mathematical environment “Higher
Mathematics” are the computational core (mathematical package) and information
support, which contains methodological and additional information materials. The
research [19] shows that as a computing core of a mobile mathematical environment
advisable to choose Web-SCM Sage, which gives an opportunity: to implement the
main types of software in a single environment (lecture demonstrations, dynamic
models, simulators, educational expert systems), the use of which is aimed at enhancing
the educational (including independent) activities of students; to automate the
computational process of solving applied tasks, focusing on building a model and
interpreting the results of a computational experiment. Considering that information
support, which is a part of the mobile mathematical environment, is subject-oriented,
Kateryna І. Slovak demonstrates a class of mobile mathematical environments which
have the same computational core and variable information support (Fig. 1). Therefore,
the replacement of the methodological component of information support in the
author’s mobile mathematical environment “Higher Mathematics” provides the
opportunity to create new environments from the subjects of the physical and
mathematical cycle.
The minimum level of the cloud service delivery model, which is necessary for the
implementation of such an environment, is SaaS, by which can be accessed to Web-
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SCM Sage. PaaS model is required to support the console interface to such an
environment. Finally, an independent deployment of the environment can be automated
by the virtualization of a computer with an installed operating system and all the
components of the environment according to IaaS model (in such way environment
developed by Kateryna І. Slovak is distributed via the Internet).
Fig. 1. Architecture of a mobile mathematical environment based on Web-SCM Sage [24, p. 9]
In [17] we can find examples of implementation the SaaS model in education by using
online integrated programming environments, and see that most Internet IDE has a
rather specific character (unlike general-purpose IDEs such as Eclipse): IDE is not just
provided service but it is also a tool for users who use other services.
Examples of such services include Coghead, ZohoCreator, BungeeBuilder,
MicrosoftPopFly and YahooPipes. All of these services are proprietary, some of them
use their own languages, and all services are required to be placed exclusively on their
servers. However, there are several services which are based on standard languages and
have a more general character. For example, in Heroku uses the Ruby language and it
can be used to develop and deploy Ruby applications. Cloud9 provides the ability to
create programs in more than 40 programming languages, including C#, C/C++,
Clojure, CoffeeScript, ColdFusion, Groovy, Java, Javascript, Lua, OCaml, PHP, Perl,
Python, Ruby, Scala. The online IDE is a good tool for engaging in programming: its
use gives to the user an opportunity to quickly start coding and get results instantly.
Although online IDEs are not full-fledged integrated environments, working with them
gives an idea of how the programming environment may look like. The immediate
benefits of an online IDE are the lack of the need to install them and instantly deploy a
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project. In addition, their application opens new opportunities for exchange of
educational materials and cooperation [22, p. 264-269].
Thus, when using the online IDE, a software development service is provided
according to the SaaS model. At the same time, the online IDEs act as appropriate
platforms, accesses to which are provided according to the PaaS model. The last one is
important for the training of specialists in information technology because it creates
conditions for practising real skills (in particular, the administration of computer
systems and networks) in a virtualized environment [14]. An outstanding example of
such an environment is the image of a virtual machine (Virtual Appliances), which is
distributed through the VMware Solution Exchange, the Virtual Education Laboratory
(VEL) produced by iNetwork, Inc. This product provides a remote computer service
for educational experiments in the information technology industry. The cloud-oriented
infrastructure of VEL is built on the VMware platform, and the reliability of its work
is provided by several data processing centers.
Due to using VEL, teachers can create their own network configurations as
laboratory tasks for students who are given the opportunity to experiment with different
operating systems without the need for a physical presence in a computer classroom.
VEL gives an opportunity to master the methods of network monitoring, detecting
penetrations, developing mobile programs for Android-based smartphones, providing
wireless and mobile security, auditing threats, etc. for future computer engineering
specialists [44]. Consequently, computer services are provided for the IaaS model
whilst using virtual machines in the training of specialists in information technology.
The choice of the SaaS model for teaching the basics of databases is determined by
the minimum requirements for the software of the academic discipline. Considering
that access to relational databases is traditionally provided by queries in the SQL
language, the minimally necessary software should provide the ability to execute
queries in the SQL language and review execution results, create databases, revise,
create and modify table structures, fill and edit data, search for data templates, their
import and export, database server administration, etc. via a web interface.
These requirements are fully met by phpMyAdmin [1] and part of the Google cloud
platform – Cloud SQL.
Hassan Rajaei and Eman A. Aldakheel [13] give an example of using cloud
technologies according to the PaaS model in the process of learning database
management systems. Students are given the opportunity to create their own databases,
link databases that are located on different servers, and receive data using the SQL
language. The authors suggest using IBM Cloud and Windows Azure for this. Thus,
there are images of DB2 DBMS among the adjusted virtual machine images from IBM.
Students create their own databases by selecting and supplementing a DB2 image. After
initial setup of DB2, students can increase security by creating private and public keys
and defining different levels of database access (owner, administrator, and user). After
that, students can rise to the SaaS level using a Web browser to create queries in SQL
via the phpMyAdmin interface or created by themselves. In addition, they can use
remote access from their own computers using public and private keys according to the
DaaS model.
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Two of the four main components of the Windows Azure cloud platform (Fig. 2) are
associated with databases: Storage services (access to tables, unstructured large data,
files and queries) and Azure SQL Database (Azure Search, Document DB, Redis Cache
and StorSimple) provide access to non-relational and relational DBMS, respectively.
Fig. 2. Windows Azure features for working with cloud DBMS
Operating system training is one of the traditional applications of IaaS-based virtual
machines: a virtualization environment that includes servers, software, and network
equipment. To access IaaS, customers must pay the cost of the selected service, which
is determined by the consumption of computer resources such as operating time in the
operating system, data processing system usage time, disk space, and network traffic.
One of the most developed infrastructures is Amazon Web Services. Amazon's cloud
computing infrastructure (Amazon Web Services (AWS)) provides an opportunity to
freely choose the operating system, programming model, and configuration of the
computing system. AWS services provide simplified management of simple (Amazon
SimpleDB) and relational databases (Amazon RDS), queries (Amazon SQS), payments
(Amazon FPS), storage (Amazon S3) and data delivery (Amazon CloudFront),
virtualization (Amazon EC2), messaging in the cloud (Amazon SNS), between clouds
and the organization’s private network (Amazon VPC).
The central component of AWS is Amazon EC2 (Amazon Elastic Compute Cloud),
which uses Amazon Machine Image – a virtual machine image that contains the
operating system (Linux, Windows, etc.) and the software that a cloud service user
needs. To use an image in EC2, its image file system is compressed, encrypted, digitally
signed, and divided into 10 megabytes parts, which are uploaded to Amazon S3 server
for storage.
The “elasticity” of the EC2 service is provided by:
─ payment only during the service activity;
─ taking into account the geographical location of the client and servers.
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Amazon EC2’s elastic computing unit (Elastic Compute Unit (ECU)) is an abstraction
of computer resources that corresponds to the 2007 model of the Opteron and Xeon
processors with a clock frequency of 1.0-1.2 GHz.
EC2 uses a Xen virtual machine monitor, each of which runs on a virtual private
server. The simplest among the standard types of EC2 virtual machines are the
minimum (tiny) configurations of t1.micro and t2.micro, which provide 640 MB and
1 GB of RAM, respectively.
Starting from December 2010, Amazon provides new users with a free resource
credit in the amount of 750 hours per month of t2.micro configuration running under
Linux or Windows and 30 GB of disk space that can be used throughout the year. After
a year of using or running out of credit, the user switches to paid services (payment is
made only for the resources actually used).
To monitor the performance of the cloud, Amazon provides the Cloud Watch
service, through which users monitor CPU, disk, and network usage. When system
resources are low whilst using Amazon's Auto Scaling feature, they are automatically
added, which ensures that the virtual machine runs continuously on the cloud.
Fig. 3. AWS Management Console
To get started in EC2, you must refer to the website at http://aws.amazon.com/ec2/
and register as a user (Fig. 3). The next step is to download your own operating system
image or select one of the free images offered – for example, Amazon Linux AMI
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(AMI – Amazon Machine Image) 2015.09.1, which includes a set of AWS tools,
interpreters of Python, Perl, Ruby, Java, MySQL DBMS, PostgresSQL, etc.
AWS provides secure access to the operating system using public key cryptography
over SSH (Fig. 4).
Fig. 4. Access an adjusted operating system image over a secure connection
As noted by Hassan Rajaei and Eman A. Aldakheel, the course “Operating Systems” is
one of the most beneficial courses for future specialists in the field of computer
technology, since most cloud service providers offer variety operating system images.
Students can perform multiple exercises and programming assignments on the available
operating system images. In addition, they can design their own operating system and
implement its image in a virtual machine on the cloud. Due to virtualization techniques,
no harm will be done if student’s version crushes (in contrast to damage a real machine
which occurs through the provision of system administration tools to students) [15,
p. 10]. Thus, the use of virtual machines in the course “Operating Systems” creates
conditions for students to acquire professional competencies at a high level.
Students can study the “behaviour” of various time scheduling algorithms in
operating systems using any programming language, virtual memory, device
management, etc. This is possible only through modeling with the traditional approach.
An interesting example of such a virtual machine was developed as part of the “Agapa”
system: a module for conducting virtual laboratory work from system programming
provides an opportunity to demonstrate step-by-step program execution by the central
processor. The interface of the module (Fig. 5) simulates the operation of the program-
customizer. In separate windows of the working area are displayed: the source code of
the program in the form of hexadecimal codes and mnemonic commands to the
assembler; the contents of the current memory segment in hexadecimal codes and
ASCII characters; the contents of the main processor registers; status of flag register;
the contents of the software stack. The ability to load the source code of programs into
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the module significantly expands the possibilities of using the module in conducting
virtual laboratory work on the discipline “System Programming”. The module is used
by the lecturer while working with students to demonstrate the work of examples that
contain fragments of programs or algorithmic structures [41, p. 143-144].
Fig. 5. Module for virtual laboratory in system programming
One of the distinct advantages of using cloud technologies in preparing future
information technology specialists is the possibility of using modern parallel
programming technologies, which serve as the foundation for high performance
computing, which, in turn, are the basis of cloud technologies. The use of virtual
machines hosted on the cloud in the course “Operating Systems” provides the
opportunity to demonstrate both platform-dependent and mobile parallel programming
technologies.
Cluster, grid and other high-performance computing systems are traditionally used
to solve modeling problems, which are one of the cornerstones of computer science in
general and mathematical computer science in particular.
In order to teach students the basic technologies of parallel computing and parallel
programming paradigms, it is advisable to use cloud technology tools to perform lab
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work, in which students must acquire competence in issues such as scalability and
performance of computing systems, limitations on parallelism, overhead costs for
synchronization, distribution and load balancing of computing modules, etc.
Traditionally, the acquisition of competences from parallel programming occurs in labs
that are performed on a local cluster or corporate cloud. Amazon and other leading
cloud service providers provide high-performance distributed cloud servers which can
improve students’ understanding of distributed cloud systems.
One of the most efficient parallel programming technologies is the Message Passing
Interface (MPI) standard and its implementation in the corresponding programming
libraries, which provide the ability to create multi-current programs, use shared
memory, etc. through the message passing mechanism. In fig. 6 shows the work results
of the program example of using MPI in the operating system Amazon Linux AMI with
the OpenMPI library installed, which combined the technologies and resources of many
other projects (FT-MPI, LA-MPI, LAM / MPI and PACX-MPI) and is used on most
supercomputers which are among the TOP500. The use of cloud technologies in
teaching parallel programming using the OpenMPI library provides students with the
opportunity to test, customize and deploy their own programs on scalable distributed
systems in order to identify hidden errors and other problems that arise during parallel
programming.
Fig. 6. An example of a parallel program in the cloud environment
4 Conclusion and directions for further research
1. In training informatics disciplines of future information technology specialists, it is
feasible to use the following cloud service delivery models: “software as a service”,
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“platform as a service”, and “infrastructure as a service” based on the informatics
technology of virtual machines and pedagogical distance learning technology.
2. One of the clear advantages of using cloud technologies in the preparation of future
information technology specialists is the possibility of using modern parallel
programming tools as the basis of cloud technologies.
Research does not exhaust all aspects of the analyzed problem. The further scientific
search for its solution is appropriate in such directions:
─ designing a cloudy oriented learning environment for future computer engineering
specialists;
─ trends in the development of cloud technologies in the professional training and
retraining of information technology specialists;
─ method of forming research competencies of future specialists in software
engineering by means of cloud technologies.
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