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Lomonosov Moscow State UniversityFaculty of Computational Mathematics
and Cybernetics (CMC MSU)
Informatics Europe:
Supercomputer state of
education in Europe
V. Voevodin,
A. Rasgulin, V. Tikhomirov
INARM Webinar
Moscow - 29.05.2013
(http://informatics-europe.org)
http://inarm-project.org/7/30/2019 Vasiliy Tikhomirov
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The Bureau UMC
in applied mathematics and computer science
on basic science and information technologies
Informatics Europe:
Supercomputer state of education in Europe
28 , 2013,
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Informatics Europe(http://informatics-europe.org)
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Informatics Europe(http://informatics-europe.org)
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Parallel Computing (Supercomputing)Education in Europe: State-of-Art
(Mission of the Working Group)
Show the need for changes in a higher educational system in the
area of computational sciences (IT).
Describe the current landscape of Parallel Computing
(Supercomputing) Education in Europe.
Prepare a set of recommendations how to bring ideas of Parallel
Computing into higher educational systems of European countries.
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Parallel Computing (Supercomputing)Education in Europe: State-of-Art
(International Working Group)
1. Vladimir Voevodin; Prof., Dr.Sci., Moscow State University, coordinator of WG,2. Victor Gergel; Prof., Dr.Sci., Nizhny Novgorod State University, coordinator of WG,
3. Bertrand Meyer; Prof., ETH Zurich,
4. Ali Yazici; Prof., Dr.; Software Engineering Department, Atilim University, Incek-Ankara/Turkey,
5. Andrey Komissarov; NVIDIA GPU Supercomputing marketing manager Europe, Middle East, Russia,
India,
6. Paul Guermonprez; Academic Program Manager - Europe, Russia, Middle East, Africa; Intel Software,
7. Lenuta Alboaie; Lecturer, PhD.; Faculty of Computer Science, Alexandru Ioan Cuza University of Iasi,Romania,
8. Hubert Garavel; Directeur de Recherche; INRIA,
9. Peter Thiemann; Professor fur Informatik, Dr.; Institut fur Informatik, Universitat Freiburg,
10. Ayse Kiper; Prof., Dr.; Department of Computer Engineering, Middle East Technical University, Ankara-
Turkey,
11. Joseph Kiniry; Dr.; IT University of Copenhagen,
12. Femke van Raamsdonk; Dr.; Section Theoretical Computer Science, Department of Computer Science,
Faculty of Sciences, Vrije Universiteit,13. Radhakrishnan Delhibabu; Erasmus Mundus Fellow; RWTH Aachen, Germany,
14. Sven-Bodo Scholz; Prof.; Heriot-Watt University, UK,
15. Erik Hagersten; Professor in Computer Architecture, Uppsala University, Sweden,
16. Felix Wolf; Professor, German Research School for Simulation Sciences & RWTH Aachen University,
Germany,
17. Torsten Hoefler, [email protected]; Adjunct Assistant Professor, ETH Zurich,
18. Josep Ramon Herrero; Vice-Dean, Head of Academic Studies at FIB (Barcelona School of Informatics).19. Jaco van de Pol; Prof.Dr., Chair Formal Methods and Tools, Universiteit Twente, the Netherlands
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On-line survey(brief content)
1. General Questions (5)
2. Country-specific Situation (7)
3. University-specific Situation (14)
4. Detailed Information on PC&S Education in the University (10)
Total in the survey: 36questions
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On-line survey(brief statistics)
Austria
Denmark
Estonia France 3
Germany 5
Greece
India 3
Iran
Italy Latvia
Norway
Pakistan
Portugal
Romania Russia 12
Serbia
Spain 15
Sweden
Switzerland
Turkey 8 Ukraine
United Kingdom 3
Completed responses 64, from 22countries:
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1.2. Is PC&S a strategically important area?(summary of the responses)
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Yes, PC&S is a strategically important area:
Parallelism is everywhere, parallelism has become for masses,
THEREFORE:
software/algorithms must become parallel/distributed, scalable,
parallel computing must be one of the fundamentals in Computer
Science,
parallel computing must be taught almost to all science and
engineering students.
1.2. Is PC&S a strategically important area?(summary of the responses)
BUT the practice is different due to a lot of serious reasons
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BUT the practice is different due to a lot of serious reasons:
there is a "big gap" between progress of hardware andsoftware/algorithms
SINCE hardware evolves so fast and software needs to
catch up with hardware evolution,
there are not established standards
SINCE the area itself is very dynamic, it evolves so fast, itis inherent interdisciplinary, it covers so diverse topics,
1.3. What are the main problems in this area?(summary of the responses)
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BUT the practice is different due to a lot of serious reasons:
there is a lack of traditions on implementation issues amongprofessors and, therefore, students, and
there are not many specialists in parallel computing as well as
there is a lack of skills in masses, and
not all the scientists, developers, and engineers recognize the
advantages of PC&SSINCE the area is pretty young,
1.3. What are the main problems in this area?(summary of the responses)
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BUT the practice is different due to a lot of serious reasons:
all existing components and technologies in the current softwarestack (OS, fault tolerance techniques, languages, compilation
techniques, tools,) should be revised completely in a few years
SINCE degree of parallelism in computing hardware
affecting all of them is growing very fast,
it is becoming more and more difficult to ensure efficiency,productivity, and portability of software
SINCE complexity of parallel computing platforms is
growing.
1.3. What are the main problems in this area?(summary of the responses)
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WHY is the practice different?
PC&S is not included in compulsory courses in most ofuniversities, making it difficult to increase:
number of specialists,
understanding of the area,
interest to the area.
1.3. What are the main problems in this area?(summary of the responses)
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1.4. What should be done in a short time
to solve these problems?(summary of the responses)
Almost all 64 responses include education (in different forms)
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1.4. What should be done in a short time
to solve these problems?(summary of the responses)
Almost all 64 responses include education (in different forms):
parallel computing should be included in compulsory courses in
all the Computer Science and Engineering degrees,
to focus on basic training topics enough extended and acceptedas standard to establish a few curricula,
introduce parallel programming concepts early in education,
include parallel computer architectures and parallel computing
techniques in the core syllabus in computing degrees,
introduction in the curriculum of courses like computer science,
electronics and informatics concrete and well defined topics about
parallel computing,
texts on Parallel Computing/Programming,
the courses on parallel programming should become standard,
easy access to parallel computing platforms during education,
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1.4. What should be done in a short time
to solve these problems?(summary of the responses)
NON Educational issues:
rethink the current hardware and software approaches
(co-design ideas?)
strengthen language-processing technology. Educate people indomain-specific programming rather than coding close to the
architecture
extensive research on appropriate parallel computing paradigms
good financing of software development for supercomputers
improve funding situation for seeding research projects into
hardware/software design of innovative parallel systems.
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1.5. Can the development of PC&S topical contents be useful?(i.e. structure of the area, Body of Knowledge, )
(3 of 6 No I do not understand the question)
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2.5. What is your appreciation of the number of well-trained
PC&S specialists in your country?(summary of the responses)
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2.7. Do you see any country-specific aspects
of PC&S issues?(summary of the responses)
Main national conferences: EUROPAR, Grid 5000, workshop
REMPAR...
Economy.
Issues of funding.
Lack of PC&S resources available.
There is high demand from the Scientific Computing community
for education in Parallel Computing, but no big industries drive the
need with their real applications. This is due to lack of such
industries in such a small country like Estonia.
PC&S are extremely important for Norway's oil industry. Also
play an important role in operational weather forecasting (we have
a very long coast line to track!) and medical imaging.
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3.2. Availability of supercomputing resources
for the university faculty staff(summary of the responses)
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3.6. Are there advanced training university programs
in PC&S?(summary of the responses)
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3.13. Is it necessary to establish more collaboration
in PC&S education?(summary of the responses)
Quote from the survey:
Problems in the PC&S area are unlikely to be solved in a short time. Key ingredients
of their solution will be broad interdisciplinary and international cooperation. (c)
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Informatics Europe:
28 , 2013,