The course proposes a learning path starting from process management and covers the various system activities, including memory, resource and I/O management. In addition to theoretical lectures, the course includes a series of laboratory exercises on operating system management and system programming.
Taking Dublin Indicators into account:
Knowledge and understanding
The course introduces the first concepts related to the operating systems. Particular emphasis is given to the understanding of the main algorithm underlying prominent kernel tasks. The reference text is in Italian, but standard English terminology is commonly used during the lessons as goodwill to the consultation of the international scientific literature.
Applying knowledge and understanding
The knowledge presented is always applied to the resolution of specific problems. The companion exercises are focused on problem solving and testing the comprehension of proposed algorithms. Often the solution methods are presented in the form of an algorithm, providing the students the ability to formalize procedures that are useful in many parts of computer science, and not only in the study of operating systems.
The exercises, which are proposed in relation to the theoretical part presented in class, can be solved individually or in groups. The comparison with classmates, work at home or in classroom, favors the development of specific skills in students to enable the explanation of arguments to fellows and teachers. Often the exercises can be solved in many different ways and listening to the solutions proposed by other allows students to develop the ability to identify common structures, beyond the apparent superficial differences.
The numerous discussions on the different methods to solve problems allow students to improve communication skills. Specific communication of computer technology is also used during classes and exercises.
The study of the origins of technological solutions and their introduction motivated by quantitative considerations contributes to the students’ ability to learn in a comprehensive way. The knowledge acquired is never rigid and definitive, but it is adaptable to any evolution and change of perspective and context.