Educating HPC Users in the use of advanced computing technology

Educating HPC Users in the use of advanced computing technology
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教育 HPC 用户使用先进的计算技术

DOI:
10.1109/eduhpc54835.2021.00008
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发表时间:
2021
期刊:
2021 IEEE/ACM Ninth Workshop on Education for High Performance Computing (EduHPC
影响因子:
--
通讯作者:
Harrison, Robert J.
Harrison, Robert J.
中科院分区:
--
文献类型:
--
作者:
Siegmann, Eva;Calder, Alan;Feldman, Catherine;Harrison, Robert J.

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我们研究了一种多模式方法来教育和培训石溪大学高级计算科学研究所的高级计算技术测试平台的用户。 Ookami [1] 为全球研究人员提供了 176 个 Fujitsu A64FX 计算节点的访问权限,这与为日本 Fugaku 超级计算机(自 2020 年 6 月以来世界上最快的计算机)提供动力的处理器技术相同。然而,要在这种基于 Arm 的领先计算技术上实现高性能,需要用户熟悉计算机架构、性能分析和建模以及高性能编程模型的详细信息,而这些细节在入门编程课程中通常被忽略。事实上,无论资历如何,许多测试台用户都非常不熟悉矢量化、流水线、延迟/带宽、屋顶线模型、计算能量/功率、线程和非统一内存访问等基本概念。这些相同的概念也渗透到主流 x86 技术中,因此受到广泛关注。由于我们用户社区的国家/全球性质在学科和经验方面也非常多样化,无法提供正式课程,并且我们的经验是大多数人不倾向于足够深入地阅读在线文档或培训材料,因此我们有意识地采用了多种方法,重点强调(在线)个人互动和技能转移。在线文档围绕最佳实践和常见问题解答进行组织;每周两次的黑客马拉松和通过 Zoom 进行的办公时间使团队和用户社区能够进行深入研究,具有多种广泛的好处; Slack 频道提供实时和存档的答案和讨论;研讨会、培训和网络研讨会针对社区出现的需求。这些工具被用于教育环境而不仅仅是用于项目交流,这使得它们更加有效,并有助于社区的成功。
We examine a multi-modal approach to educating and training users of an advanced computing technology testbed at the Institute for Advanced Computational Science at Stony Brook University. Ookami [1] provides researchers worldwide with access to 176 Fujitsu A64FX compute nodes, this being the same processor technology powering the Japanese Fugaku supercomputer, the fastest computer in the world since June 2020. However, achieving high-performance on this Arm-based, leadership computing technology requires that users be familiar with details of computer architecture, performance analysis and modeling, and high-performance programming models that are commonly omitted in introductory programming courses. Indeed, regardless of their seniority, many of the testbed users are surprisingly unfamiliar with basic concepts such as vectorization, pipelining, latency/bandwidth, roofline models, computing energy/power, threads, and non-uniform memory access. These same concepts also pervade mainstream x86 technologies, so this is of widespread concern. Due to the national/global nature of our user community that is also very diverse in both discipline and experience, the inability to offer formal classes, and our experience that most people do not tend to read online documentation or training materials in sufficient depth, we have consciously employed multiple approaches that heavily emphasize (online) personal interactions and transfer of skills. Online documentation has been organized around best-practices and FAQs; twice-weekly hackathons and office hours via Zoom enable deep dives by both the team and the user community with multiple broad benefits; a Slack channel provides both real time and archived answers and discussions; and workshops, training and webinars target community needs as they arise. The perspective that these tools are being used in an educational setting rather than just for project communication makes them more effective and contributes to community success.
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