TLAD 2010 Proceedings:8th international workshop on teaching, learning and assesment of databases (TLAD)

This is the eighth in the series of highly successful international workshops on the Teaching, Learning and Assessment of Databases (TLAD 2010), which once again is held as a workshop of BNCOD 2010 - the 27th International Information Systems Conference. TLAD 2010 is held on the 28th June at the beautiful Dudhope Castle at the Abertay University, just before BNCOD, and hopes to be just as successful as its predecessors.The teaching of databases is central to all Computing Science, Software Engineering, Information Systems and Information Technology courses, and this year, the workshop aims to continue the tradition of bringing together both database teachers and researchers, in order to share good learning, teaching and assessment practice and experience, and further the growing community amongst database academics. As well as attracting academics from the UK community, the workshop has also been successful in attracting academics from the wider international community, through serving on the programme committee, and attending and presenting papers.This year, the workshop includes an invited talk given by Richard Cooper (of the University of Glasgow) who will present a discussion and some results from the Database Disciplinary Commons which was held in the UK over the academic year. Due to the healthy number of high quality submissions this year, the workshop will also present seven peer reviewed papers, and six refereed poster papers. Of the seven presented papers, three will be presented as full papers and four as short papers. These papers and posters cover a number of themes, including: approaches to teaching databases, e.g. group centered and problem based learning; use of novel case studies, e.g. forensics and XML data; techniques and approaches for improving teaching and student learning processes; assessment techniques, e.g. peer review; methods for improving students abilities to develop database queries and develop E-R diagrams; and e-learning platforms for supporting teaching and learning

TLAD 2010 Proceedings:8th international workshop on teaching, learning and assesment of databases (TLAD)

This is the eighth in the series of highly successful international workshops on the Teaching, Learning and Assessment of Databases (TLAD 2010), which once again is held as a workshop of BNCOD 2010 - the 27th International Information Systems Conference. TLAD 2010 is held on the 28th June at the beautiful Dudhope Castle at the Abertay University, just before BNCOD, and hopes to be just as successful as its predecessors.The teaching of databases is central to all Computing Science, Software Engineering, Information Systems and Information Technology courses, and this year, the workshop aims to continue the tradition of bringing together both database teachers and researchers, in order to share good learning, teaching and assessment practice and experience, and further the growing community amongst database academics. As well as attracting academics from the UK community, the workshop has also been successful in attracting academics from the wider international community, through serving on the programme committee, and attending and presenting papers.This year, the workshop includes an invited talk given by Richard Cooper (of the University of Glasgow) who will present a discussion and some results from the Database Disciplinary Commons which was held in the UK over the academic year. Due to the healthy number of high quality submissions this year, the workshop will also present seven peer reviewed papers, and six refereed poster papers. Of the seven presented papers, three will be presented as full papers and four as short papers. These papers and posters cover a number of themes, including: approaches to teaching databases, e.g. group centered and problem based learning; use of novel case studies, e.g. forensics and XML data; techniques and approaches for improving teaching and student learning processes; assessment techniques, e.g. peer review; methods for improving students abilities to develop database queries and develop E-R diagrams; and e-learning platforms for supporting teaching and learning

Automated Interactive Visualization on Abstract Concepts in Computer Science

The paper presents CSVisFrame, a framework formaking visualizations, which solves the understanding difficultyon learning abstract concepts in computer science including datastructures and algorithms. With the framework, instructors anddevelopers can develop all varieties of interactive visualizations,with which students can learn and understand abstract conceptsin computer science more easily.CSVisFrame has been applied to both offline and onlinecomputer courses. Students from Sichuan Normal Universityhave enjoyed visualizations based on CSVisFrame in their AlgorithmDesign and Analysis course, and thousands of students ofJisuanke have benefitted from online CSVisFrame-based visualizedcomputer science courses. The effectiveness of CSVisFramebasedvisualizations has been demonstrated by our sample survey,which shows that visualizations are widely accepted, and almostall students can achieve a better learning. CSVisFrame is opensourced1,and demonstrations based on CSVisFrame are free2

Introduction to Database Systems: Porting the Campus-Based Course to an Online Asynchronous Format

More and more courses are being ported to an asynchronous online format. Courses in which learning outcomes include mastery of a technology component, such as a database system, introduce additional challenges. This paper investigates student perceptions of the value of various types of instructional materials and methods for facilitating faculty contact utilized in an online introductory database course. The findings suggest that detailed online lecture notes have the most value with high ratings also given to narrated lecture notes and online interactive tutorials. Learning activities and assignments were also deemed to be extremely important with over eighty-nine percent of the students indicating preference for weekly assignments. The most common method used for faculty contact was email and students consistently cited that quick response turnaround and instructive feedback enhanced learning. In an online course, student learning can be enhanced by incorporating a variety of instructional materials and requiring students to frequently engage in structured learning activities

Visual Exploration System for Analyzing Trends in Annual Recruitment Using Time-varying Graphs

Annual recruitment data of new graduates are manually analyzed by human resources specialists (HR) in industries, which signifies the need to evaluate the recruitment strategy of HR specialists. Every year, different applicants send in job applications to companies. The relationships between applicants' attributes (e.g., English skill or academic credential) can be used to analyze the changes in recruitment trends across multiple years' data. However, most attributes are unnormalized and thus require thorough preprocessing. Such unnormalized data hinder the effective comparison of the relationship between applicants in the early stage of data analysis. Thus, a visual exploration system is highly needed to gain insight from the overview of the relationship between applicants across multiple years. In this study, we propose the Polarizing Attributes for Network Analysis of Correlation on Entities Association (Panacea) visualization system. The proposed system integrates a time-varying graph model and dynamic graph visualization for heterogeneous tabular data. Using this system, human resource specialists can interactively inspect the relationships between two attributes of prospective employees across multiple years. Further, we demonstrate the usability of Panacea with representative examples for finding hidden trends in real-world datasets and then describe HR specialists' feedback obtained throughout Panacea's development. The proposed Panacea system enables HR specialists to visually explore the annual recruitment of new graduates

Computer animation data management: Review of evolution phases and emerging issues

The computer animation industry has been booming and prospering in recent thirty years. One of the significant changes faced by this industry is the evolution of computer-animation data and, yet, extant literature has offered very little insights into the evolution process and management issues pertinent to computer-animation data. Hence, many questions have surfaced in the extant literature of computer-animation data management. For example, to what extent has the data content expanded in terms of quantity and quality? To what extent has the information technology used to store and process the data changed? To what extent have the user and the community groups diversified in terms of their nature and number? Knowledge pertaining to these issues can provide new research directions to academics and also insights to practitioners for more effective and innovative management of computer-animation data. This conceptual paper, therefore, takes the pioneering step to address these issues by proposing four factors prudent for examining the evolution phases associated with computer-animation data management: technology, content, users, and community. Next, this paper presents a conceptual framework illustrating the inter-dependent relationships between these four factors together with associated theoretical and managerial issues. This paper, albeit limited by its conceptual nature, advances the extant literature of computer animation, information system, and open-product model

Towards Assembly Information Modeling (AIM)

Nowadays digital tools support architects, engineers and constructors in many specific tasks in the construction industry. While these tools are covering almost all aspects of design and manufacturing, the planning and design for the assembly of buildings remain an unexplored area. This research aims to lay the foundations of a new framework for the design for assembly in architectural applications entitled Assembly Information Modeling. In practice, it is a central digital model containing the structure architectural design, construction details, three dimensional representations, assembly sequences, issue management and others. This framework forms the base for a multitude of novel applications for assembly design, planning and execution, such as assembly simulation and strategies communication, problem detections in the early design phases and interdisciplinary coordination. This paper describes the specifications of the digital assembly model and illustrate two use cases: collaborative assembly design using AEC cloud-based platforms and Augmented Assembly using Augmented reality devices

Database Concepts in a Virtual World

This project explored the use of a 3-D virtual world in an introductory database course to reduce the amount of time required to learn database concepts. A Second Life 3-D model was built to clarify database concepts and students used the model to create a Microsoft Access inventory database. Thereafter, the students provided feedback by answering a voluntary survey. Eighty two percent of the students surveyed agreed that the 3-D model clarified terms such as records, tables, primary keys and relationships. Seventy five percent of the students believed that the model reduced the amount of time required to learn these concepts

Trialing project-based learning in a new EAP ESP course: A collaborative reflective practice of three college English teachers

Currently in many Chinese universities, the traditional College English course is facing the risk of being ‘marginalized’, replaced or even removed, and many hours previously allocated to the course are now being taken by EAP or ESP. At X University in northern China, a curriculum reform as such is taking place, as a result of which a new course has been created called ‘xue ke’ English. Despite the fact that ‘xue ke’ means subject literally, the course designer has made it clear that subject content is not the target, nor is the course the same as EAP or ESP. This curriculum initiative, while possibly having been justified with a rationale of some kind (e.g. to meet with changing social and/or academic needs of students and/or institutions), this is posing a great challenge for, as well as considerable pressure on, a number of College English teachers who have taught this single course for almost their entire teaching career. In such a context, three teachers formed a peer support group in Semester One this year, to work collaboratively co-tackling the challenge, and they chose Project-Based Learning (PBL) for the new course. This presentation will report on the implementation of this project, including the overall designing, operational procedure, and the teachers’ reflections. Based on discussion, pre-agreement was reached on the purpose and manner of collaboration as offering peer support for more effective teaching and learning and fulfilling and pleasant professional development. A WeChat group was set up as the chief platform for messaging, idea-sharing, and resource-exchanging. Physical meetings were supplementary, with sound agenda but flexible time, and venues. Mosoteach cloud class (lan mo yun ban ke) was established as a tool for virtual learning, employed both in and after class. Discussions were held at the beginning of the semester which determined only brief outlines for PBL implementation and allowed space for everyone to autonomously explore in their own way. Constant further discussions followed, which generated a great deal of opportunities for peer learning and lesson plan modifications. A reflective journal, in a greater or lesser detailed manner, was also kept by each teacher to record the journey of the collaboration. At the end of the semester, it was commonly recognized that, although challenges existed, the collaboration was overall a success and they were all willing to continue with it and endeavor to refine it to be a more professional and productive approach