Applying science of learning in education: Infusing psychological science into the curriculum

The field of specialization known as the science of learning is not, in fact, one field. Science of learning is a term that serves as an umbrella for many lines of research, theory, and application. A term with an even wider reach is Learning Sciences (Sawyer, 2006). The present book represents a sliver, albeit a substantial one, of the scholarship on the science of learning and its application in educational settings (Science of Instruction, Mayer 2011). Although much, but not all, of what is presented in this book is focused on learning in college and university settings, teachers of all academic levels may find the recommendations made by chapter authors of service. The overarching theme of this book is on the interplay between the science of learning, the science of instruction, and the science of assessment (Mayer, 2011). The science of learning is a systematic and empirical approach to understanding how people learn. More formally, Mayer (2011) defined the science of learning as the “scientific study of how people learn” (p. 3). The science of instruction (Mayer 2011), informed in part by the science of learning, is also on display throughout the book. Mayer defined the science of instruction as the “scientific study of how to help people learn” (p. 3). Finally, the assessment of student learning (e.g., learning, remembering, transferring knowledge) during and after instruction helps us determine the effectiveness of our instructional methods. Mayer defined the science of assessment as the “scientific study of how to determine what people know” (p.3). Most of the research and applications presented in this book are completed within a science of learning framework. Researchers first conducted research to understand how people learn in certain controlled contexts (i.e., in the laboratory) and then they, or others, began to consider how these understandings could be applied in educational settings. Work on the cognitive load theory of learning, which is discussed in depth in several chapters of this book (e.g., Chew; Lee and Kalyuga; Mayer; Renkl), provides an excellent example that documents how science of learning has led to valuable work on the science of instruction. Most of the work described in this book is based on theory and research in cognitive psychology. We might have selected other topics (and, thus, other authors) that have their research base in behavior analysis, computational modeling and computer science, neuroscience, etc. We made the selections we did because the work of our authors ties together nicely and seemed to us to have direct applicability in academic settings

BDGS: A Scalable Big Data Generator Suite in Big Data Benchmarking

Data generation is a key issue in big data benchmarking that aims to generate application-specific data sets to meet the 4V requirements of big data. Specifically, big data generators need to generate scalable data (Volume) of different types (Variety) under controllable generation rates (Velocity) while keeping the important characteristics of raw data (Veracity). This gives rise to various new challenges about how we design generators efficiently and successfully. To date, most existing techniques can only generate limited types of data and support specific big data systems such as Hadoop. Hence we develop a tool, called Big Data Generator Suite (BDGS), to efficiently generate scalable big data while employing data models derived from real data to preserve data veracity. The effectiveness of BDGS is demonstrated by developing six data generators covering three representative data types (structured, semi-structured and unstructured) and three data sources (text, graph, and table data)

XONN: XNOR-based Oblivious Deep Neural Network Inference

Advancements in deep learning enable cloud servers to provide inference-as-a-service for clients. In this scenario, clients send their raw data to the server to run the deep learning model and send back the results. One standing challenge in this setting is to ensure the privacy of the clients' sensitive data. Oblivious inference is the task of running the neural network on the client's input without disclosing the input or the result to the server. This paper introduces XONN, a novel end-to-end framework based on Yao's Garbled Circuits (GC) protocol, that provides a paradigm shift in the conceptual and practical realization of oblivious inference. In XONN, the costly matrix-multiplication operations of the deep learning model are replaced with XNOR operations that are essentially free in GC. We further provide a novel algorithm that customizes the neural network such that the runtime of the GC protocol is minimized without sacrificing the inference accuracy. We design a user-friendly high-level API for XONN, allowing expression of the deep learning model architecture in an unprecedented level of abstraction. Extensive proof-of-concept evaluation on various neural network architectures demonstrates that XONN outperforms prior art such as Gazelle (USENIX Security'18) by up to 7x, MiniONN (ACM CCS'17) by 93x, and SecureML (IEEE S&P'17) by 37x. State-of-the-art frameworks require one round of interaction between the client and the server for each layer of the neural network, whereas, XONN requires a constant round of interactions for any number of layers in the model. XONN is first to perform oblivious inference on Fitnet architectures with up to 21 layers, suggesting a new level of scalability compared with state-of-the-art. Moreover, we evaluate XONN on four datasets to perform privacy-preserving medical diagnosis.Comment: To appear in USENIX Security 201

Multimedia augmented reality game for learning math

The traditional method for learning the multiplication tables is a repetitive and boring task. Teachers try to find new methods to motivate children in this tedious duty, and one of the lines to consider is to integrate en- tertainment into educational processes. This work presents a new multimedia interaction approach in order to allow children to practice these math opera- tions and have fun. The learning process has been gamified by means of two mini-games designed for mobile platforms, based on meromictic or repetitive learning. The genre of these mini-games have been selected according to chil- dren preferences: one turn-based fighting and other throwing-objects game. A series of proposed multiplications have to be solved during the play to per- form the player actions. Moreover, in order to support learning engagement, both have been visualized through Augmented Reality, combining real and virtual reality. This paper discusses the good results of mixing entertainment with some learning tasks, due to the engagement of the children to the mobile based games. A pilot study has been performed in order to evaluate the learn- ing effectiveness and usability of the proposal. Results support that playing the video games makes this tedious multiplication practice more enjoyable and attractive for children so they improve their math skills