Feature-based tuning of simulated annealing applied to the curriculum-based course timetabling problem

We consider the university course timetabling problem, which is one of the most studied problems in educational timetabling. In particular, we focus our attention on the formulation known as the curriculum-based course timetabling problem, which has been tackled by many researchers and for which there are many available benchmarks. The contribution of this paper is twofold. First, we propose an effective and robust single-stage simulated annealing method for solving the problem. Secondly, we design and apply an extensive and statistically-principled methodology for the parameter tuning procedure. The outcome of this analysis is a methodology for modeling the relationship between search method parameters and instance features that allows us to set the parameters for unseen instances on the basis of a simple inspection of the instance itself. Using this methodology, our algorithm, despite its apparent simplicity, has been able to achieve high quality results on a set of popular benchmarks. A final contribution of the paper is a novel set of real-world instances, which could be used as a benchmark for future comparison

Model-driven transformation and validation of adaptive educational hypermedia using CAVIAr

Authoring of Adaptive Educational Hypermedia is a complex activity requiring the combination of a range of design and validation techniques.We demonstrate how Adaptive Educational Hypermedia can be transformed into CAVIAr courseware validation models allowing for its validation. The model-based representation and analysis of different concerns and model-based mappings and transformations are key contributors to this integrated solution. We illustrate the benefits of Model Driven Engineering methodologies that allow for interoperability between CAVIAr and a well known Adaptive Educational Hypermedia framework. By allowing for the validation of Adaptive Educational Hypermedia, the course creator limits the risk of pedagogical problems in migrating to Adaptive Educational Hypermedia from static courseware

Differentiable Algorithm Networks for Composable Robot Learning

This paper introduces the Differentiable Algorithm Network (DAN), a composable architecture for robot learning systems. A DAN is composed of neural network modules, each encoding a differentiable robot algorithm and an associated model; and it is trained end-to-end from data. DAN combines the strengths of model-driven modular system design and data-driven end-to-end learning. The algorithms and models act as structural assumptions to reduce the data requirements for learning; end-to-end learning allows the modules to adapt to one another and compensate for imperfect models and algorithms, in order to achieve the best overall system performance. We illustrate the DAN methodology through a case study on a simulated robot system, which learns to navigate in complex 3-D environments with only local visual observations and an image of a partially correct 2-D floor map.Comment: RSS 2019 camera ready. Video is available at https://youtu.be/4jcYlTSJF4

A Construct-Modeling Approach to Develop a Learning Progression of how Students Understand the Structure of Matter

This paper builds on the current literature base about learning progressions in science to address the question, “What is the nature of the learning progression in the content domain of the structure of matter?” We introduce a learning progression in response to that question and illustrate a methodology, the Construct Modeling (Wilson, 2005) approach, for investigating the progression through a developmentally based iterative process. This study puts forth a progression of how students understand the structure of matter by empirically inter-relating constructs of different levels of sophistication using a sample of 1,087 middle grade students from a large diverse public school district in the western part of the United States. The study also shows that student thinking can be more complex than hypothesized as in the case of our discovery of a substructure of understanding in a single construct within the larger progression. Data were analyzed using a multidimensional Rasch model. Implications for teaching and learning are discussed—we suggest that the teacher’s choice of instructional approach needs to be fashioned in terms of a model, grounded in evidence, of the paths through which learning might best proceed, working toward the desired targets by a pedagogy which also cultivates students’ development as effective learners. This research sheds light on the need for assessment methods to be used as guides for formative work and as tools to ensure the learning goals have been achieved at the end of the learning period. The development and investigation of a learning progression of how students understand the structure of matter using the Construct Modeling approach makes an important contribution to the research on learning progressions and serves as a guide to the planning and implementation in the teaching of this topic. # 2017 Wiley Periodicals, Inc. J Res Sci Teach 54: 1024–1048, 201

Extensible Automated Constraint Modelling

In constraint solving, a critical bottleneck is the formulationof an effective constraint model of a given problem. The CONJURE system described in this paper, a substantial step forward over prototype versions of CONJURE previously reported, makes a valuable contribution to the automation of constraint modelling by automatically producing constraint models from their specifications in the abstract constraint specification language ESSENCE. A set of rules is used to refine an abstract specification into a concrete constraint model. We demonstrate that this set of rules is readily extensible to increase the space of possible constraint models CONJURE can produce. Our empirical results confirm that CONJURE can reproduce successfully the kernels of the constraint models of 32 benchmark problems found in the literature

Evaluation System Design and Academic Performance Analysis Using Clustering and Simulation

The starting point of this study was to understand the possible causes of evaluation system change in a military academic environment. With that motivation the objectives of this study were defined as examining student profiles in a military academy, establishing the nature of academic performance, comparing student groups that were identified by course scores, analyzing student performance changes over time and developing a manageable evaluation system and curriculum by comparing different scenarios. An analysis was performed on the literature on academic performance prediction, cluster analysis methodologies and their development, and specifically summarized cluster analytic academic performance studies where these two fields intersected. The study started with data collection, database creation and preparation for clustering and simulation studies. A two step clustering methodology was used for grouping courses and cadets. The validated cluster distributions were used as inputs into simulation study. The simulation study started with modeling cadet movements among clusters over stages. The distribution of clusters was found for each course and the scores were transferred into grades using information gathered from historic data. A new evaluation system design procedure was summarized starting with benchmark examples. Then a simulation was used for the evaluation of new system design settings. Assumptions of the simulation study were evaluated. Parameter settings and decision variables were defined and simulation experiments were conducted and results were interpreted by output analysis. The study concludes with a summary of possible outcomes for alternative system designs. During this study it was observed that academic performance is affected by many cognitive noncognitive and demographic variables. Complex human behavior and its interactions with educational environment make it unpredictable. Though, any curriculum or evaluation system development study should focus on these differences and the difficulties due to variation among students