Attributes of Big Data Analytics for Data-Driven Decision Making in Cyber-Physical Power Systems

Big data analytics is a virtually new term in power system terminology. This concept delves into the way a massive volume of data is acquired, processed, analyzed to extract insight from available data. In particular, big data analytics alludes to applications of artificial intelligence, machine learning techniques, data mining techniques, time-series forecasting methods. Decision-makers in power systems have been long plagued by incapability and weakness of classical methods in dealing with large-scale real practical cases due to the existence of thousands or millions of variables, being time-consuming, the requirement of a high computation burden, divergence of results, unjustifiable errors, and poor accuracy of the model. Big data analytics is an ongoing topic, which pinpoints how to extract insights from these large data sets. The extant article has enumerated the applications of big data analytics in future power systems through several layers from grid-scale to local-scale. Big data analytics has many applications in the areas of smart grid implementation, electricity markets, execution of collaborative operation schemes, enhancement of microgrid operation autonomy, management of electric vehicle operations in smart grids, active distribution network control, district hub system management, multi-agent energy systems, electricity theft detection, stability and security assessment by PMUs, and better exploitation of renewable energy sources. The employment of big data analytics entails some prerequisites, such as the proliferation of IoT-enabled devices, easily-accessible cloud space, blockchain, etc. This paper has comprehensively conducted an extensive review of the applications of big data analytics along with the prevailing challenges and solutions

The Potential for Student Performance Prediction in Small Cohorts with Minimal Available Attributes

The measurement of student performance during their progress through university study provides academic leadership with critical information on each student’s likelihood of success. Academics have traditionally used their interactions with individual students through class activities and interim assessments to identify those “at risk” of failure/withdrawal. However, modern university environments, offering easy on-line availability of course material, may see reduced lecture/tutorial attendance, making such identification more challenging. Modern data mining and machine learning techniques provide increasingly accurate predictions of student examination assessment marks, although these approaches have focussed upon large student populations and wide ranges of data attributes per student. However, many university modules comprise relatively small student cohorts, with institutional protocols limiting the student attributes available for analysis. It appears that very little research attention has been devoted to this area of analysis and prediction. We describe an experiment conducted on a final-year university module student cohort of 23, where individual student data are limited to lecture/tutorial attendance, virtual learning environment accesses and intermediate assessments. We found potential for predicting individual student interim and final assessment marks in small student cohorts with very limited attributes and that these predictions could be useful to support module leaders in identifying students potentially “at risk.”.Peer reviewe

Applied business analytics approach to IT projects – Methodological framework

The design and implementation of a big data project differs from a typical business intelligence project that might be presented concurrently within the same organization. A big data initiative typically triggers a large scale IT project that is expected to deliver the desired outcomes. The industry has identified two major methodologies for running a data centric project, in particular SEMMA (Sample, Explore, Modify, Model and Assess) and CRISP-DM (Cross Industry Standard Process for Data Mining). More general, the professional organizations PMI (Project Management Institute) and IIBA (International Institute of Business Analysis) have defined their methods for project management and business analysis based on the best current industry practices. However, big data projects place new challenges that are not considered by the existing methodologies. The building of end-to-end big data analytical solution for optimization of the supply chain, pricing and promotion, product launch, shop potential and customer value is facing both business and technical challenges. The most common business challenges are unclear and/or poorly defined business cases; irrelevant data; poor data quality; overlooked data granularity; improper contextualization of data; unprepared or bad prepared data; non-meaningful results; lack of skill set. Some of the technical challenges are related to lag of resources and technology limitations; availability of data sources; storage difficulties; security issues; performance problems; little flexibility; and ineffective DevOps. This paper discusses an applied business analytics approach to IT projects and addresses the above-described aspects. The authors present their work on research and development of new methodological framework and analytical instruments applicable in both business endeavors, and educational initiatives, targeting big data. The proposed framework is based on proprietary methodology and advanced analytics tools. It is focused on the development and the implementation of practical solutions for project managers, business analysts, IT practitioners and Business/Data Analytics students. Under discussion are also the necessary skills and knowledge for the successful big data business analyst, and some of the main organizational and operational aspects of the big data projects, including the continuous model deployment

Understanding Communication Patterns in MOOCs: Combining Data Mining and qualitative methods

Massive Open Online Courses (MOOCs) offer unprecedented opportunities to learn at scale. Within a few years, the phenomenon of crowd-based learning has gained enormous popularity with millions of learners across the globe participating in courses ranging from Popular Music to Astrophysics. They have captured the imaginations of many, attracting significant media attention - with The New York Times naming 2012 "The Year of the MOOC." For those engaged in learning analytics and educational data mining, MOOCs have provided an exciting opportunity to develop innovative methodologies that harness big data in education.Comment: Preprint of a chapter to appear in "Data Mining and Learning Analytics: Applications in Educational Research