A hybrid method for the analysis of learner behaviour in active learning environments

Software-mediated learning requires adjustments in the teaching and learning process. In particular active learning facilitated through interactive learning software differs from traditional instructor-oriented, classroom-based teaching. We present behaviour analysis techniques for Web-mediated learning. Motivation, acceptance of the learning approach and technology, learning organisation and actual tool usage are aspects of behaviour that require different analysis techniques to be used. A hybrid method based on a combination of survey methods and Web usage mining techniques can provide accurate and comprehensive analysis results. These techniques allow us to evaluate active learning approaches implemented in form of Web tutorials

Lucene4IR: Developing information retrieval evaluation resources using Lucene

The workshop and hackathon on developing Information Retrieval Evaluation Resources using Lucene (L4IR) was held on the 8th and 9th of September, 2016 at the University of Strathclyde in Glasgow, UK and funded by the ESF Elias Network. The event featured three main elements: (i) a series of keynote and invited talks on industry, teaching and evaluation; (ii) planning, coding and hacking where a number of groups created modules and infrastructure to use Lucene to undertake TREC based evaluations; and (iii) a number of breakout groups discussing challenges, opportunities and problems in bridging the divide between academia and industry, and how we can use Lucene for teaching and learning Information Retrieval (IR). The event was composed of a mix and blend of academics, experts and students wanting to learn, share and create evaluation resources for the community. The hacking was intense and the discussions lively creating the basis of many useful tools but also raising numerous issues. It was clear that by adopting and contributing to most widely used and supported Open Source IR toolkit, there were many benefits for academics, students, researchers, developers and practitioners - providing a basis for stronger evaluation practices, increased reproducibility, more efficient knowledge transfer, greater collaboration between academia and industry, and shared teaching and training resources

Enhancing Undergraduate AI Courses through Machine Learning Projects

It is generally recognized that an undergraduate introductory Artificial Intelligence course is challenging to teach. This is, in part, due to the diverse and seemingly disconnected core topics that are typically covered. The paper presents work funded by the National Science Foundation to address this problem and to enhance the student learning experience in the course. Our work involves the development of an adaptable framework for the presentation of core AI topics through a unifying theme of machine learning. A suite of hands-on semester-long projects are developed, each involving the design and implementation of a learning system that enhances a commonly-deployed application. The projects use machine learning as a unifying theme to tie together the core AI topics. In this paper, we will first provide an overview of our model and the projects being developed and will then present in some detail our experiences with one of the projects – Web User Profiling which we have used in our AI class

An active learning and training environment for database programming

Active learning facilitated through interactive, self-controlled learning environments differs substantially from traditional instructor-oriented, classroom-based teaching. We present a tool for database programming that integrates knowledge learning and skills training. How these tools are used most effectively is still an open question. Therefore, we discuss analysis and evaluation of these Web-based environments focusing on different aspects of learning behaviour and tool usage. Motivation, acceptance of the learning approach, learning organisation and actual tool usage are aspects of behaviour that require different techniques to be used

Promoting active learning in Universiti Teknologi Malaysia: A bottom-up, top-down approach

Being a leading technological higher education institute in the country, Universiti Teknologi Malaysia (UTM) is aggressively encouraging teaching staff to enhance teaching and learning to produce graduates who are relevant in today’s highly competitive world. To achieve this goal, grassroots awareness and training campaign, followed by encouragements are rigorously made. Active learning techniques, especially the Cooperative Learning (CL) and Problem Based Learning (PBL) are currently being promoted across all disciplines as well as levels of studies. This effort which was initiated by a group of enthusiastic teaching staff received a welcome endorsement from the highest level of university administrative key personnel. A special task force called CL-PBL Support Group was then set up to facilitate the promotion of CL and PBL practices across the board. At implementation level, faculty-based core groups were set up and trained to acquire and apply the necessary knowledge and teaching skills pertaining to these active learning approaches. This paper describes strategies and efforts to convince and encourage the implementation of active learning techniques among teaching staff and administrators, especially those in the engineering and engineering-related faculties. Training and support provided to academic staff are also discussed. Finally, factors that influence the success of university-wide implementation will be included

Cooperative learning in process dynamics & control course for undergraduate chemical engineering students

titute in the country, Universiti Teknologi Malaysia (UTM) is aggressively encouraging teaching staff to enhance teaching and learning to produce graduates who are relevant in today’s highly competitive world. To achieve this goal, grassroots awareness and training campaign, followed by encouragements are rigorously made. Active learning techniques, especially the Cooperative Learning (CL) and Problem Based Learning (PBL) are currently being promoted across all disciplines as well as levels of studies. This effort which was initiated by a group of enthusiastic teaching staff received a welcome endorsement from the highest level of university administrative key personnel. A special task force called CL-PBL Support Group was then set up to facilitate the promotion of CL and PBL practices across the board. At implementation level, faculty-based core groups were set up and trained to acquire and apply the necessary knowledge and teaching skills pertaining to these active learning approaches. This paper describes strategies and efforts to convince and encourage the implementation of active learning techniques among teaching staff and administrators, especially those in the engineering and engineering-related faculties. Training and support provided to academic staff are also discussed. Finally, factors that influence the success of university-wide implementation will be included