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

Exploration and Research on the Mixed Mode Curriculum of “Competition, Training and Teaching”

In response to the many problems encountered in the teaching of the “SSM Framework” course, a project-driven hybrid teaching model is proposed. The reform integrates “Competition, Training and Teaching” into one, utilizes online teaching platforms to arrange pre-class activities, carry out interactive teaching in class, and improve post-class practice. In teaching, the roles of teachers and students should be exchanged to fully mobilize students’ learning initiative and cultivate their ability to solve and analyze problems. In the assessment, a process evaluation mechanism is introduced to incorporate project construction into the assessment scope and improve practical application capabilities. The practical results indicate that the application of the new model in curriculum significantly enhances students’ learning interest and practical abilities, which is feasible for promotion

Impact of Guidance and Interaction Strategies for LLM Use on Learner Performance and Perception

Personalized chatbot-based teaching assistants can be crucial in addressing increasing classroom sizes, especially where direct teacher presence is limited. Large language models (LLMs) offer a promising avenue, with increasing research exploring their educational utility. However, the challenge lies not only in establishing the efficacy of LLMs but also in discerning the nuances of interaction between learners and these models, which impact learners' engagement and results. We conducted a formative study in an undergraduate computer science classroom (N=145) and a controlled experiment on Prolific (N=356) to explore the impact of four pedagogically informed guidance strategies and the interaction between student approaches and LLM responses. Direct LLM answers marginally improved performance, while refining student solutions fostered trust. Our findings suggest a nuanced relationship between the guidance provided and LLM's role in either answering or refining student input. Based on our findings, we provide design recommendations for optimizing learner-LLM interactions

Using a Semi-Realistic Database to Support a Database Course

A common problem for university relational database courses is to construct effective databases for instructions and assignments. Highly simplified ‘toy’ databases are easily available for teaching, learning, and practicing. However, they do not reflect the complexity and practical considerations that students encounter in real-world projects after their graduation. On the other hand, production databases may contain too much domain nuances and complexity to be effectively used as a learning tool. Sakila is a semi-realistic, high quality, open source, and highly available database provided by MySQL. This paper describes the use of Sakila as a unified platform to support instructions and multiple assignments of a graduate database course for five semesters. Based on seven surveys with 186 responses, the paper discusses our experience using Sakila. We find this approach promising, and students in general find it more useful and interesting than the highly simplified databases developed by the instructor, or obtained from textbooks. We constructed a collection of 124 problems with suggested solutions on the topics of database modeling and normalization, SQL query, view, stored function, stored procedure, trigger, database Web-driven application development with PHP/MySQL, Relational Algebra using an interpreter, Relational Calculus, XML generation, XPath, and XQuery. This collection is available to Information Systems (IS) educators for adoption or adaptation as assignments, examples, and examination questions to support different database courses

Teradata University Network: A New Resource for Teaching Large Data Bases and Their Applications

A free learning portal designed to help faculty to teach, learn, and connect with others in the fields of data warehousing, DSS/BI, and database is being made available by Teradata, a division of NCR. Teradata worked closely with leading academics to create the Teradata University Network (www.teradatauniversitynetwork.com). The network is reached by faculty through a portal that includes (1) course syllabi; (2) access to software; (2) Power Point presentations (with speaker\u27s notes); (4) cases, projects, and assignments (with teaching notes); (5) book chapters, articles, and research reports; (6) the Teradata library; (7) web-based courses; and (8) links to related sites. In addition, a separate portal for students, located at www.teradatastudentnetwork.com, leads to a subset of the above materials, including (1) access to software; (2) cases, projects, and assignments (without teaching notes); (3) book chapters, articles, and research reports; (4) the Teradata library; and (5) links to related sites. The student site excludes materials that are only for course instructors. This tutorial describes the creation of the Teradata University Network (TUN), discusses how faculty access and use TUN, describes how a faculty member might use it in a typical session, and faculty reactions to TUN. Special attention is given to the software available on TUN and TSN. It also discusses working with Teradata and TUN and provides lessons learned to help other faculty involved in vendor-supported initiatives