Using decision-tree classifier systems to extract knowledge from databases

One difficulty in applying artificial intelligence techniques to the solution of real world problems is that the development and maintenance of many AI systems, such as those used in diagnostics, require large amounts of human resources. At the same time, databases frequently exist which contain information about the process(es) of interest. Recently, efforts to reduce development and maintenance costs of AI systems have focused on using machine learning techniques to extract knowledge from existing databases. Research is described in the area of knowledge extraction using a class of machine learning techniques called decision-tree classifier systems. Results of this research suggest ways of performing knowledge extraction which may be applied in numerous situations. In addition, a measurement called the concept strength metric (CSM) is described which can be used to determine how well the resulting decision tree can differentiate between the concepts it has learned. The CSM can be used to determine whether or not additional knowledge needs to be extracted from the database. An experiment involving real world data is presented to illustrate the concepts described

Automatically attaching web pages to an ontology

This paper describes a proposed system for automatically attaching material from the world wide web to concepts in an ontology. The motivation for this research stems from the Diogene project, which requires the project's own databases of learning objects to be augmented with additional resources from the web. Two main approaches to this problem are being taken: one using ontology mapping, and another based on the conventional text search facilities of the web, covered in this paper. By generating queries based on the concepts in the ontology, the aim is to retrieve material from the web, and then filter it to ensure its proper correspondence with a concept. The Diogene system will be briefly outlined, before the query-generation system is described. A small pilot experiment, designed to provide some initial results and insight into the problem, is then presented

Schema Independent Relational Learning

Learning novel concepts and relations from relational databases is an important problem with many applications in database systems and machine learning. Relational learning algorithms learn the definition of a new relation in terms of existing relations in the database. Nevertheless, the same data set may be represented under different schemas for various reasons, such as efficiency, data quality, and usability. Unfortunately, the output of current relational learning algorithms tends to vary quite substantially over the choice of schema, both in terms of learning accuracy and efficiency. This variation complicates their off-the-shelf application. In this paper, we introduce and formalize the property of schema independence of relational learning algorithms, and study both the theoretical and empirical dependence of existing algorithms on the common class of (de) composition schema transformations. We study both sample-based learning algorithms, which learn from sets of labeled examples, and query-based algorithms, which learn by asking queries to an oracle. We prove that current relational learning algorithms are generally not schema independent. For query-based learning algorithms we show that the (de) composition transformations influence their query complexity. We propose Castor, a sample-based relational learning algorithm that achieves schema independence by leveraging data dependencies. We support the theoretical results with an empirical study that demonstrates the schema dependence/independence of several algorithms on existing benchmark and real-world datasets under (de) compositions

Computer-based library or computer-based learning?

Traditionally, libraries have played the role of repository of published information resources and, more recently, gateway to online subscription databases. The library online catalog and digital library interface serve an intermediary function to help users locate information resources available through the library. With competition from Web search engines and Web portals of various kinds available for free, the library has to step up to play a more active role as guide and coach to help users make use of information resources for learning or to accomplish particular tasks. It is no longer sufficient for computer-based library systems to provide just search and access functions. They must provide the functionality and environment to support learning and become computer-based learning systems. This paper examines the kind of learning support that can be incorporated in library online catalogs and digital libraries, including 1) enhanced support for information browsing and synthesis through linking by shared meta-data, references and concepts; 2) visualization of related information; 3) adoption of Library 2.0 and social technologies; 4) adoption of Library 3.0 technologies including intelligent processing and text mining

Student Learning in Higher Education: a Commentary

This commentary begins by summarizing the five contributions to this special issue and briefly recapping the background to the topic of student learning in higher education. Narrative and systematic reviews are compared, and the relative value of different bibliographic databases in the context of systematic reviews is assessed. The importance of measures of effect size is stressed. The relationship of the five contributions to early research on levels of processing and approaches to learning is discussed, along with the presage–process–product model of student learning and historical discussions that are relevant to the current theoretical discussions. This field has benefited from the development of more robust instrumentation, but researchers must continue to develop new kinds of measure, including online measures of students’ strategy use. Researchers need to consider ways of enhancing the quality of student learning through the use of problem-based curricula and other student-centered approaches. Finally, it is suggested that researchers into student learning need to evaluate whether their concepts, methods, theories, and findings are valid in online environments and to investigate how curricula in higher education can build upon those in secondary education

kLog: A Language for Logical and Relational Learning with Kernels

We introduce kLog, a novel approach to statistical relational learning. Unlike standard approaches, kLog does not represent a probability distribution directly. It is rather a language to perform kernel-based learning on expressive logical and relational representations. kLog allows users to specify learning problems declaratively. It builds on simple but powerful concepts: learning from interpretations, entity/relationship data modeling, logic programming, and deductive databases. Access by the kernel to the rich representation is mediated by a technique we call graphicalization: the relational representation is first transformed into a graph --- in particular, a grounded entity/relationship diagram. Subsequently, a choice of graph kernel defines the feature space. kLog supports mixed numerical and symbolic data, as well as background knowledge in the form of Prolog or Datalog programs as in inductive logic programming systems. The kLog framework can be applied to tackle the same range of tasks that has made statistical relational learning so popular, including classification, regression, multitask learning, and collective classification. We also report about empirical comparisons, showing that kLog can be either more accurate, or much faster at the same level of accuracy, than Tilde and Alchemy. kLog is GPLv3 licensed and is available at http://klog.dinfo.unifi.it along with tutorials

The relationship between IR and multimedia databases

Modern extensible database systems support multimedia data through ADTs. However, because of the problems with multimedia query formulation, this support is not sufficient.\ud \ud Multimedia querying requires an iterative search process involving many different representations of the objects in the database. The support that is needed is very similar to the processes in information retrieval.\ud \ud Based on this observation, we develop the miRRor architecture for multimedia query processing. We design a layered framework based on information retrieval techniques, to provide a usable query interface to the multimedia database.\ud \ud First, we introduce a concept layer to enable reasoning over low-level concepts in the database.\ud \ud Second, we add an evidential reasoning layer as an intermediate between the user and the concept layer.\ud \ud Third, we add the functionality to process the users' relevance feedback.\ud \ud We then adapt the inference network model from text retrieval to an evidential reasoning model for multimedia query processing.\ud \ud We conclude with an outline for implementation of miRRor on top of the Monet extensible database system

META ANALISIS PENERAPAN MODEL PEMBELAJARAN INKUIRI TERBIMBING UNTUK MENINGKATKAN PEMAHAMAN KONSEP MATEMATIS SISWA

Until now, research on the application of guided inquiry learning models to students understanding of mathematical concepts has been carried out with varying finding. Therefore, a meta analysis study was conducted to verify the overall effect of the guided inquiry learning model on students understanding of mathematical concepts. By investigating Google dan Google Scholar databases and using predetermined keywords, 13 scientific papers were obtained. Of the 13 scientific papers, based on the inclusion criteria, 10 scientific papers were worthy of analysis. The analysis of scientific papers was carried out using the effect size index from the Hedges’g equation and the JASP software using a fixed effects model to determine the overall effect size estimate. The results obtained that the overall effect size from the application of the guided inquiry learning model to students understanding of mathematical consepts is 0,645 with a standard error of 0,084 and it is proven that this research is not indicated by publication bias. Thus, this study indicates that the application of the guided inquiry learning model is quite effective in improving students understanding of mathematical concepts because it has a fairly high positive effect