Data mining technology for the evaluation of learning content interaction

Interactivity is central for the success of learning. In e-learning and other educational multimedia environments, the evaluation of interaction and behaviour is particularly crucial. Data mining – a non-intrusive, objective analysis technology – shall be proposed as the central evaluation technology for the analysis of the usage of computer-based educational environments and in particular of the interaction with educational content. Basic mining techniques are reviewed and their application in a Web-based third-level course environment is illustrated. Analytic models capturing interaction aspects from the application domain (learning) and the software infrastructure (interactive multimedia) are required for the meaningful interpretation of mining results

Data mining technology for the evaluation of web-based teaching and learning systems

Instructional design for Web-based teaching and learning environments causes problems for two reasons. Firstly, virtual forms of teaching and learning result in little or no direct contact between instructor and learner, making the evaluation of course effectiveness difficult. Secondly, the Web as a relatively new teaching and learning medium still requires more research into learning processes with this technology. We propose data mining – techniques to discover and extract knowledge from a database – as a tool to support the analysis of student learning processes and the evaluation of the effectiveness and usability of Web-based courses. We present and illustrate different data mining techniques for the evaluation of Web-based teaching and learning systems

Issues in Process Variants Mining

In today's dynamic business world economic success of an enterprise increasingly depends on its ability to react to internal and external changes in a quick and flexible way. In response to this need, process-aware information systems (PAIS) emerged, which support the modeling, orchestration and monitoring of business processes and services respectively. Recently, a new generation of flexible PAIS was introduced, which additionally allows for dynamic process and service changes. This, in turn, will lead to a large number of process variants, which are created from the same original process model, but might slightly differ from each other. This paper deals with issues related to the mining of such process variant collections. Our overall goal is to learn from process changes and to merge the resulting model variants into a generic process model in the best possible way. By adopting this generic process model in the PAIS, future cost of process change and need for process adaptations will decrease. Finally, we compare our approach with existing process mining techniques, and show that process variants mining is additionally needed to learn from process changes

Heuristics Miners for Streaming Event Data

More and more business activities are performed using information systems. These systems produce such huge amounts of event data that existing systems are unable to store and process them. Moreover, few processes are in steady-state and due to changing circumstances processes evolve and systems need to adapt continuously. Since conventional process discovery algorithms have been defined for batch processing, it is difficult to apply them in such evolving environments. Existing algorithms cannot cope with streaming event data and tend to generate unreliable and obsolete results. In this paper, we discuss the peculiarities of dealing with streaming event data in the context of process mining. Subsequently, we present a general framework for defining process mining algorithms in settings where it is impossible to store all events over an extended period or where processes evolve while being analyzed. We show how the Heuristics Miner, one of the most effective process discovery algorithms for practical applications, can be modified using this framework. Different stream-aware versions of the Heuristics Miner are defined and implemented in ProM. Moreover, experimental results on artificial and real logs are reported

Discovering learning processes using inductive miner: A case study with learning management systems (LMSs)

Resumen tomado de la publicaciónDescubriendo procesos de aprendizaje aplicando Inductive Miner: un estudio de caso en Learning Management Systems (LMSs). Antecedentes: en la minería de procesos con datos educativos se utilizan diferentes algoritmos para descubrir modelos, sobremanera el Alpha Miner, el Heuristic Miner y el Evolutionary Tree Miner. En este trabajo proponemos la implementación de un nuevo algoritmo en datos educativos, el denominado Inductive Miner. Método: hemos utilizado datos de interacción de 101 estudiantes universitarios en una asignatura de grado desarrollada en la plataforma Moodle 2.0. Una vez prepocesados se ha realizado la minería de procesos sobre 21.629 eventos para descubrir los modelos que generan los diferentes algoritmos y comparar sus medidas de ajuste, precisión, simplicidad y generalización. Resultados: en las pruebas realizadas en nuestro conjunto de datos el algoritmo Inductive Miner es el que obtiene mejores resultados, especialmente para el valor de ajuste, criterio de mayor relevancia en lo que respecta al descubrimiento de modelos. Además, cuando ponderamos con pesos las diferentes métricas seguimos obteniendo la mejor medida general con el Inductive Miner. Conclusiones: la implementación de Inductive Miner en datos educativos es una nueva aplicación que, además de obtener mejores resultados que otros algoritmos con nuestro conjunto de datos, proporciona modelos válidos e interpretables en términos educativos.Universidad de Oviedo. Biblioteca de Psicología; Plaza Feijoo, s/n.; 33003 Oviedo; Tel. +34985104146; Fax +34985104126; [email protected]