An evaluation technique for content interaction in web-based teaching and learning environments

Interactivity is a central element in teaching and learning. The Web as a new educational platform enables new forms of teaching and learning. The consequence for the Web – a constantly evolving environment that provides less direct feedback – is the importance of evaluation. In particular the learners’ interaction with the Web-based multimedia features is central. We propose Web usage mining, a technology that has already been used to analyse e-commerce Web sites, in conjunction with an analytic model as the evaluation approach

Scraping the Social? Issues in live social research

What makes scraping methodologically interesting for social and cultural research? This paper seeks to contribute to debates about digital social research by exploring how a ‘medium-specific’ technique for online data capture may be rendered analytically productive for social research. As a device that is currently being imported into social research, scraping has the capacity to re-structure social research, and this in at least two ways. Firstly, as a technique that is not native to social research, scraping risks to introduce ‘alien’ methodological assumptions into social research (such as an pre-occupation with freshness). Secondly, to scrape is to risk importing into our inquiry categories that are prevalent in the social practices enabled by the media: scraping makes available already formatted data for social research. Scraped data, and online social data more generally, tend to come with ‘external’ analytics already built-in. This circumstance is often approached as a ‘problem’ with online data capture, but we propose it may be turned into virtue, insofar as data formats that have currency in the areas under scrutiny may serve as a source of social data themselves. Scraping, we propose, makes it possible to render traffic between the object and process of social research analytically productive. It enables a form of ‘real-time’ social research, in which the formats and life cycles of online data may lend structure to the analytic objects and findings of social research. By way of a conclusion, we demonstrate this point in an exercise of online issue profiling, and more particularly, by relying on Twitter to profile the issue of ‘austerity’. Here we distinguish between two forms of real-time research, those dedicated to monitoring live content (which terms are current?) and those concerned with analysing the liveliness of issues (which topics are happening?)

A Relational Hyperlink Analysis of an Online Social Movement

In this paper we propose relational hyperlink analysis (RHA) as a distinct approach for empirical social science research into hyperlink networks on the World Wide Web. We demonstrate this approach, which employs the ideas and techniques of social network analysis (in particular, exponential random graph modeling), in a study of the hyperlinking behaviors of Australian asylum advocacy groups. We show that compared with the commonly-used hyperlink counts regression approach, relational hyperlink analysis can lead to fundamentally different conclusions about the social processes underpinning hyperlinking behavior. In particular, in trying to understand why social ties are formed, counts regressions may over-estimate the role of actor attributes in the formation of hyperlinks when endogenous, purely structural network effects are not taken into account. Our analysis involves an innovative joint use of two software programs: VOSON, for the automated retrieval and processing of considerable quantities of hyperlink data, and LPNet, for the statistical modeling of social network data. Together, VOSON and LPNet enable new and unique research into social networks in the online world, and our paper highlights the importance of complementary research tools for social science research into the web

Mining Sequences of Developer Interactions in Visual Studio for Usage Smells

In this paper, we present a semi-automatic approach for mining a large-scale dataset of IDE interactions to extract usage smells, i.e., inefficient IDE usage patterns exhibited by developers in the field. The approach outlined in this paper first mines frequent IDE usage patterns, filtered via a set of thresholds and by the authors, that are subsequently supported (or disputed) using a developer survey, in order to form usage smells. In contrast with conventional mining of IDE usage data, our approach identifies time-ordered sequences of developer actions that are exhibited by many developers in the field. This pattern mining workflow is resilient to the ample noise present in IDE datasets due to the mix of actions and events that these datasets typically contain. We identify usage patterns and smells that contribute to the understanding of the usability of Visual Studio for debugging, code search, and active file navigation, and, more broadly, to the understanding of developer behavior during these software development activities. Among our findings is the discovery that developers are reluctant to use conditional breakpoints when debugging, due to perceived IDE performance problems as well as due to the lack of error checking in specifying the conditional

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