Contextualised problem-based approach for teaching undergraduate database module

In this paper, a new approach has been used in teaching the second year undergraduate database module. The approach is a combination of contextualisation, problem-based approach, group work and continuous formative assessment. The contextualisation ensures the visibility of teaching/learning activities so that students are aware of the values of activities and how they can fit into a big picture. Problem-based approach gives the students tasks/problems to solve before the relevant lecture takes place, hence can better develop effective reasoning processes, independently learning skills and improve motivation and engagement. Group work is regularly used due to the diversity of student backgrounds and level of prior knowledge of certain topics. By having group work, students can learn from each other and easily clarify confusions among themselves before approaching the lecturer. This gives the lecture more time focusing on common issues. Formative assessment has also been used to support teaching/learning activities and to reinforce their understanding. The work in this paper has been evaluated via an end-of-year online module survey. The results show good effectiveness of the new approach, although there are still spaces for improvement

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

Confidence Inference in Defensive Cyber Operator Decision Making

Cyber defense analysts face the challenge of validating machine generated alerts regarding network-based security threats. Operations tempo and systematic manpower issues have increased the importance of these individual analyst decisions, since they typically are not reviewed or changed. Analysts may not always be confident in their decisions. If confidence can be accurately assessed, then analyst decisions made under low confidence can be independently reviewed and analysts can be offered decision assistance or additional training. This work investigates the utility of using neurophysiological and behavioral correlates of decision confidence to train machine learning models to infer confidence in analyst decisions. Electroencephalography (EEG) and behavioral data was collected from eight participants in a two-task human-subject experiment and used to fit several popular classifiers. Results suggest that for simple decisions, it is possible to classify analyst decision confidence using EEG signals. However, more work is required to evaluate the utility of EEG signals for classification of decision confidence in complex decisions

Classification of Genes and Putative Biomarker Identification Using Distribution Metrics on Expression Profiles

BACKGROUND: Identification of genes with switch-like properties will facilitate discovery of regulatory mechanisms that underlie these properties, and will provide knowledge for the appropriate application of Boolean networks in gene regulatory models. As switch-like behavior is likely associated with tissue-specific expression, these gene products are expected to be plausible candidates as tissue-specific biomarkers. METHODOLOGY/PRINCIPAL FINDINGS: In a systematic classification of genes and search for biomarkers, gene expression profiles (GEPs) of more than 16,000 genes from 2,145 mouse array samples were analyzed. Four distribution metrics (mean, standard deviation, kurtosis and skewness) were used to classify GEPs into four categories: predominantly-off, predominantly-on, graded (rheostatic), and switch-like genes. The arrays under study were also grouped and examined by tissue type. For example, arrays were categorized as 'brain group' and 'non-brain group'; the Kolmogorov-Smirnov distance and Pearson correlation coefficient were then used to compare GEPs between brain and non-brain for each gene. We were thus able to identify tissue-specific biomarker candidate genes. CONCLUSIONS/SIGNIFICANCE: The methodology employed here may be used to facilitate disease-specific biomarker discovery