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

To Heck With Ethics: Thinking About Public Issues With a Framework for CS Students

This paper proposes that the ethics class in the CS curriculum incorporate the Lawrence Lessig model of regulation as an analytical tool for social issues. Lessig’s use of the notion of architecture, the rules and boundaries of the sometimes artificial world within which social issues play out, is particularly resonant with computing professionals. The CS curriculum guidelines include only ethical frameworks as the tool for our students to engage with societal issues. The regulation framework shows how the market, law, social norms, and architecture can all be applied toward understanding social issues

If You’re Not Modeling, You’re Just Programming: Modeling Throughout an Undergraduate Software Engineering Program

Modeling is a hallmark of the practice of engineering. Through centuries, engineers have used models ranging from informal “back of the envelope” scribbles to formal, verifiable mathematical models. Whether circuit models in electrical engineering, heat-transfer models in mechanical engineering, or queuing theory models in industrial engineering, modeling makes it possible to perform rigorous analysis that is the cornerstone of modern engineering. By considering software development as fundamentally an engineering endeavor, RIT’s software engineering program strives to instill a culture of engineering practice by exposing our students to both formal and informal modeling of software systems throughout the entire curriculum. This paper describes how we have placed modeling in most aspects of our curriculum. The paper also details the specific pedagogy that we use in several courses to teach our students how to create, analyze and implement models of software systems

Reversible Urban Entities. Improving public-to-private continuity.

The aim of this paper is to call into question those typologies conventionally used in developing the post-industrial urban fabric (streets, cityblocks, slabs, etc.), often catering to urban designs based on speculative interests and completely overlooking community interests. By defining the concepts of ?postpublic space? and ?reversible urban entities? and illustrating them with an exemplary case of Spanish residential architecture from the 1960s, we establish one possible way of tackling contemporary urban-residential projects. This alternative approach considers the relationship between residential systems and open space systems and promotes the continuity and/or alternation of scales between house and city in an effort to improve the urban quality of life for residents and external users

Virtual Reality Games for Motor Rehabilitation

This paper presents a fuzzy logic based method to track user satisfaction without the need for devices to monitor users physiological conditions. User satisfaction is the key to any product’s acceptance; computer applications and video games provide a unique opportunity to provide a tailored environment for each user to better suit their needs. We have implemented a non-adaptive fuzzy logic model of emotion, based on the emotional component of the Fuzzy Logic Adaptive Model of Emotion (FLAME) proposed by El-Nasr, to estimate player emotion in UnrealTournament 2004. In this paper we describe the implementation of this system and present the results of one of several play tests. Our research contradicts the current literature that suggests physiological measurements are needed. We show that it is possible to use a software only method to estimate user emotion

Designing hybridization: alternative education strategies for fostering innovation in communication design for the territory

Within the broad context of design studies, Communication Design for the Territory stands as a hybrid discipline constantly interfacing with other fields of knowledge. It assumes the territorial theme as its specific dimension, aiming to generate communication systems capable of reading the stratifications of places. From an educational perspective, teaching activities are closely linked to research and can take on different levels of complexity: from the various forms of cartographic translation to the design of sophisticated transmedia digital systems. In the wake of COVID-19, this discipline has come to terms with a profoundly changed scenario in terms of limited access to the physical space and the emergence of new technologies for remote access. In this unique context, we propose a pedagogical strategy that focuses on the hybridization of communication artifacts with the aim of fostering design experimentation. As a creative tool, hybridization leads to the design of innovative systems by strategically combining the characteristics of different artifacts to achieve specific communication goals. By experimenting with these creative strategies, students are led to critically reflect on existing communication artifacts’ features and explore original designs that deliberately combine different media, contents, and communication languages in innovative ways. Through hybridization, the methods for territorial knowledge production appear more effective, effectively combining the skills and knowledge embodied in multiple subject areas. The paper presents the experience developed in the teaching laboratories of the DCxT (Communication Design for the Territory) research group of the Design Department of Politecnico di Milano. The teaching experience highlights how hybridization strategies can increase the effectiveness in learning about territorial specificities, in acquiring critical knowledge about communication systems, and in developing innovation strategies that allow to influence the evolution of traditional communication models

To Heck With Ethics: Thinking About Public Issues With a Framework for CS Students

This paper proposes that the ethics class in the CS curriculum incorporate the Lawrence Lessig model of regulation as an analytical tool for social issues. Lessig’s use of the notion of architecture, the rules and boundaries of the sometimes artificial world within which social issues play out, is particularly resonant with computing professionals. The CS curriculum guidelines include only ethical frameworks as the tool for our students to engage with societal issues. The regulation framework shows how the market, law, social norms, and architecture can all be applied toward understanding social issues