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

Neural‑Brane: Neural Bayesian Personalized Ranking for Attributed Network Embedding

Network embedding methodologies, which learn a distributed vector representation for each vertex in a network, have attracted considerable interest in recent years. Existing works have demonstrated that vertex representation learned through an embedding method provides superior performance in many real-world applications, such as node classification, link prediction, and community detection. However, most of the existing methods for network embedding only utilize topological information of a vertex, ignoring a rich set of nodal attributes (such as user profiles of an online social network, or textual contents of a citation network), which is abundant in all real-life networks. A joint network embedding that takes into account both attributional and relational information entails a complete network information and could further enrich the learned vector representations. In this work, we present Neural-Brane, a novel Neural Bayesian Personalized Ranking based Attributed Network Embedding. For a given network, Neural-Brane extracts latent feature representation of its vertices using a designed neural network model that unifies network topological information and nodal attributes. Besides, it utilizes Bayesian personalized ranking objective, which exploits the proximity ordering between a similar node pair and a dissimilar node pair. We evaluate the quality of vertex embedding produced by Neural-Brane by solving the node classification and clustering tasks on four real-world datasets. Experimental results demonstrate the superiority of our proposed method over the state-of-the-art existing methods

A Cognitively Founded Model of the Social Emergence of Lexicon

This paper suggests a model of the process through which a set of symbols, initially without any intrinsic meaning, acquires endogenously a conventional and socially shared meaning. This model has two related aspects. The first is the cognitive aspect, represented by the process through which each agent processes the information gathered during the interactions with other agents. In this paper, the agents are endowed with the cognitive skills necessary to categorize the input in a lexicographic way, a categorization process that is implemented by the means of data mining techniques. The second aspect is the social one, represented by the process of reiterate interactions among the agents who compose a population. The framework of this social process is that of evolutionary game theory, with a population of agents who are randomly matched in each period in order to play a game that, in this paper, is a kind of signaling game. The simulations show that the emergence of a socially shared meaning associated to a combination of symbols is, under the assumptions of this model, a statistically inevitable occurrence.Social Conventions, Fast and Frugal Heuristic Theory, Emergence of Lexicon, Data Mining, Signaling Games

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