9,044 research outputs found

    User-guided discovery of declarative process models

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    Process mining techniques can be used to effectively discover process models from logs with example behaviour. Cross-correlating a discovered model with information in the log can be used to improve the underlying process. However, existing process discovery techniques have two important drawbacks. The produced models tend to be large and complex, especially in flexible environments where process executions involve multiple alternatives. This "overload" of information is caused by the fact that traditional discovery techniques construct procedural models explicitly showing all possible behaviours. Moreover, existing techniques offer limited possibilities to guide the mining process towards specific properties of interest. These problems can be solved by discovering declarative models. Using a declarative model, the discovered process behaviour is described as a (compact) set of rules. Moreover, the discovery of such models can easily be guided in terms of rule templates. This paper uses DECLARE, a declarative language that provides more flexibility than conventional procedural notations such as BPMN, Petri nets, UML ADs, EPCs and BPEL. We present an approach to automatically discover DECLARE models. This has been implemented in the process mining tool ProM. Our approach and toolset have been applied to a case study provided by the company Thales in the domain of maritime safety and security

    User-guided discovery of declarative process models

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    The future of technology enhanced active learning – a roadmap

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    The notion of active learning refers to the active involvement of learner in the learning process, capturing ideas of learning-by-doing and the fact that active participation and knowledge construction leads to deeper and more sustained learning. Interactivity, in particular learnercontent interaction, is a central aspect of technology-enhanced active learning. In this roadmap, the pedagogical background is discussed, the essential dimensions of technology-enhanced active learning systems are outlined and the factors that are expected to influence these systems currently and in the future are identified. A central aim is to address this promising field from a best practices perspective, clarifying central issues and formulating an agenda for future developments in the form of a roadmap
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