26,434 research outputs found
Unifying an Introduction to Artificial Intelligence Course through Machine Learning Laboratory Experiences
This paper presents work on a collaborative project funded by the National Science Foundation that incorporates machine learning as a unifying theme to teach fundamental concepts typically covered in the introductory Artificial Intelligence courses. The project involves the development of an adaptable framework for the presentation of core AI topics. This is accomplished through the development, implementation, and testing of a suite of adaptable, hands-on laboratory projects that can be closely integrated into the AI course. Through the design and implementation of learning systems that enhance commonly-deployed applications, our model acknowledges that intelligent systems are best taught through their application to challenging problems. The goals of the project are to (1) enhance the student learning experience in the AI course, (2) increase student interest and motivation to learn AI by providing a framework for the presentation of the major AI topics that emphasizes the strong connection between AI and computer science and engineering, and (3) highlight the bridge that machine learning provides between AI technology and modern software engineering
Early experiences of computerâaided assessment and administration when teaching computer programming
This paper describes early experiences with the Ceilidh system currently being piloted at over 30 institutions of higher education. Ceilidh is a courseâmanagement system for teaching computer programming whose core is an autoâassessment facility. This facility automatically marks students programs from a range of perspectives, and may be used in an iterative manner, enabling students to work towards a target level of attainment. Ceilidh also includes extensive courseâadministration and progressâmonitoring facilities, as well as support for other forms of assessment including shortâanswer marking and the collation of essays for later handâmarking. The paper discusses the motivation for developing Ceilidh, outlines its major facilities, then summarizes experiences of developing and actually using it at the coalâface over three years of teaching
Natural Language Processing at the School of Information Studies for Africa
The lack of persons trained in computational linguistic methods is a severe obstacle to making the Internet and computers accessible to people all over the world in their own languages.
The paper discusses the experiences of designing and teaching an introductory course in Natural Language Processing to graduate computer science students at Addis Ababa University, Ethiopia, in order to initiate the education of computational linguists in the Horn of Africa region
An integrated approach to courseware
Software engineering is becoming increasingly important as an engineering discipline, and its teaching in universities and other higher education institutions should be of high quality. In this paper we describe a tool (BOSS â the Boss Online Submission System) which aids the education of software engineers. BOSS allows students to submit programming assignments online, and to run black-box tests on their programs prior to submission. Instructors can use BOSS to assist in marking such assignments by allowing submitted programs to be tested against multiple data sets. We describe how BOSS helps in the teaching of specific conceptual aspects of software engineering, and how it addresses some of the practical issues involved in teaching large student numbers in a pedagogically neutral manner
Teaching machine translation and translation technology: a contrastive study
The Machine Translation course at Dublin City University is taught to undergraduate students in Applied Computational
Linguistics, while Computer-Assisted Translation is taught on two translator-training programmes, one undergraduate and
one postgraduate. Given the differing backgrounds of these sets of students, the course material, methods of teaching and assessment all differ. We report here on our experiences of teaching these courses over a number of years, which we hope will be of interest to lecturers of similar existing courses, as well as providing a reference point for others who may be considering the introduction of such material
Introductory programming: a systematic literature review
As computing becomes a mainstream discipline embedded in the school curriculum and acts as an enabler for an increasing range of academic disciplines in higher education, the literature on introductory programming is growing. Although there have been several reviews that focus on specific aspects of introductory programming, there has been no broad overview of the literature exploring recent trends across the breadth of introductory programming.
This paper is the report of an ITiCSE working group that conducted a systematic review in order to gain an overview of the introductory programming literature. Partitioning the literature into papers addressing the student, teaching, the curriculum, and assessment, we explore trends, highlight advances in knowledge over the past 15 years, and indicate possible directions for future research
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