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

Introducing Java : the case for fundamentals-first

Java has increasingly become the language of choice for teaching introductory programming. In this paper, we examine the different approaches to teaching Java (Objects-first, Fundamentals-first and GUI-first) to ascertain whether there exists an agreed ordering of topics and difficulty levels between nine relatively basic Java topics. The results of our literature survey and student questionnaire suggests that the Fundamentals-first approach may have benefits from the student's point of view and an agreed ordering of the Java topics accompanying this approach has been established

QuizMap: Open social student modeling and adaptive navigation support with TreeMaps

In this paper, we present a novel approach to integrate social adaptive navigation support for self-assessment questions with an open student model using QuizMap, a TreeMap-based interface. By exposing student model in contrast to student peers and the whole class, QuizMap attempts to provide social guidance and increase student performance. The paper explains the nature of the QuizMap approach and its implementation in the context of self-assessment questions for Java programming. It also presents the design of a semester-long classroom study that we ran to evaluate QuizMap and reports the evaluation results. © 2011 Springer-Verlag Berlin Heidelberg

Teaching programming with computational and informational thinking

Computers are the dominant technology of the early 21st century: pretty well all aspects of economic, social and personal life are now unthinkable without them. In turn, computer hardware is controlled by software, that is, codes written in programming languages. Programming, the construction of software, is thus a fundamental activity, in which millions of people are engaged worldwide, and the teaching of programming is long established in international secondary and higher education. Yet, going on 70 years after the first computers were built, there is no well-established pedagogy for teaching programming. There has certainly been no shortage of approaches. However, these have often been driven by fashion, an enthusiastic amateurism or a wish to follow best industrial practice, which, while appropriate for mature professionals, is poorly suited to novice programmers. Much of the difficulty lies in the very close relationship between problem solving and programming. Once a problem is well characterised it is relatively straightforward to realise a solution in software. However, teaching problem solving is, if anything, less well understood than teaching programming. Problem solving seems to be a creative, holistic, dialectical, multi-dimensional, iterative process. While there are well established techniques for analysing problems, arbitrary problems cannot be solved by rote, by mechanically applying techniques in some prescribed linear order. Furthermore, historically, approaches to teaching programming have failed to account for this complexity in problem solving, focusing strongly on programming itself and, if at all, only partially and superficially exploring problem solving. Recently, an integrated approach to problem solving and programming called Computational Thinking (CT) (Wing, 2006) has gained considerable currency. CT has the enormous advantage over prior approaches of strongly emphasising problem solving and of making explicit core techniques. Nonetheless, there is still a tendency to view CT as prescriptive rather than creative, engendering scholastic arguments about the nature and status of CT techniques. Programming at heart is concerned with processing information but many accounts of CT emphasise processing over information rather than seeing then as intimately related. In this paper, while acknowledging and building on the strengths of CT, I argue that understanding the form and structure of information should be primary in any pedagogy of programming

A gentle transition from Java programming to Web Services using XML-RPC

Exposing students to leading edge vocational areas of relevance such as Web Services can be difficult. We show a lightweight approach by embedding a key component of Web Services within a Level 3 BSc module in Distributed Computing. We present a ready to use collection of lecture slides and student activities based on XML-RPC. In addition we show that this material addresses the central topics in the context of web services as identified by Draganova (2003)

A digital library of language learning exercises

Recent years have seen widespread adoption of the Internet for language teaching and learning. Interactive systems on the World-Wide Web provide useful alternatives to face-to-face tuition, and both teachers and learners can benefit from the exercises available. However, although there is a wealth of suitable material, it is hard to find because it is scattered around the web. Moreover, teachers are restricted by the material that is available, and cannot provide their own. To tackle these problems we have constructed a digital library of language learning exercises that presents students with different kinds of exercise, and also lets teachers contribute new material. We first reviewed existing language learning systems on the web in order to develop a taxonomy of exercise types used for language activity. A prototype, ELLE, based on this taxonomy, provides various kinds of interactive exercises using material that teachers submit. The system has been evaluated by practicing language teachers

Principles and Concepts of Agent-Based Modelling for Developing Geospatial Simulations

The aim of this paper is to outline fundamental concepts and principles of the Agent-Based Modelling (ABM) paradigm, with particular reference to the development of geospatial simulations. The paper begins with a brief definition of modelling, followed by a classification of model types, and a comment regarding a shift (in certain circumstances) towards modelling systems at the individual-level. In particular, automata approaches (e.g. Cellular Automata, CA, and ABM) have been particularly popular, with ABM moving to the fore. A definition of agents and agent-based models is given; identifying their advantages and disadvantages, especially in relation to geospatial modelling. The potential use of agent-based models is discussed, and how-to instructions for developing an agent-based model are provided. Types of simulation / modelling systems available for ABM are defined, supplemented with criteria to consider before choosing a particular system for a modelling endeavour. Information pertaining to a selection of simulation / modelling systems (Swarm, MASON, Repast, StarLogo, NetLogo, OBEUS, AgentSheets and AnyLogic) is provided, categorised by their licensing policy (open source, shareware / freeware and proprietary systems). The evaluation (i.e. verification, calibration, validation and analysis) of agent-based models and their output is examined, and noteworthy applications are discussed.Geographical Information Systems (GIS) are a particularly useful medium for representing model input and output of a geospatial nature. However, GIS are not well suited to dynamic modelling (e.g. ABM). In particular, problems of representing time and change within GIS are highlighted. Consequently, this paper explores the opportunity of linking (through coupling or integration / embedding) a GIS with a simulation / modelling system purposely built, and therefore better suited to supporting the requirements of ABM. This paper concludes with a synthesis of the discussion that has proceeded. The aim of this paper is to outline fundamental concepts and principles of the Agent-Based Modelling (ABM) paradigm, with particular reference to the development of geospatial simulations. The paper begins with a brief definition of modelling, followed by a classification of model types, and a comment regarding a shift (in certain circumstances) towards modelling systems at the individual-level. In particular, automata approaches (e.g. Cellular Automata, CA, and ABM) have been particularly popular, with ABM moving to the fore. A definition of agents and agent-based models is given; identifying their advantages and disadvantages, especially in relation to geospatial modelling. The potential use of agent-based models is discussed, and how-to instructions for developing an agent-based model are provided. Types of simulation / modelling systems available for ABM are defined, supplemented with criteria to consider before choosing a particular system for a modelling endeavour. Information pertaining to a selection of simulation / modelling systems (Swarm, MASON, Repast, StarLogo, NetLogo, OBEUS, AgentSheets and AnyLogic) is provided, categorised by their licensing policy (open source, shareware / freeware and proprietary systems). The evaluation (i.e. verification, calibration, validation and analysis) of agent-based models and their output is examined, and noteworthy applications are discussed.Geographical Information Systems (GIS) are a particularly useful medium for representing model input and output of a geospatial nature. However, GIS are not well suited to dynamic modelling (e.g. ABM). In particular, problems of representing time and change within GIS are highlighted. Consequently, this paper explores the opportunity of linking (through coupling or integration / embedding) a GIS with a simulation / modelling system purposely built, and therefore better suited to supporting the requirements of ABM. This paper concludes with a synthesis of the discussion that has proceeded

Emergent Frameworks for Decision Support Systems

Knowledge is generated and accessed from heterogeneous spaces. The recent advances in in-formation technologies provide enhanced tools for improving the efficiency of knowledge-based decision support systems. The purpose of this paper is to present the frameworks for developing the optimal blend of technologies required in order to better the knowledge acquisition and reuse in large scale decision making environments. The authors present a case study in the field of clinical decision support systems based on emerging technologies. They consider the changes generated by the upraising social technologies and the challenges brought by the interactive knowledge building within vast online communities.Knowledge Acquisition, CDDSS, 2D Barcodes, Mobile Interface