Random forest explorations for URL classification

Phishing is a major concern on the Internet today and many users are falling victim because of criminal’s deceitful tactics. Blacklisting is still the most common defence users have against such phishing websites, but is failing to cope with the increasing number. In recent years, researchers have devised modern ways of detecting such websites using machine learning. One such method is to create machine learnt models of URL features to classify whether URLs are phishing. However, there are varying opinions on what the best approach is for features and algorithms. In this paper, the objective is to evaluate the performance of the Random Forest algorithm using a lexical only dataset. The performance is benchmarked against other machine learning algorithms and additionally against those reported in the literature. Initial results from experiments indicate that the Random Forest algorithm performs the best yielding an 86.9% accuracy

Mathematics eAssessment using Numbas: experiences at Kingston with a partially 'flipped' classroom

Kingston University recently revised its ‘Academic Framework’, moving from 15 to 30 credit modules with an added emphasis on increasing formative assessment. Following a National HE STEM Programme project transferring Newcastle’s Numbas maths eAssessment system to Kingston we would like to share our experiences of using Numbas for low-stakes summative and formative assessments, both in the old 15 credit and new 30 credit frameworks at Kingston: Numbas has been central to our strategy for increasing the formative assessment opportunities in first-year Linear Algebra without increasing our marking load, and for providing students with opportunities for formative feedback that is designed to aid their understanding of the material. The system and our eAssessment questions are publicly available and have successfully replaced a paper-based approach that used static, low-stakes summative assessments, with eAssessments that students use for formative feedback, developing their skills in and outside of timetabled PC labs. We will present some initial results around the engagement of students and their understanding of key topics (notably Gaussian Elimination), comparing primarily lecture-based teaching with a partially "flipped" approach that emphasised students’ own preparation and computer-based self-evaluation using Numbas and Matlab

Using Zoomable Online Outliners in STEM education

Zoomable Online Outliners (ZOOs) are emerging niche tools. Their main benefit is the provision of cloud-based access and storage of textual information in form of a hierarchical outline, combined with an intuitive user interface. Our work investigates the use of ZOOs for learning and teaching in higher education, a methodology about which very little appears to be known in the literature. This talk reports on our experience of using the ZOO tools WorkFlowy and Dynalist for improving student satisfaction at Kingston over the course of the last three academic years. We consider four use cases for learning and teaching: the use of ZOOs as learning management systems, as presentation tool for delivering lectures, as content management system for e-learning and for formative assessment. Our methodolgy has been used in one undergraduate and several postgraduate cyber security modules, as well as a postgraduate mathematics revision session. Data based on module evaluations and student surveys consistently give evidence of the positive impact on student learning and experience. In particular, a majority of students prefer hierarchical delivery of content using ZOOs to a linear delivery using PowerPoint. In the concluding part of this talk we also discuss the limitations of our approach, the lessons learnt so far and future directions

Opening-up education : promoting active learning with students and staff

It is well-established that active learning benefits students’ learning (Freeman et al, 2014), however changing pedagogy can be challenging for academic staff. The “Clickers Project” described here, although originally envisaged primarily as an automated mechanism for monitoring student attendance and engagement, additionally made it easy for academic staff to increase in-class interactivity, giving students opportunities for self-assessment and feedback. Over 500 first year students were provided with their own electronic voting system (EVS) “clicker”, which was used in-class to respond to questions and their responses were archived for analysis and monitoring attendance. The clicker used by the project, and the procedures being tested, could be adapted to use an alternative mechanism, such as Socrative or Mentimeter, with the student’s own personal device, and as part of the project’s evaluation we explored student and staff preferences in this regard. To realise the advantages of using an EVS it must be integrated within the overall pedagogic approach. In a subset of the classes using clickers Peer Instruction was used within a flipped classroom (Jungić, 2014): Before the lecture, students have access to Open Educational Resources (OERs) using the Numbas e-assessment platform, with content developed by an undergraduate internship student. The OER comprises introductory subject material within a number of randomised quizzes that students can read through and attempt many times. After each attempt students receive a score and question-specific feedback so they can self-assess their mastery of concepts before class. From this, cohort-level information identifies for the instructor areas where the students are struggling, which informs concept and pair/share questions that students answer in-class using their clickers. The evaluation here is in two parts: A broad overview of the Clickers Project is derived from the evaluation of attendance and progress data against entry level qualifications and other demographic data for the 500+ student participants, alongside data from a survey and focus groups with students and staff. Then we concentrate on the effectiveness of EVS and OER materials supporting the Peer Instruction methodology within a module with 85 students, where progression data are compared to previous years in which different models of instruction were used to achieve the same learning outcomes. The data gathered in-class and from focus groups will be used to present student and staff perceptions of the project and their engagement with it. The project evaluated positively and will continue from September 2015 with a broader scope. However, the results highlight some challenges with infrastructure, methodology, and with student and staff attitudes, which we would like to share. Freeman, S., Eddy, S. L., McDonough, M., Smith, M. K., Okoroafor, N., Jordt, H., & Wenderoth, M. P. (2014). “Active learning increases student performance in science, engineering, and mathematics”. Proceedings of the National Academy of Sciences, 111(23), 8410-8415. Jungić, V., Kaur, H., Mulholland, J., & Xin, C. (2014) “On flipping the classroom in large first year calculus courses”. International Journal of Mathematical Education in Science and Technology, (published online December 2014), 1-13

Classroom response systems : inclusion, attainment and active learning

The ‘clickers project’ is a University-wide project, designed to provide an inclusive facility for technology-enhanced learning to staff and students. Every level 4 student received a free clicker device. Students were asked to register their clicker using the University’s virtual learning environment (VLE) in order to investigate student engagement with in-class quizzes using clickers. Participation in the clicker registration process was recorded and evaluated as an indication of engagement with classroom technologies. Overall, significant differences in progression and participation in the registration process were observed with respect to ethnicity, gender and non-continuation rates for fulltime, first degree entrants. In an accompanying survey, students who were less confident in their in-class responses were more likely to resist working with peers or to give-up more quickly when tackling difficult questions. This paper presents three key elements of the project: First, Kingston University’s inclusive approach in promoting classroom technology, second, analysis of engagement with the clicker registration process, and finally student perceptions of the use of classroom technologies. The objective is to show how classroom technologies can be seen as inclusive tools for feedback, capable of providing early signs of gaps in attainment among learners

Does group assessment impact BME attainment?

Assessment of student learning is fundamental in Higher Education (HE) reflecting academic standards and impacting on student satisfaction, position in league tables and graduate employment. Nonetheless, there is a BME (Black and Minority Ethnic) attainment gap, the difference in the proportion of BME and White students who attain a first class or 2.1 honours degree (even when controlled for prior attainment and entry profile), which is persistent across the HE sector. As assessment strategies play an essential role in determining degree attainment, we have reviewed the role of group assessment and whether this form of assessment specifically impacts on the BME attainment gap. Overall, this study provided evidence that assessed group work does not adversely impact BME students. In addition, the performance in BME/non-BME/mixed groups did not suggest any consistent difference, suggesting that the demographic composition of groups does not affect BME performance. Therefore, group work would appear to be an inclusive form of assessment that does not appear to lead or contribute to exacerbating the BME attainment gap