Integrating computer log files for process mining: a genetic algorithm inspired technique

Process mining techniques are applied to single computer log files. But many processes are supported by different software tools and are by consequence recorded into multiple log files. Therefore it would be interesting to find a way to automatically combine such a set of log files for one process. In this paper we describe a technique for merging log files based on a genetic algorithm. We show with a generated test case that this technique works and we give an extended overview of which research is needed to optimise and validate this technique

Gaining an insider perspective on learning physics in Hong Kong

Paper Session 5: Knowledge-building communities across contexts and disciplinesThis study provides an exploration of physics teaching and learning in a classroom in Hong Kong. The goal of the study was to understand how to develop Bereiter and Scardamalia’s knowledge building approach for Asian contexts in away that is sensitive to Asian values. The paper reviews some aspects of learning physics in Asia from a Confucian-heritage perspective, and then reports a case study of physics learning with Knowledge Forum. Participants were 82 Form 4 (Grade 10) students taking two successive versions of a physics course. Data collected included classroom observations, measurement of physics learning, reflection, epistemic beliefs, attitudes toward science, and use of Knowledge Forum. The findings open up a number of questions for further research.postprintThe 9th International Conference of The Learning Sciences (ICLS 2010), Chicago, IL., 29 June-2 July 2010. In Proceedings of the 9th International Conference of The Learning Sciences, 2010, v. 1, p. 881-88

Distinguishing knowledge-sharing, knowledge-construction, and knowledge-creation discourses

The study reported here sought to obtain the clear articulation of asynchronous computer-mediated discourse needed for Carl Bereiter and Marlene Scardamalia's knowledge-creation model. Distinctions were set up between three modes of discourse: knowledge sharing, knowledge construction, and knowledge creation. These were applied to the asynchronous online discourses of four groups of secondary school students (40 students in total) who studied aspects of an outbreak of Severe Acute Respiratory Syndrome (SARS) and related topics. The participants completed a pretest of relevant knowledge and a collaborative summary note in Knowledge Forum, in which they self-assessed their collective knowledge advances. A coding scheme was then developed and applied to the group discourses to obtain a possible explanation of the between-group differences in the performance of the summary notes and examine the discourses as examples of the three modes. The findings indicate that the group with the best summary note was involved in a threshold knowledge-creation discourse. Of the other groups, one engaged in a knowledge-sharing discourse and the discourses of other two groups were hybrids of all three modes. Several strategies for cultivating knowledge-creation discourse are proposed. © The Author(s) 2009.published_or_final_versionSpringer Open Choice, 21 Feb 201

Using Google scholar to estimate the impact of journal articles in education

This article discusses the potential of Google Scholar as an alternative or complement to the Web of Science and Scopus for measuring the impact of journal articles in education. Three handbooks on research in science education, language education, and educational technology were used to identify a sample of 112 accomplished scholars. Google Scholar, Web of Science, and Scopus citations for 401 journal articles published by these authors during the 5-year period from 2003 to 2007 were then analyzed. The findings illustrate the promise and pitfalls of using Google Scholar for characterizing the influence of research output, particularly in terms of differences between the three subfields in publication practices. A calibration of the growth of Google Scholar citations is also provided. © 2010 AERA.postprin

Discovering duplicate tasks in transition systems for the simplification of process models

This work presents a set of methods to improve the understandability of process models. Traditionally, simplification methods trade off quality metrics, such as fitness or precision. Conversely, the methods proposed in this paper produce simplified models while preserving or even increasing fidelity metrics. The first problem addressed in the paper is the discovery of duplicate tasks. A new method is proposed that avoids overfitting by working on the transition system generated by the log. The method is able to discover duplicate tasks even in the presence of concurrency and choice. The second problem is the structural simplification of the model by identifying optional and repetitive tasks. The tasks are substituted by annotated events that allow the removal of silent tasks and reduce the complexity of the model. An important feature of the methods proposed in this paper is that they are independent from the actual miner used for process discovery.Peer ReviewedPostprint (author's final draft

Promoting knowledge creation discourse in an Asian primary five classroom: Results from an inquiry into life cycles

The phrase 'knowledge creation' refers to the practices by which a community advances its collective knowledge. Experience with a model of knowledge creation could help students to learn about the nature of science. This research examined how much progress a teacher and 16 Primary Five (Grade 4) students in the International Baccalaureate Primary Years Programme could make towards the discourse needed for Bereiter and Scardamalia's model of knowledge creation. The study consisted of two phases: a five-month period focusing on the development of the classroom ethos and skills needed for this model (Phase 1), followed by a two-month inquiry into life cycles (Phase 2). In Phase 1, we examined the classroom practices that are thought to support knowledge creation and the early experiences of the students with a web-based inquiry environment, Knowledge Forum®. In Phase 2, we conducted a summative evaluation of the students' work in Knowledge Forum in the light of the model. The data sources included classroom video recordings, artefacts of the in-class work, the Knowledge Forum database, a science content test, questionnaires, and interviews. The findings indicate that the students made substantial progress towards the knowledge creation discourse, particularly regarding the social structure of this kind of discourse and, to a lesser extent, its idea-centred nature. They also made acceptable advances in scientific knowledge and appeared to enjoy this way of learning. The study provides one of the first accounts in the literature of how a teacher new to the knowledge creation model enacted it in an Asian primary classroom. © 2011 Taylor & Francis.postprin