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- Hasso-Plattner-Institut für Digital Engineering GmbH (68) (remove)
If taking a flipped learning approach, MOOC content can be used for online pre-class instruction. After which students can put the knowledge they gained from the MOOC into practice either synchronously or asynchronously. This study examined one such, asynchronous, course in teacher education. The course ran with 40 students over 13 weeks from February to May 2020. A case study approach was followed using mixed methods to assess the efficacy of the course. Quantitative data was gathered on achievement of learning outcomes, online engagement, and satisfaction. Qualitative data was gathered via student interviews from which a thematic analysis was undertaken. From a combined analysis of the data, three themes emerged as pertinent to course efficacy: quality and quantity of communication and collaboration; suitability of the MOOC; and significance for career development.
3D point clouds are a universal and discrete digital representation of three-dimensional objects and environments. For geospatial applications, 3D point clouds have become a fundamental type of raw data acquired and generated using various methods and techniques. In particular, 3D point clouds serve as raw data for creating digital twins of the built environment.
This thesis concentrates on the research and development of concepts, methods, and techniques for preprocessing, semantically enriching, analyzing, and visualizing 3D point clouds for applications around transport infrastructure. It introduces a collection of preprocessing techniques that aim to harmonize raw 3D point cloud data, such as point density reduction and scan profile detection. Metrics such as, e.g., local density, verticality, and planarity are calculated for later use. One of the key contributions tackles the problem of analyzing and deriving semantic information in 3D point clouds. Three different approaches are investigated: a geometric analysis, a machine learning approach operating on synthetically generated 2D images, and a machine learning approach operating on 3D point clouds without intermediate representation.
In the first application case, 2D image classification is applied and evaluated for mobile mapping data focusing on road networks to derive road marking vector data. The second application case investigates how 3D point clouds can be merged with ground-penetrating radar data for a combined visualization and to automatically identify atypical areas in the data. For example, the approach detects pavement regions with developing potholes. The third application case explores the combination of a 3D environment based on 3D point clouds with panoramic imagery to improve visual representation and the detection of 3D objects such as traffic signs.
The presented methods were implemented and tested based on software frameworks for 3D point clouds and 3D visualization. In particular, modules for metric computation, classification procedures, and visualization techniques were integrated into a modular pipeline-based C++ research framework for geospatial data processing, extended by Python machine learning scripts. All visualization and analysis techniques scale to large real-world datasets such as road networks of entire cities or railroad networks.
The thesis shows that some use cases allow taking advantage of established image vision methods to analyze images rendered from mobile mapping data efficiently. The two presented semantic classification methods working directly on 3D point clouds are use case independent and show similar overall accuracy when compared to each other. While the geometry-based method requires less computation time, the machine learning-based method supports arbitrary semantic classes but requires training the network with ground truth data. Both methods can be used in combination to gradually build this ground truth with manual corrections via a respective annotation tool.
This thesis contributes results for IT system engineering of applications, systems, and services that require spatial digital twins of transport infrastructure such as road networks and railroad networks based on 3D point clouds as raw data. It demonstrates the feasibility of fully automated data flows that map captured 3D point clouds to semantically classified models. This provides a key component for seamlessly integrated spatial digital twins in IT solutions that require up-to-date, object-based, and semantically enriched information about the built environment.
TRIPOD
(2021)
Inertial measurement units (IMUs) enable easy to operate and low-cost data recording for gait analysis. When combined with treadmill walking, a large number of steps can be collected in a controlled environment without the need of a dedicated gait analysis laboratory. In order to evaluate existing and novel IMU-based gait analysis algorithms for treadmill walking, a reference dataset that includes IMU data as well as reliable ground truth measurements for multiple participants and walking speeds is needed. This article provides a reference dataset consisting of 15 healthy young adults who walked on a treadmill at three different speeds. Data were acquired using seven IMUs placed on the lower body, two different reference systems (Zebris FDMT-HQ and OptoGait), and two RGB cameras. Additionally, in order to validate an existing IMU-based gait analysis algorithm using the dataset, an adaptable modular data analysis pipeline was built. Our results show agreement between the pressure-sensitive Zebris and the photoelectric OptoGait system (r = 0.99), demonstrating the quality of our reference data. As a use case, the performance of an algorithm originally designed for overground walking was tested on treadmill data using the data pipeline. The accuracy of stride length and stride time estimations was comparable to that reported in other studies with overground data, indicating that the algorithm is equally applicable to treadmill data. The Python source code of the data pipeline is publicly available, and the dataset will be provided by the authors upon request, enabling future evaluations of IMU gait analysis algorithms without the need of recording new data.
Inertial measurement units (IMUs) enable easy to operate and low-cost data recording for gait analysis. When combined with treadmill walking, a large number of steps can be collected in a controlled environment without the need of a dedicated gait analysis laboratory. In order to evaluate existing and novel IMU-based gait analysis algorithms for treadmill walking, a reference dataset that includes IMU data as well as reliable ground truth measurements for multiple participants and walking speeds is needed. This article provides a reference dataset consisting of 15 healthy young adults who walked on a treadmill at three different speeds. Data were acquired using seven IMUs placed on the lower body, two different reference systems (Zebris FDMT-HQ and OptoGait), and two RGB cameras. Additionally, in order to validate an existing IMU-based gait analysis algorithm using the dataset, an adaptable modular data analysis pipeline was built. Our results show agreement between the pressure-sensitive Zebris and the photoelectric OptoGait system (r = 0.99), demonstrating the quality of our reference data. As a use case, the performance of an algorithm originally designed for overground walking was tested on treadmill data using the data pipeline. The accuracy of stride length and stride time estimations was comparable to that reported in other studies with overground data, indicating that the algorithm is equally applicable to treadmill data. The Python source code of the data pipeline is publicly available, and the dataset will be provided by the authors upon request, enabling future evaluations of IMU gait analysis algorithms without the need of recording new data.
Generative adversarial networks (GANs) have been broadly applied to a wide range of application domains since their proposal. In this thesis, we propose several methods that aim to tackle different existing problems in GANs. Particularly, even though GANs are generally able to generate high-quality samples, the diversity of the generated set is often sub-optimal. Moreover, the common increase of the number of models in the original GANs framework, as well as their architectural sizes, introduces additional costs. Additionally, even though challenging, the proper evaluation of a generated set is an important direction to ultimately improve the generation process in GANs. We start by introducing two diversification methods that extend the original GANs framework to multiple adversaries to stimulate sample diversity in a generated set. Then, we introduce a new post-training compression method based on Monte Carlo methods and importance sampling to quantize and prune the weights and activations of pre-trained neural networks without any additional training. The previous method may be used to reduce the memory and computational costs introduced by increasing the number of models in the original GANs framework. Moreover, we use a similar procedure to quantize and prune gradients during training, which also reduces the communication costs between different workers in a distributed training setting. We introduce several topology-based evaluation methods to assess data generation in different settings, namely image generation and language generation. Our methods retrieve both single-valued and double-valued metrics, which, given a real set, may be used to broadly assess a generated set or separately evaluate sample quality and sample diversity, respectively. Moreover, two of our metrics use locality-sensitive hashing to accurately assess the generated sets of highly compressed GANs. The analysis of the compression effects in GANs paves the way for their efficient employment in real-world applications. Given their general applicability, the methods proposed in this thesis may be extended beyond the context of GANs. Hence, they may be generally applied to enhance existing neural networks and, in particular, generative frameworks.
CoFeeMOOC-v.2
(2021)
Providing adequate support to MOOC participants is often a challenging task due to massiveness of the learners’ population and the asynchronous communication among peers and MOOC practitioners. This workshop aims at discussing common learners’ problems reported in the literature and reflect on designing adequate feedback interventions with the use of learning data. Our aim is three-fold: a) to pinpoint MOOC aspects that impact the planning of feedback, b) to explore the use of learning data in designing feedback strategies, and c) to propose design guidelines for developing and delivering scaffolding interventions for personalized feedback in MOOCs. To do so, we will carry out hands-on activities that aim to involve participants in interpreting learning data and using them to design adaptive feedback. This workshop appeals to researchers, practitioners and MOOC stakeholders who aim to providing contextualized scaffolding. We envision that this workshop will provide insights for bridging the gap between pedagogical theory and practice when it comes to feedback interventions in MOOCs.
Massive Open Online Courses (MOOCs) open up new opportunities to learn a wide variety of skills online and are thus well suited for individual education, especially where proffcient teachers are not available locally. At the same time, modern society is undergoing a digital transformation, requiring the training of large numbers of current and future employees. Abstract thinking, logical reasoning, and the need to formulate instructions for computers are becoming increasingly relevant. A holistic way to train these skills is to learn how to program. Programming, in addition to being a mental discipline, is also considered a craft, and practical training is required to achieve mastery. In order to effectively convey programming skills in MOOCs, practical exercises are incorporated into the course curriculum to offer students the necessary hands-on experience to reach an in-depth understanding of the programming concepts presented. Our preliminary analysis showed that while being an integral and rewarding part of courses, practical exercises bear the risk of overburdening students who are struggling with conceptual misunderstandings and unknown syntax. In this thesis, we develop, implement, and evaluate different interventions with the aim to improve the learning experience, sustainability, and success of online programming courses. Data from four programming MOOCs, with a total of over 60,000 participants, are employed to determine criteria for practical programming exercises best suited for a given audience.
Based on over five million executions and scoring runs from students' task submissions, we deduce exercise difficulties, students' patterns in approaching the exercises, and potential flaws in exercise descriptions as well as preparatory videos. The primary issue in online learning is that students face a social gap caused by their isolated physical situation. Each individual student usually learns alone in front of a computer and suffers from the absence of a pre-determined time structure as provided in traditional school classes. Furthermore, online learning usually presses students into a one-size-fits-all curriculum, which presents the same content to all students, regardless of their individual needs and learning styles. Any means of a personalization of content or individual feedback regarding problems they encounter are mostly ruled out by the discrepancy between the number of learners and the number of instructors. This results in a high demand for self-motivation and determination of MOOC participants. Social distance exists between individual students as well as between students and course instructors. It decreases engagement and poses a threat to learning success. Within this research, we approach the identified issues within MOOCs and suggest scalable technical solutions, improving social interaction and balancing content difficulty.
Our contributions include situational interventions, approaches for personalizing educational content as well as concepts for fostering collaborative problem-solving. With these approaches, we reduce counterproductive struggles and create a universal improvement for future programming MOOCs. We evaluate our approaches and methods in detail to improve programming courses for students as well as instructors and to advance the state of knowledge in online education.
Data gathered from our experiments show that receiving peer feedback on one's programming problems improves overall course scores by up to 17%. Merely the act of phrasing a question about one's problem improved overall scores by about 14%. The rate of students reaching out for help was significantly improved by situational just-in-time interventions. Request for Comment interventions increased the share of students asking for help by up to 158%. Data from our four MOOCs further provide detailed insight into the learning behavior of students. We outline additional significant findings with regard to student behavior and demographic factors. Our approaches, the technical infrastructure, the numerous educational resources developed, and the data collected provide a solid foundation for future research.
One of the key challenges in modern Facility Management (FM) is to digitally reflect the current state of the built environment, referred to as-is or as-built versus as-designed representation. While the use of Building Information Modeling (BIM) can address the issue of digital representation, the generation and maintenance of BIM data requires a considerable amount of manual work and domain expertise. Another key challenge is being able to monitor the current state of the built environment, which is used to provide feedback and enhance decision making. The need for an integrated solution for all data associated with the operational life cycle of a building is becoming more pronounced as practices from Industry 4.0 are currently being evaluated and adopted for FM use. This research presents an approach for digital representation of indoor environments in their current state within the life cycle of a given building. Such an approach requires the fusion of various sources of digital data. The key to solving such a complex issue of digital data integration, processing and representation is with the use of a Digital Twin (DT). A DT is a digital duplicate of the physical environment, states, and processes. A DT fuses as-designed and as-built digital representations of built environment with as-is data, typically in the form of floorplans, point clouds and BIMs, with additional information layers pertaining to the current and predicted states of an indoor environment or a complete building (e.g., sensor data). The design, implementation and initial testing of prototypical DT software services for indoor environments is presented and described. These DT software services are implemented within a service-oriented paradigm, and their feasibility is presented through functioning and tested key software components within prototypical Service-Oriented System (SOS) implementations. The main outcome of this research shows that key data related to the built environment can be semantically enriched and combined to enable digital representations of indoor environments, based on the concept of a DT. Furthermore, the outcomes of this research show that digital data, related to FM and Architecture, Construction, Engineering, Owner and Occupant (AECOO) activity, can be combined, analyzed and visualized in real-time using a service-oriented approach. This has great potential to benefit decision making related to Operation and Maintenance (O&M) procedures within the scope of the post-construction life cycle stages of typical office buildings.
Developing highly skilled researchers is essential to accelerate the economic progress of developing countries such as Cambodia in South East Asia. While there is continuing research investigating Cambodia’s potential to cultivate such a workforce, the circumstances of undergraduate students in public provincial universities do not receive ample attention. This is crucial as numerous multinational corporations are participating via foreign direct investments in special economic zones at the border provinces and need talented human resources in Cambodia as well as in neighboring Southeast Asian countries such as Thailand and Vietnam. Student’s research capability growth starts with one’s belief in their capacity to use the necessary information tools and their potential to succeed in research. In this research paper, we look at how such beliefs, specifically research self-efficacy and information literacy, can be developed through a short-term intervention that uses MOOCs and assess their long-term effects. Our previous research has shown that short-term training intervention has immediate positive effects on the undergraduate students’ self-efficacies in Cambodian public provincial universities. In this paper, we present the follow-up study results conducted sixteen months after the said short-term training intervention. Results reveal that from follow-up evaluations that while student’s self-efficacies were significantly higher than before the short-term intervention was completed, they were lower than immediately after the intervention. Thus, while perfunctory interventions such as merely introducing the students to MOOCs and other relevant research tools over as little as three weeks can have significant positive effects, efforts must be made to sustain the benefits gained. This implication is essential to developing countries such as Cambodia that need low-cost solutions with immediate positive results in developing human resources to conduct research, particularly in areas far from more developed capital cities.
Crochet is a popular handcraft all over the world. While other techniques such as knitting or weaving have received technical support over the years through machines, crochet is still a purely manual craft. Not just the act of crochet itself is manual but also the process of creating instructions for new crochet patterns, which is barely supported by domain specific digital solutions. This leads to unstructured and often also ambiguous and erroneous pattern instructions. In this report, we propose a concept to digitally represent crochet patterns. This format incorporates crochet techniques which allows domain specific support for crochet pattern designers during the pattern creation and instruction writing process. As contributions, we present a thorough domain analysis, the concept of a graph structure used as domain specific language to specify crochet patterns and a prototype of a projectional editor using the graph as representation format of patterns and a diagramming system to visualize them in 2D and 3D. By analyzing the domain, we learned about crochet techniques and pain points of designers in their pattern creation workflow. These insights are the basis on which we defined the pattern representation. In order to evaluate our concept, we built a prototype by which the feasibility of the concept is shown and we tested the software with professional crochet designers who approved of the concept.
We investigate models for incremental binary classification, an example for supervised online learning. Our starting point is a model for human and machine learning suggested by E.M.Gold.
In the first part, we consider incremental learning algorithms that use all of the available binary labeled training data in order to compute the current hypothesis. For this model, we observe that the algorithm can be assumed to always terminate and that the distribution of the training data does not influence learnability. This is still true if we pose additional delayable requirements that remain valid despite a hypothesis output delayed in time. Additionally, we consider the non-delayable requirement of consistent learning. Our corresponding results underpin the claim for delayability being a suitable structural property to describe and collectively investigate a major part of learning success criteria. Our first theorem states the pairwise implications or incomparabilities between an established collection of delayable learning success criteria, the so-called complete map. Especially, the learning algorithm can be assumed to only change its last hypothesis in case it is inconsistent with the current training data. Such a learning behaviour is called conservative.
By referring to learning functions, we obtain a hierarchy of approximative learning success criteria. Hereby we allow an increasing finite number of errors of the hypothesized concept by the learning algorithm compared with the concept to be learned. Moreover, we observe a duality depending on whether vacillations between infinitely many different correct hypotheses are still considered a successful learning behaviour. This contrasts the vacillatory hierarchy for learning from solely positive information.
We also consider a hypothesis space located between the two most common hypothesis space types in the nearby relevant literature and provide the complete map.
In the second part, we model more efficient learning algorithms. These update their hypothesis referring to the current datum and without direct regress to past training data. We focus on iterative (hypothesis based) and BMS (state based) learning algorithms. Iterative learning algorithms use the last hypothesis and the current datum in order to infer the new hypothesis.
Past research analyzed, for example, the above mentioned pairwise relations between delayable learning success criteria when learning from purely positive training data. We compare delayable learning success criteria with respect to iterative learning algorithms, as well as learning from either exclusively positive or binary labeled data. The existence of concept classes that can be learned by an iterative learning algorithm but not in a conservative way had already been observed, showing that conservativeness is restrictive. An additional requirement arising from cognitive science research %and also observed when training neural networks is U-shapedness, stating that the learning algorithm does diverge from a correct hypothesis. We show that forbidding U-shapes also restricts iterative learners from binary labeled data.
In order to compute the next hypothesis, BMS learning algorithms refer to the currently observed datum and the actual state of the learning algorithm. For learning algorithms equipped with an infinite amount of states, we provide the complete map. A learning success criterion is semantic if it still holds, when the learning algorithm outputs other parameters standing for the same classifier. Syntactic (non-semantic) learning success criteria, for example conservativeness and syntactic non-U-shapedness, restrict BMS learning algorithms. For proving the equivalence of the syntactic requirements, we refer to witness-based learning processes. In these, every change of the hypothesis is justified by a later on correctly classified witness from the training data. Moreover, for every semantic delayable learning requirement, iterative and BMS learning algorithms are equivalent. In case the considered learning success criterion incorporates syntactic non-U-shapedness, BMS learning algorithms can learn more concept classes than iterative learning algorithms.
The proofs are combinatorial, inspired by investigating formal languages or employ results from computability theory, such as infinite recursion theorems (fixed point theorems).
Embedded real-time systems generate state sequences where time elapses between state changes. Ensuring that such systems adhere to a provided specification of admissible or desired behavior is essential. Formal model-based testing is often a suitable cost-effective approach. We introduce an extended version of the formalism of symbolic graphs, which encompasses types as well as attributes, for representing states of dynamic systems. Relying on this extension of symbolic graphs, we present a novel formalism of timed graph transformation systems (TGTSs) that supports the model-based development of dynamic real-time systems at an abstract level where possible state changes and delays are specified by graph transformation rules. We then introduce an extended form of the metric temporal graph logic (MTGL) with increased expressiveness to improve the applicability of MTGL for the specification of timed graph sequences generated by a TGTS. Based on the metric temporal operators of MTGL and its built-in graph binding mechanics, we express properties on the structure and attributes of graphs as well as on the occurrence of graphs over time that are related by their inner structure. We provide formal support for checking whether a single generated timed graph sequence adheres to a provided MTGL specification. Relying on this logical foundation, we develop a testing framework for TGTSs that are specified using MTGL. Lastly, we apply this testing framework to a running example by using our prototypical implementation in the tool AutoGraph.
Cyber-physical systems often encompass complex concurrent behavior with timing constraints and probabilistic failures on demand. The analysis whether such systems with probabilistic timed behavior adhere to a given specification is essential. When the states of the system can be represented by graphs, the rule-based formalism of Probabilistic Timed Graph Transformation Systems (PTGTSs) can be used to suitably capture structure dynamics as well as probabilistic and timed behavior of the system. The model checking support for PTGTSs w.r.t. properties specified using Probabilistic Timed Computation Tree Logic (PTCTL) has been already presented. Moreover, for timed graph-based runtime monitoring, Metric Temporal Graph Logic (MTGL) has been developed for stating metric temporal properties on identified subgraphs and their structural changes over time. In this paper, we (a) extend MTGL to the Probabilistic Metric Temporal Graph Logic (PMTGL) by allowing for the specification of probabilistic properties, (b) adapt our MTGL satisfaction checking approach to PTGTSs, and (c) combine the approaches for PTCTL model checking and MTGL satisfaction checking to obtain a Bounded Model Checking (BMC) approach for PMTGL. In our evaluation, we apply an implementation of our BMC approach in AutoGraph to a running example.
Circular economy
(2021)
In a circular economy, the use of recycled resources in production is a key performance indicator for management. Yet, academic studies are still unable to inform managers on appropriate recycling and pricing policies. We develop an optimal control model integrating a firm's recycling rate, which can use both virgin and recycled resources in the production process. Our model accounts for recycling influence both at the supply- and demandsides. The positive effect of a firm's use of recycled resources diminishes over time but may increase through investments. Using general formulations for demand and cost, we analytically examine joint dynamic pricing and recycling investment policies in order to determine their optimal interplay over time. We provide numerical experiments to assess the existence of a steady-state and to calculate sensitivity analyses with respect to various model parameters. The analysis shows how to dynamically adapt jointly optimized controls to reach sustainability in the production process. Our results pave the way to sounder sustainable practices for firms operating within a circular economy.
Background:
More patient data are needed to improve research on rare liver diseases. Mobile health apps enable an exhaustive data collection. Therefore, the European Reference Network on Hepatological diseases (ERN RARE-LIVER) intends to implement an app for patients with rare liver diseases communicating with a patient registry, but little is known about which features patients and their healthcare providers regard as being useful.
Aims:
This study aimed to investigate how an app for rare liver diseases would be accepted, and to find out which features are considered useful.
Methods:
An anonymous survey was conducted on adult patients with rare liver diseases at a single academic, tertiary care outpatient-service. Additionally, medical experts of the ERN working group on autoimmune hepatitis were invited to participate in an online survey.
Results:
In total, the responses from 100 patients with autoimmune (n = 90) or other rare (n = 10) liver diseases and 32 experts were analyzed. Patients were convinced to use a disease specific app (80%) and expected some benefit to their health (78%) but responses differed signifi-cantly between younger and older patients (93% vs. 62%, p < 0.001; 88% vs. 64%, p < 0.01). Comparing patients' and experts' feedback, patients more often expected a simplified healthcare pathway (e.g. 89% vs. 59% (p < 0.001) wanted access to one's own medical records), while healthcare providers saw the benefit mainly in improving compliance and treatment outcome (e.g. 93% vs. 31% (p < 0.001) and 70% vs. 21% (p < 0.001) expected the app to reduce mistakes in taking medication and improve quality of life, respectively).
Learning analytics at scale
(2021)
Digital technologies are paving the way for innovative educational approaches. The learning format of Massive Open Online Courses (MOOCs) provides a highly accessible path to lifelong learning while being more affordable and flexible than face-to-face courses. Thereby, thousands of learners can enroll in courses mostly without admission restrictions, but this also raises challenges. Individual supervision by teachers is barely feasible, and learning persistence and success depend on students' self-regulatory skills. Here, technology provides the means for support. The use of data for decision-making is already transforming many fields, whereas in education, it is still a young research discipline. Learning Analytics (LA) is defined as the measurement, collection, analysis, and reporting of data about learners and their learning contexts with the purpose of understanding and improving learning and learning environments. The vast amount of data that MOOCs produce on the learning behavior and success of thousands of students provides the opportunity to study human learning and develop approaches addressing the demands of learners and teachers.
The overall purpose of this dissertation is to investigate the implementation of LA at the scale of MOOCs and to explore how data-driven technology can support learning and teaching in this context. To this end, several research prototypes have been iteratively developed for the HPI MOOC Platform. Hence, they were tested and evaluated in an authentic real-world learning environment. Most of the results can be applied on a conceptual level to other MOOC platforms as well. The research contribution of this thesis thus provides practical insights beyond what is theoretically possible. In total, four system components were developed and extended:
(1) The Learning Analytics Architecture: A technical infrastructure to collect, process, and analyze event-driven learning data based on schema-agnostic pipelining in a service-oriented MOOC platform. (2) The Learning Analytics Dashboard for Learners: A tool for data-driven support of self-regulated learning, in particular to enable learners to evaluate and plan their learning activities, progress, and success by themselves. (3) Personalized Learning Objectives: A set of features to better connect learners' success to their personal intentions based on selected learning objectives to offer guidance and align the provided data-driven insights about their learning progress. (4) The Learning Analytics Dashboard for Teachers: A tool supporting teachers with data-driven insights to enable the monitoring of their courses with thousands of learners, identify potential issues, and take informed action.
For all aspects examined in this dissertation, related research is presented, development processes and implementation concepts are explained, and evaluations are conducted in case studies. Among other findings, the usage of the learner dashboard in combination with personalized learning objectives demonstrated improved certification rates of 11.62% to 12.63%. Furthermore, it was observed that the teacher dashboard is a key tool and an integral part for teaching in MOOCs. In addition to the results and contributions, general limitations of the work are discussed—which altogether provide a solid foundation for practical implications and future research.
The MITx MicroMasters Program in Supply Chain Management (SCM) is a Massive Open Online Course (MOOC) based program that aims to impart quantitative and qualitative knowledge to SCM enthusiasts all around the world. The program that started in 2014 with just one course, now offers 5 courses and one final proctored exam, which allows a learner to gain a MicroMasters credential upon completion. While the courses are delivered in the form of pre-recorded videos by the faculty members of Massachusetts Institute of Technology (MIT), the questions and comments posted by learners in discussion forums are addressed by a group of Community Teaching Assistants (CTAs) who volunteer for this role. The MITx staff carefully selects CTAs for each run of the individual courses as they take on a co-facilitator’s role in the program. This paper highlights the importance of community teaching, discusses the profile of CTAs involved with the program, their recruitment, training, tasks and responsibilities, engagement, and rewarding process. In the end we also share a few recommendations based on the lessons learned in community teaching during the last five years of running more than 45 MOOC courses, that could help other MOOC teams deliver a high-touch experience.
This paper aims to present the results of a higher education experience promoted by the research centres INTELLECT (University of Modena and Reggio Emilia) and CDM (University of Roma Tre), as part of difference master’s degrees programme of the academic years 2018/2019, 2019/2020, and 2020/2021. Through different online activities, 37 students attended and evaluated a MOOC on museum education content, such promoting their professionals and transverse skills, such as critical thinking, and developing their knowledge relative to OERs, within culture and heritage education contexts. Moreover, results from the online evaluation activities support the implementation of the MOOC in a collaborative way: during the academic years, evaluation data have been used by researcher to make changes to the course modules, thus realizing a more effective online path from and educational point of view.
Comprior
(2021)
Background
Reproducible benchmarking is important for assessing the effectiveness of novel feature selection approaches applied on gene expression data, especially for prior knowledge approaches that incorporate biological information from online knowledge bases. However, no full-fledged benchmarking system exists that is extensible, provides built-in feature selection approaches, and a comprehensive result assessment encompassing classification performance, robustness, and biological relevance. Moreover, the particular needs of prior knowledge feature selection approaches, i.e. uniform access to knowledge bases, are not addressed. As a consequence, prior knowledge approaches are not evaluated amongst each other, leaving open questions regarding their effectiveness.
Results
We present the Comprior benchmark tool, which facilitates the rapid development and effortless benchmarking of feature selection approaches, with a special focus on prior knowledge approaches. Comprior is extensible by custom approaches, offers built-in standard feature selection approaches, enables uniform access to multiple knowledge bases, and provides a customizable evaluation infrastructure to compare multiple feature selection approaches regarding their classification performance, robustness, runtime, and biological relevance.
Conclusion
Comprior allows reproducible benchmarking especially of prior knowledge approaches, which facilitates their applicability and for the first time enables a comprehensive assessment of their effectiveness