# Yet another software-based clicker system: LetsThink – GoAnswer

Every now and then, I dabble into trying to improve on teaching, which in this case of the post’s topic, is in the form of an implementation project. Yes, one of those with working software as result, thanks to the programmer and CS honours student Yaseen Hamdulay who implemented it. In short: we now have a software-based audience response system that satisfies some pertinent requirements for its use in lectures: math support, figures, and diacritics, and one-click question release and showing the results so as not to hold up the lecture. It will be presented at UCT’s upcoming Teaching & Learning Conference on Oct 22-23.

The context

Peer instruction (PI) enables students to learn from each other. Unlike some other educational interventions, PI has been shown to improve the final grade by up to 34-45%, regardless the discipline it is used (computer science, genetics, zoology, psychology—you name it). On top of that, it generally receives positive feedback from students, because it makes the lectures more engaging, or in any case at least less dull.

From the practical side on how to go about using it in class, there are four principal options: expensive hardware-based ‘clickers’, software-based audience response systems (ARSs) with students’ smartphones or laptops, card and picture-taking (image processing), and none of that through indicating the concept test’s answer with one’s fingers on one’s chest. Regarding resources, the software-based ARS sits somewhere in the middle, which suits our setting well. There are quite a few software-based ARSs (see, e.g., this review). However, upon analysis, they all have issues hampering effective classroom use. For instance, they may not have a single-question release or are for-payment only (e.g., Socrative, Google Forms, Pinnion, and eClicker), or have an impractical results display—they make money from corporate accounts, so the tools are geared for that. The major drawbacks of all these systems are that at least the free versions, if not all, have very limited question setting and answer options, mostly having just plaintext. So, no pictures in the question, answers can be only 100 or 140 characters short, let alone displaying mathematical symbols. Perhaps surprisingly in the international arena, they don’t do diacritics either, even though multiple natural languages have them. For the lectures, this ends up really clumsily and cumbersome, where such questions also must have projected on the screen an ‘offline’ version and then toggling with the screen of the voting progress and results.

The problems

Thus, the main problem is that there is no software-based ARS that contains basic required features for smooth use of PI in the classroom irrespective of one’s discipline, hampering the uptake of this active learning intervention. The current software-based ARSs are prohibitive in uptake of PI in the classroom, yet in our—and many others—medium-level resource setting, extensive use of hardware clickers is not a sustainable option, nor are structural expenses of the user-based payment schemes an option, for they effectively discourage broad participation due to the by-participant payment scheme.

The solution

To address these issues, we developed an ARS that has the following features: support for figures, mathematical formulae, proper HTML text for display of diacritics, one-click question release, showing voting progress, results, question reset, saving of the voting results of a session (among others). This is a web-accessible ARS that can cater for various disciplines within one software system and that is simple and fast to work with.

The project page has several screenshots and the link to the tool. It requires a simple registration (at this stage, we don’t bother with email verification—so don’t lose your password), but is then also immediately usable.

To brighten up this post, here are some screenshots; others are on the project page and some have explanations in a previous post on using PI in a networks course, like the one that has maths and a picture in one.

Screenshot of a question with a picture:

Question with a figure

Note that the lecturer controls (bottom left, and top-left to go back) are intentionally kept in small font. It’s easily readable from the lecturer’s machine, but it’s irrelevant to read for the audience.

Screenshot of a question with some maths, with first the interface for creating the question, then the one projected, and finally the student’s interface when voting. Note that this is just to give an impression that you can do it, not that it is in any way a sensible concept test. Anything that can be done with the latex plugin for html (MathJax) can be used in the question and in the answer box, but thus not your own macros. (For the curious: the answer to the question is A (read the problem).)

Interface for creating a question

The question rendered in the presentation interface

Small screenshot of the voting interface

Screenshot of a question with diacritics:

Some question with diacritics.

Desktop/laptop interface of the question to answer, after having entered the question ID:

Section of the lecturer/admin interface, where you can choose to group questions

Exported results from the voting imported into a spreadsheet:

LetsThink-GoAnswer has been beta-tested with my networks students last semester, has been demo-ed in a CILT seminar on ARSs, and the occasional lecturer already is/will be experimenting with it. The code will be made available on GitHub soon. In the meantime, please don’t hesitate to contact me if you have any questions, and we’d love to hear your feedback!

# Peer instruction with a computer networks course

Last year, I attempted to use Peer Instruction (PI) in the networks course, hoping that it would correlate with class attendance (it didn’t; see [1] and related post), but it was useful for various reasons nevertheless. So, I tried again this year and, imho, with better questions (the results are ambivalent regarding class attendance—TBC). But what are “better questions”? There’s no such thing as a ‘concept inventory’ for networks, like there is for physics where PI was applied to first [2]. The PI 4 CS website has several sets of PI questions and the ones I checked for theory of computation are really good (discussed here), but there are none for networks.

So I played around from scratch. One issue with last year’s installment was that software-based PI didn’t do the job, because none of the freely available tools have the feature to show figures, or have too many other shortcomings to use effectively in the classroom [1], therewith limiting my options. One of our students developed a funky PI tool this year (that I will write about later); suffice to say, I can do questions with math display and figures now, so that that issue was solved. I’d searched a bit on guidance on designing PI questions, to no avail, until after the course’s installment when preparing for this post, one useful result turned up, being Julie Schell’s blog post over at teach.com (a search engine indexing lag issue, it appears). Mine seem to be mostly fine with respect to those suggestions, so I will give some examples below.

Let me start with a PI question that essentially also returned in the exam, though it was reworded as a non-MCQ question (yes, just to rub it in to those students who did not attend class). A screenshot of the PI tool is shown below, where the graph comes straight from the course slides. The setting is that it is posed right after students try to come to grips with flow control (TCP buffer at the receiver) versus congestion (in the network), and within congestion, the effects of lost packets (that have to be resent, but only 1 arrives) versus delayed packets (packet resent, and both arrive at the receiver). What is the answer?

Screenshot of a PI question in our own software-based PI tool

Clearly, the first distinction is to eliminate TCP buffer at the end versus network congestion issues. The buffer size is handled by TCP such that it will never overflow to lose any packets there (part of the protocol), so it must be congestion that causes the red line not to reach the dotted one, ever. With (know to be) lost packets, only one arrives; with delays, duplicates arrive. Due to having to handle duplicate packets, the receiver receives more packets than strictly needed, so the red line can never reach the maximum. Hence, (d) is the correct answer.

Another one that I like is the ARP one, which basically tests understanding of network layer services versus link layer services as a first pass, and then what ARP is actually doing. The question is as follows.

Consider the following network configuration and addresses. Host A wants to communicate with B. It did so yesterday. Which of the following will NOT happen/is NOT true?

a) Host 111.111.111.112 also receives a frame from A.

b) Router R will put <111.111.111.111, 74-29-9C-E8-FF-55, 20> in its ARP table, if not already there

c) A’s frame has destination addresses 222.222.222.222 and 49-BD-D2-C7-56-2A

d) Router R sends a frame containing addresses 1A-23-F9-CD-06-9B and 49-BD-D2-C7-56-2A, and 111.111.111.111 and 222.222.222.222

Read the explanation in [1] if you want to know why the answer is option (c). Or, take something what seems to be contradictory, but isn’t: statelessness and persistence (on HTTP). One of those think-and-analyse questions is the one on protocol design, notably regarding reliable transfer, and a hint of a gradation in goodness of answer, and therewith inherently some argumentation is needed regardless of what option one chooses.

Consider the following protocol that tries to solve reliable transfer over a channel with bit errors. It has several shortcomings, some worse than others. Which of the following is the worst?

You can choose between:

a) it can’t handle corrupt ACK/NAK packets

b) it gets stuck in the “wait” state when the ACK/NAK is lost

c) it uses superfluous NAKs

d) it is an inefficient stop-and-wait protocol

It requires one to ponder about what it means to have a really a bad protocol design (what is ‘worst’?). Getting stuck in a state forever—‘hanging’/’freezing’, if you will—is really, really bad. But, we’re dealing with a protocol “that tries to solve a channel with bit errors”, only. The scope is not lost packets, but corrupt packets, so it won’t get stuck in the “wait” state because a msg always arrives; hence, it cannot be (b). Then, what is worse of the other three? Superfluous NAKs, just because you can do it with ACKs + sequence numbers? Waiting for a response on your individual message, knowing that there are more efficient protocols that can pipeline packets with cumulative AKCs to reduce waiting and limit the cable being idle (option (b))? That surely is suboptimal, but what does that have to do with ‘worse’ from a viewpoint of reliable transfer as the only requirement? Or, still from a reliable transfer viewpoint, the receiver can’t figure out if the msg is an ACK or a NAK (option (a))? After all, with bit errors, it may well be the case that not only the msg arrives corrupted, but also the ACK/NAK. If the sender doesn’t know which one it is, and doesn’t know what to do with such a jumbled-up ACK-or-NAK packet, it cannot guarantee it has reliably transferred the packet. That’s certainly worse than having a cable idle (which is also a problem, one of performance, but not as bad). This reduces the option to either (a) or (d). A superfluous NAKs is, well, superfluous in the design, because one would have the handle those if they were there, and one could be more elegant in the design if they weren’t there, but it’s not as bad as not dealing with them at all. So, the answer is option (a).

These are just some of the questions that probe a bit deeper than the more commonly known rote learning for networks. It’s not that networks in CS is not devoid of rote learning—there’s quite a bit of it, in fact—but there surely are some things one would do well to try to understand.

If you want to have the full set of questions, don’t hesitate contact me; by then I hope to have them formatted in a more presentable way, with explanations for each question.

P.S.: Note to my dear students: yes, the latter question appeared in a slightly different format in the class test, as did the one on stateless and persistence, as did the congestion control one in the exam (in non-MCQ format). Awww… if only you would have attended lectures and had taken notes… It’s not that I want you to fail, just to show unequivocally some of the myriad of benefits of attending lectures.

References

[1] Keet, C.M. An Experiment with Peer Instruction in Computer Science to Enhance Class Attendance. 23rd Annual Meeting of the Southern African Association for Research in Mathematics, Science, and Technology Education (SAARMSTE’15), Huillet, E. (Ed.), pp319-331. 13-16 January 2015, Maputo, Mozambique.

[2] Crouch, C.H. & Mazur, E. (2001). Peer Instruction: Ten years of experience and results. American Journal of Physics, 69, 970-977.

# Dancing Algorithms

Yes, it appears that the two can go together. Not in that the algorithms are dancing, but one can do a dance with a choreography such that it demonstrates an algorithm. Zoltan Katai and Laszlo Toth from Romania came up with the idea of this intercultural computer science education [1], with a theoretical motivation traced all the way back to Montessori. It has nothing to do with the scope of my earlier post on folk dancing and cultural heritage preservation, yet at the same time, it contributes to it: watching the videos of the dances immerses you in the folk music, rhythm, the traditional clothes of the region, and some typical steps and and movements used in their dances.

The context, in short: learning to program is not easy for most students—as our almost 900 first-year students are starting to experience from next week onwards—and especially understanding the workings of algorithms. Katai and Toth’s approach is to involve ‘playing out’ the algorithm with people, not by clumsily walking around, but using folk dance and music to make students understand and remember it more easily. They took several sorting algorithms to demonstrate the idea, and tested it on their students, demonstrating that it improved understanding significantly [1].

Perhaps because of my bias toward the dancing, I didn’t take note of the algorithm being danced-out when I watched it the first time, or perhaps it is useful to have read the core steps of the algorithm before watching anyway. You choose: watch the video of the selection sort algorithm—given a list, repeatedly select the smallest remaining element and move that to the ‘sorted’ section of the list—with a Gypsy (Roma) folk dance, or read further below what selection sort is. (note: the video goes on double speed in the middle, for it gets a bit repetitive.)

So, what was happening in the dance? We have one ‘comparer’ (x, for short) and one ‘compared with’ (y). The left-most dancer, with number 3 (our first value of x), starts to dance to the front, calls on the second one in line, being the guy with 0 (our first y), he swirls her back in the line in the spot he came from and stays at the front (0 being the new value of x), and calls on the next, the lady with the 1 (the new value of y), who gets back in the line; and so on till the last one (with number 6). Dancer 0 does a solo act and goes to the first spot: he’s now the first one in the ‘sorted’ part, and we have completed one iteration. Starting with the second main iteration: now number 3 is again at the front of the unsorted, and she dances again to the front (so the value of our x is 3 at this point), calling the second one in the unsorted list, who has number 1, so the lady with number 3 goes back in the unsorted again, and the dancer with 1 continues through the remainder of the list, has her solo, and joins the guy with the 0 in the sorted part, having completed the second main iteration. And so on until about 6:20 minutes into the video clip when the list is sorted and the dancers do a little closing act.

A bit more structured, the following is happening in the choreography of the dance in the video:

1. Divide the list into a ‘sorted’ part (initially empty) and an ‘unsorted’ part (initially the list you want to sort)

2. Do for as long as there’s more than one item in the ‘unsorted’ (find the smallest item in that list):

1. select first element of the unsorted list (with some value, that we refer to with x)

2. if we’re not at the end of the ‘unsorted’ list, then get the next element of the ‘unsorted’ list (with some value, let’s call that one y)

1. if x < y, then y is put back in the same spot in the unsorted list, and we return to the start of step (b) to get the next item to test x against (being the one after the one we just tested)

2. else (i.e., x > y), then the value of x takes y‘s spot in the unsorted list, we assign the value of y to x, and we return to the start of step (b) to get the next element from the unsorted list

3. else (i.e., we’re at the end of the list and thus x is the lowest value), place (the value of) x in the next available spot in the ‘sorted’ part. Then go back to the start of step 2.

3. Place the last item from ‘unsorted’ at the end of the ‘sorted’.

4. Done (i.e., there’s nothing more in ‘unsorted’ to sort)

The algorithm itself is less cumbersome by not having those “let’s pick out one and come to the front” steps, but direct comparisons. I did not plan to include here, but do after all for it makes a nice sequence of artsy → informal analysis → semi-precise structure → specification the computer can work with. (Never mind that that was not the order things came about). Using our CSC1015F course material (2012 samples) that teaches Python, one of the possible sample code snippets is as follows:

def selection_sort ( values ):
"""Sort values using selection sort algorithm."""
# iterate over outer positions in list
for outer in range (len (values)):
# assume first value is minimum
minimum = outer
# compare minimum to rest of list and update
for inner in range (outer+1, len (values)):
if values[inner] < values[minimum]:
minimum = inner
# swap minimum with outer position
temp = values[minimum]
values[minimum] = values[outer]
values[outer] = temp
return values

This is not the only way of achieving it, btw, and the 1017F lecture and lab lecture files have another version of achieving the same (I just thought that this one may be more readable by non-CS readers of the post).

Other danced sorting algorithms are insertion sort (video) with Romanian dance, and shell-sort (video) and bubble sort (video) on Hungarian dances, and more information is also available from the Algo-rythmics website. This isn’t new, and dances on many other tunes can be viewed on youtube, e.g., various bubble-sort dances. Reconstructing the bubble-sort algorithm from the dance below (5min, no fastforward) is an exercise left to the reader… likewise making dances on other algorithms (the ICPC’14 solution to the baggage problem seems like a fun candidate line dance-like), and the same dances but with other folk dances and music.

References

[1] Zoltan Katai and Laszlo Toth. Technologically and artistically enhanced multi-sensory computer programming education. Teaching and Teacher Education, 2010, 26(2): 244-251.

# Updated ontology engineering lecture notes (2015)

It’s that time of the year again, in the southern hemisphere that is, where course preparations for the academic year are going on full steam ahead. Also this year, I’ll be teaching a CS honours course on ontology engineering. To that end, the lecture notes have been updated, though not in a major way like last year. Some sections have been shuffled around, there are a few new exercises, Chris’s update suggestion from last year on the OBO-OWL mapping has been included, and a couple of typos and odd sentences have been fixed.

Practically, this installment will be a bit different from previous years, as it has integrated a small project on Semantic Wikis, funded by CILT and OpenUCT. Set up, maintenance, and filling it with contents on ontology engineering topics will initially be done ‘in house’ by students enrolled in the course and not be generally available on the Web, but if all goes well, it’ll be accessible to everyone some time in April this year, and possibly included in the OER Commons.

Semantic MediaWiki’s features are fairly basic and there are a bunch of plugins and extensions I’ve seen listed, but I didn’t check whether they all worked with the latest SMW. If you have a particular suggestion, please leave a comment or send me an email. One thing I’m still wondering about particularly, but haven’t found a solution to, is whether there’s a plugin that lets you see the (lightweight) ontology when adding contents, so that it makes it easier to use terms in the text from the ontology’s vocabulary rather than find an having to process manually whatever (near)synonyms have been used throughout the pages (like, one contributor using ‘upper ontology’, another ‘foundational ontology’ and the third ‘top-level ontology’), and allow on-the-fly extensions of that ontology.

# Pleasant SAARMSTE’15 in Maputo

The 23rd annual conference of the Southern African Association for Research in Mathematics, Science, and Technology Education, held in Maputo, Mozambique concluded last Friday, after some 200 presentations in 8 parallel session by academics from about 18 countries (mostly SACD region, some USA, UK, Norway, Japan, Turkey, and new Zealand). It was a stimulating event by a welcoming community.

Most maths & science teaching research presentations were concerned with “what goes wrong, and why?” and “which interventions (hypothesised improvements), and do they work?”. I’ll describe a brief sampling of the presentations spread over the 3.5 days to illustrate it. For instance, Frikkie George from UWC looked into why teachers in secondary schools do, or do not, use computer-assisted learning in their teaching [1]. To look at the negative side (for one may want to use technology in the classroom and wonder why it is not always happening that much): this was due to, mainly, the lack of experience with the technology, of on-site support, of availability of the technologies, and of lack of time to integrate it in the curriculum.

A recurring and emerging research theme on the problem-side of things was the “LoLT”–language of teaching and learning (formerly known as ‘medium of instruction’)–, as many learners in the classroom in SADC countries are being taught in a language that is not their mother tongue (called ‘home language’ in South Africa). There were several presentations on this issue, and a whole symposium was dedicated to it. Kathija Adam from NMMU presented a useful literature review [2], which was part of an inter-institutional funded project that started last year, so the main solutions are yet to come. (and I’ll leave it with this ‘cliffhanger’, as much more can be said about it, deserving its own blog post).

There was also the issue of “Indigenous Knowledge Systems (IKS) in the class room and in science”, and I went to a few of those presentations. It is a touchy subject in this region of the world, and to complicate matters, different presenters and attendees had quite different ideas and assumptions about it. From the ‘light’ version: e.g., IKS & weather by Alvin Riffel (also from UWC) in the way like, say, “an evening false moonbow brings rain tomorrow”1, which can then be used as an introduction to the scientific explanation of the phenomenon, relating everyday life observations to science in the classroom [3]. To the ‘heavy’ and un(counter?)productive: a big, fat, loud-mouthed militant claiming that ‘everything is science, including the spirits’ and lambasting ‘and if you go for western science [cf. African], then you are one of those bad oppressive colonialists, racist!’, nipping in the bud any conversation about IKS and science (I’m not exaggerating). Another recurring theme was pedagogical content knowledge (PCK).

My own presentation was about an experiment in peer instruction that, in short, didn’t have the desired effect (increasing class attendance), but was useful in other ways nevertheless (read the 13-page paper for the details [4]). This work will be extended this year, partially thanks to a UCT Teaching With Technology grant to develop a better functioning software-based audience response system, and more concept tests.

Other than that, it was hot in Maputo, full of friendly people, and good food and coffee. The SAARMSTE choir gave its best during the social dinner, which was also spiced up with some dancing. Friday afternoon after the conference’s closing ceremony, I planned to finally go to the internet cafe to check emails, but the bus was for the excursion through Maputo only, so that plan was changed (the alternative was a 20-minute walk in the blistering sun at 2pm and get burned, again). There may not be a whole lot of touristy places in the city, but it mattered not, as we had a good time together anyway. Also contributing to a great stay in Maputo was my choice on being frugal with the accommodation, opting for Fatima’s Place backpackers rather than a fancy hotel (choices: expensive and even more expensive): unlike the conference participant who was lamenting a ‘dull 15-hour stay at the hotel util the conference’s next day’, I had great company in the backpackers’ lively common area in the (late) evening.

The next SAARMSTE in early 2016 will be in Pretoria—a location not even close as appealing as Maputo, but a warm welcome will be guaranteed by its participants (as it was also welcoming in Cape Town in 2013 when I attended the conference).

References

[1] George, F., Ogunnniyi, M. Teacher’s perceptions on the use of ICT in a CAL environment to enhance the conception of scientific concepts. 23rd Annual Meeting of the Southern African Association for Research in Mathematics, Science, and Technology Education (SAARMSTE’15), 13-16 January 2015, Maputo, Mozambique.

[2] Adam, K., Africa, A., Woods, T., Johnson, S. Exploring issues related to language in multilingual South African Science classrooms: a literature review. 23rd Annual Meeting of the Southern African Association for Research in Mathematics, Science, and Technology Education (SAARMSTE’15), 13-16 January 2015, Maputo, Mozambique.

[3] Riffel, A.D. Examining the impact of dialogical argumentation on grade 9 learners’ beliefs about weather and indigenous knowledge. 23rd Annual Meeting of the Southern African Association for Research in Mathematics, Science, and Technology Education (SAARMSTE’15), Huillet, E. (Ed.), pp366-379. 13-16 January 2015, Maputo, Mozambique.

[4] Keet, C.M. An Experiment with Peer Instruction in Computer Science to Enhance Class Attendance. 23rd Annual Meeting of the Southern African Association for Research in Mathematics, Science, and Technology Education (SAARMSTE’15), Huillet, E. (Ed.), pp319-331. 13-16 January 2015, Maputo, Mozambique.

1The “false moonbow”—called corona, a circular ‘rainbow’ around the moon—phrase I just made up, and is similar to a reading-of-the-sky we have in the Netherlands, and on January 4 we saw an amazing one here, admiring it during a neighbourhood braai, wondering what it might mean. The next day, I made it to work through the heavy rain (in summer!) and looking it up to see what it meant and why… reality very much confirmed the theory, the whole day long.

# More lively Theory of Computation lectures with peer instruction

Although I don’t teach theory of computation these days, I did encounter something that I’m pretty sure of that would have made the lectures more lively compared to my attempts (blogged about earlier here), and deserves some ‘air time’: peer instruction [1].

My database systems, computer literacy, and networks students already encountered it during some of my lectures, but to briefly recap the general idea (pioneered by Eric Mazur): you insert ‘quiz questions’ (i.e., concept tests) into the lectures, students vote on the multiple choice question, then there is a discussion among the students about the answers, and a re-vote. This sounds perhaps too playful for higher education, but it has been shown to improve course grades by 34-45% [1, 2], thanks to, among others, active engagement, focusing on understanding principles, and student discussion involving ‘teaching each other’.

Even if one thinks it can be suitable for some courses but not others (like tough computer science courses), there’s even peer instruction course material for something so abstract as theory of computation, pioneered by Cynthia Lee and available through peerinstruction4cs. And it works [2].

The peer instruction slides for theory of computation and several other courses can be downloaded after registration. This I did, both out of curiosity and for getting ideas how I might improve the quizzes for the networks course I’m teaching, for which no materials are available yet. Here, I’ll give two examples of such questions for theory of computation to give an indication that it is feasible.

The first one is about tracing through an NFA, and grasping the notion that if any trace through the NFA computation ends in a final state with all input read, it accepts the string. The question is shown in the figure below, which I rendered with the AutoSim automata simulator.

Peer instruction quiz question about NFAs.

A and D can be excluded ‘easily’: A has the second trace as [accept] but it rejects, and D has the first trace [reject] but it accepts (which can be checked nicely with the AutoSim file loaded into the tool). The real meat is with options B and C: if one trace accepts and the other rejects, then does the NFA as a whole accept the string or not? Yes, it does; thus, the answer is B.

The other question is further into the course material, on understanding reductions. Let us have ATM and it reduces to MYSTERY_LANGUAGE. Which of the following is true (given the above statement is true):

1. a) You can reduce to MYSTERY_LANG from ATM.
2. b) MYSTERY_LANG is undecidable.
3. c) A decider for MYSTERY_LANG (if it exists) could be used to decide ATM.
4. d) All of the above

Answering this during the lecture requires more than consulting a ‘cheat sheet’ on reductions. A is a rephrasing of the statement, so that holds (though this option may not be very fair with students whose first language is not English). You will have to remember that ATM is undecidable, and, if visually oriented, the following figure:

Graphical depiction of reduction

So, if ATM is undecidable (the “P1” on the left), then so is MYSTERY_LANGUAGE (the “P2” on the right); for the aficionados: there’s a theorem for that in Chapter 9 of [3], being ‘if there is a reduction from P1 to P2, then if P1 is undecidable, then so is P2’. So B holds. Thus, the answer is probably D, but let’s look at C just to be sure of D. Because ATM is ‘in’ MYSTERY_LANGUAGE, then if we can decide MYSTERY_LANGUAGE, then so can we decide ATM—it just happens to be the case we can’t (but if we could, it would have been possible). Thus, indeed, D is the answer.

Sure, there is more to theory of computation than quizzes alone, but feasible it is, and on top of that, student perception of peer instruction is apparently positive [4]. But before making the post too long on seemingly playful matters in education, I’m going to have a look at how that other game—the second semi-final—will unfold to see how interesting the world cup final is going be.

References

[1] Crouch, C.H., Mazur, E. (2001). Peer Instruction: Ten years of experience and results. American Journal of Physics, 69, 970-977.

[2] Bailey Lee, C., Garcia, S., Porter, L. (2013). Can Peer Instruction Be Effective in Upper-Division Computer Science Courses?. ACM Transactions on Computing Education, 13(3): 12-22.

[3] Hopcroft, J.E., Motwani, R. & Ullman, J.D. (2007). Introduction to Automata Theory, Languages, and Computation, 3rd ed., Pearson Education.

[4] Simon, B., Esper, S., Porter, L., Cutts, Q. (2013). Student experience in a student-centered peer instruction classroom. Proceedings of the International Computing Education Research Conference (ICER’13), ACM Conference Proceedings. pp129-136.

# Ontology Engineering lecture notes for 2014 online

The lecture notes for the Ontology Engineering BSc honours in CS course are available online now. The file is updated compared to the COMP720 module (and those notes have been removed). The main changes consist of reordering the chapters in Block II and Block III, adding better or more explanations and examples in several sections, fixing typos, and updates to reflect advances made in the field. It again includes the DL primer written by Markus Kroetzsch, Ian Horrocks and Frantisek Simancik (saving me the time writing about that; thanks!).

As with the last three installments, the target audience is computer science students in their 4th year (honours), so the notes are of an introductory nature. It has three blocks after the introduction: logic foundations, ontology engineering, and advanced topics (the latter we will skip, as this is a shorter course). The logic foundations contain a recap of FOL and the notion of reasoning, the DL primer and the basics of automated reasoning with the Description Logics with ALC, the DL-based OWL species, and some practical automated reasoning. The ontology engineering block starts with methods and methodologies that give guidance how to commence actually developing an ontology, and how to avoid and fix issues. Subsequently, there are two chapters going into some detail of two ‘paths’ in the methodology, being top-down ontology development using foundational ontologies, and bottom-up ontology development to extract knowledge from other material, such as relational databases, thesauri, and natural language documents.

The advanced topics are optional this year, but I left them in the lecture notes, as they may pique your interest. Chapter 8 on Ontology-Based Data Access is a particular application scenario of ontologies that ‘spice up’ database applications. Chapter 9 touches upon a few sub-areas within ontologies: representing and reasoning with vagueness and uncertainty, extending the language to include also temporal knowledge, the use of ontologies to enhance conceptual data models, and a note on social aspects.

It is still an evolving document, and relative completeness of sections varies slightly, so it has to be seen in conjunction with the slides, lectures, and some additional documentation that will be made available on the course’s Vula site.

Suggestions and corrections are welcome! If you want to use a part of it in your own lectures and/or use the accompanying slides with it, please contact me.