title: Towards a framework for designing full model selection and optimization systems

authors: Sun, Quan

subjects: computer science

abstract: People from a variety of industrial domains are beginning to realise that appropriate use of machine learning techniques for their data mining projects could bring great benefits. End-users now have to face the new problem of how to choose a combination of data processing tools and algorithms for a given dataset. This problem is usually termed the Full Model Selection (FMS) problem. Extended from our previous work [10], in this paper, we introduce a framework for designing FMS algorithms. Under this framework, we propose a novel algorithm combining both genetic algorithms (GA) and particle swarm optimization (PSO) named GPS (which stands for GA-PSO-FMS), in which a GA is used for searching the optimal structure for a data mining solution, and PSO is used for searching optimal parameters for a particular structure instance. Given a classification dataset, GPS outputs a FMS solution as a directed acyclic graph consisting of diverse data mining operators that are available to the problem. Experimental results demonstrate the benefit of the algorithm. We also present, with detailed analysis, two model-tree-based variants for speeding up the GPS algorithm.

text: Towards a framework for designing full model selection and optimization systems People from a variety of industrial domains are beginning to realise that appropriate use of machine learning techniques for their data mining projects could bring great benefits. End-users now have to face the new problem of how to choose a combination of data processing tools and algorithms for a given dataset. This problem is usually termed the Full Model Selection (FMS) problem. Extended from our previous work [10], in this paper, we introduce a framework for designing FMS algorithms. Under this framework, we propose a novel algorithm combining both genetic algorithms (GA) and particle swarm optimization (PSO) named GPS (which stands for GA-PSO-FMS), in which a GA is used for searching the optimal structure for a data mining solution, and PSO is used for searching optimal parameters for a particular structure instance. Given a classification dataset, GPS outputs a FMS solution as a directed acyclic graph consisting of diverse data mining operators that are available to the problem. Experimental results demonstrate the benefit of the algorithm. We also present, with detailed analysis, two model-tree-based variants for speeding up the GPS algorithm.

year: 2013

title: MLearning in a New Zealand secondary school: A case study

authors: Wright, Noeline

subjects: MLearning

abstract: Four classroom teachers (geography, food technology, ESOL, Japanese) experimented with a range of mobile devices (digital cameras, proprietary hardware/software, phones and mp3 players) during 2010. In conjunction both with a telecommunications provider and the Ministry of Education, this research sought to understand the following: how teachers use various mobile technologies for learning, what issues arise that impede this, what benefits emerge if any, and what students’ experiences are of using these devices as part of their subject learning. Interviews and classroom observations were the key data collection methods over a month. Twenty-nine students were interviewed across three classes and three of the four classroom teachers were interviewed, plus the IT Director in the school. These data were analysed thematically for patterns of experience. 
Findings included: the importance of the pedagogical background knowledge of the IT Director in supporting the learning; the improved engagement and participation of students in their learning when mobile devices were used; the desire of students to use these tools regularly in their classrooms to support their learning; the crucial value of the experience of the trial teachers in experimenting with new tools. This last finding suggests that teachers of more than 10 years’ practice are likely to be most comfortable with coping with the potential destabilising effects of introducing unfamiliar/untried tools to a classroom setting.

text: MLearning in a New Zealand secondary school: A case study Four classroom teachers (geography, food technology, ESOL, Japanese) experimented with a range of mobile devices (digital cameras, proprietary hardware/software, phones and mp3 players) during 2010. In conjunction both with a telecommunications provider and the Ministry of Education, this research sought to understand the following: how teachers use various mobile technologies for learning, what issues arise that impede this, what benefits emerge if any, and what students’ experiences are of using these devices as part of their subject learning. Interviews and classroom observations were the key data collection methods over a month. Twenty-nine students were interviewed across three classes and three of the four classroom teachers were interviewed, plus the IT Director in the school. These data were analysed thematically for patterns of experience. 
Findings included: the importance of the pedagogical background knowledge of the IT Director in supporting the learning; the improved engagement and participation of students in their learning when mobile devices were used; the desire of students to use these tools regularly in their classrooms to support their learning; the crucial value of the experience of the trial teachers in experimenting with new tools. This last finding suggests that teachers of more than 10 years’ practice are likely to be most comfortable with coping with the potential destabilising effects of introducing unfamiliar/untried tools to a classroom setting.

year: 2011

title: “I learned quite a lot of the Maths stuff now that I think of it”: Māori Medium Students reflecting on their Initial Teacher Education

authors: Hawera, Ngārewa

subjects: initial teacher education

abstract: Research involving preservice or initial teacher education (ITE) indicates that mathematics education is a vital component of study. Little is known however, of indigenous student views of their compulsory mathematics education courses for a teaching degree. This research contributes to that knowledge space as it explores Māori medium ITE students’ perceptions of mathematics education in Aotearoa New Zealand. A thematic and qualitative analysis of a focused group discussion provides insights into key factors that students reported as significant links between their university and practicum experiences (teaching practice in schools). Some suggestions for strengthening that programme were also expressed. Findings indicate that factors linked to teacher ‘cultural competencies’, including an ethic of care, respectful relationships, revision of content knowledge, language learning, assessment practices, exposure to different ideas and planning and pedagogy were important. Navigating student-mentor teacher tensions as well as clarifying the significance of ideas in texts were highlighted as areas for strengthening. Mathematics educators preparing students for indigenous primary school settings may find this study useful.

text: “I learned quite a lot of the Maths stuff now that I think of it”: Māori Medium Students reflecting on their Initial Teacher Education Research involving preservice or initial teacher education (ITE) indicates that mathematics education is a vital component of study. Little is known however, of indigenous student views of their compulsory mathematics education courses for a teaching degree. This research contributes to that knowledge space as it explores Māori medium ITE students’ perceptions of mathematics education in Aotearoa New Zealand. A thematic and qualitative analysis of a focused group discussion provides insights into key factors that students reported as significant links between their university and practicum experiences (teaching practice in schools). Some suggestions for strengthening that programme were also expressed. Findings indicate that factors linked to teacher ‘cultural competencies’, including an ethic of care, respectful relationships, revision of content knowledge, language learning, assessment practices, exposure to different ideas and planning and pedagogy were important. Navigating student-mentor teacher tensions as well as clarifying the significance of ideas in texts were highlighted as areas for strengthening. Mathematics educators preparing students for indigenous primary school settings may find this study useful.

year: 2017