A systematic design of interval type-2 fuzzy logic system using extreme learning machine for electricity load demand forecasting

This paper presents a novel design of interval type-2 fuzzy logic systems (IT2FLS) by utilizing the theory of extreme learning machine (ELM) for electricity load demand forecasting. ELM has become a popular learning algorithm for single hidden layer feed-forward neural networks (SLFN). From the functional equivalence between the SLFN and fuzzy inference system, a hybrid of fuzzy-ELM has gained attention of the researchers. This paper extends the concept of fuzzy-ELM to an IT2FLS based on ELM (IT2FELM). In the proposed design the antecedent membership function parameters of the IT2FLS are generated randomly, whereas the consequent part parameters are determined analytically by the Moore-Penrose pseudo inverse. The ELM strategy ensures fast learning of the IT2FLS as well as optimality of the parameters. Effectiveness of the proposed design of IT2FLS is demonstrated with the application of forecasting nonlinear and chaotic data sets. Nonlinear data of electricity load from the Australian National Electricity Market for the Victoria region and from the Ontario Electricity Market are considered here. The proposed model is also applied to forecast Mackey-glass chaotic time series data. Comparative analysis of the proposed model is conducted with some traditional models such as neural networks (NN) and adaptive neuro fuzzy inference system (ANFIS). In order to verify the structure of the proposed design of IT2FLS an alternate design of IT2FLS based on Kalman filter (KF) is also utilized for the comparison purposes.

Evaluating assessment practices in design based learning environment

This investigation is focused on evaluating assessment practices in design based learning environment. The School of Engineering at Deakin University practices project/design based learning as one of its learning and teaching approach. When identifying graduate attributes particularly for undergraduate engineering programs in Australia, the program accrediting body Engineers Australia (EA) initiates a set of graduate attribute elements which was mentioned in “Stage1 competencies and elements of competency”. Stage1 competencies state that one of the important engineering application ability for graduates is ‘application of systematic engineering synthesis and design processes’. By practicing the design focused learning environment and evaluating students perceptions, This investigation examines students’ experiences of assessment practices in their curriculum through an online survey given to the same cohort of students in third year and fourth year undergraduate engineering.

Assessing team learning practices in project/ design based learning approach

Team learning is considered as a constructive way for enhancing students learning in collaborative environment. It involves interaction between students through peer-to-peer learning, which makes students to be problem solver, an excellent communicator, a good reviewer and a manager. The School of Engineering at Xxx University practices project/design based learning as one of its learning and teaching approach. The project/design based learning process helps students to be self directed leaners which enhances the student learning outcomes towards attaining graduate career expected skills. An Overarching goal of this study is assessing the team learning experiences of cohort of students from third year civil undergraduate engineering in a project/design based learning approach at Xxx University. From the students’ experiences and views, this study will investigate and visualize the students choice of a unique team learning practice which enhances their learning outcomes in project/design based curriculum.

Evaluation of student learning outcomes in fourth year engineering mechatronics through design based learning curriculum

This paper focuses on evaluation of student learning outcomes in fourth year engineering mechatronics through design based learning curriculum. The purpose of all engineering degrees is to provide strong grounding with principles of engineering science and technology. By learning engineering methods and approaches in an academic environment, graduates can enter the world of work and tackle real world problems with innovation and creativity. In many cases, academic staff are responsible for driving and setting high expectations in their classrooms. Sometimes staff are expected to teach subjects outside their expertise. This research paper is concerned with evaluating student learning outcomes through feedback sought from students on design-based learning approach.

Identifying inorganic material affinity classes for peptide sequences based on context learning

There is a growing interest in identifying inorganic material affinity classes for peptide sequences due to the development of bionanotechnology and its wide applications. In particular, a selective model capable of learning cross-material affinity patterns can help us design peptide sequences with desired binding selectivity for one inorganic material over another. However, as a newly emerging topic, there are several distinct challenges of it that limit the performance of many existing peptide sequence classification algorithms. In this paper, we propose a novel framework to identify affinity classes for peptide sequences across inorganic materials. After enlarging our dataset by simulating peptide sequences, we use a context learning based method to obtain the vector representation of each amino acid and each peptide sequence. By analyzing the structure and affinity class of each peptide sequence, we are able to capture the semantics of amino acids and peptide sequences in a vector space. At the last step we train our classifier based on these vector features and the heuristic rules. The construction of our models gives us the potential to overcome the challenges of this task and the empirical results show the effectiveness of our models.

Remixing as a creative and social approach to learning design

This paper discusses the concepts of remixing and morphing in learning design. In particular, it focuses on how the authors used approaches and findings from a high school action research study to inform their work in higher education. This was done in an attempt to build authentic and active student learning experiences that align with the needs of the 21st Century, and they argue that remixing offers a creative and social approach to the designing of learning. The high school study embedded social and participatory media into the face-to-face classroom. This opened up opportunities for students to interact and share user-generated content. The authors discuss how they have used the approaches and findings from this high school study in their work in teacher education and pre-service teacher education, as well in as learning design in the Business and Law Faculty. The authors' university has a strategic plan that identifies the world as globally connected, with new ideas available at the touch of a button and innovation 'anywhere' and at 'any time' and this paper supports that agenda. Using the concept of remixing the authors build on their previous work in learning design and make explicit the sharing nature within a remix approach. The use of the concept of remix is demonstrated within a bigger picture of what is sometimes called 'course-wide' thinking. The authors argue that this work contributes evidence and analysis that can inform course designers, practitioner-researchers and the work of academics, from across disciplines, to design courses that recognise and support active student learning.

Learning multi-faceted activities from heterogeneous data with the product space hierarchical Dirichlet processes

Hierarchical Dirichlet processes (HDP) was originally designed and experimented for a single data channel. In this paper we enhanced its ability to model heterogeneous data using a richer structure for the base measure being a product-space. The enhanced model, called Product Space HDP (PS-HDP), can (1) simultaneously model heterogeneous data from multiple sources in a Bayesian nonparametric framework and (2) discover multilevel latent structures from data to result in different types of topics/latent structures that can be explained jointly. We experimented with the MDC dataset, a large and real-world data collected from mobile phones. Our goal was to discover identity–location– time (a.k.a who-where-when) patterns at different levels (globally for all groups and locally for each group). We provided analysis on the activities and patterns learned from our model, visualized, compared and contrasted with the ground-truth to demonstrate the merit of the proposed framework. We further quantitatively evaluated and reported its performance using standard metrics including F1-score, NMI, RI, and purity. We also compared the performance of the PS-HDP model with those of popular existing clustering methods (including K-Means, NNMF, GMM, DP-Means, and AP). Lastly, we demonstrate the ability of the model in learning activities with missing data, a common problem encountered in pervasive and ubiquitous computing applications.

Informal networked learning as teamwork in design studio Cmyview: using mobile digital technologies to connect with student's everyday experiences

CmyView is a research project that investigates how mobile technologies have the potential to facilitate new ways to share, experience and understand the connections that people have with places. The aim of the project is to theorise and develop a tool and a methodology that addresses the reception of architecture and the built environment using mobile digital technologies that harness ubiquitous everyday practices, such as photography and walking. While CmyView is primarily focused on evidencing the reception of places, this chapter argues that these activities can also make a contribution to the core pedagogy of architectural education, the design studio. This chapter presents findings of an initial pilot study with four students at an Australian university that demonstrates how CmyView offers a valuable contribution to the educational experience in the design studio.