DSpace Collection:
http://archive.cmb.ac.lk:8080/xmlui/handle/70130/41
2024-03-28T14:18:50ZImproving the Climate for Statistics
http://archive.cmb.ac.lk:8080/xmlui/handle/70130/4510
Title: Improving the Climate for Statistics
Authors: Stern, Roger
Abstract: INTRODUCTION
I am very honoured to have been invited to deliver the 10th Vidya Jyothi
Professor V. K. Samaranayake memorial oration. I thank the Director and the
Academic staff of the U.C.S.C., and the University of Colombo for this. I
believe I am the first non-Sri Lankan to have been invited in this way. I
understand this is not only the 10th anniversary of this memorial series, but
is also being celebrated as the 50th anniversary of computing at the
University of Colombo.
Professor Samaranayake (Prof, from now on in this talk), influenced
developments in Sri Lanka in many areas. I am a statistician and therefore I
use this occasion mainly to discuss his influence in this area. In particular I
consider some topics that combine statistics and computing. This influence
between our organisations was partly via a link between the University of
Colombo and the University of Reading. The formal link was more than 30
years ago, but some of the activities remain important today.
In 1967,50 years ago, Prof first taught FORTRAN programming to University
of Colombo students. This was the same year that I joined the Department
of Applied Statistics at the University of Reading. Statistics has been a
problem subject to many people, in many countries, for a long time. I
describe this problem in Box 1 below.
Box 1: Common problems with statistics teaching
Service course training is often dominated by analysis, with relatively little
on data organisation, or on design. Examples are usually relatively small,
hence little time is devoted to important descriptive methods.
Sometimes a "recipe-book" approach is used which usually results in
topics covered in their order of mathematical complexity, rather than
their importance. It also often results in the overuse, and often irrelevant
use, of significance tests. This approach provides little understanding of
principles2017-01-01T00:00:00Z50 years of Computing at the University of Colombo.
http://archive.cmb.ac.lk:8080/xmlui/handle/70130/4509
Title: 50 years of Computing at the University of Colombo.
Authors: Hoare, Tony2017-01-01T00:00:00ZPlagiarism Detection in e-Learning Systems
http://archive.cmb.ac.lk:8080/xmlui/handle/70130/4422
Title: Plagiarism Detection in e-Learning Systems
Authors: Ranatunga, R.V.S.P.K.
Abstract: At present, the problem of plagiarism is being increased by widespread use of online documents, the Internet and e - learning systems. It has been identified as one of the most crucial issues to be addressed to maintain the quality and effectiveness of the learning/teaching process especially in higher and university education sector. In order to tackle this problem there should be free, efficient and reliable methods to identify the plagiarized versions of documents among the corpus stored in the large document bases in Learning Management Systems (LMS). The main problem which is addressed in this thesis is detecting the plagiarized versions of documents among the submitted tutorials, assignments and other documents by the students in a LMS. Other than the traditional plagiarism detection approaches a new framework for plagiarism detection is introduced for detecting plagiarism of such kind of corpus in the LMS which covers all the inherent tendencies of the plagiarizer. It is called MAPDetect. The core of this framework consists of several metrics which give more evidence of plagiarism on different types such as verbatim copying, paraphrasing and collusion, structural changes of the content and change of formatting. Algorithms on the document representation are used to calculate the word level correlation among the documents and it is more related to the surface level document similarity analysis. The deep structure of a document such as its, syntactic and semantic analyses are used to detect paraphrasing and collusion. Formatting structure of a document which gives other area of evidence on plagiarism is also emphatically considered. Authorship verification from the field of intrinsic plagiarism detection is also used in the proposed framework. A modular architecture is used for this framework to implement the plagiarism detection techniques with preprocessing sub systems. Real document sets submitted by university students have been used for testing the improved surface level detection of the framework. The deep level detection is tested with a manually created corpus. The result of the exploratory experiments on proposed algorithms of each module gives promising results. It demonstrates that the integration of several metrics on different areas gives significant evidence to discriminate the plagiarized documents more accurately. In this context the user is provided a great opportunity to obtain more evidence to prove the identification of the plagiarized segments of the documents.
Description: MPhil Thesis2012-01-01T00:00:00Z"M-Learning Not an Extension of E-Learning:” Based on a Case Study of Moodle VLE
http://archive.cmb.ac.lk:8080/xmlui/handle/70130/4419
Title: "M-Learning Not an Extension of E-Learning:” Based on a Case Study of Moodle VLE
Authors: Hewagamage, K.P.; Wickramasinghe, W.M.A.S.B.; Jayatilaka, A. De S.
Abstract: In this paper, the authors present work that was carried out to develop an m-learning extension to a Moodle
based VLE at the University of Colombo School of Computing (UCSC) and its initial evaluation. They believed
this new development could bring a value added service to learners and describe how mobile browsing,
mobile applications and Short Message Service (SMS) were used to access learning resources and activities
to interact with other users who were facilitating or following on-line courses. However, in their investigation,
the authors discovered that m-learning cannot be promoted as a value added service for the current
e-Learning based framework. Learners do not receive a significant benefit compared to the cost they incur to
interact with the learning service. Both pedagogy and technical infrastructure must be considered together,
not as an extension of existing services but to provide a new learning service for m-learning.2012-01-01T00:00:00Z