The decision on what item to learn next in a course can be supported by a recommender system (RS), which aims at making the learning process more efficient and effective. However, learners and learning activities frequently change over time. The question is: how are timely appropriate recommendations of learning resources actually evaluated and how can they be compared?

The PROMIS Project is an ongoing EU Tempus Project for setting up ISC (Informatics as a Second Competence) Master's degrees in Central Asia. We are more specifically concerned with ensuring the vocational aspect of studies and tightening the relationships between companies and universities in this project. To meet these goals we mainly propose to base the curricula organization on both reverse teaching and apprenticeship. As we also want the degrees to be part of an international network many tasks of the project are dedicated to sharing and discussing pedagogical materials and methods between European and Central Asia partners. This paper contains a general presentation of the PROMIS Project and a focus on the organization of pedagogical workshops that are its most important pedagogy sharing task.

This paper, investigates how academic performance of students evolves over the years in their studies during a study programme. To determine typical progression patterns over the years, students are described by a 4 tuple (e.g. x1, x2, x3, x4), these being the clusters' mean to which a student belongs to in each year of the degree. For this purpose, two consecutive cohorts have been analyzed using X-means clustering. Interestingly the patterns found in both cohorts show that a substantial number of students stay in the same kind of groups during their studies.

The ERAMIS acronym stands for European-Russian-Central Asian Network of Master's degrees “Informatics as a Second Competence”. The aim of this project is to create a Master degree “Computer Science as a Second Competence” in 9 beneficiary universities located in Kazakhstan, Kirghizstan and Russia. One crucial aspect of the project is training. In this contribution we describe how training sessions have been organized, the pedagogical issues that are involved and ways to address them.

The aim of the ERAMIS project is to set up a network of Master's degree “Informatics as a Second Competence” among 9 beneficiary universities of Kazakhstan, Kyrgyzstan and Russia, and 5 European universities. This contribution presents how this network is implemented.

The aim of the ERAMIS project is to create a Master degree “Computer as a Second Competence” in 9 beneficiary universities of Kazakhstan, Kyrgyzstan and Russia. This contribution presents how faculty development is organized inside this project.

In many educational institutions, face to face as well as on-line teaching is supported by the use of a Learning Management System (LMS). To be able to analyze better data stored by LMS, we have started developing a dedicated tool for this purpose. While analyzing usage data with teachers, we have noticed that the number of students attempting non self-tests decreases during the semester. Teachers were interested in investigating this pattern further to uncover the strategy adopted by students. In this paper, we explain our approach to investigate the core group effect in resources usage: given a set of resources, is a group of students emerging that continuously uses the resources or, on the contrary, are the resources used on an irregular basis by different students? We answer this question checking the confidence of what we call local rules and global rules. We show a case study conducted with our analysis tool as a first step to validate our approach.

Deterministic finite automata (DFA) are taught in courses like "formal foundations of computer science". It is quite a challenge to get students interested and proficient in that field. This contribution presents a set of design patterns to help teachers teach and students learn the design of DFA.

We address the problem of verifying clique avoidance in the TTP protocol. TTP allows several stations embedded in a car to communicate. It has many mechanisms to ensure robustness to faults. In particular, it has an algorithm that allows a station to recognize itself as faulty and leave the communication. This algorithm must satisfy the crucial ‘non-clique’ property: it is impossible to have two or more disjoint groups of stations communicating exclusively with stations in their own group. In this paper, we propose an automatic verification method for an arbitrary number of stations $N$ and a given number of faults $k$ . We give an abstraction that allows to model the algorithm by means of unbounded (parametric) counter automata. We have checked the non-clique property on this model in the case of one fault, using the ALV tool as well as the LASH tool.

No abstract available.

Formal verification of properties in reactive real-time systems is crucial, as these systems are often safety-critical. Such systems are successfully implemented using synchronous languages, where refinement is a relevant operation. This paper investigates the interplay between this operation and formal verification. It turns out that, while for the refined program component-based verification of properties expressed using suitable temporal logics is easily achieved, component-based verification from the point of view of the refining program is best achieved with observers. Our results are based on a translation of synchronous programs into Boolean automata. Their practical relevance is illustrated with a protocol case study.