Nickolas Falkner

Bio: Nickolas Falkner is an academic researcher from University of Adelaide. The author has contributed to research in topics: Concept map & Curriculum. The author has an hindex of 22, co-authored 102 publications receiving 2599 citations. Previous affiliations of Nickolas Falkner include University of Oxford.

The Internet Topology Zoo

Abstract: The study of network topology has attracted a great deal of attention in the last decade, but has been hampered by a lack of accurate data. Existing methods for measuring topology have flaws, and arguments about the importance of these have overshadowed the more interesting questions about network structure. The Internet Topology Zoo is a store of network data created from the information that network operators make public. As such it is the most accurate large-scale collection of network topologies available, and includes meta-data that couldn't have been measured. With this data we can answer questions about network structure with more certainty than ever before - we illustrate its power through a preliminary analysis of the PoP-level topology of over 140 networks. We find a wide range of network designs not conforming as a whole to any obvious model.

Addressing the challenges of a new digital technologies curriculum: MOOCs as a scalable solution for teacher professional development

Abstract: England and Australia have introduced new learning areas, teaching computer science to children from the first year of school. This is a significant milestone that also raises a number of big challenges: the preparation of teachers and the development of resources at a national scale . Curriculum change is not easy for teachers, in any context, and to ensure teachers are supported, scaled solutions are required. One educational approach that has gained traction for delivering content to large-scale audiences are massively open online courses (MOOCs); however, little is known about what constitutes effective MOOC design, particularly within professional development contexts. To prepare teachers in Australia, we decided to ride the wave of MOOCs, developing a MOOC to deliver free computing content and pedagogy to teachers with the integration of social media to support knowledge exchange and resource building. The MOOC was designed to meet teacher needs, allowing for flexibility, ad-hoc interactions, support and the open sharing of resources. In this paper, we describe the process of developing our initiative, participant engagement and experiences, so that others encountering similar changes and reforms may learn from our experience. Keywords: scaling up; MOOCs; open access; professional development; online course; computer science education (Published: 28 August 2014) Citation: Research in Learning Technology 2014, 22 : 24691 - http://dx.doi.org/10.3402/rlt.v22.24691

A comprehensive text analysis of lecture slides to generate concept maps

Abstract: Current instructional methods widely support verbal learning through linear and sequential teaching materials, focusing on isolated pieces of information. However, an important aspect of learning design is to facilitate students in identifying relationships between information. The transformation of linearity in teaching resources into integrated network models such as concept maps facilitates effective knowledge organisation by constructing relationships between new and existing knowledge. However, the manual construction of concept maps from teaching materials places an additional workload on the academics involved. Consequently, this research investigates the effectiveness of automated approaches in extracting concept maps from lecture slides and the suitability of auto-generated concept maps as a pedagogical tool. We develop a set of Natural Language Processing (NLP) algorithms to support concept-relation-concept triple extraction to form concept maps. Structural and graph-based features are utilised to rank the triples according to their importance. The natural layout of the lecture slides is incorporated to organise the triples in a hierarchy, facilitating highly integrated structure. Our evaluation studies identify promising results, with several case studies demonstrating a statistically significant correlation (r s > 0.455) between auto-generated concept maps and human experts' judgment. Auto-generated concept maps were rated from ‘good’ to ‘very good’ by the academics on evaluation factors such as coverage, accuracy, and suitability as a pedagogical tool. Thus, auto-generated concept maps from this research can be utilised as a positive alternative to the manual construction of expert concept maps and further, it is possible to utilise these maps for a wider range of applications including knowledge organisation and reflective visualisation of course contents. Our research contributes to bridging the gap between linearity in teaching materials and the necessity of creating integrated network models from teaching resources.

Identifying computer science self-regulated learning strategies

Abstract: Computer Science students struggle to develop fundamental programming skills and software development processes. Crucial to successful mastery is the development of discipline specific cognitive and metacognitive skills, including self-regulation. We can assist our students in the process of reflection and self-regulation by identifying and articulating successful self-regulated learning strategies for specific discipline contexts. However, in order to do so, we must develop an understanding of those discipline-specific strategies that are successful and can be readily adopted by students.In this paper, we analyse student reflections from an introductory software development course, identifying the usage of self-regulated learning strategies that are either specific to the software development domain, or articulated in that context. This study assists in the understanding of how Computer Science students develop learning skill within the discipline, and provides examples to guide the development of scaffolding activities to assist learning development.

Random graphs

Abstract: We will review some of the major results in random graphs and some of the more challenging open problems. We will cover algorithmic and structural questions. We will touch on newer models, including those related to the WWW.

Experience and Education.

Abstract: Preparing the books to read every day is enjoyable for many people. However, there are still many people who also don't like reading. This is a problem. But, when you can support others to start reading, it will be better. One of the books that can be recommended for new readers is experience and education. This book is not kind of difficult book to read. It can be read and understand by the new readers.

Multimedia in Learning

Abstract: A wide variety of media can be used in learning, including distance learning, such as print, lectures, conference sections, tutors, pictures, video, sound, and computers. Any one instance of distance learning will make choices among these media, perhaps using several.