Educational data mining and learning analytics promise better understanding of student behavior and knowledge, as well as new information on the tacit factors that contribute to student actions. This knowledge can be used to inform decisions related to course and tool design and pedagogy, and to further engage students and guide those at risk of failure. This working group report provides an overview of the body of knowledge regarding the use of educational data mining and learning analytics focused on the teaching and learning of programming. In a literature survey on mining students' programming processes for 2005-2015, we observe a signifcant increase in work related to the field. However, the majority of the studies focus on simplistic metric analysis and are conducted within a single institution and a single course. This indicates the existence of further avenues of research and a critical need for validation and replication to better understand the various contributing factors and the reasons why certain results occur. We introduce a novel taxonomy to analyse replicating studies and discuss the importance of replicating and reproducing previous work. We describe what is the state of the art in collecting and sharing programming data. To better understand the challenges involved in replicating or reproducing existing studies, we report our experiences from three case studies using programming data. Finally, we present a discussion of future directions for the education and research community.Petri Ihantola, Arto Vihavainen, Alireza Ahadi, Matthew Butler, Jürgen Börstler, Stephen H. Edwards, Essi Isohanni, Ari Korhonen, Andrew Petersen, Kelly Rivers, Miguel Ángel Rubio, Judy Sheard, Bronius Skupas, Jaime Spacco, Claudia Szabo, Daniel Tol

Long non-coding RNAs (lncRNAs) form the largest transcript class in the human transcriptome. These lncRNA are expressed not only in the cells, but they are also present in the cell-derived extracellular vesicles such as exosomes. The function of these lncRNAs in cancer biology is not entirely clear, but they appear to be modulators of gene expression. In this study, we characterize the expression of lncRNAs in several prostate cancer exosomes and their parental cell lines. We show that certain lncRNAs are enriched in cancer exosomes with the overall expression signatures varying across cell lines. These exosomal lncRNAs are themselves enriched for miRNA seeds with a preference for let-7 family members as well as miR-17, miR-18a, miR-20a, miR-93 and miR-106b. The enrichment of miRNA seed regions in exosomal lncRNAs is matched with a concomitant high expression of the same miRNA. In addition, the exosomal lncRNAs also showed an over representation of RNA binding protein binding motifs. The two most common motifs belonged to ELAVL1 and RBMX. Given the enrichment of miRNA and RBP sites on exosomal lncRNAs, their interplay may suggest a possible function in prostate cancer carcinogenesis.

Methods for automatically identifying students in need of assistance have been studied for decades. Initially, the work was based on somewhat static factors such as students' educational background and results from various questionnaires, while more recently, constantly accumulating data such as progress with course assignments and behavior in lectures has gained attention. We contribute to this work with results on early detection of students in need of assistance, and provide a starting point for using machine learning techniques on naturally accumulating programming process data. When combining source code snapshot data that is recorded from students' programming process with machine learning methods, we are able to detect high- and low-performing students with high accuracy already after the very first week of an introductory programming course. Comparison of our results to the prominent methods for predicting students' performance using source code snapshot data is also provided. This early information on students' performance is beneficial from multiple viewpoints. Instructors can target their guidance to struggling students early on, and provide more challenging assignments for high-performing students. Moreover, students that perform poorly in the introductory programming course, but who nevertheless pass, can be monitored more closely in their future studies.

MicroRNAs (miRNAs) are short ~22 nucleotides (nt) ribonucleic acids which post-transcriptionally regulate gene expression. miRNAs are key regulators of all cellular processes, and the correct expression of miRNAs in an organism is crucial for proper development and cellular function. As a result, the miRNA biogenesis pathway is highly regulated. In this review, we outline the basic steps of miRNA biogenesis and miRNA mediated gene regulation focusing on the role of RNA binding proteins (RBPs). We also describe multiple mechanisms that regulate the canonical miRNA pathway, which depends on a wide range of RBPs. Moreover, we hypothesise that the interaction between miRNA regulation and RBPs is potentially more widespread based on the analysis of available high-throughput datasets.

Advances in Information Technology (IT) and computer science have without a doubt had a significant impact on our daily lives. The past few decades have witnessed the advancement of IT enabled processes in generating actionable insights in various fields, encouraging research based applications of modern Data Science methods. Among many other fields, education research has also been adopting different analytical approaches to advance the state of education systems. Moreover, developments in software engineering and web-based applications have made collection of education data possible at large scales. This systematic review aims to explore the 21st century’s state of the art applications of text mining methods used in the field of education. We analyse the metadata of all publications that use text mining or natural language processing in educational settings to report on the key themes of application of text mining methods in educational studies providing an overview of the current state of the art and the future directions for research and applications.

The computing education community has studied extensively the errors of novice programmers. In contrast, little attention has been given to student's mistake in writing SQL statements. This paper represents the first large scale quantitative analysis of the student's syntactic mistakes in writing different types of SQL queries. Over 160 thousand snapshots of SQL queries were collected from over 2000 students across eight years. We describe the most common types of syntactic errors that students make. We also describe our development of an automatic classifier with an overall accuracy of 0.78 for predicting student performance in writing SQL queries.