Knowledge Graphs

• E 066 931 Logic and Computation:
  Module "Knowledge Representation and Artificial Intelligence"
• E 066 936 Medical Informatics:
  Module "Information Processing" ("Informationsverarbeitung")
• E 066 937 Software Engineering & Internet Computing:
  Module "Information Systems" ("Informationssysteme")
• E 066 926 Business Informatics:
  Module "ISE/EXT – Information Systems Engineering Extension"
• E 066 645 Data Science:
  Module "VAST/EX – Visual Analytics and Semantic Technologies - Extension"

(Update 23.02.2021: Now confirmed by both StuKos!)

The following is a (non-exhaustive) list of examples of what can make a good project and portfolio topic:

• Application-oriented: Portfolio on creating a financial Knowledge Graph, based on public data in Austria combined with EU-level open data.
• System-oriented: Portfolio on a KG used for scalable reasoning using one ML-technique and a logic-based technique.
• Foundations-oriented: Portfolio on complexity of KG processing and reasoning in an, e.g., databases or ML-based KG framework.
• State-of-the-art-oriented: Portfolio on the state-of-the-art of Graph Neural Network-based reasoning that incorporates domain knowledge for a chosen domain, and shows how the techniques could be applied.

Each portfolio will have a particular focus, but needs to put it in the context of the other learning outcomes. E.g., while not every portfolio will apply KG Embeddings based models, it should put the covered topics in the context, to demonstrate meeting the learning outcomes.

Summative assessment is by one item: the project portfolio. It was already briefly mentioned in the overview. In particular, it:

• gives a clear, transparent basis for the achieved marks, and puts control of demonstrating the achieved learning outcomes into one's own hands.
• allows diversity in how to demonstrate the learning outcomes: while a typical way to demonstrate that would be a practical project portfolio, those who are pursuing a theoretical direction will be able to demonstrate that through a theoretical project portfolio
• allows for self-regulated learning: while the portfolio is the single assessment item, it is the witness of a longer learning process, and can be created - using the principle of "patchwork" text - throughout the learning process, or in one block at the end, depending on the learning type

The procedure is in three simple steps:

• one-page summary proposing a portfolio project by you
• formative feedback on the proposal to you
• submission of the final portfolio

This will be supported by discussions and feedback throughout the course.

Grading is according to the following principles:

• G4: Showing basic proficiency in at least 6 learning outcomes.
• B3: Showing basic proficience in at least 10 learning outcomes.
• U2: As above, and exceeding the threshold in at least 1 learning outcome.
• S1: As above, and exceeding the threshold in at least 2 learning outcomes.

That is, it is not necessary for each portfolio to go beyond basic proficiency in all learning outcomes, but perfectly fine to excel in a selection of them.

The course is divided roughly into the following activities:

• 15h Lectures
• 5h Discussion
• 40h Project
• 15h Project Portfolio Preparation

More details and their rationale are given here: To support a diversity of learners, and in line with education literature that suggests inclusive design and a diversity of methods rather than individual intervention, learning is centred around covering all LOs form multiple perspectives.

• Lectures. This is particularly helpful to learners accessible to the "transmission" learning perspective. This is not limited to classical frontal lecturing, but includes situations where the entire class is participating in joint activities such as via virtual whiteboards (as defined by the individual session plan). Such situations are designed to address the typical challenges of frontal lecturing, in particular student engagement. This stream covers all LOs, but with a limited depth on those that require active practice.
• Project. This is particularly helpful to learners accessible to the "apprenticeship" learning perspective. This includes what education literature on active learning suggests on presenting "messy" real problems. Here the concept is very simple: in one consistent project, the learner goes through all LOs.
• Project Portfolio. Again, the learner goes through all LOs, and by having to assemble a project portfolio (i.e., report highlighting the achieved results with respect to the LOs) facilitates reflecting on the own learning progress. This enables self-regulated learning.