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 significant 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 * Working group leaders Permission to make digital or hard copies of part or all of this work for personal or classroom use is granted without fee provided that copies are not made or distributed for profit or commercial advantage and that copies bear this notice and the full citation on the first page. Copyrights for third-party components of this work must be honored. For all other uses, contact the owner/author(s).

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.

Course instructors need to be able to students in need of assistance as early in the course as possible. Recent work has suggested that machine learning approaches applied to snapshots of small programming exercises may be an effective solution to this problem. However, these results have been obtained using data from a single institution, and prior work using features extracted from student code has been highly sensitive to differences in context. This work provides two contributions: first, a partial reproduction of previously published results, but in a different context, and second, an exploration of the efficacy of neural networks in solving this problem. Our findings confirm the importance of two features (the number of steps required to solve a problem and the correctness of key problems), indicate that machine learning techniques are relatively stable across contexts (both across terms in a single course and across courses), and suggest that neural network based approaches are as effective as the best Bayesian and decision tree methods. Furthermore, neural networks can be tuned to be reliably pessimistic, so they may serve a complementary role in solving the problem of identifying students who need assistance.

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.

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.

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Computing academics report bimodal grade distributions in their CS1 classes. Some academics believe that such a distribution is due to their being an innate talent for programming, a "geek gene". Robins introduced the concept of learning edge momentum, which offers an alternative explanation for the purported bimodal grade distribution. In this paper, we analyze empirical data from a real introductory programming class, looking for evidence of geek genes, learning edge momentum and other possible factors.