joint master in software engineering 1 ecom 6303 advanced computer networks spring 2015 (graduate...

Joint Master in Software Engineering 1

ECOM 6303Advanced Computer Networks

Spring 2015(Graduate course)

Paper Reading, Review , and Presentation

Computer Engineering DepartmentIslamic University of Gaza


Prof. Dr. Eng. Mohammad A. MikkiProfessor of Computer EngineeringComputer Engineering Department , Faculty of Engineering

Office Location: I215 (IT Building)Tel. +970-8-2860700 Ext. 2876 email: [email protected] Homepage: http://site.iugaza.edu.ps/mmikki/Skype: mohammad.mikki

Instructor Contact Information

3Joint Master in Software Engineering

IntroductionThe presentation aims to familiarize the student with recent and important research topics and advances in the field of advanced computer networks. The presentation will enhance your knowledge in various research areas. It will provide the student with the ability to use his/her background knowledge for further study in an area, preparation for master’s thesis research, familiarity with recent advances in the field, self study in an interest area, and the opportunity to communicate research ideas to others.

Students will be exposed to reading, presenting, and discussion of research papers in the field of advanced computer networks.

Activities will be carried out both individually and in teams as described later.

The student will select a research paper and present it to the class. The selected paper will be from a list of papers that are handed out to students by the instructor. Every student will choose a unique paper. Hence, more papers will be presented to the class.

In addition, the presentation will teach the students presentation skills of technical research papers and develop the technical paper reading skills of students. Hence, the student will become a better technical reader.

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Course Title

4Joint Master in Software Engineering Course Title

Objectives/ILOs

By the end of this unit, a student should be able to:

ILO 1: Become familiar with recent and important research topics and advances in the field of advanced computer networks.

ILO 2: Develop technical paper reading skills in the field of advanced computer networks.

ILO 3: Review research papers in the field of advanced computer networks.

ILO 4: Present research papers in the field of advanced computer networks.

ILO 5: Peer evaluate classmates paper presentation.


Unit 8: List of Topics

Topic 1: Activities

Topic 2: List of papers

Topic 3: Efficient technical paper reading

Topic 4: Technical paper review

Topic 5: Technical paper presentation

Topic 6: Evaluating Your Peers


Topic 1: Activities

The tasks of this unit are as follows:

Paper list hand-out: The instructor will hand-out a list of research papers that cover the various topics of advanced computer networks .

Paper selection: The student will either be assigned one of the research paper in the handed-out paper list or he/she will select one.

Paper reading: Each student will read all the assigned papers to all students in the class

Paper review: Each student will review all papers assigned to all students in the class

Paper presentation: Each student will present his assigned paper to students in the class

Peer review: Each student will grade and evaluate the presentations given by his/her classmates


Topic 2: List of Papers

[1] zzz

Topic1



[1] aaa

Topic 2



[1] ddd

Topic 3



[1] ff

Topic 4



[1] xxx

Topic 6



[1] x

Topic 6



[1] vvv

Topic 7

How To Read aResearch Paper

Topic 3: Efficient Research Paper Reading

Joint Master in Software Engineering

Research Papers

Primary form in which research results are disseminated in computer science is:

Conference papers (shorter)

Journal papers (longer)

- Often the complete version of a conference paper

- May come out several years after the conference paper



Why reading research papers? Learn to do research

Learn to think critically about quality of research papers

- Someone will be thinking critically about your own work

- In any discipline, there are good ideas/bad research papers and there are good ideas/good research papers

- learn to tell the difference!

Gain perspective


How to read?

Struggle with the paper

- active not passive reading

- use highlighter, underline text, scribble comments or questions on it, make notes

- if at first you don’t understand, read and re-read, spiraling in on central points



Critical reading

Peer review is the cornerstone of the scientific publishing process

− Understand the problem

− Understand the proposed solution

− Understand competing approaches / designs

− Evaluate the paper


Get into question-asking mode- Use your own judgment

- evaluate results before reading the authors’ conclusions

- doubt everything

- find faults

- just because it’s published, doesn’t mean it’s right

- get used to doing peer review


Critical reading

Move beyond the text of the paper

- talk to other people about it

- read commentaries

- consult, dictionaries, textbooks, online links to references, figure legends to clarify things you don’t understand

Critical reading



What to look at?

There is no unique way to read a paper

No need for a linear approach

Look at

− Title

− Abstract

− Figures, tables

− Introduction, results, discussion

− Then methods

Note

The discussion contains further ideas, but it is not worth reading the discussion in any detail until we have good idea what is being discussed.


Title

What is paper about?

Introduces the work

First thing read

- Usually it is ONLY thing read

Serves to entice intended readers


Authors Who wrote paper?

Why “authors” part is important?

- It is an issue of authority or expertise or experience

Where was work done? E.g. university, country, etc.

- Credibility

- Generalizability

- Assists evaluating apparent negative results



Abstract & Introduction They do not give detailed information

The abstract and introduction sections of the paper should tell you whether it is worth reading in depth or only worth skimming

The answer will depend on what you are looking for

Abstract should give you a brief summary of the paper’s main finding

The abstract and introduction should explain why the paper was written

Introduction section is an entry into a paper and approach to the subject

Never substitute for reading “introduction”properly

Introduction provides a background to the paper and a rationale for the investigation in more detail than is possible


Materials and Methods

How was the study done?

Should I believe this study?

Rarely read in entirety if at all Assumes this section has been vetted by peer

review process


Results What was found?

Read the experimental results – that is the figures and tables together with their legends – at least as closely as the main text

Often read selectively and strategically

This is core of paper


Discussion

What do results mean?

- Interpretation

- Relationships among results

- Generalizations

- Theoretical implications



What should students submit? The student must submit to instructor a paper review for all handed-out

papers.

A one-page review is sufficient (longer is usually not better).

Your reviews should not summarize the paper or repeat the abstract - we all read the paper already- Instead your review should comprise at least two comments on the

paper. Your comments should supply information that is not in the paper itself.

For example, a comment might be: - a criticism of the paper - an advantage of the paper's design that was not discussed in the paper - a suggestion of a way to extend or build on the paper in future work- a response to another student's comment

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Topic 4: Technical Paper Review


Evaluation process Read slowly, take notes as you read

- Question assumptions, importance of the problem

- Write questions to track what you don’t understand

Sometimes what is not in the paper is more important than what is in it

- Is there something the authors have overlooked?

Don’t let ideas or design details pass until you understand them

Do not assume the paper is correct, even if published in a prestigious peer-reviewed venue



Evaluation process What is the problem being solved?

- Is it important? Relevant? Why?

- What is the prior work in this area?

Is the proposed solution clever?

- Cleverness is orthogonal to importance!

Are the assumptions and model reasonable?

Impact

- Easier to evaluate for older papers

- Does other work build on it? Do other papers uses techniques and solutions proposed in this paper?



Know the requirements

Know how long the speech must be.

Know how many points you're required to cover.

Know if you must include sources or visuals.

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Topic 5: Technical Paper Presentation


Know your audience

If you're giving a presentation to your classmates, you probably have a rough idea of their knowledge on the topic

But for virtually every other circumstance, you may be in the dark

Either way, prepare your presentation to consider all circumstances

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Design power point slides To help your audience follow along, use slides with graphics,

charts, and bullet points to make your presentation interesting.

It can enhance the information in your presentation, and also keeps everyone interested in your presentation.

If you have any statistics at all, turn them into graphs. The contrasts will seem more stark when put in pictures before your audience -- numbers are sometimes meaningless.

If using presentation software, use words sparingly, but enough to get your point across.

Think in phrases (and pictures!), not sentences.

Acronyms and abbreviations are okay on the screen, but when you talk, address them fully.

And remember to use large fonts -- not everyone's vision is fantastic.[

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http://www.wikihow.com/Prepare-a-Paper-Presentation#_note-3


Think in terms of conversation

Use your personality to engage with an audience.

It's okay to be a bit repetitive.

Emphasizing important ideas will enhance comprehension and recall.

When you've gone full circle, cycle back to a previous point to lead your audience to the right conclusion.

Minimize the unnecessary details (the procedure you had to go through, etc.) when highlighting the main ideas you want to relay. You don't want to overload your audience with a lot of material, forcing them to miss the important stuff.

Show enthusiasm. A very boring topic can be made interesting if there is passion behind it.

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Practice your presentation before coming to class

Practicing your presentation before coming to class helps you know whether or not you're meeting the time requirements.

If your practiced presentation does not meet time requirements you need to make adjustments.

Once you've practiced your presentation few times, your nervous should be at a minimum.

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Be warm

Welcome in your audience and take a few seconds to establish a comfortable atmosphere.

Do the same with your conclusion.

Thank everyone for their time and open the floor for any questions, if allowed.

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When?

We will organize and schedule the presentations to be by the end of the semester.

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How long?

25-minute presentation

5-10 minutes questions & answers

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What to present?

Objectives

Methodology/approach

Contribution of the paper to research field

What is originality in the paper

Approach validation/Results

Discussion

Your evaluation of the paper

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Objectives Students will evaluate other student’s

presentations based on the criteria listed below.

Students should make constructive evaluations



Why peer evaluation? Students must learn not only how to evaluate

their own work, but also the work of other classmates.

Students can greatly benefit from reviewing others work and identifying their strengths and weaknesses.

Peer reviews offer students the benefit of seeing how their work affects a variety of readers.

Peer reviews let students learn collaboratively.

Peer review is a mutually beneficial process.



Evaluation criteria: Introduction -Attention Getter

Excellent: Attention getter is unique/highly effective

Very Good: Attention getter is interesting/appropriate, sets the tone

Good: Attention getter lacks spark, introduction abrupt

Poor: Needs improvement



Evaluation criteria: Content of slides

Excellent: Highlighted important points of paper, combined motivational and technical material, slides content covered paper

Very Good: Acceptable highlighted important points of paper, somehow combined motivational and technical material, slides content somehow covered paper

Good: Satisfactorily highlighted important points of paper, satisfactorily combined motivational and technical material, slides satisfactorily content covered paper

Poor: Some technical errors, No technical content.



Evaluation criteria: Speech Body -Spoken Grammar Transitions Organization

Excellent: Uniquely insightful and engaging, organized in logical sequence, flawless grammar, smooth transitions

Very Good: Organized in logical sequence, mostly correct grammar, smooth transitions

Good: Somewhat organized and logical, significant errors in grammar, transitions inconsistent or missing

Poor: Disorganized, very poor grammar, no transitions, ideas choppy



Evaluation criteria: Knowledge depth - Knowledge of topic (demonstrated during presentation)

Excellent: Exceptional in-depth knowledge of topic, explained hard ideas well, good understanding of material, good overview, defines key terms and uses them, presentation adds something above and beyond mere reporting of original material suggests critical thinking.

Very Good: Shows confidence in knowledge of topic, student demonstrates full knowledge and comprehension of the subject material

Good: Emerging grasp of topic; some gaps in knowledge, student is uncomfortable with information, summary of material is somewhat incomplete, inconsistent, or incorrect

Poor: Minimal evidence of learning topic, some material not explained, talk poorly structured, explanation sometimes unclear, student does not have grasp of information, summary of material is wholly incomplete, inconsistent, or incorrect, cannot answer questions about subject.



Evaluation criteria: Voice quality -Inflection volume pace Excellent: Skillfully uses voice inflection, projects voice well, clear

articulation, even pace, student uses a clear voice and correct, precise pronunciation of terms so that all audience members can hear presentation. Body language and voice communicated a sense of confidence.

Very Good: Expressive voice, appropriate volume, mostly even pace, the presenter’s voice was clear and sufficiently loud, the presenter successfully and frequently modulated and animated his/her voice to add interest and emphasize key points

Good: Some voice inflection, can hear most of the time, uneven pace, may go too fast or slow at times, student's voice is clear, student pronounces most words correctly, most audience members can hear presentation.

Poor: Lacks voice inflection, difficult to hear, speaks too fast or mumbles, Student mumbles, incorrectly pronounces terms, and speaks too quietly for students in the back of class to hear, Student's voice is low, Student incorrectly pronounces terms, Audience members have difficulty hearing presentation



Evaluation criteria: Poise/Delivery - Body language attitude eye contact Excellent: Relaxed body language; enthusiastic, confidence in speaking,

consistent effective use of eye contact, presenter appeared in control, presenter maintained eye contact with all members of the audience, presenter seemed to be able to read the audience and address their needs, I felt that the presenter was frequently speaking directly to me.

Very Good: Good posture, calm, somewhat enthusiastic, eye contact with minimal note reading or looking away, presenter maintains eye contact with audience most of the time, seldom returning to notes, listening to the presentation made me feel comfortable and confident that I understood the material

Good: Somewhat relaxed delivery with minor signs of nervousness, limited but present enthusiasm, uneven pace, limited eye contact, presenter occasionally uses eye contact, but still reads most of slides.

Poor: Nervous body language, lacks enthusiasm, shows great discomfort in speaking, uneven pace, limited and occasionally eye contact, but still reads most of slides, presenter reads all of slides with no eye contact.



Evaluation criteria: Use of audio-visual aids- Quality appropriateness

Excellent: Exceptional visual(s), the presenter included sufficient and appropriate visual materials to help me understand the content, visuals were to the point, easy to see, and helped clarify the material presented, excellent Good Satisfactory Poor Unacceptable

Very Good: Visual is easy to see, no errors, adds meaning to the presentation, clear slides, right amount of material per slide, examples used well, Diagrams/Pictures/Videos/ Tables/Graphs/ Color used well

Good: Visual has minor errors, difficult to see, not used effectively

Poor: Visual is of very poor quality, not used effectively, omitted illustrative examples, would have benefitted from diagrams, tables and/or graphs, slides too crowded, font too small, typos on slides.



Evaluation criteria: Conclusion - Clarity appropriateness

Excellent: Uniquely insightful, makes a lasting impact on audience

Very Good: Clear and consistent with speech body, sense of completion

Good: Included, but somewhat irrelevant or inconsistent with speech body

Poor: Lacks conclusion



Evaluation criteria: Presentation organization

Excellent: The delivery approach was organized and easy to follow, presenter presents information in logical, interesting sequence which audience can follow, presentation does not slavishly parrot original material, but presents it in a more interesting and digestible fashion, presentation focuses on/highlights most important points of original material.

Very Good: The presentation was clear and targeted, presenter presents information in logical sequence which audience can follow, but may suffer from some degree of list-like behavior.

Good: Presentation somehow helped me to grasp what the presenter was trying to communicate, audience has difficulty following presentation because presenter jumps around or the material is presented purely in a list-like fashion

Poor: Audience cannot understand presentation because there is no sequence of information.



Evaluation criteria: Presentation length

Excellent: Presenter used exactly standard assigned time

Very Good: Presenter used 3–5 minutes over/below standard

Good: Presenter used 6–10 minutes over/below standard

Poor: Presenter used more than 10 minutes over/below standard



Evaluation criteria: Presentation questions - Knowledge poise (demonstrated during questions)

Excellent: Presenter answers questions with ease and expertise, shows clear understanding, correct/successfully defines the central aspects of the reading at hand, and answers all class questions with explanations and elaboration

Very Good: Presenter answers all simple questions, difficult questions show noteworthy and emerging understanding, presenter answers questions reasonably successfully, but fails to elaborate

Good: Inability to answer critical questions, shows some knowledge, but limited understanding, is able to answer only rudimentary questions

Poor: Inconsistent, unclear answers, shows limited knowledge and no deeper understanding



Any Questions

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joint master in software engineering 1 ecom 6303 advanced computer networks spring 2015 (graduate...

Documents

paper list

list of research papers

review research papers

technical paper review

selected paper

unique paper

paper selection

efficient technical