Nasrin Shabani

Nasrin Shabani, Jia Wu, Amin Beheshti et al.

As large-scale graphs become more widespread, more and more computational challenges with extracting, processing, and interpreting large graph data are being exposed. It is therefore natural to search for ways to summarize these expansive graphs while preserving their key characteristics. In the past, most graph summarization techniques sought to capture the most important part of a graph statistically. However, today, the high dimensionality and complexity of modern graph data are making deep learning techniques more popular. Hence, this paper presents a comprehensive survey of progress in deep learning summarization techniques that rely on graph neural networks (GNNs). Our investigation includes a review of the current state-of-the-art approaches, including recurrent GNNs, convolutional GNNs, graph autoencoders, and graph attention networks. A new burgeoning line of research is also discussed where graph reinforcement learning is being used to evaluate and improve the quality of graph summaries. Additionally, the survey provides details of benchmark datasets, evaluation metrics, and open-source tools that are often employed in experimentation settings, along with a detailed comparison, discussion, and takeaways for the research community focused on graph summarization. Finally, the survey concludes with a number of open research challenges to motivate further study in this area.

Nasrin Shabani

Creativity, i.e., the process of generating and developing fresh and original ideas or products that are useful or effective, is a valuable skill in a variety of domains. Creativity is called an essential 21st-century skill that should be taught in schools. The use of educational technology to promote creativity is an active study field, as evidenced by several studies linking creativity in the classroom to beneficial learning outcomes. Despite the burgeoning body of research on adaptive technology for education, mining creative thinking patterns from educational data remains a challenging task. In this paper, to address this challenge, we put the first step towards formalizing educational knowledge by constructing a domain-specific Knowledge Base to identify essential concepts, facts, and assumptions in identifying creative patterns. We then introduce a pipeline to contextualize the raw educational data, such as assessments and class activities. Finally, we present a rule-based approach to learning from the Knowledge Base, and facilitate mining creative thinking patterns from contextualized data and knowledge. We evaluate our approach with real-world datasets and highlight how the proposed pipeline can help instructors understand creative thinking patterns from students' activities and assessment tasks.