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Abstract: Določanje prioritet in razvrščanje nalog še vedno predstavlja izziv pri učinkovitem vodenju projektov. Obstaja veliko klasičnih pristopov za določanje prioritet. Vendar so te tehnike delovno intenzivne, subjektivne in neprilagodljive. V prispevku obravnavamo pristope za samodejno določanje prioritet nalog v IT projektih, ki temeljijo na strojnem učenju. Raziskujemo, kako lahko z uporabo metod strojnega učenja pomagamo projektnim vodjem pri učinkovitejšem razvrščanju nalog v IT projektih. V ta namen smo na množici več kot 1000000 zapisov projektnih nalog razvili klasifikacijski model za samodejno določanje prioritet. Problem, ki smo ga obravnavali, je večrazredni, pri tem je večina primerov, označenih z najvišjo prioriteto, kar predstavlja izziv pri modeliranju kot tudi pri učinkovitosti upravljanja IT projektov. Preskusili smo različne algoritme ter različne pristope, s ciljem izboljšanja rezultatov klasifikacije. Pokazali smo, da je naloge smiselno razvrstiti v manjše skupine prioritet, kar prispeva k večji natančnosti klasifikacijskega modela in preglednosti prioritet nalog, slednje pa lahko olajša upravljanje IT projektov.
Keywords: IT project management, machine learning, task prioritization, multiclass classification, data imbalance
Published in DKUM: 28.08.2025; Views: 0; Downloads: 2
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Abstract: Project-based learning (PBL) is a teaching method through which students gain knowledge and skills while working on a project for an extended period of time. They investigate and respond to an authentic, engaging, and complex problem. The popularity of PBL is constantly rising. However, PBL is hard to understand and therefore harder to implement in schools. In the master's thesis we wanted to understand how Slovenian chemistry teachers understand PBL, and how do they implement it in their teaching of chemistry or chemistry related subjects. We created a questionnaire on Google forms and distributed it to chemistry teachers of all Slovenian lower secondary schools and general upper secondary schools. We gathered 130 answers, out of which 95 were teachers who teach in lower secondary schools and 35 who teach in general upper secondary schools. According to the results, teachers barely understand PBL. A majority of teachers are convinced that they use PBL, when the results show that in practice they do not. Project-based learning is often confused for problem-based learning, which is the main confusion for the teachers. Our respondents believe that, because of extensive curriculum and lack of time, it is not possible to fully implement PBL in Slovenian schools.
Keywords: project-based learning, teachers, chemistry, understanding
Published in DKUM: 29.10.2020; Views: 1138; Downloads: 65
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