Browsing by Author "Hamouda, Sally"

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    Comparative Analysis of Machine Learning Models for ERCOT Short Term Load Forecasting
    Singh, Gurkirat (Virginia Tech, 2025-01-29)
    This study investigates the efficacy of various machine learning (ML) and deep learning (DL) models for short-term load forecasting (STLF) in the Electric Reliability Council of Texas (ERCOT) grid. A dual comparative approach is employed, evaluating models based on temporal features alone as well as in combination with actual and forecasted weather variables. The research emphasizes region-specific forecasting by capturing heterogeneous load patterns for ERCOT's individual weather zones and aggregating them to predict total load. Model evaluation is conducted using accuracy and bias metrics, with particular attention to high-demand months and peak load hours. The findings reveal that Generalized Additive Models (GAM) consistently outperform other models, most importantly during summer months and peak load hours.
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    Computing Education in African Countries: A Literature Review and Contextualised Learning Materials
    Hamouda, Sally; Marshall, Linda; Sanders, Kate; Tshukudu, Ethel; Adelakun-Adeyemo, Oluwatoyin; Becker, Brett; Dodoo, Emma; Korsah, G.; Luvhengo, Sandani; Ola, Oluwakemi; Parkinson, Jack; Sanusi, Ismaila (ACM, 2025-01-22)
    This report begins with a literature review of computing education in Africa.We found a substantial body of work, scattered over more than 80 venues, which we have brought together here for the first time. Several important themes emerge in this dataset, including the need to contextualise computing education. In the second part of this report we investigate contextualisation further. We present a pilot study, grounded in the literature review, of the development of course materials, sample code, and programming assignments for introductory programming, contextualised for six African countries: Botswana, Egypt, Ghana, Nigeria, South Africa, and Zambia. We include the materials, report on a preliminary evaluation of the materials by fellow educators in African countries, and suggest a process by which other educators could develop materials for their local contexts.