Benchmarking curriculum-based course timetabling: Formulations, data formats, instances, validation, visualization, and results

Annals of Operations Research (Impact Factor: 1.1). 04/2012; 194(1):59-70. DOI: 10.1007/s10479-010-0707-0
Source: DBLP

ABSTRACT We propose a set of formulations for the Curriculum-Based Course Timetabling problem, with the aim of “capturing” many real-world
formulations, and thus encouraging researchers to “reduce” their specific problems to one of them, gaining the opportunity
to compare and assess their results. This work is accompanied by a web application that maintains all the necessary infrastructures for benchmarking: validators, data formats, instances, reference scores, lower bounds, solutions, and visualizers. All instances
proposed here are based on real data from various universities and they represent a variety of possible situations.

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Available from: Luca Di Gaspero, Aug 16, 2015
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    • "The curriculum-based course timetabling problem has been selected as one of the competition tracks of the International Timetabling Competition 2007 (ITC2007). This study used problem definition presented in Bonutti, De Cesco, Di Gaspero, & Schaerf [25] which extended from technical description in the ITC2007 web site and the corresponding technical report from Di Gaspero et al. [26]. The CB-CTT problem definition consists of the following basic entities: "
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    ABSTRACT: In this paper, harmony search algorithm is applied to curriculum-based course timetabling. The implementation, specifically the process of improvisation consists of memory consideration, random consideration and pitch adjustment. In memory consideration, the value of the course number for new solution was selected from all other course number located in the same column of the Harmony Memory. This research used the highest occurrence of the course number to be scheduled in a new harmony. The remaining courses that have not been scheduled by memory consideration will go through random consideration, i.e. will select any feasible location available to be scheduled in the new harmony solution. Each course scheduled out of memory consideration is examined as to whether it should be pitch adjusted with probability of eight procedures. However, the algorithm produced results that were not comparatively better than those previously known as best solution. With proper modification in terms of the approach in this algorithm would make the algorithm perform better on curriculum-based course timetabling.
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    • "Two tracks of this competition covered two different CTPs: post enrollment course timetabling and curriculum based course timetabling and a third track covered the examination timetabling problem. Bonutti et al. [35] describe formulations for the curriculum based course timetabling problem introducing new problem instances additional to the ones provided in the competition. The best performing curriculum based course timetabling and examination timetabling approach turned out to be a multi-stage hybrid algorithm as described in Müller (2009) [36]. "
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    ABSTRACT: Timetabling problems are well known NP-hard constraint satisfaction problems, and real-world cases often have complicated and challenging structures. For such problems, we present a new hybrid method, “Interleaved Constructive Memetic Algorithm” (ICMA) that interleaves memetic algorithms with constructive methods. ICMA works using an active subset of all the events. Starting with a few events, in multiple construction stages ICMA increases the active set to eventually include all of them. At each stage, a memetic algorithm (MA) is applied to improve the current partial solution before the next construction step. We also describe a real-world course timetabling problem, the “Preparation School Timetabling Problem” (PSTP), which is of particular interest because it has a highly hierarchical structure arising from various organisational requirements. An important advantage of ICMA is that both the constructive heuristics and MA can be tailored to exploit such hierarchical structures. We give empirical results showing that ICMA performs better than the corresponding conventional MA on the PSTP.
    Computers & Operations Research 10/2012; 39:2310-2322. DOI:10.1016/j.cor.2011.11.020 · 1.72 Impact Factor
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    • "They are the so-called Post-Enrollment Course Timetabling (PE-CTT) and the Curriculum-based Course Timetabling (CB-CTT), for which many instances and results are available in the literature. For the latter problem, the instance files are available also in XML format, along with the DTD file, see Bonutti et al. (2010). The XML format, though much less general than the one described here, includes the data for various variants of the CB-CTT problem. "
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    ABSTRACT: We present the progress on the benchmarking project for high scho Timeol timetabling that was introduced at PATAT 2008. In particular, we announce the High School Timetabling Archive XHSTT-2011 with 21 instances from 8 countries and an evaluator capable of checking the syntax of instances and evaluating the solutions.
    Annals of Operations Research 07/2011; 218(1):295-301. DOI:10.1007/s10479-011-1012-2 · 1.10 Impact Factor
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