Semantic Enhancement of the Course Curriculum Design Process

The use of Semantic Technologies in Computer Science Curriculum: A Systematic Review

“…In total of five papers failed to explicitly mention the dataset used [17], [18], [25], [48], and [24]. Some of studies like [18] and [24] explained their models/platform in a theoretical way without practical evaluation or test; the rest did not introduce the datasets they used and stated the results directly. Due to lack of datasets in their studies, it is difficult to reproduce in the later research.…”

“…Protégé 10 [1] is a popular open-source editor and framework for ontology construction, which several researchers have adopted to design curricula in Computer Science [17,18,19,20,21,22,23,24]. Despite its wide adoption, Protégé still presents limitations in terms of the manipulation of ontological knowledge [17].…”

“…Built on RDF and extended with additional vocabulary and semantics [33], OWL 14 is a vocabulary used in many studies for representing and sharing knowledge on the Web [5,34,26,18,23,24]. Apart from OWL, two studies used XML 15 due to implementation requirements of their researches [17,30].…”

Improving Students' Academic Performance with AI and Semantic Technologies

“…Protégé 8 [Imran and Young, 2016] is a popular open-source editor and framework for ontology construction, which several researchers have adopted to design curricula in Computer Science [Tang and Hoh, 2013], [Wang et al, 2019], [Nuntawong et al, 2017], [Karunananda et al, 2012], [Hedayati and Mart, 2016], [Saquicela et al, 2018], [Maffei et al, 2016], and [Vaquero et al, 2009]. Despite its wide adoption, Protégé still presents limitations in terms of the manipulation of ontological knowledge [Tang and Hoh, 2013].…”

Employing Engineering Design Tools for Designing/Redesigning of Courses

“…Developing a new course or redesigning an existing one, consists of several iterative processes including information collection, definition of learning outcomes in the form of competence and abilities desired, development of course content to achieve these outcomes [1] , proper utilization of available data and resources, development of assessment criteria and student feedback. "It is a continuous process that starts with course planning, continues with lesson design and delivery, moves through student assessment and grading to conclude with course evaluation and revision" [2] .…”