Abstract:
The proposed approach focuses first on the generation of educational ontologies that could perform the concept of intelligent curricula using digital books and then on the improvement of the quality of the curricula of Computer Science courses. This can be achieved by evaluating its knowledge domain concerning those established in curricular standards chosen for each discipline. These approaches can contribute to the professional student training through the usage of the system for curricular design, which leads to the enhancement of decision making by educators and academic authorities; and, in the quality improvement of the curricula content, created by teachers.
Moreover, developing a domain knowledge ontology repository is an expensive, timeconsuming task, and static knowledge ontologies are difficult to maintain. For this reason, this approach also contributes to resolve the ontology-building cost barrier that limits the use of the Intelligent Curriculum for educational and Learning Analytics applications. Besides, it allows automatically obtain adaptive and flexible domain ontologies, easy to maintain by users. In this way, attributes such as book sources, the topics hierarchy levels, the ontology size, the depth of the topics, and even the language are easy to configure.
To conclude, this research tries to demonstrate that once the concept hierarchy issue is resolved, the approach center on the generation of course-ontologies through digital books can be adjusted to achieve ontologies creation processes from unstructured text. The documents used in this part of the research were social network posts that referred to academic topics related to educational institutions. The resulting ontologies provide a comprehensive visualization that fosters the understanding of the extracted knowledge content and could give tutors and educational authorities the possibility to obtain valuable and useful information and discover insights to improve academic issues and student life.
