Weighted Bidirectional Graph-based Academic Curricula Model to Support the Tutorial Competence

Authors

  • Luz A. Sánchez Gálvez Benemérita Universidad Autónoma de Puebla, Facultad de Ciencias de la Computación
  • Mario Anzures García Benemérita Universidad Autónoma de Puebla, Facultad de Ciencias de la Computación
  • Álvaro Campos Gregorio Benemérita Universidad Autónoma de Puebla, Facultad de Ciencias de la Computación

DOI:

https://doi.org/10.13053/cys-24-2-3397

Keywords:

Weighted bidirectional graph, academic curricula, model, tutorial competency, collaborative application

Abstract

In competency-based model, the professor is known as a tutor, who guides and orients the students throughout their professional instructor. Therefore, the tutor must identify which courses the students have approved and which courses should they undertake over the next period, so their academic instruction does not fall behind. Consequently, the curricula must be modeled to specify a complex structure composed of courses (which are represented as nodes), links (symbolized as edges) among the prerequisites of the course, as well as the semester number (represented by the weight of the node). This paper proposes a weighted bidirectional graph, which will represent the intrinsic and wired restrictions in the flow of subjects that students must follow and pass, establishing an organized context (which is regulated by the weight of each subject) within which they can be oriented and guided by the tutor. A system to monitor the students’ academic progress is presented, and provide an interaction between the students and the tutor, where the weighted bidirectional graph is integrated. Such a system is a collaborative application; whose development is based on an ontological model. Therefore, this work integrates the graphs with artificial intelligence.

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Published

2020-06-23

Issue

Vol. 24 No. 2 (2020): Thematic Issue on Language & Knowledge Engineering (Guest editors: D. Pinto, B. Beltrán, A. Vázquez)

Section

Articles of the Thematic Issue

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