Principles of construction and methods of using the intellectual system of teaching and knowledge control based on multi-level hierarchical adaptive semantic models

Tamara Shikhnabieva

doi:10.1051/shsconf/20185503009

Abstract

Intellectual methods and models are widely used in those subject areas, in which preliminary decision analysis requires decision support. Intellectual systems are also widely used also in education. The article considers various technologies for the development of intellectual information systems for educational purposes, as well as the principles of construction, structure and methodology for using the developed intellectual system of teaching and knowledge control based on multi-level hierarchical adaptive semantic models.

Highlights

IntroductionAt the present stage of the development of the education system, it is closer to that threshold, beyond which mass use of semantic technologies and intellectual teaching systems (ITS) should be expected
At the present stage of the development of the education system, it is closer to that threshold, beyond which mass use of semantic technologies and intellectual teaching systems (ITS) should be expected.Intellectualization of information systems for educational purposes is conditioned by the need to introduce high-tech automated information systems in the educational process, and directly in the management of educational institutions in order to improve its quality.Our article is devoted to the problems arising in the choice of the model of representation and structuring of knowledge in intellectual systems of teaching and control of knowledge and some approaches to their solution
The approach we propose is based on the structure of human knowledge, the principles of developing artificial intellect systems and information semantic systems, which is the teaching process

Summary

Introduction

At the present stage of the development of the education system, it is closer to that threshold, beyond which mass use of semantic technologies and intellectual teaching systems (ITS) should be expected. Based on the analysis of existing knowledge engineering approaches [2, 3, 6,7,8, 23], we chose adaptive semantic models (ASM) as the main way of structuring knowledge in intellectual teaching systems [12, 20] The basis of this model is a system of knowledge that has a certain meaning in the form of an integral image of the network, the nodes of which correspond to the concepts and objects of a certain domain, and the arcs to the relations between objects. The number of levels of the hierarchical knowledge model of the subject area depends on the degree of detail of the concepts This approach to the organization of knowledge in the development of teaching systems shows the interrelationship of the elements of the educational material, allows significantly reducing teaching time, reducing the amount of memory occupied by the knowledge base and data. The subject area contains subjects that include their themes, and the topics, in turn, contain adaptive semantic models of the logical structure of the educational material to be studied

Deletion of selected element

Conclusion