An Ontology-Based Approach for Curriculum Mapping in Higher Education
Bibliographic record
Abstract
Programs offered by academic institutions in higher education need to meet specific standards that are established by the appropriate accreditation bodies. Curriculum mapping is an important part of the curriculum management process that is used to document the expected learning outcomes, ensure quality, and align programs and courses with industry standards. Semantic web languages can be used to express and share common agreement about the vocabularies used in the domain under study. In this paper, we present an approach based on ontology for curriculum mapping in higher education. Our proposed approach is focused on the creation of a core curriculum ontology that can support effective knowledge representation and knowledge discovery. The research work presents the case of ontology reuse through the extension of the curriculum ontology to support the creation of micro-credentials. We also present a conceptual framework for knowledge discovery to support various business use case scenarios based on ontology inferencing and querying operations.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.005 | 0.005 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.003 |
| Bibliometrics | 0.005 | 0.006 |
| Science and technology studies | 0.003 | 0.003 |
| Scholarly communication | 0.006 | 0.009 |
| Open science | 0.003 | 0.006 |
| Research integrity | 0.002 | 0.003 |
| Insufficient payload (model declined to judge) | 0.003 | 0.001 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".