Introducing knowledge-based projects in a systems development course

Part 1 Putting knowledge-based systems in context: artificial intelligence - a brief overview knowledge-based systems other fruits of AI research an applications point of view differences between KBS's and conventional computer systems. Part 2 Knowledge-based systems - a solution in search of a problem?: what sort of problems may be addressed using KBS's what factors determine an application's suitability for a KBS approach? operational KBS's the key features of KBS construction. Part 3 KBS/AI concepts and tools: KBS concepts tools used to build KBS's - an overview knowledge acquisition knowledge representation system execution - for the knowledge engineer system execution - for the end-user maintenance. Part 4 Conventional software engineering: why are structured development methods relevant to KBS's? the conventional systems development life-cycle (SDLC) and formal methods extensions to the SDLC prototyping for decision support systems prototyping for non-DSS's contrasting features of DP and KB system development prototyping in KBS development. Part 5 ORSA methodology: why worry about the business objectives? what is operational research? a soft OR methodology soft systems methodology soft methodologies in general. Part 6 Lessons from other KBS work: current KBS development methodology - the textbook view AI methodology compared with DP methodologies a project management perspective. Part 7 The Intellipse experience: the original project specification - the main project phase the key changes to the proposal the concept of Intellipse functional specification the task compraring SSD Intellipse architecture knowledge bases is SSD a suitable domain for KBS's? advisor designer. Part 8 Measuring the success of a knowledge-based system : Why measure the success? what needs to be done? how to measure the success-sources of inspiration how to measure the success of a KBS-our recommendations. Part 9 A methodology for the practical engineering of knowledge-based systems: a POLITE engineering methodology for KBSs' standards for the POLITE methodology-the ITAM investigation POLITE in action.

In an information systems development course, it is crucial that students gain both conceptual understanding and practical skills. This is important due to the growing demands of industry for qualified software developers. However, the current teaching approaches fall short to fulfill these demands due to the way such a course is being delivered. In this paper we propose an effective teaching approach that relies on delivering theoretical and practical contents altogether in the lab rather than splitting them. We call it the integrated approach. It is based on the idea that students study the theory part in the lab and immediately execute a series of laboratory exercises implementing what they have studied in theory. We describe the details of the integrated approach and compare it to the traditional lecture delivery approach. Examinations final marks demonstrate that participants in the integrated approach outperformed those attended the traditional approach. We conclude by listing some disadvantages of such an approach.

The universality of Web application prompts the rapid development of Web development technologies, which has inspired many students and engineering technicians to study and apply them. Through the research of the Web technology and combining the teaching practice, an autonomous learning platform system about Web system development course was designed and developed. The platform system has the characteristics of self-evolution, Web application dynamic embedding, and abundant learning resources. Also, the platform system provides learners with independent, open, collaborative learning space.

This research to practice full paper focuses on gamification in a theoretical university course. Gamification has been applied in many different educational contexts as a means to motivate students to engage with course material. One commonly used gamification element is bonus points. This study aimed to investigate the use of bonus points as a motivator for increased engagement in course activities in a theoretical system development course in higher education. A mixed method approach, based on statistical analysis of course achievement, survey data and student group interviews has been applied to address this aim. According to the results, we found that awarding bonus points in the course seminars had positive effects on students’ learning motivation and engagement, as well as students’ achievements on the final course examination. This study contributes to the current literature of gamification in education by studying the implementation of bonus points in a theoretical course in higher education – two areas where there is currently a lack of studies. Furthermore, practical insights in how to implement a bonus points system in higher education have been highlighted.

This study implements a conflict management training approach guided by principles of transformative learning and conflict management practice simulated via an LLM. Transformative learning is more effective when learners are engaged mentally and behaviorally in learning experiences. Correspondingly, the conflict management training approach involved a three-step procedure consisting of a learning phase, a practice phase enabled by an LLM, and a reflection phase. Fifty-six students enrolled in a systems development course were exposed to the transformative learning approach to conflict management so they would be better prepared to address any potential conflicts within their teams as they approached a semester-long software development project. The study investigated the following: (1) How did the training and practice affect students’ level of confidence in addressing conflict? (2) Which conflict management styles did students use in the simulated practice? (3) Which strategies did students employ when engaging with the simulated conflict? The findings indicate that: (1) 65% of the students significantly increased in confidence in managing conflict by demonstrating collaborative, compromising, and accommodative approaches; (2) 26% of the students slightly increased in confidence by implementing collaborative and accommodative approaches; and (3) 9% of the students did not increase in confidence, as they were already confident in applying collaborative approaches. The three most frequently used strategies for managing conflict were identifying the root cause of the problem, actively listening, and being specific and objective in explaining their concerns.

The paper looks at the problem of teaching an undergraduate systems development course which would enable students to develop systems which are functionally "correct", and to be socially sensitive to the impact of such systems on users and the organization.< <ETX xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">&gt;</ETX>

This chapter aims to indicate some of the potential benefits and dangers inherent in the technology of Knowledge-Based Systems (KBSs) and to suggest courses of action that would both minimize risk and promote social benefit in future developments. KBSs offer cheap and ready access to knowledge, efficient management and organization of information, conversion of information into usable knowledge to guide human action, knowledge and advice relevant to the context in which it is needed. There are, however, potential dangers if a user is unfamiliar with the assumptions underlying KBS structures of reasoning and representing knowledge: the danger of a program becoming incomprehensible or unreliable in an emergency: the possibility of placing too much faith in the abilities of KBSs and thereby losing the capacity for critical evaluation of its judgments: the inevitable uncertainty or inexactitude programmed into KBSs: the economic implications at an uneven distribution of new technology: and the likelihood of misinterpretation or technical failure when autonomous. systems are automatically activating machinery (e. g. military/defence systems). The chapter argues for the regulation of KBS construction, particularly for those systems designed for public or “non-expert” use. Suggestions include programming into each system a clear qualification of answers and requests for data, setting up a workable Code of Conduct for AI practitioners, and constant supervision of the assumptions and activities of each computerized system. Since KBSs work by consulting an internal model of the world (supplied to them by a human programmer), their decisions must be challenged or ignored when necessary and always treated with an appropriate degree of scepticism

Artificial intelligence in pharmaceutical product formulation: knowledge-based and expert systems

ABSTRACT:The diverse knowledge levels among first-year mechanical engineering students lead to significant disparities in individual learning. Intelligent tutoring systems (ITS) offer a solution by providing tailored digital one-to-one instruction, bridging knowledge gaps, and equalizing learning outcomes. This thesis develops an ITS for design theory based on a knowledge-based engineering system, presenting an innovative model that integrates key features of ITS and knowledge-based systems. Implemented in a specialized environment, the system’s application and validation demonstrate its ability to meet context-sensitive design teaching requirements and provide adaptive tutoring.

To solve the problem of advanced digital manufacturing technology in the practical application, a knowledge engineering technology was introduced into the computer numerical control (CNC) programming. The knowledge acquisition, knowledge representation and reasoning used in CNC programming were researched. The CNC programming system functional architecture of impeller parts based on knowledge based engineering (KBE) was constructed. The structural model of the general knowledge-based system (KBS) was also constructed. The KBS of CNC programming system was established through synthesizing database technology and knowledge base theory. And in the context of corporate needs, based on the knowledge-driven manufacturing platform (i.e. UG CAD/CAM), VC++6.0 and UG/Open, the KBS and UG CAD/CAM were integrated seamlessly and the intelligent CNC programming KBE system for the impeller parts was developed by integrating KBE and UG CAD/CAM system. A method to establish standard process templates was proposed, so as to develop the intelligent CNC programming system in which CNC machining process and process parameters were standardized by using this KBE system. For the impeller parts processing, the method applied in the development of the prototype system is proven to be viable, feasible and practical.

In an effort to dramatically increase productivity, many companies are incorporating fourth generation tools into their approaches to system development.

article Updating systems development courses to incorporate fourth generation tools Share on Authors: Carol Chrisman Illinois State University, Applied Computer Science Department, Normal, Illinois Illinois State University, Applied Computer Science Department, Normal, IllinoisView Profile , Barbara Beccue Illinois State University, Applied Computer Science Department, Normal, Illinois Illinois State University, Applied Computer Science Department, Normal, IllinoisView Profile Authors Info & Claims ACM SIGCSE BulletinVolume 17Issue 1Mar. 1985 pp 109–113https://doi.org/10.1145/323275.323299Published:01 March 1985 5citation175DownloadsMetricsTotal Citations5Total Downloads175Last 12 Months2Last 6 weeks0 Get Citation AlertsNew Citation Alert added!This alert has been successfully added and will be sent to:You will be notified whenever a record that you have chosen has been cited.To manage your alert preferences, click on the button below.Manage my AlertsNew Citation Alert!Please log in to your account Save to BinderSave to BinderCreate a New BinderNameCancelCreateExport CitationPublisher SiteGet Access

Project development is commonly used to assess disciplines in higher education courses linked to Computer Science. Data Structure is a subject of great importance for courses in this area, however, its contents are often considered complex and tedious by students. Looking for an attractive alternative to partially assess the students of a Data Structure 2 discipline of a Technology in Systems Analysis and Development course, a game-based approach was used for final project development. The students developed simple games, with interaction via console, using C program language and at least one of the Data Structures studied. Results are briefly described in this paper, and the hope is that sharing the creativity displayed by students could be helpful to educators.

In this paper, we present our efforts at incorporating aspects of systems security and software security into the two-course senior capstone project sequence (Software Engineering and Senior Project courses) in the undergraduate Computer Science curriculum at Jackson State University. In this regard, we discuss: (i) the development of course modules and lab projects on security that were respectively taught and assigned to the students in the two capstone project course sequence, and (ii) the incorporation of aspects of systems and software security in the capstone projects that were conducted by our students during the academic year 2010-11. To further assist students on their capstone projects, we developed and offered two new elective courses on Systems and Software Security and Advanced Information Security in conjunction with the two capstone project courses during the Fall and Spring semesters as well as incorporated a network security module, lab projects and reading assignment to a regular Computer Networks course. We disseminate all of our course modules, lecture materials and lab project descriptions through an actively maintained website. Our approach could be adopted as a model for incorporating security in the software systems design and development courses in a computer science or software engineering curriculum.

This paper investigates the integration of simulation with expert systems. Several recent engineering research projects in this field are described. Relevant research in construction is discussed and potential benefits of integrated systems are explored. Integrating simulation with expert systems can produce powerful analytical tools with immediate potential use in construction. A prototype system is developed by integrating an expert‐system shell with a popular construction simulation software. The system developed allows the user to choose suitable earth‐moving equipment (scraper versus truck, shovel versus bulldozer) under a given set of job conditions, select an appropriate simulation file, perform simulation analysis, and output cost and production rates. The expert system acts as an interface between the user and the simulation software. The user can benefit from the power of simulation analysis without having to be a simulation expert. Several issues are identified in the course of system development and described in the paper. An example is presented to demonstrate the system's application. Possible future enhancements and extensions are suggested.