=Paper=
{{Paper
|id=Vol-3654/paper8
|storemode=property
|title=Ontological Approach in Modern Educational Processes
|pdfUrl=https://ceur-ws.org/Vol-3654/paper8.pdf
|volume=Vol-3654
|authors=Kostiantyn Tkachenko,Olha Tkachenko,Oleksandr Tkachenko,Nataliia Mazur,Iryna Mashkina
|dblpUrl=https://dblp.org/rec/conf/cpits/TkachenkoTTMM24
}}
==Ontological Approach in Modern Educational Processes==
https://ceur-ws.org/Vol-3654/paper8.pdf
Ontological Approach in Modern Educational Processes
Kostiantyn Tkachenko1, 2, Olha Tkachenko2, 3, Oleksandr Tkachenko2, Nataliia Mazur3,
and Iryna Mashkina3
1 National Technical University of Ukraine “Igor Sikorsky Kyiv Polytechnic Institute,” 37 Beresteyskyi ave., Kyiv,
03056, Ukraine
2 State University of Infrastructure and Technologies, 9 Kirillivska str., Kyiv, 04071, Ukraine
3 Borys Grinchenko Kyiv Metropolitan University, 18/2 Bulvarno-Kudryavska str., Kyiv, 04053, Ukraine
Abstract
It is proposed to use ontological modeling in modern learning processes (directly providing
educational content to students, organizing educational processes, managing student
knowledge control processes, etc.). The proposed ontological approach determines the
recording and structuring of knowledge common to the subject area under consideration.
This allows you to reuse ontological models built for individual academic disciplines, and
individual educational processes as the basis of a unified knowledge model, which ensures
logical consistency between individual ontologies when combined to organize and manage
educational processes (including when developing a training course with a wide range of
topics and tasks). Using an ontological approach is a very effective way to design intelligent
learning systems. The constructed individual ontological models (by topic, training course,
etc.) contribute to the design of a unified information learning environment in which the
efficiency of all educational processes is increased. The proposed approach allows us to
develop an infological model of any learning system (informational or intellectual), which fully
reflects the pragmatics of the subject area being studied.
Keywords 1
Ontology, ontological modeling, ontological approach, educational process, educational
content.
1. Introduction • On the one hand, there is a lack of
necessary knowledge for the full
Modern management processes are associated functioning and management of processes
with the processing of large information flows. in the subject area under consideration.
Widespread and comprehensive • On the other hand, there is a huge amount
computerization and digitalization in various of information available.
subject areas, for example, such as: All this makes information processing a big
• Society. problem for generating management decisions
• Public administration. in all areas of management, including in the
• Economy. management of educational processes [3–7].
Ontology is linked by the names of entities
• Production.
and formal axioms that limit the understanding
• Science.
and correct use of these terms [8, 9].
• Education system.
Ontologies can be represented by the
Expands the information space of life in
following formula [8–10]:
these subject areas and complicates the
processes of making relevant decisions [1–2]. O = ,
As a result, a situation arises when:
CPITS-2024: Cybersecurity Providing in Information and Telecommunication Systems, February 28, 2024, Kyiv, Ukraine
EMAIL tkachenko.kostyantyn@gmail.com (K. Tkachenko); oitkachen@gmail.com (O. Tkachenko); aatokg@gmail.com (O. Tkachenko);
n.mazur@kubg.edu.ua (N. Mazur); i.mashkina@ kubg.edu.ua (I. Mashkina)
ORCID: 0000-0003-0549-3396 (K. Tkachenko); 0000-0003-1800-618X (O. Tkachenko); 0000-0001-6911-2770 (O. Tkachenko); 0000-
0001-7671-8287 (N. Mazur); 0000-0003-0667-5749 (I. Mashkina)
©️ 2024 Copyright for this paper by its authors.
Use permitted under Creative Commons License Attribution 4.0 International (CC BY 4.0).
CEUR Workshop Proceedings (CEUR-WS.org)
CEUR
ceur-ws.org
Workshop ISSN 1613-0073
Proceedings
88
where X is a set of concepts (elements, terms) • Incorrect interpretation of documentation
of the subject area, which is represented by the by individual organizations of the
ontology O. country’s education system.
R is the set between the concepts of the • Misinterpretation of documentation by
subject area under consideration. individuals (for example, when using
F is a set of interpretation (axiomatization) different terminology for the same
functions defined on concepts and/or relations subject area).
of the ontology O. • Misinterpretation of training content (in
Thus, ontology can be considered as a certain particular, in information training
philosophical concept of a digital representation systems).
of the reality of the corresponding subject area • Incorrect interpretation by teachers of
(in our case, this is the education system in trainees’ (students’) answers.
general and/or the State University of • Incorrect interpretation of the responses
Infrastructure and Technology (SUIT) in of trainees (students) provided for
particular) or knowledge [11]. control in the corresponding
Among the most common definitions, information training system that
ontology is understood as a specification of the supports this or that online course.
conceptualization of a representation of a The ontological approach is a basic means
subject area or some artifact consisting of a of adapting the education system to the growth
specific vocabulary for describing the specific in volumes of knowledge (data and
reality of a particular subject area [12, 13]. information) and the urgent need for their
To build ontologies, it is necessary to formalization and structuring.
represent the knowledge of the selected Ontologies have long been used in
subject area in such a way that it is, in informational learning systems [16–18].
particular [11, 14, 15]: In particular, the following uses can be
• Easy to read/process/use/modify with distinguished:
an appropriate computer program. Modeling of specialty curricula (annual),
• Internally consistent. suggesting, in particular:
• Complete. • Presentation of the curriculum with a list
• Capable of repeated use in different of academic disciplines for each course
contexts of one or more related subject of the specialty, the number of hours in
areas. each discipline, indicating the control
• Capable of using existing point of the discipline (exam or test,
representations (models, dictionaries, course work, calculation, graphic work,
thesauri, etc.) in describing the selected modular test, etc.).
subject area. • Curriculum development.
That is why it is advisable to use ontologies • Analysis of the prospects for
to reduce terminological and conceptual implementing the curriculum.
ambiguity, for example: • Assessment of the implementation of the
• When in different subject areas different curriculum (by the university
names correspond to the same concepts. administration, teachers, and students).
• When in different subject areas different • Determining the presence of mandatory
concepts are understood under the same core elements of the curriculum.
name (or these concepts have different • Determining the compliance of the
semantics). curriculum with the training schedule
• When one concept has several (for full-time and part-time forms of
synonyms). study).
Such ambiguity, arising in the education • Connection of the elements of the
system, can lead, for example, to such negative curriculum with the educational program
consequences as: specialty (its goals, objectives, results of
• Incorrect interpretation of documentation studying the academic disciplines of the
(in particular, in university document curriculum, with the achieved
management systems). competencies and other elements).
89
Modeling of the academic discipline • Construction of an ontology of tasks and
program, which involves, in particular: learning goals by the curriculum of the
• Presentation of the training program discipline.
(work program and corresponding Assessment of students’ mastery of data,
training program). including, in particular:
• Development of a program plan (both • Analysis of individual and group
the work program and the progress of students.
corresponding curriculum). • Analysis of the obtained learning results
• Analysis of the prospects for its (for example, competency-based).
implementation (determination of the The use of ontologies is advisable, in
necessary competencies of the teaching particular, for:
staff providing the teaching of this • Personalization of learning aspects, such
academic discipline, determination of as learning processes (organization,
the necessary material, technical, and management, control, etc.).
software necessary for high-quality • Personalization of the learning process
teaching of this academic discipline). itself (providing educational content).
• Assessment of the implementation of the • Personalization of the training courses.
academic discipline program. • Overcoming the heterogeneity and
• Determining the presence of mandatory difficulty of processing large amounts of
basic elements of the academic discipline data (including information taken from
program (working with stakeholders, the Internet).
attracting representatives of science, The relevance of using the ontological
business, production, education, etc. as approach both directly in the learning process
experts). and in learning management processes is
• Connection of these elements with the determined, in particular, by:
objectives and results of teaching the • The need to transform tacit knowledge
academic discipline and with other into explicit knowledge (for example, in
elements of the system of training such subject areas as “education,”
specialists at the university. “education system,” “educational
Management of the academic discipline process,” “participants in the
program, providing, in particular: educational process,” “the subject of a
• Implementation of management at the separate course,” etc.).
stages of the educational process • Improvement of educational processes
(intermediate control and/or final (including methodological, and
control). technological).
• Reporting activities (preparation and • Digitalization and intellectualization of
implementation of these activities). educational processes (using, for
• Issuing grades (intermediate and final). example, artificial intelligence systems,
• Monitoring compliance with the process ontological approach, neural networks,
of assessing students’ knowledge during etc.).
intermediate and/or final control). • Growth in the volume of information and
• Receiving feedback (both from teachers the need to ensure its cybersecurity and
and students). protection (using, for example, modern
Description of the subject area of the methods of encoding and protecting
academic discipline, providing, in particular: information).
• Ontology of a certain subject area (the • The need to store large volumes of
discipline being studied and related information, ensuring its preliminary
disciplines to provide a holistic view of compression.
the place of the discipline being studied • Increasing the importance of the quality
in the educational program of the content of academic disciplines.
specialty). The problem of preserving and
accumulating intellectual capital (personnel,
software, etc.).
90
2. Ontological Modeling of Modern • General methodology for the formation
of an ontology of a certain subject area
Learning
using already existing ontologies of
other subject areas.
The use of ontologies in education assumes as,
• General methodology for using the
in particular, already discussed in [13, 19, 20]:
ontology of a certain subject area in the
• Defining the boundaries, types, and formation of ontologies of other subject
structures of ontologies. areas.
• Development of a methodology for • Means of adapting the education system
creating ontologies of subject areas of to the growth of knowledge.
training courses, and learning
• Structuring and formalization of subject
management processes.
areas.
• Development of a methodology for
• Languages for formal description of
managing domain ontologies.
ontologies (similar to OWL language
• Principles of using formal ontology and (Ontology Web Language) [27] and
ontological engineering [16, 20, 21] for others [22, 28]).
knowledge engineering in the real world
• General knowledge base, using the
of education.
language of ontologies, understandable
When developing domain ontologies [22], it
to specialists in various related fields
is advisable to use the Protege system [15, 23],
(for example, management, economics,
which allows you to create an ontological
art, etc., even when studying academic
model and visualize it in the form of a
disciplines of specialties:
corresponding ontograph of the model [24,
– 121 “Software Engineering”
25].
– 122 “Computer Science”
In our case, the subject area is the sphere of
– 125 “Cybersecurity”
education, and educational processes,
– 124 “System analysis”.
supported, in particular, by appropriate
The construction of ontological models is
information learning systems with elements of
used in each of these types of learning.
intellectualization).
However, the most appropriate need to
Ontograph G is specified
introduce an ontological approach is
G = ,
manifested in problem-based, team-oriented,
where:
and competency-oriented types of training.
V is a set of nodes (primary elements,
The use of such elements of teaching as
terms).
control, feedback, and the application of new
C is a set of connecting elements of the
knowledge in the study of an academic
ontograph, each of which defines certain
discipline explains to some extent the
fragments of the ontograph.
complexity of managing both the teaching
K is the set of key vertices of the ontograph,
processes themselves and the processes of
each of which defines a certain class of
improving the teacher’s skills.
equivalent elements of the ontograph (K V). These types of training are most often
L is the set of labels of elements of the implemented in the format of classes in which:
ontograph, each of which specifies the certain
• There is an instant exchange of
base class of equivalent elements of the
knowledge (between a teacher and a
ontograph.
student, between students, or in the case
AI is the set of incidence relations that are
of online learning—between an
defined on the set of ontograph elements.
information learning system and
All incidence relationships are binary-
students).
oriented relationships.
• Updating of the general knowledge base
The application of the ontological approach
of training courses occurs constantly (for
in education involves, in particular, research
example, some educational content is
and development [26]:
updated daily, some—weekly, and
• General methodology for the formation
some—when moving to a new topic
of an ontology of a certain subject area.
(subtopic).
91
• The period (frequency) of updating the training, such as, for example:
general knowledge base depends on the • Lecturing.
goals, and objectives of training, as well • Providing students with educational
as on the level of knowledge acquired by material without taking into account
students. their level of interest, goals for studying
• There is an influence of the information the material, etc.
context (due to both the subject area • Giving examples without analyzing them
under consideration and related subject in depth (for example, giving analogous
areas). examples and examples demonstrating
• The educational process is adapted and the opposite results).
improved to the goals, and objectives of • Conducting tests (especially without
learning, as well as to the needs and analyzing the results).
interests of students. These teaching methods (related to
When implementing a modern ontological undifferentiated learning events and having a
approach to learning and learning relatively homogeneous structure) are not
management, events of different directions are focused on achieving learning goals (or are not
combined, in particular: fully focused on achieving such goals).
• Differentiated learning events (based on Such teaching methods have long ceased to
differences in methods, techniques, be the only source of knowledge transfer in the
technologies, levels, and volume of modern information environment of the
educational (training) content provided, national education system.
the degree of influence of management Taking into account the growing volume of
influences on learning processes, etc.). information, new modern (mostly
• Undifferentiated (homogeneous in differentiated) tools and ways of transmitting,
structure) learning events (based on the applying, and creating knowledge should be
commonality of methods, techniques, used when interacting with students.
technologies, levels and volume of
educational content provided, the 2.1. Creating an Ontological Model
degree of influence of management
influences on learning processes, etc.). Interaction with students involves, in
The learning events discussed above are particular:
divided between the following main groups of • Their direct participation in the
participants in the learning process: educational process:
• Students. – attending lectures, and
• Lecturers. practical/laboratory/seminar
• Developers of online courses. classes.
• Administrator of the information – completing practical/laboratory
training system. assignments.
• Employees of the dean’s office and – preparation for discussion and/or
university administration. presentation of one’s position on the
The tasks set for students are differentiated. issues discussed at seminar classes.
Such tasks include, in particular: – performing individual/independent
• Search and analysis of information from tasks.
various sources. • Preparation for the reporting event
• Checking the accuracy of the information (exam, test, module test, defense of
received. course work, etc.).
• Creation of new knowledge based on • Participation in the scientific activities of
one’s assumptions, supported by the university, which involves:
knowledge from existing reliable – work in student scientific circles.
sources. – work on research topics of the faculty,
• Combination of research methods, etc. and department.
The use of traditional methods and – participation in Olympiads (university,
technologies of knowledge management in all-Ukrainian and international).
92
– publication of scientific articles. • Obtaining information about the
– speaking at conferences. upcoming reporting event, basic
When constructing an ontology of the requirements for work, methods of
university educational process, it is necessary presenting results, and advice on
to take into account the connection of this completing the task.
process with the field of science, which can be • Completing the task.
expressed in the form of the following chain: • Preparation for defense and
. assignment.
When building an ontological model, • Open discussion of the presented work.
several requirements must be met: • Analysis of the advantages and
• Formalization by uniform strictly disadvantages of the presented work.
defined principles. • Evaluation of work by students and
• Use of a limited number of basic entities teachers.
(concepts, terms, keywords, etc.). • Concluding the presented work.
• Completeness of the model Experience in teaching this academic
representation of the subject area under discipline has shown that students have difficulty
consideration. perceiving knowledge that is abstract and not
• Logical consistency of the entities of the individualized (general recommendations,
subject area and the connections description of formal requirements, etc.).
(relationships) between them. In the process of completing assignments,
In this case, the created ontological model many questions arise from students, which
can be distributed for use (in part or in full) for relate to the detailed elaboration of the
a wide range of educational disciplines of the presentation of the results of the assignment
above specialties. (its presentation).
This article discusses the use of the The quality of work was assessed according
ontological method within the framework of to the following criteria:
constructing the “Preparation for the reporting • Originality of the idea (method,
event” stage in the discipline “Fundamentals of approach, algorithm, interface
Software Engineering”, which is: organization, etc.).
• Compulsory for study in the specialty • Quality of practical (individual)
program 121 “Software Engineering” assignment:
(bachelor’s degree) SUIT (Kyiv). – for theoretical tasks.
• Selective program for study in the – the depth of elaboration of the
specialty 122 “Computer Science” selected topic, and the quality and
(bachelor’s degree) SUIT (Kyiv). quantity of analyzed sources.
Within the framework of this discipline it is – for practical tasks.
provided: – the quality of the model and/or
• Lecturing. developed software product).
• Conducting practical classes. • Logic in the presentation of the
• Intermediate activities for monitoring description of the completed practical
students’ knowledge (defense of (individual) task.
practical work, module tests, oral The application of knowledge in the
questioning, etc.). learning process involves, in particular:
• Execution and protection of individual • Work with the best results in completing
assignments. practical tasks:
• Final knowledge monitoring activities – sorting, selection, and analysis of the
(test and exam) to assess student best results of practical tasks.
performance. – discussion and formation of templates
Monitoring students’ knowledge when for performing practical tasks.
performing practical and/or individual – sorting, selection, and analysis of the
assignments includes: best results of individual tasks.
93
– discussion and formation of templates Evaluation of educational
for completing individual tasks. content
• Analysis of the advantages, inaccuracies, Assessment of academic
disadvantages, and typical errors of both discipline
the results of performing practical Free form
(individual) tasks and their presentation >>Student progress
and defense. Low
The creation of new knowledge in the Average
learning process involves, in particular: High
• Analysis and discussion of the reasons Item
that determined the advantages, >Preparation
inaccuracies, disadvantages, and typical >>Regulations
errors of completed practical Presentation duration
(individual) tasks. Presentation format
• Discussion of group projects of students Required components
and the formation of new knowledge. >>Theoretical recommendations
Presentation Format
2.2. Building and Improving the Typical errors
Ontological Model >>Practical recommendations
Work examples
Presentation examples
The developed ontological model for studying
Adviсe
the discipline “Fundamentals of Software
>>Assessment
Engineering” has the form:
>>Evaluation criteria
Regulated
Lecturer
Unspoken
>Teaching tools
>>Reporting events
>>Knowledge transfer
Intermediate control
Theory
Final control
Examples
Students
>>Application of knowledge
>Individuality
Best practices
>>Cognition
Lessons Learned
>>Skills and abilities
Examples of typical errors
Performance
>>Knowledge Creation
>>Academic performance
Analysis
Low
Comparison
Average
Discussion
High
Group discussions
>>Engagement
>Skills
Low
>>Competence
Average
Education
High
Profile suitability
Practical experience
This shows the result of ontological
>>Expertise
modeling of the educational process at the
Own experience
level of the university faculty [11].
Colleagues’ experience
>>Engagement
Low
Average
High
>Evaluation of teaching
>>Student Feedback
Teaching evaluation
94
(sometimes specially generated) that can be
used by all participants in the learning
processes.
The process of working with knowledge is
managed by people who make appropriate
decisions on the organization and
management of the educational process at the
university.
3. Conclusions
Figure 1: Part of the ontology graph is
constructed by Protégé OntoGraf The ontological model was built for shared use
and improvement by specialists in the subject
Modeling student knowledge control. In area under consideration—the field of
addition to theoretical educational material, education (teachers, guarantors of educational
each academic course contains diagnostic programs, heads of departments, dean’s
material to control students’ knowledge. offices, and institutes of SUIT, etc.).
Operational control of knowledge is often The ontological model can be used when
performed using tests that are made up of a set designing academic discipline programs,
of test items (questions). planning the structure of teaching sessions by
Test items are clear and precise items from a teacher, assessing teaching skills, and other
specific subject areas. It requires an similar tasks.
unambiguous answer or the implementation of The use of an ontological approach can help
an appropriate algorithm of action. eliminate the shortcomings of traditional
The ontological model of teaching and teaching (for example, limited dialogue
monitoring students’ knowledge provides for the between students; stereotyped delivery of
use of prompts (information, help) either from educational content, monotony and lack of
the teacher or from the corresponding opportunities for critical thinking on the part
information-intellectual learning system [11, of students; and weak feedback).
26]. The ontological approach can be used as a
Within the framework of the conducted tool for improving teaching methods in the
research, it can be noted that knowledge direction of systematicity and integration
management is important for the using the practical experience of the teacher.
implementation of an effective and optimal
educational process.
This is because such management shows References
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