Journal of
Systemics, Cybernetics and Informatics
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ISSN: 1690-4524 (Online)


Peer Reviewed Journal via three different mandatory reviewing processes, since 2006, and, from September 2020, a fourth mandatory peer-editing has been added.

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Published by
The International Institute of Informatics and Cybernetics


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Honorary Editorial Advisory Board's Chair
William Lesso (1931-2015)

Editor-in-Chief
Nagib C. Callaos


Sponsored by
The International Institute of
Informatics and Systemics

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Quantitative Endosurgery Process Analysis by Machine Learning Method
Bojan Nokovic, Andrew Lambe
(pages: 1-7)

Modelling Student Performance in a Structural Steel Graduate-Based Module: A Comparative Analysis Between K-Nearest Neighbor and Dummy Classifiers
Masengo Ilunga, Omphemetse Zimbili, Phahlani Mampilo, Agarwal Abhishek
(pages: 8-15)

Interoperable Digital Skills for Foreign Languages Education in the COVID-19 Paradigm
Rusudan Makhachashvili, Ivan Semenist, Iryna Vorotnykova
(pages: 16-20)

Education, Training and Informatics Go Hand in Hand in (Foreign) Higher Education Institutions (HEIs) – Case Studies From Live and Online Classrooms
Ekaterini Nikolarea
(pages: 21-29)

Enhancing Pedagogical and Digital Competencies Through Digital Tools: A Proposal for Semi-schooled Language Teaching Programs in Oaxaca, Mexico
José de Jesús Bautista Hernández, Eduardo Bustos Farías, Norma Patricia Maldonado Reynoso
(pages: 30-35)

Railway Track Degradation Modelling Using Finite Element Analysis: A Case Study in South Africa
Ntombela Lunga, Masengo Ilunga
(pages: 36-50)

Continuum of Academic Collaboration: Issues of Inconsistent Terminology in Multilingual Context
Cristo Leon, James Lipuma, Marcos O. Cabobianco, Maria B. Daizo
(pages: 51-62)

Peat Resource Management and Climate Change Mitigation Issues – Case of Latvia
Anita Titova, Natalja Lace
(pages: 63-70)

Using Geospatial Computation Intelligence for Mapping Temporal Evolution of Urban Built-up in Selected Areas of the Ekurhuleni Municipality, South Africa
Jo-Anne Correia, Masengo Ilunga
(pages: 71-80)

Cybernetics and Informatics of Generative AI for Transdisciplinary Communication in Education
Rusudan Makhachashvili, Ivan Semenist
(pages: 81-88)

Navigating Psychological Riptides: How Seafarers Cope and Seek Help for Mental Health Needs
Coleen Abadicio, Stella Louise Arenas, Rosette Renee Hahn, Angel Berry Maleriado, Ramon Miguel Mariano, Rodolfo Antonio Ma. Zabella, Genejane Adarlo
(pages: 89-98)


 

Abstracts

 


ABSTRACT


Didactic Networks: A Proposal for e-learning Content Generation

F. Javier Del Álamo, Raquel Martínez, José Alberto Jaén


The Didactic Networks proposed in this paper are based on previous publications in the field of the RSR (Rhetorical-Semantic Relations). The RSR is a set of primitive relations used for building a specific kind of semantic networks for artificial intelligence applications on the web: the RSN (Rhetorical-Semantic Networks). We bring into focus the RSR application in the field of elearning, by defining Didactic Networks as a new set of semantic patterns oriented to the development of elearning applications. The different lines we offer in our research fall mainly into three levels: �� The most basic one is in the field of computational linguistics and related to Logical Operations on RSR (RSR Inverses and plurals, RSR combinations, etc), once they have been created. The application of Walter Bosma’s results regarding rhetorical distance application and treatment as semantic weighted networks is one of the important issues here. �� In parallel, we have been working on the creation of a knowledge representation and storage model and data architecture capable of supporting the definition of knowledge networks based on RSR. �� The third strategic line is in the meso-level, the formulation of a molecular structure of knowledge based on the most frequently used patterns. The main contribution at this level is the set of Fundamental Cognitive Networks (FCN) as an application of Novak’s mental maps proposal. This paper is part of this third intermediate level, and the Fundamental Didactic Networks (FDN) are the result of the application of rhetorical theory procedures to the instructional theory. We have formulated a general set of RSR capable of building discourse, making it possible to express any concept, procedure or principle in terms of knowledge nodes and RSRs. The Instructional knowledge can then be elaborated in the same way. This network structure expressing the instructional knowledge in terms of RSR makes the objective of developing web-learning lessons semi-automatically possible, as well as any other type of utilities oriented towards the exploitation of semantic structure, such as the automatic question answering systems.

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