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network security
information environment practice B
As well, the student is advised to take the less recommended subjects (denoted by scenes with a grey background), as
follows:
Unix and C programming
digital measurement
database systems
Finally, if these recommendations are accepted by the student, the aforementioned six subjects are sent to the DS to
register a semester schedule for the fourth semester. However, each of subjects, which is a starting point of a
prerequisite edge for the fifth or a later semester, remains in the dynamic storyboards as shown in Figure 7.
Further, the dynamic storyboard system is able to check or suggest an individually optimal curriculum by manually
providing individual interests such as desired courses (e.g., network computing and advanced system design),
interesting cores e.g., network, computer programming, or a certain preferred application domain), and individual
career goals such as vocation names (e.g., a network engineer, interior designer, a preferred position level, a
preferred enterprise, or a preferred location of a future entrepreneur) as well as by automatically including individual
educational data from the electronic data processing (EDP) system such as the GPA history of previous semesters
and the results of entrance examinations and/or preparatory education examinations.
In fact, the above-mentioned individual learning needs may dynamically change during the course of study. Thus, the
curriculum will also change over the upcoming semesters. The change from one semester to the next is usually not
serious. However, over many semesters, the course of study may come to look quite different from the original plan
submitted in the first semester.
Difficult subjects such as mathematics and English often tend to decrease a student’s GPA. These subjects are
included automatically (but minimally) by the EDP system, based on students’ previously achieved GPA and level.
Suggestions for successful learning patterns for students who want to become network engineers are illustrated in
Figure 4 through Figure 7. Figure 7 is a particularly good example.
Manually collected information comes into the system through a related interactive webpage and is incorporated into
the curriculum creation support system using a Prolog-based (inference) program. Automatically collected data is
provided by the university administration’s own EDP system and is also incorporated into the curriculum creation
support system using a Prolog-based (inference) program.
The processing or inference mechanism in Prolog is based on the storyboard represented by facts for the following
predicates:
includes(graph , [] )
edge( [] , [] , [ , ] )
Here, the predicate includes the elements (scenes, episodes, start nodes, end nodes, and reference nodes) of each
particular graph of the nested graph hierarchy. There is one fact for each graph in the knowledge base along with a
list of its elements.
Also, each edge is specified by a related fact. Since edges may have several start nodes and/or end nodes (such as the
forked edge in Table 8, and its counterpart or a joining edge that re-unite the forked paths), the starting node and
ending node of each edge are represented as a list of nodes. In case of simple edges, there may be just one element.
Since edges may be bi-colored (see Table 7), the edge’s colors are specified by a list of two elements that are
identical in case of single-colored edges.
Based on such a storyboard representation, an individual curriculum can be automatically checked, edited, and
displayed by a kind of artificial intelligence program or inference program. The individual curriculum suggestions
are sub-storyboards, that is, dynamic storyboards that are derived from the more complete storyboard by omitting
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