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The main purpose of this paper is to present a conceptual model of curriculum to support the educational service system using ontological technology, which describes the semantic constraints on curriculum knowledge, and illustrates the characteristics of an knowledge-intensive educational service system. The approach has two major advantages as follows. (A) It provides the conceptualized curriculum service knowledge that is a part of a generic architecture for service-oriented educational systems. (B) It can facilitate the communication between different stakeholders in service system with conceptual level primitives.
Lu et al. (Sun,) studied this question.
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