Faculty of Computer Science and Engineering
Permanent URI for this communityhttps://repository.ukim.mk/handle/20.500.12188/5
The Faculty of Computer Science and Engineering (FCSE) within UKIM is the largest and most prestigious faculty in the field of computer science and technologies in Macedonia, and among the largest
faculties in that field in the region.
The FCSE teaching staff consists of 50 professors and 30 associates. These include many “best in field” personnel, such as the most referenced scientists in Macedonia and the most influential professors in the ICT industry in the Republic of Macedonia.
Browse
924 results
Search Results
- Some of the metrics are blocked by yourconsent settings
Item type:Publication, Corrigendum on “On a general decay stability of stochastic Cohen-Grossberg neural networks with time-varying delays” [Applied Mathematics and Computation 219 (2012) 2289–2302](Elsevier BV, 2013-01); Janković, SvetlanaIn Lemma 2, as well as in Theorems 1 and 3 which proofs are based on Lemma 2, it is necessary to suppose for δ< 1 that functions a and b from C ([t 0,∞); R n) are increasing and decreasing, respectively, and that γ∗= γ (t 0). The proof of Lemma 2 in the paper holds only for δ⩾ 1 and must be similarly completed for δ< 1: since y (t)< kz (t) on [t 0, t 1) and y (t 1)= kz (t 1), k= const> 1, it follows straightforwardly that‖ y (t 1)‖< kz (t 1) δ γ∗ and D+(y (t 1)− kz (t 1))< 0, which completes the proof. - Some of the metrics are blocked by yourconsent settings
Item type:Publication, On some stability problems of impulsive stochastic Cohen–Grossberg neural networks with mixed time delays(Elsevier BV, 2014-07); Janković, SvetlanaThis paper covers the topic of both the pth moment ( ) and almost sure stability of impulsive stochastic Cohen–Grossberg neural networks with mixed time delays. We partially use a known result on exponential stability of impulsive stochastic functional differential systems, based on the Razumikhin type technique, and extend it to the case of stochastic neural networks using the Lyapunov function method and a Gronwall type inequality. Additionally, we consider the stability with respect to a general decay function which includes exponential, but also more general lower rate decay functions as the polynomial and the logarithmic ones. This fact gives us the opportunity to study general decay almost sure stability, even when the exponential one cannot be discussed. Suitable examples which support the theory are also presented. - Some of the metrics are blocked by yourconsent settings
Item type:Publication, Election candidates fuzzy multi-agent recommender system(SAGE Publications, 2013-01); Dukovska, Snezana CerepnalkovskaIn this paper we propose fuzzy multi-agent recommender system for candidates in state elections that is intended to serve to voters as a filter for excess of information on Internet and other media on their election candidates. The recommender system we propose should guide voters to the candidates that suit their preferences, and help them make a choice of a representative by accessing relevant information. For this system we have enrolled computing with words (CW) methodology which main concepts are graduation (linguistic variables) and granulation (a fuzzy set of points drawn together by similarity). Our proposed recommender system is appropriate for application in developing countries, because of its simplicity and its low cost. It can also serve as foundation for future development and sophistication, taking into consideration both technical and political aspects. - Some of the metrics are blocked by yourconsent settings
Item type:Publication, Automatic Recognition of Emotions from Speech(Digital Information Research Foundation, 2019-12-01); This paper presents an approach to recognition of human emotions from speech. Seven emotions are recognized: anger, fear, sadness, happiness, boredom, disgust and neutral. The approach is applied on a speech database, which consists of simulated and annotated utterances. First, numerical features are extracted from the sound database by using audio feature extractor. Next, the extracted features are standardized. Then, feature selection methods are used to select the most relevant features. Finally, a classification model is trained to recognize the emotions. Three classification algorithms are tested, with SVM yielding the highest accuracy of 89% and 82% using the 10 fold cross-validation and Leave-OneSpeaker-Out techniques, respectively. “Sadness” is the emotion which is recognized with highest accuracy. - Some of the metrics are blocked by yourconsent settings
Item type:Publication, Online marketing — The case of Macedonia(IEEE, 2016-10) - Some of the metrics are blocked by yourconsent settings
Item type:Publication, INTERACTION IN DISTANCE EDUCATION(IATED, 2017-03)The first part of this paper discusses about following questions related to interaction in distance education: defining and valuing interaction; goals of interaction, different classifications of interaction, and relation between interaction and communication. There are authors that define interaction in different context, as instructional exchange, computer-mediated communication, or social/psychological connections. What is the difference between interaction and interactivity? Moore and Kearsley (1996) described three forms of interaction in distance education: interaction between students and teachers, interaction between students, and the interaction of students with content. Anderson and Garrison (1998) have expanded the discussion on interaction to include three other forms of interaction: teacher-teacher, teacher-content, and content-content, while Hillman et al. (1994) described the learner-interface interaction. Many authors have emphasized interaction and communication as central to any concept of distance education. Among them, Baath, who is particularly associated with an emphasis on two-way communication, and Holmberg with his theory of interaction and communication, also known as theory of guided didactic conversation. The next part is dealing with interaction dependence of many factors, including: technology, time, number of people, and location (distance); degrees of interactivity etc. Different technologies allow various degrees of interaction. Interaction can be synchronous or asynchronous—at the same time, or at different times. The author is trying to find out what types and amounts of interaction would be more effective in different forms of distance education. The other important thing is how to facilitate different types of interaction. Moreover, how to make different types of interaction to be stimulating, engaging and enjoyable for both students and teachers. Later, the author proposes answers to the following questions: How we can compare interaction in traditional (face-to-face) education and interaction in distance education? How new technologies can improve the quality of different types of interaction? How we can combine different types of interaction in a proper way? What are the main benefits of interaction? etc. The final part of this paper includes some conclusions and recommendation related with interaction in distance education. Interaction is foundational to effective learning both in traditional education and in distance education. It is important learners to be able to interact with each other, with resources of instruction, and with their teachers. Interaction should be available, appropriate and relevant. Distance education organizations need to design and organize courses to ensure that there is each type of interaction and that they provide the type of interaction that is most suitable for the various teaching tasks for different subject areas for learners at different stages of development. - Some of the metrics are blocked by yourconsent settings
Item type:Publication, THE ROLE AND IMPORTANCE OF COMPUTER GAMES IN EDUCATION(IATED, 2017-03)The first part is dealing with definitions of computer games. Are they some forms of simulations, sub-category of simulations, distinct from simulations, or simply an extension of traditional games? Follows list of categories and genres of computer games and their main characteristics. What are similarities and differences between computer games, educational games, video games, digital games, traditional games and other forms of games?. The next part is adressing the following questions: why, how and where we use computer games in the educational process? According many scientific investigations computer games had significant educational value and could be extremely useful if they become part of the school curriculum. There are various computer games that create context in which students can develop important skills. The use of computer games in educational contexts encourages active, critical, autonomous and participated learning processes, engaging students in active forms of acquiring knowledge and skills. The main purpose of computer games in not only entertainment; they can combine the playful factor with pedagogical advantages, promoting changes in terms of cognitive, behavioral and psychomotor skills in its users. Follows explanations about the main benefits of using computer games as learning tools, related with problem solving, 21st- century skills, integration of learning and assessment, collaborativeness and interactivity, addressing cognitive as well as affective learning issues, and motivation for learning. The author elaborates how computer games are linked to acquisition of computer literacy, improvement of cognitive and attention skills, and development of positive attitudes toward technology. The limitation of introducing games in education and their disadvantages are also pointed out. The last part is dealing with recommendations about proper use of computer games in various learning technologies, including traditional didactic classroom and different forms of distance education. - Some of the metrics are blocked by yourconsent settings
Item type:Publication, GEOGEBRA ANIMATIONS, SIMULATIONS AND COMPUTER GAMES IN TEACHING AND LEARNING PHYSICS(IATED, 2019-03)GeoGebra is very popular free and open source software. In this paper, the author will demonstrate how it can be effectively used for creating digital educational materials, such as animations, simulations and computer games for teaching and learning physics. A few examples of digital learning materials, created by the author, will be presented. It's about animations, simulations and computer games that could help understanding of terms, phenomena and processes, as well as to improve adoption of knowledge and skills in several areas of physics, including movements, dynamics, electric circuits, and swings. The exploration will stress relations between these digital learning materials with the theory of physics. The digital learning materials used do not pretend to substitute the textbooks in physics, but to complement it. The pictures in the textbook are motionless and reflect only one point, one situation from a given process or procedure. In contrast, animations and simulations can capture all aspects of the processes and procedures under consideration. The paper will also elaborate in detail the connection between animations, simulations and computer games with the methods of active learning, problem learning, experimenting, project learning, and others. The paper will try to explain the universality of the application of animations, simulations and computer games made in the GeoGebra software in several aspects: 1. They can be successfully used in more degrees of physics education, from elementary to college, 2. They can be multilingual; 3. Various variations of animations and simulations with different weights can be made that can advance the individualisation of teaching within a certain level of education and provide conditions for programmed instruction. - Some of the metrics are blocked by yourconsent settings
Item type:Publication, EDUCATIONAL SOFTWARE FOR STUDENTS FROM KINDERGARTENS AND LOWER PRIMARY SCHOOLS(IATED, 2019-03)The paper presents the importance and the need of using digital learning materials in teaching and learning in both, the kindergartens and the first grades of the elementary school. In the beginning of their education, the students are faced with a variety of challenges, including understanding new concepts, phenomena and processes in different areas of science and life. It is crucial the students, especially the youngest ones to study in an interesting and fun way by including visualization. For this purpose, carefully used electronic content could be of great use. This paper will explore the use of several successful learning software tools, such as ToolKid, Logo, Scratch and GeoGebra. We will also discuss their main advantages and applications. The importance of algorithmic and computer thinking for all students will be also considered. Through selected and concrete animations, simulations and computer games created by the author, he will demonstrate how to effectively use digital teaching materials in a way that is most appropriate for the youngest students. The applications under consideration include: use of abacus for basic arithmetic operations, exercises with analog and digital time, exercises with fractions, memory games, etc. Other issues that will be considered in this paper are: "How information and communication technology can be applied in primary school?", "How often information and communication technology should be used in teaching with the youngest students?", and “What are the most challenges applications for young students and what is the recommended age for their use?”. - Some of the metrics are blocked by yourconsent settings
Item type:Publication, Compliance of MOOCs and OERs with the new privacy and security EU regulations(Universitat Politècnica València, 2019-06-26)Since their appearance in the early 2000s, Massive Open Online Courses (MOOCs) and Open Educational Resources (OERs) arose among the most important educational priorities. Many top universities worldwide have been involved in the research and direct implementation of this innovative pedagogical approach. Simultaneously with the development and massive deployment of the new learning and teaching method, European regulations responsible for data privacy and information security protection have significantly evolved. This paper assesses the compliance of the ten most popular MOOCs and OERs with the General Data Protection Regulation (GDPR) and the Directive on security of network and information systems (NIS Directive). In order to systematically examine their online platforms, a few privacy indicators were outlined and thoroughly observed. Alongside this, the involvement of the open education providers in the NIS Directive was examined. Research findings are presented and elaborated in a way that it makes easy to generate recommendations on how to anticipate the future of open education as a reasonable reaction to global change in the era of rapid technological growth, and at the same time to obey the crucial ethical principles defined by this development.