## 4 Service Demonstration
### Updating a Curriculum  
In this section, the procedure for curriculum updates based on the requirements of the labor market is presented. Specifically, a professor, in collaboration with the board of the ECE School, intends to examine the skills that are in high demand by the labor market but are not taught in the current curriculum. In the figure below (Figure 9), it can be observed that about 60% of the most desirable skills by the labor market are covered by the curriculum, while in the upper-left section of the page, the missing skills, along with recommendations of courses where they can be introduced, are presented. More specifically, APIs, React, and JSON are not considered relevant for introduction in any course of the curriculum, while CSS seems to be relevant with the courses Databases and Internet Programming, with the same relevance score, since both are related to the skill HTML, as illustrated in the right section of the web page. On the other hand, Git is suggested for introduction in several courses, including Distributed Systems, Programming Languages II, Digital Communications, and Advanced Topics in Database Systems. In Figure 10, the input for the Multi-Criteria Decision Support service is illustrated. The decision to be made is the introduction of CSS in either the course of Databases or the one of Internet Programming. The selected method is PROMETHEE II, while the criteria are the relevance between CSS and each course, which is the most important (45% importance); the workload of each course (30% importance); and the Convenience (25%) to change each of the examined courses. As observed, Internet Programming is much more relevant to the CSS skill than Databases, but the latter's workload is smaller than the former's. Additionally, the Databases course is more convenient to be updated. It is worth mentioning that the preference value shows the intensity of the preference for one alternative over another, while indifference is a threshold, which decides the size of the difference so that an alternative can be considered superior to another. Figure 9: Curriculum Designer analytics page, emphasizing CSS skill. As illustrated in Figure 11, the Databases course seems to be a slightly better alternative, even if the course is inferior in terms of relevance. Of course, the result will be different if the preference and indifference thresholds are modified. The same is true for the selected method. For instance, in the following figure (Figure 12), the TOPSIS method is applied for the same alternatives and criteria, and the best option (Figure 13) seems to be Internet Programming. Figure 11: Results of PROMETHEE II for introducing CSS in the Databases or Internet Programming course. Figure 10: Multi-Criteria Decision Support input for skill introduction in a course. After scrolling down to the missing skills section, as illustrated in Figure 14, IOS, JavaScript, and Akka are also missing from the curriculum, while they are highly demanded by the job market. For IOS, no relevant course can be found in the curriculum, while for Akka, the only relevant course is Human-Computer Interaction. On the other hand, JavaScript is associated with several skills (both taught and missing from the curriculum), and as a result, it can be introduced in several courses. Specifically, it is associated with the skills HTML, Git, HTML5, SQL, CSS, Java, and REST, and is compatible with the courses Databases and Internet Programming with higher probability, as well as with the courses Multimedia Technology, Computer Systems Performance, Distributed Systems, Programming Languages I and II, Software Engineering, and Compilers, with lower probability. The latter courses along with Internet Programming, in the context of their syllabi, are teaching Java, which is highly associated with JavaScript, while Internet Programming and Databases are also teaching HTML, which is highly associated with JavaScript as well. Finally, JavaScript is also highly associated with SQL, which is taught in the course Databases.