Date post: | 24-Jan-2015 |
Category: |
Documents |
Upload: | simone-braun |
View: | 384 times |
Download: | 1 times |
Combining Dialogue and Semantics for Learning and Knowledge Maturing
Developing Collaborative Understanding in the ‘Web 2.0 Workplace’
Andrew Ravenscroft,Simone Braun,Tobias Nelkner
ICALT 2010Sousse, Tunisia, July 5, 2010
http://mature-ip.eu
22
Motivation
We want to support communities of practice with a shared semantic information repository
For that to work: Communities of practices need to develop a collaborative understanding
We want to (partially) formalize this understanding in an ontology in order to facilitate the effective management of and access to the shared information repository
MATURE - Continuous Social Learning in Knowledge Networks
33
Ontologies & Shared Understanding
An ontology in computer science is a• „explicit specification of a conceptualization“ (Gruber 1993)
• „shared understanding of a domain of interest“ (Uschold & Grüninger 1996)
Ontologies as shared understanding support groups of human actors (e.g. communities) in their negotiation and collaboration processes • Ontologies as mediating artefact• Ontologies as boundary object
MATURE - Continuous Social Learning in Knowledge Networks
aqueduct= acueducto
bridge= puente
viaduct= viaducto
narrower
watersupply
related
44
Agenda
Application Case
Concepts & System
Walkthrough
Evaluation & Conclusion
MATURE - Continuous Social Learning in Knowledge Networks
55
The Classic Roman Civil Engineering Community of Practice Case
A newly built up Spanish community of practice (CoP) of practicing Industry Professionals• All of them are alumni students of elearning courses about
Classic Roman Civil Engineering (CRCE)
The purpose: • The CRCE CoP collaboratively develops a shared understanding
of its domain • by collecting and critically discussing information
o especially information in the internet about CRCE is often erroneous
• by developing a common multilingual ontologyo lot of information in different languages relating to CRCE
MATURE - Continuous Social Learning in Knowledge Networks
aqueduct= acueducto
bridge= puente
viaduct= viaducto
narrower
watersupply
related
66
Approach
Key idea to develop such an understanding:
Interweaving the development of a shared information repository, an ontology and dialogues about them
MATURE - Continuous Social Learning in Knowledge Networks
77
Interweaving Development of Shared Information Repository, Ontology and Dialogues about them
CoP collects, bookmarks & share web documents around their area
CoP jointly builds up a common ontology
The ontology is used to organize the web documents by annotating them during the bookmarking process
Structured dialogues support critical inquiry, negotiations and development of a collaborative understanding of their domain• for negotiating ontology development • for discussing and assessing content & quality of web resources
Performed (critical) dialogues are linked to related resources and become resource themselves• Supporting reflection and traceability of developments
MATURE - Continuous Social Learning in Knowledge Networks
88
Combining Dialogue and Semantics withInterLoc & SOBOLEO
is a web-based system that• supports the development and refinement of ontologies• enables groups of people to jointly structure web documents
and people in a domainextended to support the creation, management and sustainable
storage of dialogues
B is a tool that• supports reasoned and purposeful learning dialogue games• provides structured rule-based interactions using pre-defined
dialogue features specifically designed Moves & Openers in terms of key semantic
interactions in SOBOLEO
MATURE - Continuous Social Learning in Knowledge Networks
99MATURE - Continuous Social Learning in Knowledge Networks
1010MATURE - Continuous Social Learning in Knowledge Networks
1111MATURE - Continuous Social Learning in Knowledge Networks
1212MATURE - Continuous Social Learning in Knowledge Networks
1313MATURE - Continuous Social Learning in Knowledge Networks
1414MATURE - Continuous Social Learning in Knowledge Networks
1515MATURE - Continuous Social Learning in Knowledge Networks
1616
Interesting Facts
Continuous connection between web documents, ontology and dialogue processes within the CoP
Ontology & dialogues always reflect the current knowledge of the CoP
Developments become traceable to collaborative dialogues
Dialogues as new (searchable) form of knowledge
‘Dialogue state’ of ontological concepts/resources provides awareness• what is discussed or not, agreed, or in conflict indicator for importance and validity
MATURE - Continuous Social Learning in Knowledge Networks
1717
Evaluation Activity
Set up as 4-week learning experience • With 10 active participants + 1 moderator
The moderator, in order to animate the experience, • provided once a week selected topics to the ontology• initiated dialogue game related to these topics
The participants were asked to • collect and share web documents around provided topics• refine and extend the topics in the ontology• engage in discussions
MATURE - Continuous Social Learning in Knowledge Networks
1818
Evaluation Activity
„Positive. Working with tools has been very satisfying for me”
“The tools enable collaborative work that is very useful for gaining knowledge, applying to practice and comparing what you’ve learned. Lets keep alive curiosity about a subject.”
“Surely you can increase knowledge. Sharing links, important information, saves much work and improves outcomes.”
“Sometimes you fear to edit your colleagues work because you don’t want to upset them”
“Being immersed in this type of initiative makes you active. Knowing that your contributions will reach out to others, forces you to review, to deepen, to better prepare your way of speaking.”
MATURE - Continuous Social Learning in Knowledge Networks
1919
Conclusion
The prototype enhances collaborative development of a common ontology and knowledge base with specific learning dialogue games
Dialogues as new (searchable) form of knowledge
Achieving a continuous connection between web resources, ontology and dialogue processes within the CoP
MATURE - Continuous Social Learning in Knowledge Networks
2020
Contact us for the Demonstrator System
MATURE - Continuous Social Learning in Knowledge Networks
Simone BraunFZI Forschungszentrum [email protected]
Tobias NelknerUniversity of [email protected]
Andrew RavenscroftLondon Metropolitan UniversityUnited [email protected]
http
://m
atur
e-ip
.eu
2121
Zone of Proximal Development & Boundary Objects
From asymmetric Vygotsky’s ZPDs to symmetric ZPDpt –peer co-learning using technology
• performing the dialogue games is clearly an engaging social exercise that favors learning and co-developing higher levels of understanding
• initiating a dialogue game demonstrates how the players have a ‘readiness to learn’ or ‘readiness to mature knowledge’
• learning or knowledge development is achieved through scaffolding and reflection within a somewhat spontaneously or responsively established ZPD
• resulting boundary objects - the formalized ontologies, accepted resources, published dialogue game texts, and also the dialogue games themselves – can be used by other CoP
MATURE - Continuous Social Learning in Knowledge Networks
2222
Knowledge Maturing Model
New ideas (topics) emerging from bookmarking and the collaborative development of ontologies
Proposal to initiate a dialogue game signals the desire to express further ideas and develop the collaborative understanding
Community becomes actively aware of new resources, through refined ontological classifications or collaboratively ‘working with’ the ontology
Achieved through directly using or modifying the ontology, or indirectly, through KM-DGs
MATURE - Continuous Social Learning in Knowledge Networks
2323
Knowledge Maturing Model
Community has performed gardening activities, through directly amending the ontology or performing KM-DG that lead to the development of a mutually understood and shared ontology
Logical ‘deepening’ of the collective understanding about the resources through the performance of CDR-DG
Through linking the formalized structures and resources to relevant courses and practices• both the ontologies and resources can serve as
boundary objects that serve related CoPMATURE - Continuous Social Learning in Knowledge Networks