The Concept Browser
description
Transcript of The Concept Browser
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The Concept Browser
Ambjörn Naeve
a new form of knowledge management tool
http://kmr.nada.kth.se
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Centre for user-oriented IT-Design (CID)
CID is a competence centre at KTH that provides an interdisciplinary environment for applied research on design of human-computer interaction.
CID is engaged in 4 different areas of research:
• Connected Communities (Digital Worlds).
• Interactive Learning Environments.
• New forms of Interaction.
• User orientation.
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Dictionary of terms
• Thing = phenomenon or entity.
• Mental concept = inner representation.
• Concept = representation of some thing.
• Medial concept = communicable representation.
• Context = graph with concepts as nodes and concept-relations as arcs
• Context map = graphic representation of a context.
• Content component = information linked to a concept or concept-relation.• Resource = concept or concept-relation or context or content.
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Problems with paper-based information systems
They freeze their concepts into a single context, which
• makes it hard to navigate the information landscape (context) and present its content in a personalized way.
• does not allow reuse of content in different contexts.
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Problems with hyper-linked information systems
A concept generally appearsin many different (and changing) contexts
This makes it hard to maintain a clear separation of context and content.
Example: the well-known ”web-surfing sickness”:
Within what context am I viewing this content, and how did I get here?
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Context Content
Conceptual Browsing: Viewing the content
Projective
Geometry
Algebraic
Differential Surf
View
Info
What
How
Where
When
Who
Projective geometry is the studyof the incidencesof points, lines
in space.
It could be calledthe geometryof the eye
and planes
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Surf
View
Info
What
How
Where
When
Who
Mathematics
Viewing content: Where is mathematics done?
Content
Clarification
Depth
Context
Science
Magic
Religion
Philosophy
Mathematicsinvoke
illustrateapply
inspire
Contextualize
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How is mathematics applied to science?
Content
Surf
View
InfoWhat
How
Where
When
Who
Magic
Philosophy
Religion
Science
Mathematicsinvoke
illustrateapply
inspire
Clarification
DepthContextualize
Context
A is true
Science
assumption
conditional statement
logical conclusion
B is true
If A were truethen
B would be true
Mathematics
Falsification of assumptionsby falsification of their logical conclusions
experiment
fact
Science
Magic
Religion
Philosophy
Mathematicsinvoke
illustrateapply
inspire
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Design principles for Concept Browsers
• separate context (= relationships) from content.
• describe each context in terms of a context map, preferably expressed in UML.
• assign an appropriate set of resources as the content of a concept or a conceptual relation.
• allow neighborhood-based contextual navigation on each concept and concept-relation by enabling the direct switch from its presently displayed context into anyone of its contextual neighborhoods.
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Design principles for Concept Browsers (cont.)
• allow metadata-based filtering of the content components through context-dependent aspect-filters.
• label each resource by making use of a standardized data description (metadata) scheme.
• allow the transformation of a content component which is also a context map into a context by contextualizing it.
• allow concepts as well as contexts to be interactively constructed from content according to different content-gathering principles
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Conzilla - a first prototype of concept browser
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Virtual Mathematics Exploratorium-1
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Virtual Mathematics Exploratorium-2
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Virtual Mathematics Exploratorium-3
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Virtual Mathematics Exploratorium-4
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Virtual Mathematics Exploratorium-5
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Virtual Mathematics Exploratorium-6
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Virtual Mathematics Exploratorium-7
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Virtual Mathematics Exploratorium-8
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Virtual Mathematics Exploratorium-9
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Virtual Mathematics Exploratorium-10
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this
Generalization of
that
Context for that
Specialization of
that
Part of that
Instance of
that
that
Type for
The hierarchical directions from this to that
UnifiedLanguageModeling
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Car
Vehicle
is a:Car
kind of
is a kind of
a
Unified Language Modeling
:Wheel Wheel
abstraction of
part of has
is a
a
is a part of ahas a
a kind of
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Dictionary of terms (cont.)
• Contextual neighborhood (of a concept or a concept-relation) = context containing the concept or concept-relation.
• Contextual topology (on a set of concepts S) = the collection of all contextual neighborhoods for all concepts from S.
• Isolated concept = concept which has no contextual neighborhood involving other concepts.
• Discrete (totally disconnected) contextual topology = contextual topology where each contextual neighborhood consists of an isolated concept.
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Existing contextual topologies
• Traditional dictionary • totally disconnected fixed contextual topology.
• Traditional textbook • taxonomically connected fixed contextual topology.
• Traditional web browser • reachability-connected dynamic contextual topology.
• inextricable mixture of context and content.
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References• Naeve, A., The Garden of Knowledge as a Knowledge Manifold - a conceptual framework for computer supported subjective education, CID-17, KTH, 1997.
• Naeve, A., Conceptual Navigation and Multiple Scale Narration in a Knowledge Manifold, CID-52, KTH, 1999.
• Nilsson, M. & Palmér M., Conzilla - Towards a Concept Browser, (CID-53), KTH, 1999.
• Nilsson, M., The Conzilla design - the definitive reference, CID/NADAKTH, 2000.
• Naeve, A., The Concept Browser, a New Form of Knowledge Management Tool, Proc. of the 2:nd european conference on Web Based Learning Environments (WBLE-2001), Lund, Sweden, Oct. 24-26, 2001.
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• Naeve, A., The Knowledge Manifold – an educational architecture that supports inquiry based customizable forms of e-learning, WBLE-2001.
[ Reports are available in pdf at http://kmr.nada.kth.se ]
• Naeve, A. & Nilsson, M. & Palmér, M., The Conceptual Web - Our Research Vision, Proceedings of the First Semantic Web Working Symposium, Stanford, July 30 - Aug 2, 2001.
• Naeve, A. & Nilsson, M. & Palmér, M., E-learning in the Semantic Age, WBLE-2001.
References (cont.)