Topic Maps, Douglas Engelbart, and Everything
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Transcript of Topic Maps, Douglas Engelbart, and Everything
Topic Maps, Douglas
Engelbart, and Everything
Jack Park
GivingSpace Meeting
September, 2002
© Jack Park, 2002 http://creativecommons.org/licenses/by/3.0/
20020915 ©Jack Park 2002
Abstract
We look at Topic Maps in the context online community development. The talk intends to develop a context based on the evolution of tools capable of supporting and augmenting what Douglas Engelbart calls the Capabilities Infrastructure of Networked Improvement Communities.
20020915 ©Jack Park 2002
Plan
Motivational Stuff
Context, Scary stuff, etc…
Introduction to Topic Maps
Introduction to Douglas Engelbart
Augmented Story Telling
Towards an Architecture for Augmented Story Telling
20020915 ©Jack Park 2002
Reality Check“I'm only a child and I don't have all the solutions, but I want you to
realise, neither do you!
You don't know how to fix the holes in our ozone layer.
You don't know how to bring salmon back up a dead
stream.
You don't know how to bring back an animal now extinct.
And you can't bring back forests that once grew where
there is now desert.
If you don't know how to fix it, please stop breaking it!”
– Severn Suzuki, age 12, in a talk presented to the Earth Summit in Brazil, 1992
20020915 ©Jack Park 2002
Motivation
“…what we know and need today may be insufficient to solve tomorrow's problems” –W3C[http://www.w3.org/Consortium/Points/]
“…We shall require a substantially new manner of thinking if mankind is to survive.” –Albert Einstein
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About Topic Maps
Topic MapsAre like the index of a book
Reside outside of the information resource (book, documents)
Facilitate the construction of a relational knowledge base about information resources
Facilitate indexing into information resources
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Elements of a Topic Map: Topic
A Topic is a container for information that is related to a Subject
One Topic per Subject
Information related to a Topic includesNames
Occurrences
Roles played in Associations• Topics associated with other Topics
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Elements of a Topic Map:
AssociationsAssociations express relationships between Topics.
Associations are typed
instanceOf (Topics)
Associations point to members (Topics)
Members can have roles (Topics)
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Elements of a Topic Map:
OccurrencesOccurrences point to specific objects in information resources (documents)
Occurrences can be typed
instanceOf (Topics)
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Architecture of a Topic Map
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Segue numero uno
How do Topic Maps relate to Douglas Engelbart?
Roles they play in organizing his Networked Improvement Communities
Roles they play in story-telling activities within those (and other) communities
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Engelbart’s Capability
Infrastructure
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Engelbart’s A-B-C Context
B Activity - improves product cycle time and quality
A Activity - serves the customer
C Activity - improves improvement cycletime and quality
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Community A-B-C Activities
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Networked Improvement
Community
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Interlude: Knowledge and
AugmentationCapabilities Infrastructures
Depend on Individual Capabilities
• can be augmented with collaboration tools
Require Facilitation
• can be augmented with collaboration tools
Issues behind augmentation?
• a look at the knowledge context
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What is Knowledge?Information relates to description, definition, or perspective (what, who, when, where).
Knowledge comprises strategy, practice, method, or approach (how).
Wisdom embodies principle, insight, moral, or archetype (why).
This page shamelessly copied (with kind permission) from:
“Knowledge Management – Emerging Perspectives”
By Gene Bellinger
http://www.outsights.com/systems/kmgmt/kmgmt.htm
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Gowan’s Knowledge V –Building
Knowledge
After: Joseph D. Novak.
“The Pursuit of a Dream: Education Can be Improved”
In: [Mintzes, et al. 1998]
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Segue numero dos
We know a bit about Topic Maps
We know a bit about Improvement Communities
We have heard of a DKR
We know a bit about Knowledge
Let‟s look at a practical knowledge activity:
Story telling
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“All social change begins with a
conversation”*“From a casual conversation between two friends, a medical relief effort for Vietnamese children emerged. And it all began when „some friends and I started talking‟ ”
Margaret J. Wheatley, “All Social Change begins with a conversation”, The Utne Reader: Society, found on the Web at http://www.utne.com, 28 July, 2002
20020915 ©Jack Park 2002
Towards a ManifestoThe reason our society must create a new language for
learning communities that transcends school and classroom
walls is that the dominance, attraction, and power of the
current machine-based language of schooling is not capable
of generating the organic patterns of the global learning
community we now require. The very nature of the
language, the potency of its field, and the meaning it
constructs preempt its capacity to generate living patterns;
only a living language can create living patterns and only
living patterns can create living environments. –Stephanie Pace Marshal, “Creating Sustainable Learning Communities for the Twenty-First Century”,
in F. Hesselbein, et al. (eds), 1997. The Organization of the Future. The Drucker Foundation.
http://www.swaraj.org/shikshantar/resources_marshall.html
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Edna St. Vincent MillayUpon this gifted age, in its dark hour,
Rains from the sky a meteoric shower
Of facts . . . they lie unquestioned,
uncombined.
Wisdom enough to leech us of our ill
Is daily spun; but there exists no loom
To weave it into fabric
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Towards a Point of View
From the manifesto:
“...only a living language can create living patterns and only living patterns can create living environments”
From Edna St. Vincent Millay:
“...but there exists no loom to weave it into fabric”
The skill of writing is to create a context in which other people can think. –Edwin Schlossberg
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Augmented Story Telling rocks!
Ta daa! A Point of View
But, that‟s a lie (maybe)
We don‟t know that yet…
We must get busy and prove it…
Ok. Call it a working hypothesis and move on!
20020915 ©Jack Park 2002
Why Stories?
“…stories are a powerful means to understand what happened (the sequence of events) and why (the causes and effects of those events).” –
John Seely Brown[Brown, 2000] page 106
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Why Stories on the Web?
“With the proliferation of online interaction
and composing of various digital online
spaces for intercultural and global
communication, computer-mediated
communication and digital technologies have
come to play a significant role in the process
of globalization.” –Jilliana Enteen and Radhika Gajjala, 2002.”Teaching Globalization & Intercultural
Communication: A Virtual Exchange Project,” KAIROS: 7.2, available on the Web at http://129.118.38.138/kairos/7.2/binder.html?sectiontwo/enteen
20020915 ©Jack Park 2002
Why Stories on the Web?
“... emphasizing the analyses of culture and of meaning-making processes within such global technological environments allows the student to understand the contextual and situated nature of communication processes. This sensitizes the student to such encounters and, we hope, instills both
sensitivity and confidence.–Jilliana Enteen and Radhika Gajjala, 2002.”Teaching Globalization & Intercultural
Communication: A Virtual Exchange Project,” KAIROS: 7.2, available on the Web at http://129.118.38.138/kairos/7.2/binder.html?sectiontwo/enteen
20020915 ©Jack Park 2002
Focus QuestionIf we wish to create an augmented story space, a software system with which users will write stories…
Then, how do we structure that story space to serve as a context in which other people can think?
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Two Story Spaces are Needed*
Space where stories are toldPrimarily, statements of facts, observations, beliefs, “what I think”
Space where dialog about the story occurs
Arguments, additional findings
Seamless integration between the twohyperlinks
*[Bonk, 1998, p 58]
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IBIS View of a Question
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Towards an Architecture
Documents
Knowledge Structures
User Interface & Topic Maps
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Important Markup Language
ExamplesTopic Maps
Weaving the fabric
http://www.topicmaps.org/
Human Markup Language
Enhance fidelity of human communications
http://www.humanmarkup.org/
Philanthropic Markup Language
Move from transactions to transformations
http://www.givingspace.org/
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Towards Augmented Story
TellingA working hypothesis
Chunk stories into AddressableInformationResources
• Sentences, paragraphs, etc.
Seamless integration of IBIS Discussion for each AddressableInformationResource
• Automatically generated link, ready to use
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An Augmented Story Architecture
IBIS
Discussion
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Where to go from here?
More development along the lines of the Open Hyperdocument System.
Let‟s Roll...
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References[Alexander, 1977] Alexander, Christopher, Sara Ishikawa, and Murray Silverstein, 1977. A Pattern Language, New York, NY: Oxford University Press.
[Bonk, 1998] Bonk, Curtis Jay, and Kira S. King (Editors), 1998. Electronic Collaborators: Learner-Centered Technologies for Literacy, Apprenticeship, and Discourse, Mahwah, NJ: Lawrence Erlbaum Associates
[Brown, 2000] Brown, John Seely, and Paul Duguid, 2000. The Social Life of Information.Boston, MA: Harvard Business School Press
[Clancey, 1997] Clancey, William J. 1997. Situated Cognition: On Human Knowledge and Computer Representations. Cambridge, UK: Cambridge University Press
[Engelbart, 1992] Engelbart, Douglas C. 1992. Toward High-Performance Organizations: A Strategic Role for Groupware”. Available on the Web at http://www.bootstrap.org/augment/AUGMENT/132811.html
[Engelbart, 2000] Engelbart, Doug, 2000. “Draft OHS-Project Plan”. Available on the Web at http://www.bootstrap.org/augment/BI/2120.html
[Lakoff, 1999] Lakoff, George and Mark Johnson, 1999. Philosophy In The Flesh: The Embodied Mind And Its Challenge To Western Thought. New York, NW: Basic Books
[Leuf & Cunningham, 2001] Leuf, Bo, and Ward Cunningham, 2001. The Wiki Way, Boston, MA: Addison-Wesley
[Maturana & Verala, 1987] Maturana, Humberto R. and Francisco J. Verala, 1987. The Tree of Knowledge: The Biological Roots of Human Understanding, Boston, MA: New Science Library.
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References continued
[Mintzes, et al. 1998] Mintzes, Joel J., James H. Wandersee, and Joseph D. Novak, Editors, 1998, Teaching Science for Understanding: A Human Constructivist View. Boston, MA: Academic Press.
[Ryan, 2001] Ryan, Marie-Laure, 2001. Narrative as Virtual Reality. Baltimore, MD: The Johns Hopkins University Press
[Park, 2001] Park, Jack, 2001. “Bringing Knowledge Technologies to the Classroom,” Paper presented at Knowledge Technologies 2001, Austin Texas, March 4-2. Available on the web at http://www.thinkalong.com/JP/ParkKT2001.pdf
[Park, 2002] Park, Jack [Editor] and Sam Hunting [Technical Editor], 2002. XML Topic Maps. Boston, MA: Addison-Wesley.
20020915 ©Jack Park 2002
ColophonThis presentation would not exist without:
The XTM Authoring Group
Support from Adam Cheyer and Hugo Daley at VerticalNet
Valuable comments from Henry Van Eyken, Mei Lin Fung, Sam Hunting, Tom Munnecke, and Bill Leikam
Massive inspiration from Douglas Engelbart