Centre for useroriented ITDesign CID CID is a

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Centre for user-oriented IT-Design (CID) CID is a competence centre at KTH that provides

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. (http: //cid. nada. kth. se/il) • New forms of Interaction. • User orientation.

Goals and characteristics of CID • integrate usability with technical and aesthetic aspects. •

Goals and characteristics of CID • integrate usability with technical and aesthetic aspects. • create an attractive environment at KTH for strong cooperation between academy, industry and users. • produce “pre-competitive” results in the form of prototypes, demonstrators and user studies. • strong international collaboration.

A Knowledge Manifold • is a conceptual framework for designing interactive learning environments that

A Knowledge Manifold • is a conceptual framework for designing interactive learning environments that support Inquiry Based Learning. • can be regarded as a Knowledge Patchwork, with a number of linked Knowledge Patches, each with its own Knowledge Gardener. • gives the users the opportunity to ask questions and search for certified human Knowledge Sources.

A Knowledge Manifold (cont. ) • has access to distributed archives of resource components.

A Knowledge Manifold (cont. ) • has access to distributed archives of resource components. • allows teachers to compose components and construct customized learning environments. • makes use of conceptual modeling to support separation of content from context. • contains a conceptual exploration tool (Conzilla) that supports these principles and activites.

Resource Components / Learning Modules Learning Environment * Resource Component * Learning Module connecting

Resource Components / Learning Modules Learning Environment * Resource Component * Learning Module connecting separating What to Teach from with What to Learn through Multiple Narration through Component Composition

Modeling for Conceptual Calibration P Adam Eve calibration process Adam’s image of P Eve’s

Modeling for Conceptual Calibration P Adam Eve calibration process Adam’s image of P Eve’s image of P

The hierarchical directions from this to that Unified Language Modeling that Specialization of that

The hierarchical directions from this to that Unified Language Modeling that Specialization of that Context for this Instance of Part of Type for that Generalization of that

Unified Language Modeling is a kind of Vehicle a kind of : Car has

Unified Language Modeling is a kind of Vehicle a kind of : Car has a is a abstraction of Car a is a part of a : Wheel kind of part of has is a a Wheel

Design principles for Concept Browsers • separate context (= relationships) from content. • describe

Design principles for Concept Browsers • separate context (= relationships) from content. • describe each context in terms of a concept map. • assign an appropriate set of components as the content of a concept or a conceptual relationship. • label the components with a standardized data description (metadata) scheme (IMS-IEEE). • filter the components through different aspects. • transform a content component which is a map into a context by contextualizing it.

Where is mathematics done? Depth Contextualize Clarification Context Content Mathematics Surf View Info What

Where is mathematics done? Depth Contextualize Clarification Context Content Mathematics Surf View Info What How Where When Who inspire invok illu e Religion stra t ap ply Magic e Philosophy Science

How is mathematics applied to science? Depth Contextualize Clarification Context inspire invok Surf What

How is mathematics applied to science? Depth Contextualize Clarification Context inspire invok Surf What How Where When Who ap e stra ply te Religion Philosophy View Info ap ply ¯ illu Magic Science inspire Mathematics Magic assumption * logical conclusion in*vok e A is true Þi B is true llus Religion trat fact e ¯ ¯ Mathematics Content Science If A were true then B would be true * conditional Philosophy ¯ Science statement Mathematics * experiment Falsification of assumptions by falsification of their logical conclusions

MULECO (Multi-lingual Upper Level Electronic Commerce Ontology) Objective: To develop a high-level ontology for

MULECO (Multi-lingual Upper Level Electronic Commerce Ontology) Objective: To develop a high-level ontology for expressing the relationship between ontologies used to identify the requirements of particular electronic commerce applications The ontology will be expressed as a network of industry descriptors, commercial terms and business roles. They will be described in such a way that each entry can be addressed from other ontologies and applications by means of a URI or XML-Path/Query (Edutella!)

MULECO - participants The SGML Centre (Martin Bryan, initiator) CID/Royal Institute of Technology (Ambjörn

MULECO - participants The SGML Centre (Martin Bryan, initiator) CID/Royal Institute of Technology (Ambjörn Naeve) University of Klagenfurt (Gerhard Friedrich) Web. Giro (Andrzej Bialecki) Motorola (Patricia Charlton) IC Focus (Man-ze Li) British Telecom (John Sheperdson)

What is important about MULECO ? Multilingual ------------ Vital Upper-level ------------- Very significant Electronic

What is important about MULECO ? Multilingual ------------ Vital Upper-level ------------- Very significant Electronic Commerce ------- Limiting Scope Ontology -------------- Not just classification Addressable ------------ Must be web accessible Understandable ---------- For the layman

Multilingual • Most ontologies are monolingual. They fail to consider the problems involved when

Multilingual • Most ontologies are monolingual. They fail to consider the problems involved when the terms are not exact synonyms. • Most ontologies are for a specific domain. They fail to recognize that different domains use different phrases. • Electronic commerce ontologies should simplify the integration of European marketplaces into a single market.

Upper-level • Not an attempt to integrate a whole set of ontologies that have

Upper-level • Not an attempt to integrate a whole set of ontologies that have been developed from the bottom up. • Designed to provide reference points to which application specific ontologies can be tied. • Designed to allow ontologies developed in different languages to be integrated.

Electronic Commerce MULECO is not trying to define an ontology to end all ontologies.

Electronic Commerce MULECO is not trying to define an ontology to end all ontologies. MULECO is not trying to define an ontology for describing ontologies. MULECO starts from a well known set of business semantics developed by UN (UN/CEFACT)

Ontology Build on subset of well-researched techniques developed for language engineering. Use multiple types

Ontology Build on subset of well-researched techniques developed for language engineering. Use multiple types of relationships: hypernymy, hyponymy, synonymy, antonymy, etc. Need to identify overlaps as well as disjuncts (business processes typically overlap classification boundaries).

References-1 • Naeve, A. , The Garden of Knowledge as a Knowledge Manifold -

References-1 • 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. • Naeve, A. , The Knowledge Manifold - an Educational Architecture that supports Inquiry-based Customizable Forms of E-Learning, Proc. of the 2 nd European Web. Based Learning Environment Conference, Lund, Sweden, Oct. 24 -26, 2001.

References-2 • Naeve, A. , The Concept Browser - a New Form of Knowledge

References-2 • Naeve, A. , The Concept Browser - a New Form of Knowledge Management Tool, Proc. of the 2 nd European Web-Based Learning Environment Conference, Lund, Sweden, Oct. 24 -26, 2001. • Naeve, A. & Nilsson, M. & Palmér, M. , The Conceptual Web - our Research Vision, Proc. of the First Semantic Web Working Symposium, Stanford, July 2001, • Naeve, A. & Nilsson, M. & Palmér, M. , E-Learning in the Semantic Age, Proc. of the 2 nd European Web-Based Learning Environment Conference, Lund, Sweden, Oct. 24 -26, 2001.

References-3 • Nilsson, M. & Palmér M. , Conzilla - Towards a Concept Browser,

References-3 • Nilsson, M. & Palmér M. , Conzilla - Towards a Concept Browser, (CID-53), KTH, 1999. • Nilsson, M. , The Conzilla Design - the definitive reference, CID/NADA/KTH, 2000, http: //conzilla. sourceforge. net/doc/conzilla-design/ conzilla-design. html. • Nilsson, M. et. al. , IMS/LOM-RDF binding, www. imsproject. org/rdf/index. html. • Nilsson, M. , The Semantic Web - How RDF will change Learning Technology Standards, CETIS feature article, www. cetis. ac. uk.