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This work presents a unied pattern-based epistemological framework, called a Knowledge Manifold, for the description and extraction of knowledge from information. Within this framework it also presents the metaphor of the Garden Of Knowledge as a constructive example. Any type of KM is defined in terms of its objective calibration protocols - proce...
Citations
... Moreover, as outlined in Naeve (1997;, the cognitive, communicative and cooperative activities discussed in this article have profound connections to an area of abstract algebra called Category Theory. For example, as discussed in Naeve (2011, section 14), the limit concepts of CT can be used to model the interoperability aspects of different cultures. ...
... 2 NotablyNaeve (1997;2005) andNaeve et al. (2007).3 To use a term coined by the philosopher Daniel Dennett for the level of abstraction in which we view the behavior of a thing in terms of mental models. ...
This article presents communicative ways to model the transmission and evolution of the processes and artefacts of a culture as the result of ongoing interactions between its members - both at the tacit and the explicit level. The purpose is not to model the entire cultural process, but to provide semantically rich “conceptual placeholders” for modelling any cultural activity that is considered important enough within a certain context. The general purpose of communicative modelling is to create models that improve the quality of communication between people. In order to capture the subjective aspects of Gregory Bateson’s definition of information as “a difference that makes a difference,” the article introduces a Holographic Cognition Model that uses optical holography as an analogy for human cognition, with the object beam of holography corresponding to the first difference (the situation that the cognitive agent encounters), and the reference beam of holography corresponding to the subjective experiences and biases that the agent brings to the situation, and which makes the second difference (the interference/interpretation pattern) unique for each agent. By combining the HCM with a semantically rich and recursive form of process modelling, based on the SECI-theory of knowledge creation, we arrive at way to model the cultural transmission and evolution process that is consistent with the Unified Theory of Information (the Triple-C model) with its emphasis on intra-, inter- and supra-actions.
... Moreover, as outlined in Naeve (1997;, the cognitive, communicative and cooperative activities discussed in this article have profound connections to an area of abstract algebra called Category Theory. For example, as discussed in Naeve (2011, section 14), the limit concepts of CT can be used to model the interoperability aspects of different cultures. ...
... 2 NotablyNaeve (1997;2005) andNaeve et al. (2007).3 To use a term coined by the philosopher Daniel Dennett for the level of abstraction in which we view the behavior of a thing in terms of mental models. ...
This article presents communicative ways to model the transmission and evolution of the processes and artefacts of a culture as the result of ongoing interactions between its members - both at the tacit and the explicit level. The purpose is not to model the entire cultural process, but to provide semantically rich “conceptual placeholders” for modelling any cultural activity that is considered important enough within a certain context. The general purpose of communicative modelling is to create models that improve the quality of communication between people. In order to capture the subjective aspects of Gregory Bateson’s definition of information as “a difference that makes a difference,” the article introduces a Holographic Cognition Model that uses optical holography as an analogy for human cognition, with the object beam of holography corresponding to the first difference (the situation that the cognitive agent encounters), and the reference beam of holography corresponding to the subjective experiences and biases that the agent brings to the situation, and which makes the second difference (the interference/interpretation pattern) unique for each agent. By combining the HCM with a semantically rich and recursive form of process modelling, based on the SECI-theory of knowledge creation, we arrive at way to model the cultural transmission and evolution process that is consistent with the Unified Theory of Information (the Triple-C model) with its emphasis on intra-, inter- and supra-actions.
... Si bien la Web Semántica surge formalmente con el trabajo de Berners-Lee en el 2001, con anterioridad a esta fecha existían trabajos que apuntaban en esta línea, y particularmente en su vinculación con la pedagogía, como es el caso del trabajo desarrollado en el Royal Institute for Technology (KHT) en Suecia, por Neave y su grupo de trabajo. Sus Jardines del Conocimiento (Naeve, 1997) son ambientes de aprendizaje que pueden ser usados para explorar redes de ideas. Ellos desarrollaron también la idea de Web Conceptual (Naeve, Nilsson, & Palmer, 2001), como una capa de la Web Semántica tratando de hacer que esta fuera tan accesible a los humanos como a las máquinas, usando mapas conceptuales gráficos, que incluyen conceptos y relaciones entre esos conceptos, así como el acceso a los contenidos asociados. ...
El proceso de búsqueda de información situada en Internet, específicamente con propósitos formativos, ha generado preocupación en los profesores, ya que mucha de esa información, que está disponible y es de fácil acceso, no está validada ni es suministrada por entes confiables, por lo que los estudiantes pueden estar basando su aprendizaje en información que no es correcta. La colaboración de los ordenadores en este proceso puede asumir una parte de la carga intelectual del tratamiento de la información, apoyando los procesos cognitivos, realizando operaciones menores de automatización y clasificación de los resultados, previas a la evaluación por parte del estudiante. Nuestra investigación se basa en esto, por lo que propone incorporar un componente semántico, asociado al significado que representan los objetos y recursos que se encuentran en el entorno virtual de formación, con la intención de que reflejen relaciones semánticas entre el conocimiento previo de los estudiantes y la información encontrada en sus procesos de búsqueda, permitiéndoles identificar cuándo un material representa un aporte válido y cuándo se aleja de su objetivo.
... This provides support for the conceptual calibration process in a bottom up fashion [31], which builds consensus in the same way as it is done between people. ...
... Using the above technologies, we are designing the Conceptual Web as a knowledge manifold. A knowledge manifold is an educational architecture, developed at the KMR group, that provides an overall strategy for the construction, management and use of well-defined contexts for distributed content [31,34]. ...
... This provides support for the conceptual calibration process in a bottom up fashion [31], which builds consensus in the same way as it is done between people. ...
... Using the above technologies, we are designing the Conceptual Web as a knowledge manifold. A knowledge manifold is an educational architecture, developed at the KMR group, that provides an overall strategy for the construction, management and use of well-defined contexts for distributed content [31,34]. ...
Meta-data is the fundamental building block of the Semantic Web. However, the meta-data concept is too loosely defined to provide architectural guidelines for its use. This paper analyzes important uses of meta-data in the e-learning domain, from a pedagogical and philosophical point of view, and abstracts from them a set of fundamental architectural requirements for Semantic Web meta-data. It also describes some flexible generic techniques for working with meta-data, following these requirements. Finally, the paper describes a Semantic Web-based e-learning architecture based in these requirements and techniques currently under development at the Knowledge Management Research Group at CID (Centre for user oriented IT Design) at KTH, the Royal Institute of Technology in Stockholm. This architecture builds on Edutella, a peer-to-peer meta-data exchange network, and a technique called conceptual modeling using the Conzilla concept browser, a new kind of knowledge management tool for conceptual navigation and exploration. The
... In order to structure the lower layer of e-learning information the Knowledge Manifold (Naeve, 1997) was extended and the content embedded in LOs was structured as facts that can be concepts, stories or phenomena (Siqueira et al., 2004b). Concepts are ideas, stories are experiences and phenomena are experiments. ...
Purpose
This paper seeks to present a modeling approach for e‐learning content, describing how to structure e‐learning content and also represent it in OWL DL.
Design/methodology/approach
This paper presents three different layers of information that should be considered in e‐learning and conceptual models to guide the representation of e‐learning content. This proposal is based on existing standards and experience gained in previous works. It is also shown how to structure and represent the content embedded in learning objects (LOs).
Findings
Besides providing a better structuring of the e‐learning content, content reuse and exploratory navigations over content through the semantic relationships between information (mainly information objects (IOs) and conceptual units) are promoted.
Research limitations/implications
A visual tool to allow a better exploration of the e‐learning content is already being developed. However, it is essential to develop optimized storing and retrieving mechanisms that would make this approach more interesting.
Practical implications
When compared with other approaches such as those based on semantic models and deductive models, the decrease in complexity makes acceptance and adoption of this approach by teachers and instructional designers easier.
Originality/value
This paper fulfils an identified three‐level information need for e‐learning content and presents a new modeling approach. Besides structuring the e‐learning content, the model is also represented in OWL DL. It allows an easier/richer implementation of e‐learning content.
... One approach to e-learning, which is not as dependent on learning objects, has been developed at the Royal Institute for Technology (KTH) in Sweden by Naeve and colleagues. Their Gardens of Knowledge (Naeve 1997) are learning environments that can be used to explore networks of ideas. They are also developing the idea of the Conceptual Web (Naeve et al. 2001), as a layer above the Semantic Web intended to make the Semantic Web more accessible to humans using graphical context maps, which include concepts and relations among concepts, as well as access to associated content. ...
Recent work on applying semantic technologies to learning has concentrated on providing novel means of accessing and making use of learning objects. However, this is unnecessarily limiting: semantic technologies will make it possible to develop a range of educational Semantic Web services, such as interpretation, structure-visualization, support for argu- mentation, novel forms of content customization, novel mechanisms for aggregating learning material, citation services and so on. In this paper, we outline an initial framework that extends the use of semantic technologies as a means of providing learning services that are owned and created by learning communities.
... The research of the KMR group revolves around a structured information architecture that is called a Knowledge Manifold [5], [6], [8], and which supports a number of different strategies for the suppression and presentation of information. A KM consists of a number of linked information landscapes (contexts), where one can navigate, search for, annotate and present all kinds of electronically stored information. ...
... Unified Language Modeling ( [5], [6], [7]) is a context-mapping technique, which has been developed during the past decade. It is designed to visually represent a verbal description of a subject domain in a coherent way. ...
... A bottom-up approach to achieving semantic collaboration can be carried out through the process of conceptual calibration described in [5]. This process consists of three different activities: ...
This paper introduces the Human Semantic Web (HSW) as a conceptual interface, providing humanunderstandable semantics in addition to the ordinary (machine) Semantic Web, which provides machine-processable semantics based on RDF. The HSW is structured in the form of a Knowledge Manifold and makes use of Unified Language Modeling (based on the Unified Modeling Language) combined with conceptual browsing to present its information to the user in a way that creates substantial benefits in terms of overview, clarity, and flexibility. The HSW browser Conzilla combines the semantics of RDF with the human-understandable semantics of UML in order to enable more powerful forms of human-computer interaction, such as querying the Semantic Web through Edutella and supporting the concept-in-context methodology. The Semantic Web is discussed in terms of three levels of semantic interoperability: isolation, coexistence, and collaboration. Collaboration, as the highest goal, can be achieved by conceptual calibration, which builds bridges between different ontologies in a bottom-up way, describing their similarities as well as their differences. An example is presented in Conzilla of conceptual calibration between systems for e-commerce. In the closing section, the Nonaka-Takeuchi theory of knowledge creation is discussed, and the HSW is described as a "space for interaction," where the SECI spiral of knowledge creation can be elevated to the global level. Three possible scenarios are presented: open research, enriching the economy by expanding the value ontology, and negotiating a sustainable future for all.
... As depicted inFigure 3, a knowledge-transmitting type of learning process leads to a knowledge-simulating type of behaviour, where the learners are trying to figure out the right answers, whereas a knowledge-creating learning type of learning process leads to knowledge-stimulating type of behaviour, where the learners are trying to figure out the right questions. The reader is referred to [39] and [40] for further discussions on these matters. ...
... In this paper, we will instantiate our process/people/tools framework (meta-model) with examples from this work. The PKLME is structured in the form of a Knowledge Manifold, which is an information architecture that consists of a number of linked conceptual information landscapes (context-maps), whose concepts can be filled with content, and where one can navigate, search for, annotate and present all kinds of electronically stored information [39], [40], [41]. The PKLME also includes: @BULLET The Edutella infrastructure: A democratic (peer-to-peer) network infrastructure for search and retrieval of information about learning resources [48], [52]. ...
... @BULLET @BULLET During the learning assessment and certification stage, someone 13 makes use of: @BULLET Confolio in order to let the learners presents the knowledge they have gained during the learning process. The scenario described above is related to question-based learning as described in [39] and [40]. ...
... As depicted inFigure 3, a knowledge-transmitting type of learning process leads to a knowledge-simulating type of behaviour, where the learners are trying to figure out the right answers, whereas a knowledge-creating learning type of learning process leads to knowledge-stimulating type of behaviour, where the learners are trying to figure out the right questions. The reader is referred to [39] and [40] for further discussions on these matters. ...
... In this paper, we will instantiate our process/people/tools framework (meta-model) with examples from this work. The PKLME is structured in the form of a Knowledge Manifold, which is an information architecture that consists of a number of linked conceptual information landscapes (context-maps), whose concepts can be filled with content, and where one can navigate, search for, annotate and present all kinds of electronically stored information [39], [40], [41]. The PKLME also includes: @BULLET The Edutella infrastructure: A democratic (peer-to-peer) network infrastructure for search and retrieval of information about learning resources [48], [52]. ...
... @BULLET @BULLET During the learning assessment and certification stage, someone 13 makes use of: @BULLET Confolio in order to let the learners presents the knowledge they have gained during the learning process. The scenario described above is related to question-based learning as described in [39] and [40]. ...
Research report of the ProLearn Network of Excellence (IST 507310), Deliverable 5.3
