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DISCOURSIUM for Cooperative
Examination of Information in the
   Context of the Pragmatic Web

             Fahri Yetim,
          Cologne, Germany
          Email: Yetim@acm.org
Outline
   Theoretical Background
       Examination Dialogue
       Meta-Communication Concepts for Examining
        Information
   From Theory to Practice: Modeling with
    Compendium
   From Compendium to DISCOURSIUM
       Critical Examination of Information Objects
       Critical Examination of Arguments (or Maps)
   Conclusions
Theoretical Background:
Characteristics of Examination Dialogue
   Dunne et al., 2005:
       “In such dialogues one party – the Questioner Q – elicits statements
       and opinions from another – the Responder R – with the aim of
       discovering R’s position on some topic, either to gain insight into R’s
       understanding and knowledge of the topic, or to expose an
       inconsistency in R’s position. ” [p. 1560].
   Goals of examination dialogues (Walton, 2006)
     Extraction
                of information
    Testing of the reliability of information
   Levels:
     Understanding
                      and clarification of the meaning
    Critical discussion of the arguments (attributed to the authors)


       “It is the joining together of these two levels that represents the
       structure of examination and defines it as a type of dialogue” (Walton,
       2006, p.775).
Architecture of Meta-Communication

        Meta-Communication Layer


                  Discourse Level

        Conversation for Clarification level




           Communication Action Layer
The Meta-Communication Model                                                                       (Yetim 2006)

                                                                       Discourse Level
     Moral Discourse
     Ethical Discourse
     Explicative       Pragmatic      Therapeutic     Legal         Theoretical        Aesthetic
     Discourse         Discourse      Critique        Discourse     Discourse          Critique




                                                                    Communicative Rationality
                                                               Aesthetic Rationality
                                                        Strategic Rationality
                                                    Instrumental Rationality
                                            Normative Validity
                                        Empirical Validity
                                Expressive Validity
                          Relevance
                   Semantic Clarity
          Syntactic Clarity
                                                                      Conversation for
    Physical Clarity
                                                                      Clarification Level
From Theory to Practice:
Modeling with Compendium
   Compendium (Buckingham Shum et al.) facilitates
    the capture and structuring of
       Key Issues in Conversations,
       Possible Responses to these Issues, and
       Relevant Arguments


   Used here for modeling the issues and discourses
    as templates for examination dialogues
Clarification issues and discourses as
independent templates
Discourses with integrated clarification
issues

                      Explicative Discourse
Modeling the interconnection of two
levels as a template
From Compendium to
DISCOURSIUM

   Design decision
       Only the clarification level is used for both
            examining information objects (texts) and
            examining arguments at the discourse level
       Argument maps are prepared by facilitators
1. Participants examine a text
2. Facilitators construct maps
                                                                Rationale
 Compendium                                                     We need a
                                                                multilingual version




                                                                    support                                                           oppose
                     Current design of      Our system should                  Providing a               We should avoid
                     our system             support                            multilingual              doing something
                     supports a single      multilingualism                    interface will be         costly
                     language                                                  costly




                                                                supports                                                        rebuts
                                         Customers prefer to                                          Unless we will
                                         buy multilingual                                             recoup the costs
                                         products                                                     through new sales




                                                                                                                           supports
                                                                                                   A system with
                                                                                                   multilingual
                                                                                                   features brings new
                                                                                                   sales




Araucaria
3. Facilitators submit the maps
4. Participants examine the maps



                                                              We need a
                                                              multilingual version




                                                                  support                                                           oppose
                   Current design of      Our system should                  Providing a               We should avoid
                   our system             support                            multilingual              doing something
                   supports a single      multilingualism                    interface will be         costly
                   language                                                  costly




                                                              supports                                                        rebuts
                                       Customers prefer to                                          Unless we will
                                       buy multilingual                                             recoup the costs
                                       products                                                     through new sales




                                                                                                                         supports
                                                                                                 A system with
                                                                                                 multilingual
                                                                                                 features brings new
                                                                                                 sales
Examining Arguments by Argument
Schemes (Walton, 1996 & 2006)
   Argument schemes represent stereotypical kinds of reasoning
       Examples (Walton 1996):
            argument from expert opinion, argument from example, argument from
             analogy, etc.
   Each scheme represents assumptions/premises of an argument and
    provides a set of critical questions to evaluate the assumptions.

   Critical questions for “Appeal to Expert Opinion” (Walton, 2006)
       1. Expertise Question: How credible is E as an expert source?
       2. Field Question: Is E an expert in the field that A is in?
       3. Opinion Question: What did E assert that implies A?
       4. Trustworthiness Question: Is E personally reliable as a source?
       5. Consistency Question: Is A consistent with what other experts
        assert?
       6. Backup Evidence Question: Is E’s assertion based on evidence?
Examining Argument Maps (I)
 Categories of Critical
                                   Examples for questioning expert opinions
        Issues

    Physical Clarity       “Is the expression of the expert perceivable/readable by all?”

   Syntactic Clarity           “Is the expression of the expert syntactically clear?”

   Semantic Clarity           “Is the meaning of what expert said comprehensible?“

       Relevance              “Is the assertion of the expert relevant to the domain?“

  Expressive Validity                “Is the expert known to be trustworthy?“

   Empirical Validity               “Is expert’s assertion based on evidence?“

  Normative Validity         “Is the expert really authoritative in the relevant field?“

Instrumental Rationality          “Is the expert (known to be) well organized?”

                            “Is the assertion covertly motivated by expert’s egocentric
  Strategic Rationality
                                              calculation of success?“
                               “Is the expression of the expert emotionally loaded/
 Aesthetic Rationality
                                             aesthetically appealing?“
Examining Argument Maps (II)
Categories of Critical
                                            Examples for questioning maps
       Issues

    Physical Clarity               “Are texts/nodes/links on the map readable/visible?”

   Syntactic Clarity             “Are expressions/links on the map syntactically correct?“

   Semantic Clarity                   “Are texts/links on the map comprehensible?”
      Relevance                     “Are all relevant arguments included in the map?”
                             “Do expressions on the map reflect the sincere intentions of their
  Expressive Validity
                                                       owners?”
  Empirical Validity                   “Are all claims on the map really asserted?”

                             “Do representations on the map violate any legal norm or cultural
  Normative Validity
                                          value (e.g., ownership, copyrights)?”

Instrumental Rationality           “Are boxes/nodes on the map efficiently organized?“

                            “Are some arguments strategically omitted/ misinterpreted/ wrongly
 Strategic Rationality
                                                        placed?”

 Aesthetic Rationality     “Do symbols/colors on the map look beautiful?”
Conclusion
   Presented the realization of the meta-
    communication architecture in DISCOURSIUM
       making some compromise in design was necessary
   Argued that the set of clarification issues can be
    used for both
       examining information objects (e.g., texts) and
       examining arguments


   Future Work

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ICPW2007.Yetim

  • 1. DISCOURSIUM for Cooperative Examination of Information in the Context of the Pragmatic Web Fahri Yetim, Cologne, Germany Email: Yetim@acm.org
  • 2. Outline  Theoretical Background  Examination Dialogue  Meta-Communication Concepts for Examining Information  From Theory to Practice: Modeling with Compendium  From Compendium to DISCOURSIUM  Critical Examination of Information Objects  Critical Examination of Arguments (or Maps)  Conclusions
  • 3. Theoretical Background: Characteristics of Examination Dialogue  Dunne et al., 2005: “In such dialogues one party – the Questioner Q – elicits statements and opinions from another – the Responder R – with the aim of discovering R’s position on some topic, either to gain insight into R’s understanding and knowledge of the topic, or to expose an inconsistency in R’s position. ” [p. 1560].  Goals of examination dialogues (Walton, 2006)  Extraction  of information Testing of the reliability of information  Levels:  Understanding  and clarification of the meaning Critical discussion of the arguments (attributed to the authors) “It is the joining together of these two levels that represents the structure of examination and defines it as a type of dialogue” (Walton, 2006, p.775).
  • 4. Architecture of Meta-Communication Meta-Communication Layer Discourse Level Conversation for Clarification level Communication Action Layer
  • 5. The Meta-Communication Model (Yetim 2006) Discourse Level Moral Discourse Ethical Discourse Explicative Pragmatic Therapeutic Legal Theoretical Aesthetic Discourse Discourse Critique Discourse Discourse Critique Communicative Rationality Aesthetic Rationality Strategic Rationality Instrumental Rationality Normative Validity Empirical Validity Expressive Validity Relevance Semantic Clarity Syntactic Clarity Conversation for Physical Clarity Clarification Level
  • 6. From Theory to Practice: Modeling with Compendium  Compendium (Buckingham Shum et al.) facilitates the capture and structuring of  Key Issues in Conversations,  Possible Responses to these Issues, and  Relevant Arguments  Used here for modeling the issues and discourses as templates for examination dialogues
  • 7. Clarification issues and discourses as independent templates
  • 8. Discourses with integrated clarification issues Explicative Discourse
  • 9. Modeling the interconnection of two levels as a template
  • 10. From Compendium to DISCOURSIUM  Design decision  Only the clarification level is used for both  examining information objects (texts) and  examining arguments at the discourse level  Argument maps are prepared by facilitators
  • 12. 2. Facilitators construct maps Rationale Compendium We need a multilingual version support oppose Current design of Our system should Providing a We should avoid our system support multilingual doing something supports a single multilingualism interface will be costly language costly supports rebuts Customers prefer to Unless we will buy multilingual recoup the costs products through new sales supports A system with multilingual features brings new sales Araucaria
  • 14. 4. Participants examine the maps We need a multilingual version support oppose Current design of Our system should Providing a We should avoid our system support multilingual doing something supports a single multilingualism interface will be costly language costly supports rebuts Customers prefer to Unless we will buy multilingual recoup the costs products through new sales supports A system with multilingual features brings new sales
  • 15. Examining Arguments by Argument Schemes (Walton, 1996 & 2006)  Argument schemes represent stereotypical kinds of reasoning  Examples (Walton 1996):  argument from expert opinion, argument from example, argument from analogy, etc.  Each scheme represents assumptions/premises of an argument and provides a set of critical questions to evaluate the assumptions.  Critical questions for “Appeal to Expert Opinion” (Walton, 2006)  1. Expertise Question: How credible is E as an expert source?  2. Field Question: Is E an expert in the field that A is in?  3. Opinion Question: What did E assert that implies A?  4. Trustworthiness Question: Is E personally reliable as a source?  5. Consistency Question: Is A consistent with what other experts assert?  6. Backup Evidence Question: Is E’s assertion based on evidence?
  • 16. Examining Argument Maps (I) Categories of Critical Examples for questioning expert opinions Issues Physical Clarity “Is the expression of the expert perceivable/readable by all?” Syntactic Clarity “Is the expression of the expert syntactically clear?” Semantic Clarity “Is the meaning of what expert said comprehensible?“ Relevance “Is the assertion of the expert relevant to the domain?“ Expressive Validity “Is the expert known to be trustworthy?“ Empirical Validity “Is expert’s assertion based on evidence?“ Normative Validity “Is the expert really authoritative in the relevant field?“ Instrumental Rationality “Is the expert (known to be) well organized?” “Is the assertion covertly motivated by expert’s egocentric Strategic Rationality calculation of success?“ “Is the expression of the expert emotionally loaded/ Aesthetic Rationality aesthetically appealing?“
  • 17. Examining Argument Maps (II) Categories of Critical Examples for questioning maps Issues Physical Clarity “Are texts/nodes/links on the map readable/visible?” Syntactic Clarity “Are expressions/links on the map syntactically correct?“ Semantic Clarity “Are texts/links on the map comprehensible?” Relevance “Are all relevant arguments included in the map?” “Do expressions on the map reflect the sincere intentions of their Expressive Validity owners?” Empirical Validity “Are all claims on the map really asserted?” “Do representations on the map violate any legal norm or cultural Normative Validity value (e.g., ownership, copyrights)?” Instrumental Rationality “Are boxes/nodes on the map efficiently organized?“ “Are some arguments strategically omitted/ misinterpreted/ wrongly Strategic Rationality placed?” Aesthetic Rationality “Do symbols/colors on the map look beautiful?”
  • 18. Conclusion  Presented the realization of the meta- communication architecture in DISCOURSIUM  making some compromise in design was necessary  Argued that the set of clarification issues can be used for both  examining information objects (e.g., texts) and  examining arguments  Future Work