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Combining Dialogue and Semantics for Learning and
               Knowledge Maturing


                            Developing Collaborative
                                Understanding in the
                                ‘Web 2.0 Workplace’


                                   Andrew Ravenscroft,
                                        Simone Braun,
                                        Tobias Nelkner


      http://mature-ip.eu                     ICALT 2010
                            Sousse, Tunisia, July 5, 2010
Motivation


 We want to support communities of practice with a
  shared semantic information repository

 For that to work: Communities of practices need to
  develop a collaborative understanding

 We want to (partially) formalize this understanding in
  an ontology in order to facilitate the effective
  management of and access to the shared information
  repository


                MATURE - Continuous Social Learning in Knowledge Networks   22
Ontologies & Shared Understanding


 An ontology in computer science is a
   • „explicit specification of a conceptualization“ (Gruber 1993)
   • „shared understanding of a domain of interest“ (Uschold & Grüninger 1996)


 Ontologies as shared understanding support groups of
  human actors (e.g. communities) in their negotiation
  and collaboration processes                     bridge
   • Ontologies as mediating artefact                                                         = puente
   • Ontologies as boundary object
                                                                                              narrower
                                                                                                viaduct
                                                                                              = viaducto
                                          water             related              aqueduct
                                          supply                                = acueducto
                    MATURE - Continuous Social Learning in Knowledge Networks                            33
Agenda



 Application Case

 Concepts & System

 Walkthrough

 Evaluation & Conclusion




                MATURE - Continuous Social Learning in Knowledge Networks   44
The Classic Roman Civil Engineering
                  Community of Practice Case

                 A newly built up Spanish community of practice (CoP) of
                  practicing Industry Professionals
                     • All of them are alumni students of elearning courses about
                       Classic Roman Civil Engineering (CRCE)

                 The purpose:
                     • The CRCE CoP collaboratively develops a shared understanding
 bridge                of its domain
= puente
                     • by collecting and critically discussing information
                           o especially information in the internet about CRCE is often erroneous
 narrower            • by developing a common multilingual ontology
  viaduct                  o lot of information in different languages relating to CRCE
= viaducto
              aqueduct       related    water
             = acueducto                supply
                                        MATURE - Continuous Social Learning in Knowledge Networks   55
Approach


Key idea to develop such an understanding:

 Interweaving the development of a shared information
  repository, an ontology and dialogues about them




                MATURE - Continuous Social Learning in Knowledge Networks   66
Interweaving Development of Shared Information
 Repository, Ontology and Dialogues about them


 CoP collects, bookmarks & share web documents around their area

 CoP jointly builds up a common ontology

 The ontology is used to organize the web documents by annotating
  them during the bookmarking process

 Structured dialogues support critical inquiry, negotiations and
  development of a collaborative understanding of their domain
   • for negotiating ontology development
   • for discussing and assessing content & quality of web resources


 Performed (critical) dialogues are linked to related resources and
  become resource themselves
   • Supporting reflection and traceability of developments
                      MATURE - Continuous Social Learning in Knowledge Networks   77
Combining Dialogue and Semantics with
    InterLoc & SOBOLEO

                   is a web-based system that
     • supports the development and refinement of ontologies
     • enables groups of people to jointly structure web documents
       and people in a domain
      extended to support the creation, management and sustainable
       storage of dialogues


 B           is a tool that
     • supports reasoned and purposeful learning dialogue games
     • provides structured rule-based interactions using pre-defined
       dialogue features
      specifically designed Moves & Openers in terms of key semantic
       interactions in SOBOLEO
                    MATURE - Continuous Social Learning in Knowledge Networks   88
MATURE - Continuous Social Learning in Knowledge Networks   99
MATURE - Continuous Social Learning in Knowledge Networks   10
                                                            10
MATURE - Continuous Social Learning in Knowledge Networks   11
                                                            11
MATURE - Continuous Social Learning in Knowledge Networks   12
                                                            12
MATURE - Continuous Social Learning in Knowledge Networks   13
                                                            13
MATURE - Continuous Social Learning in Knowledge Networks   14
                                                            14
MATURE - Continuous Social Learning in Knowledge Networks   15
                                                            15
Interesting Facts


 Continuous connection between web documents,
  ontology and dialogue processes within the CoP
 Ontology & dialogues always reflect the current
  knowledge of the CoP
 Developments become traceable to collaborative
  dialogues
 Dialogues as new (searchable) form of knowledge
 ‘Dialogue state’ of ontological concepts/resources
  provides awareness
   • what is discussed or not, agreed, or in conflict
    indicator for importance and validity                                     16
                   MATURE - Continuous Social Learning in Knowledge Networks   16
Evaluation Activity


 Set up as 4-week learning experience
   • With 10 active participants + 1 moderator


 The moderator, in order to animate the experience,
   • provided once a week selected topics to the ontology
   • initiated dialogue game related to these topics


 The participants were asked to
   • collect and share web documents around provided topics
   • refine and extend the topics in the ontology
   • engage in discussions


                  MATURE - Continuous Social Learning in Knowledge Networks   17
                                                                              17
Evaluation Activity


   „Positive. Working with tools has been very satisfying for me”

   “The tools enable collaborative work that is very useful for gaining
    knowledge, applying to practice and comparing what you’ve learned. Lets
    keep alive curiosity about a subject.”

   “Surely you can increase knowledge. Sharing links, important
    information, saves much work and improves outcomes.”

   “Sometimes you fear to edit your colleagues work because you don’t
    want to upset them”

   “Being immersed in this type of initiative makes you active. Knowing that
    your contributions will reach out to others, forces you to review, to
    deepen, to better prepare your way of speaking.”

                      MATURE - Continuous Social Learning in Knowledge Networks   18
                                                                                  18
Conclusion


 The prototype enhances collaborative development of
  a common ontology and knowledge base with specific
  learning dialogue games

 Dialogues as new (searchable) form of knowledge

 Achieving a continuous connection between web
  resources, ontology and dialogue processes within the
  CoP




                MATURE - Continuous Social Learning in Knowledge Networks   19
                                                                            19
Contact us for the Demonstrator System

                                     Simone Braun
http://mature-ip.eu



                                     FZI Forschungszentrum Informatik
                                     Germany
                                     braun@fzi.de


                             Andrew Ravenscroft
                             London Metropolitan University
                             United Kingdom
                             a.ravenscroft@londonmet.ac.uk



                        Tobias Nelkner
                        University of Paderborn
                        Germany
                        tobin@uni-paderborn.de

                                      MATURE - Continuous Social Learning in Knowledge Networks   20
                                                                                                  20
Zone of Proximal Development &
 Boundary Objects

 From asymmetric Vygotsky’s ZPDs to symmetric ZPDpt –
  peer co-learning using technology
   • performing the dialogue games is clearly an engaging social
     exercise that favors learning and co-developing higher levels of
     understanding

   • initiating a dialogue game demonstrates how the players have a
     ‘readiness to learn’ or ‘readiness to mature knowledge’

   • learning or knowledge development is achieved through
     scaffolding and reflection within a somewhat spontaneously or
     responsively established ZPD

   • resulting boundary objects - the formalized ontologies,
     accepted resources, published dialogue game texts, and also
     the dialogue games themselves – can be used by other CoP                  21
                   MATURE - Continuous Social Learning in Knowledge Networks   21
Knowledge Maturing Model


 New ideas (topics) emerging from bookmarking
  and the collaborative development of
  ontologies
 Proposal to initiate a dialogue game signals the
  desire to express further ideas and develop the
  collaborative understanding

 Community becomes actively aware of new
  resources, through refined ontological
  classifications or collaboratively ‘working with’
  the ontology
 Achieved through directly using or modifying
  the ontology, or indirectly, through Networks
                 MATURE - Continuous Social Learning in Knowledge
                                                                  KM-DGs   22
                                                                           22
Knowledge Maturing Model


 Community has performed gardening activities,
  through directly amending the ontology or
  performing KM-DG that lead to the development
  of a mutually understood and shared ontology
 Logical ‘deepening’ of the collective
  understanding about the resources through the
  performance of CDR-DG

 Through linking the formalized structures
  and resources to relevant courses and
  practices
   • both the ontologies and resources can serve as
     boundary objects that serve related CoP                                  23
                  MATURE - Continuous Social Learning in Knowledge Networks   23

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Combining Dialogue and Semantics for Learning and Knowledge Maturing

  • 1. Combining Dialogue and Semantics for Learning and Knowledge Maturing Developing Collaborative Understanding in the ‘Web 2.0 Workplace’ Andrew Ravenscroft, Simone Braun, Tobias Nelkner http://mature-ip.eu ICALT 2010 Sousse, Tunisia, July 5, 2010
  • 2. Motivation  We want to support communities of practice with a shared semantic information repository  For that to work: Communities of practices need to develop a collaborative understanding  We want to (partially) formalize this understanding in an ontology in order to facilitate the effective management of and access to the shared information repository MATURE - Continuous Social Learning in Knowledge Networks 22
  • 3. Ontologies & Shared Understanding  An ontology in computer science is a • „explicit specification of a conceptualization“ (Gruber 1993) • „shared understanding of a domain of interest“ (Uschold & Grüninger 1996)  Ontologies as shared understanding support groups of human actors (e.g. communities) in their negotiation and collaboration processes bridge • Ontologies as mediating artefact = puente • Ontologies as boundary object narrower viaduct = viaducto water related aqueduct supply = acueducto MATURE - Continuous Social Learning in Knowledge Networks 33
  • 4. Agenda  Application Case  Concepts & System  Walkthrough  Evaluation & Conclusion MATURE - Continuous Social Learning in Knowledge Networks 44
  • 5. The Classic Roman Civil Engineering Community of Practice Case  A newly built up Spanish community of practice (CoP) of practicing Industry Professionals • All of them are alumni students of elearning courses about Classic Roman Civil Engineering (CRCE)  The purpose: • The CRCE CoP collaboratively develops a shared understanding bridge of its domain = puente • by collecting and critically discussing information o especially information in the internet about CRCE is often erroneous narrower • by developing a common multilingual ontology viaduct o lot of information in different languages relating to CRCE = viaducto aqueduct related water = acueducto supply MATURE - Continuous Social Learning in Knowledge Networks 55
  • 6. Approach Key idea to develop such an understanding:  Interweaving the development of a shared information repository, an ontology and dialogues about them MATURE - Continuous Social Learning in Knowledge Networks 66
  • 7. Interweaving Development of Shared Information Repository, Ontology and Dialogues about them  CoP collects, bookmarks & share web documents around their area  CoP jointly builds up a common ontology  The ontology is used to organize the web documents by annotating them during the bookmarking process  Structured dialogues support critical inquiry, negotiations and development of a collaborative understanding of their domain • for negotiating ontology development • for discussing and assessing content & quality of web resources  Performed (critical) dialogues are linked to related resources and become resource themselves • Supporting reflection and traceability of developments MATURE - Continuous Social Learning in Knowledge Networks 77
  • 8. Combining Dialogue and Semantics with InterLoc & SOBOLEO  is a web-based system that • supports the development and refinement of ontologies • enables groups of people to jointly structure web documents and people in a domain  extended to support the creation, management and sustainable storage of dialogues  B is a tool that • supports reasoned and purposeful learning dialogue games • provides structured rule-based interactions using pre-defined dialogue features  specifically designed Moves & Openers in terms of key semantic interactions in SOBOLEO MATURE - Continuous Social Learning in Knowledge Networks 88
  • 9. MATURE - Continuous Social Learning in Knowledge Networks 99
  • 10. MATURE - Continuous Social Learning in Knowledge Networks 10 10
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  • 16. Interesting Facts  Continuous connection between web documents, ontology and dialogue processes within the CoP  Ontology & dialogues always reflect the current knowledge of the CoP  Developments become traceable to collaborative dialogues  Dialogues as new (searchable) form of knowledge  ‘Dialogue state’ of ontological concepts/resources provides awareness • what is discussed or not, agreed, or in conflict  indicator for importance and validity 16 MATURE - Continuous Social Learning in Knowledge Networks 16
  • 17. Evaluation Activity  Set up as 4-week learning experience • With 10 active participants + 1 moderator  The moderator, in order to animate the experience, • provided once a week selected topics to the ontology • initiated dialogue game related to these topics  The participants were asked to • collect and share web documents around provided topics • refine and extend the topics in the ontology • engage in discussions MATURE - Continuous Social Learning in Knowledge Networks 17 17
  • 18. Evaluation Activity  „Positive. Working with tools has been very satisfying for me”  “The tools enable collaborative work that is very useful for gaining knowledge, applying to practice and comparing what you’ve learned. Lets keep alive curiosity about a subject.”  “Surely you can increase knowledge. Sharing links, important information, saves much work and improves outcomes.”  “Sometimes you fear to edit your colleagues work because you don’t want to upset them”  “Being immersed in this type of initiative makes you active. Knowing that your contributions will reach out to others, forces you to review, to deepen, to better prepare your way of speaking.” MATURE - Continuous Social Learning in Knowledge Networks 18 18
  • 19. Conclusion  The prototype enhances collaborative development of a common ontology and knowledge base with specific learning dialogue games  Dialogues as new (searchable) form of knowledge  Achieving a continuous connection between web resources, ontology and dialogue processes within the CoP MATURE - Continuous Social Learning in Knowledge Networks 19 19
  • 20. Contact us for the Demonstrator System Simone Braun http://mature-ip.eu FZI Forschungszentrum Informatik Germany braun@fzi.de Andrew Ravenscroft London Metropolitan University United Kingdom a.ravenscroft@londonmet.ac.uk Tobias Nelkner University of Paderborn Germany tobin@uni-paderborn.de MATURE - Continuous Social Learning in Knowledge Networks 20 20
  • 21. Zone of Proximal Development & Boundary Objects  From asymmetric Vygotsky’s ZPDs to symmetric ZPDpt – peer co-learning using technology • performing the dialogue games is clearly an engaging social exercise that favors learning and co-developing higher levels of understanding • initiating a dialogue game demonstrates how the players have a ‘readiness to learn’ or ‘readiness to mature knowledge’ • learning or knowledge development is achieved through scaffolding and reflection within a somewhat spontaneously or responsively established ZPD • resulting boundary objects - the formalized ontologies, accepted resources, published dialogue game texts, and also the dialogue games themselves – can be used by other CoP 21 MATURE - Continuous Social Learning in Knowledge Networks 21
  • 22. Knowledge Maturing Model  New ideas (topics) emerging from bookmarking and the collaborative development of ontologies  Proposal to initiate a dialogue game signals the desire to express further ideas and develop the collaborative understanding  Community becomes actively aware of new resources, through refined ontological classifications or collaboratively ‘working with’ the ontology  Achieved through directly using or modifying the ontology, or indirectly, through Networks MATURE - Continuous Social Learning in Knowledge KM-DGs 22 22
  • 23. Knowledge Maturing Model  Community has performed gardening activities, through directly amending the ontology or performing KM-DG that lead to the development of a mutually understood and shared ontology  Logical ‘deepening’ of the collective understanding about the resources through the performance of CDR-DG  Through linking the formalized structures and resources to relevant courses and practices • both the ontologies and resources can serve as boundary objects that serve related CoP 23 MATURE - Continuous Social Learning in Knowledge Networks 23