2. * Thank you:
Jan Pieter Zwart, HAN UAS
Jan Vogels, Radboud University Nijmegen
Rob Thijssen, Radboud University Nijmegen / Moxx
3. * Outline
ďŹ The challenge of model elicitation
ďŹ Modelling as a dialogue
ďŹ Gamification and Dialogue games
ďŹ A prototype DG for FCO-IM conceptualisation
5. * Immediate research goal
ďŹ How can we make elicitation/modeling
procedures easier and more accessible while
maintaining a systematic and efficient
approach?
ďŹ How to operationally capture and shape
expert knowledge on model elicitation?
Iâm not claiming I have the answer, but hereâs my 5 ct
â˘Most experts have gotten the hang of elicitation
and most of them successfully wing it âwhich is
great
⢠Yet most novice modelers have substantial trouble
in effectively handling a systematic, goal-driven
elicitation/modelling process
⢠Is âthrowing them in at the deep endâ a
satisfactory approach to instructing/
supporting elicitors?
7. The Basic Idea
ďŹ Every collaboratively created model is the
result of a dialogue, that could be logged; the
model reflects the dialogue
ďŹ Every change in the model implies a
proposition, for example âI propose to add the
concept/object studentâ.
ďŹ Every proposition can then be discussed:
argued for/against, accepted/rejected, asked
about, âŚ
Theory: conversation view on
Collaborative Modelling sessions
9. * RIM model: Rules, Interactions, Models
Rules Interactions
Models
(propositions)
Log
But what are the rules of such
âgamesâ, and what are successful
tactics/strategies?
10. Dialogue Games
ďŹ Theoretical roots in Wittgensteinâs âlanguage
gamesâ and in Argumentation Theory
ďŹ InterLocoperationalization: âStructured
Chatsâ
ďŹ Opener mechanism: e.g. âI disagree with this
because âŚâ
ďŹ Example in System Dynamics modelling
context
11. Further issues, however:
ďŹ How to break this down into
manageable, playable, focused sub-parts?
ďŹ How to keep an overview?
ďŹ How to actively support contextualized
questioning and answering (Prompting!)?
ďŹ This has led to the current âDialogue game
Setupâ (admittedly, still experimentalâŚ)
ďŹ Generic in nature, details aimed at FCO-IM
conceptualisation phase
12. A Dialogue Game for FCO-IM conceptualization
(Mickey Mouse example; sorry)
14. Dialogue Game Setup
ďŹ Word processor, editor/verbalizer
ďŹ Could also be paper, whiteboard
ďŹ Structured chat device
ďŹ But normal, f2f conversation also possible
ďŹ Roles: facilitator, participant(s)
ďŹ Game structure (sub-activities; flow)
ďŹ Evolving âMission Listâ
ďŹ Structured openers (context sensitive)
15.
16. Mission List
ďŹ Create FCO-IM model of âstudent projectâ domain
â Concept âProjectâ [+]
â Concept âStudentâ [+]
â Concept âMentorshipâ [+]
⢠Get 4 examples of âMentorshipâ
⢠Get elementary fact
⢠Get identifier
⢠Get LTL-FTE (label expression)
⢠Get OTL-FTE (object expression)
⢠OPTIONAL: identify uniqueness constraint (UC)
⢠OPTIONAL: identify totality constraint (TC)
⢠Draw part of the Information Grammar Diagram
⢠Validate drawn Information Grammar Diagram and repository information
â Concept âMentorâ [+]
17. Opener fragments
ďŹ Could you give a meaningful name for this <type concept>?
For instance, Fido is a Dog; Mercedes Benz is a Car Brand.
(Elicits a meaningful type name for an object, label or fact type)
ďŹ How are <object>s identified?
For example, a âDutch Citizenâ has a name but also a unique
Citizen Service Number
(Elicits an identifier for a concept)
ďŹ How do you distinguish between <object>s in your
communication?
(Auxiliary question for eliciting an identifier for a concept)
ďŹ Can there be two <object>s with the same <identifier>?
(Validates the uniqueness of an identifier)
18. Example (1/9): mission list
ďŹ Create FCO-IM model of âstudent projectâ domain
â Concept âProjectâ [+]
â Concept âStudentâ [+]
â Concept âMentorshipâ [+]
â Concept âMentorâ [+]
19. Example (2/9): adding the template steps
ďŹ Create FCO-IM model of âstudent projectâ domain
â Concept âProjectâ [+]
â Concept âStudentâ [+]
â Concept âMentorshipâ [+]
⢠Get 4 examples of âMentorshipâ
⢠Get elementary fact
⢠Get identifier
⢠Get LTL-FTE (label expression)
⢠Get OTL-FTE (object expression)
⢠OPTIONAL: identify uniqueness constraint (UC)
⢠OPTIONAL: identify totality constraint (TC)
⢠Draw part of the Information Grammar Diagram
⢠Validate drawn Information Grammar Diagram and repository information
â Concept âMentorâ [+]
20. Example (3/9): selecting a question
Options:
ďŹ Could you give four examples of mentorships?
ďŹ How do you distinguish one mentor from another in the
administration?
ďŹ âŚ
21. Example (4/9): the answer
Could you give four examples of mentorships?
ďŹ The mentor of John Doe is JPZ
ďŹ The mentor of Jane Doe is HOP
ďŹ The mentor of Jack Frost is HOP
ďŹ The mentor of Britney Spears is BAK
22. Example (5/9): mission list
ďŹ Create FCO-IM model of âstudent projectâ domain
â Concept âProjectâ [+]
â Concept âStudentâ [+]
â Concept âMentorshipâ [+]
⢠Get 4 examples of âMentorshipâ
⢠Get elementary fact
⢠Get identifier
⢠Get LTL-FTE (label expression)
⢠Get OTL-FTE (object expression)
⢠OPTIONAL: identify uniqueness constraint (UC)
⢠OPTIONAL: identify totality constraint (TC)
⢠Draw part of the Information Grammar Diagram
⢠Validate drawn Information Grammar Diagram and repository information
â Concept âMentorâ [+]
23. Example (6/9): get elementary fact
and label types
So this is what we get for âmentorshipâ :
ďŹ The mentor of John Doe is JPZ
ďŹ â Jane Doe â HOP
ďŹ â Jack Frost â HOP
ďŹ â Britney Spears â BAK
What do you call the John/Jane/Jack/Britney thing?
Itâs the student
And the JPZ/HOP/HOP/BAK thing?
Itâs the studentâs mentor
24. Example (7/9): mission list
ďŹ Create FCO-IM model of âstudent projectâ domain
â Concept âProjectâ [+]
â Concept âStudentâ [+]
â Concept âMentorshipâ [+]
⢠Get 4 examples of âMentorshipâ
⢠Get elementary fact
⢠Get identifier
⢠Get LTL-FTE (label expression)
⢠Get OTL-FTE (object expression)
⢠OPTIONAL: identify uniqueness constraint (UC)
⢠OPTIONAL: identify totality constraint (TC)
⢠Draw part of the Information Grammar Diagram
⢠Validate drawn Information Grammar Diagram and repository information
â Concept âMentorâ [+]
25. Example (8/9): get the identifier for Mentor
How do you distinguish one mentor from another in the
administration?
By a three letter teacher code (like BAK)
26. Example (9/9): mission list
ďŹ Create FCO-IM model of âstudent projectâ domain
â Concept âProjectâ [+]
â Concept âStudentâ [+]
â Concept âMentorshipâ [+]
⢠Get 4 examples of âMentorshipâ
⢠Get elementary fact
⢠Get identifier
⢠Get LTL-FTE (label expression)
⢠Get OTL-FTE (object expression)
⢠OPTIONAL: identify uniqueness constraint (UC)
⢠OPTIONAL: identify totality constraint (TC)
⢠Draw part of the Information Grammar Diagram
⢠Validate drawn Information Grammar Diagram and repository information
â Concept âMentorâ [+]
28. * Some more questions and answers
ďŹ How is your work different from other
work in the field? Connection to others
in workshop?
ďŹ What does it add to the area of
collaborative usage and development
of models?
ďŹ What is controversial about your
work? What should we discuss about
it?