describewle

Ontologies,DialogueandKnowledgeMaturing:TowardsaMashupandDesignStudyA.
Ravenscroft1,S.
Braun2,J.
Cook1,A.
Schmidt2,J.
Bimrose3,A.
Brown3&C.
Bradley11LearningTechnologyResearchInstitute,LondonMetropolitanUniversity,UK2FZIResearchCenterforInformationTechnologies,Germany3TheInstituteforEmploymentResearch,UniversityofWarwick,UKAbstractThispaperproposesaninitialdesignstudytoexamineandtestsomeofthekeyconceptsandissueswithinalarge-scaleEuropeanresearchprojectthatisexploringandaimingtorealiselearningasaprocessofknowledgematuringintheworkplace.
Itwilloutlinesomeoftheseconcepts,basedonacontemporary(orWeb2.
0driven)articulationofhowontologiescanbeacquired,externalisedandexploitedbyauser-communityandintroduceanewroleforlearningdialogue-throughdevelopingworkintodialoguegames.
Aninitialscenario,orthoughtexperiment,isproposedthatisgroundedoncurrentlyavailableontologydevelopment(SOBOLEO)andlearningdialogue(InterLoc)web-technologiesandhowthesecouldbeintegrated,ormashedup,toimprovethemanagement,understandingandapplicationoflabourmarketinformationinthecontextofcareersadvice.
Finally,wealsoconsiderthepotentialroleofm-learningtechniquesandtheimplicationsaboutcontextthatthesegiveriseto.
1.
Introduction:DesignBasedResearchandtheMATUREProjectAccordingtotheDesignBasedResearch(hereafterDBR)Collective,inaseminalissueofEducationalResearcher(2003).
"Thechallengeofdesign-basedresearchisinflexiblydevelopingresearchtrajectoriesthatmeetourdualgoalsofrefininglocallyvaluableinnovationsanddevelopingmoregloballyusableknowledgeforthefield.
"[1]SothisapproachisparticularlyrelevanttoanongoingECFrameworkProgramme7(FP7)IntegratedProjectcalledMATURE(http://mature-ip.
eu/en/)thatisexploringandaimingtorealiselearningasaprocessofknowledgematuringintheworkplace.
HerewewanttodevelopspecifictoolssuchasaPersonalLearningandMaturingEnvironment(PLME)andanOrganisationalLearningandMaturingEnvironment(OLME)thataresituatedandvaluableinthecontextsthattheyarebeingusedwhilstalsodevelopingmoregenericframeworks-suchasaknowledgematuringmodelandtechnologicalapproachestothecontinuousdevelopmentofsocialsoftwareandknowledgenetworks.
AlotofourpreviousresearchhasdemonstratedtheapplicationofaDBRapproachtodevelopdigitaldialoguegamesforlearningandintelligentdialoguesystems[2][3][4].
Theseinitiativeshavedemonstratedclearlearningbenefits(see[5]forareviewand[6])anddeliveredtoolsthatarepopularwithusersandcanbeeasilyadoptedwithininstitutionalcontexts(seewww.
interloc.
org)and[7].
SotheseprojectsareusefulforMATUREtobuildon,astheyformallymodelledeffectivedialogueprocessestothendesigntoolsthatsupportedandpromoteditspractice.
AndwithMATUREanaimistoidentifyandmodel–technologymediated-sociallearningandknowledgematuringprocessesandbehavioursinordertodesigntoolsthatsupportandpromotethesepractices.
2.
Ontologies,DialogueandaDesignStudyTheremainderofthispaperwillsynthesiseworkinontologymaturingandlearningdialoguetopropose,orscopeout,aninitialdesignstudyforasystemintegration,ormashup,thatexemplifiesimportantaspectsoflearningasknowledgematuringandalsoconsidersm-learningandtheimplicationsthishasfornotionsofcontext.
Thiswillbegroundedonexistingweb-technologies(SOBOLEOandInterLoc)andaparticularhypotheticaluser-scenariobasedonhowpractitionersgivingcareersadvicetoyoungpeopleinaparticularregionofEnglandcanmoreeffectivelyresearchanduseLabourMarketInformation(hereafterLMI).
Wewillintroduceeachofthesetechnologiesandtheirrationalebeforearticulatingtheirpotentialcombinationtorealiseknowledgematuringincareersadvicesettings.
Notethatthisstudyispartofafederatedsetofstudiesthatareexaminingdifferentaspectsofthe(large-scale)knowledgematuringenterprise,whereourparticularemphasisison:exploringanddevelopingtherelationshipbetweennotionsofsociallearningandknowledgematuring;testingthetechnicalintegrationissuesrelatedtothecreationofsuitablemashups;and,exploringtheroleofcollaborativedialogueinthecontinuousdevelopmentofknowledgenetworks.
Sothiscomplementsotherongoingdesignstudies,suchasthosegivinggreateremphasistotheroleofdirectuserandcommunityengagementinthespecificationofsystemrequirementsandthedesignprocessingeneral.
3.
OntologyMaturingandSOBOLEOSomeimportantworkthatreconcilesmore(traditional)formalapproachestoontologydevelopmentwithmoreparticipative(Web2.
0driven)approacheshasbeenproposedby[8]anddemonstratedthroughworkontheirSOBOLEO(SocialBookmarkingandLightweightEngineeringofOntologies)tool.
Thestartingpointoftheirontologymaturingprocessmodelweretheshortcomingsoftheusualseparationofcreationandusageprocesses,performedbydifferentsetsofpeople[9].
Whilethismightbepossibleinratherstaticdomains,itisnotacceptablefordynamicdomains,especiallywhenusingontologiesfortheannotationandretrievalofresources,wherecontentschangefastandtheontologyrequiresapermanentupdatetocovertheavailablecontents.
Inrealworldsetups,thisleadstofrustratingsituations(whichisamajorproblemforacceptance)whenuserscannotextendtheusedontologiesbythemselvesinawork-integratedway,e.
g.
whentheyrequirethemforthesemanticannotationofweb-pages.
Instead,theyareforcedtoaskontologyexpertsfortheextensionandwaitfortheupdateoftheunderlyingontologies,which–inverydynamicdomains–canevenlastuntiltheontologyelementhasbecomeobsoleteagain[10].
Thisled[8]torethinkontologyengineeringasacollaborativeandwork-integratedactivity.
Inthisview,usersthemselves(within,e.
g.
,communitiesofpractice)canmodifytheunderlyingontologyofasemanticapplication,e.
g.
,addnewontologyelementsormodifyexistingones.
Thisnewperspective,motivatedbyconstructivistviewsoflearning(seealso[11]),viewsthequalityofanontologywithinthecontextofasemanticapplicationasabalanceofthreedifferentaspects:appropriateness,socialagreementandformality[8].
Anontologyneedstobeanappropriaterepresentationofthedomainwithrespecttothepurposeoftheontologiesrequiredforasemanticapplicationsothatitisactuallyuseful.
Thatmeans,weneedaquick,simpleandwork-integratedwaytoadaptandmodifytheontologies.
Theaspectofsocialagreementrequiresthatanontologyisasharedunderstandingofagivendomainamongallstakeholders.
Therefore,theinvolvedindividualsdeepenbyandbytheirunderstandingoftherealworldandofan(appropriate)vocabularytodescribeit.
Thedevelopmentofanontologyunderliesaprocessofcontinuousevolutionwheredifferentlevelsofformalitymightco-existwithinoneontology.
Theoutcomeisanadequatelevelofformalityintheontology,avoidingbothoverformalisationandtheinabilitytoapplysemanticalgorithms.
Thisbalancecomesupinacontinuoussociallearningprocesstightlycoupledwiththeusageprocessesoftheontology.
Theontologymaturingprocessmodeloperationalizesthisviewandstructurestheontologydevelopmentprocessintofourphases.
Startingwithsimpletags,eachusershallcontributetothecollaborativedevelopmentofontologies.
Thus,eachcommunitymembercancontributenewideas(tags)emergingfromtheusagetothedevelopmentofontologies(phaseI"EmergenceofIdeas").
Thecommunitypicksthemup,consolidates,andrefinesthem(phaseII"ConsolidationinCommunities")andformalizeswithsemanticrelationstowardslightweightontologies(phaseIII"Formalization")orevenaddsaxioms(maybewithsupportofknowledgeengineers)forimprovinginferencingprocesses(phaseIV"Axiomatization").
Inthiswaytheusersthemselvescandirectlyexecutechangesifneeded.
Thetimeandcost-consumingseparationofontologycreationandusageisovercome.
TheSOBOLEOtool(below)realizesthisontologymaturingprocessmodelbyofferinganeasy-to-useinterface(toallowtheusageofsemantictechnologiesalsofor"ordinary"people)andontologydevelopmentintegratedintotheactualusageprocesses;i.
e.
thesemanticannotationandretrievalofwebresources.
3.
1.
SOBOLEOSOBOLEO[12]isaweb-basedtoolthatsupportspeopleworkinginacertaindomaininthecollaborativedevelopmentofasharedindexofrelevantwebresources(bookmarks)andofasharedontologythatisusedtoorganizethebookmarks.
Thatmeans,collectedbookmarkscanbeannotatedwithconceptsfromtheontologyandtheontologycanbechangedpermanentlyandeasilyatthesametimeitisused.
Fig.
1.
SOBOLEO–annotationandcollaborativeontologyeditorSOBOLEO(seeFig.
1)consistsoffourmajorparts:(1)acollaborativerealtimeeditorforchangingthesharedontology,(2)atoolfortheannotationofwebresources,(3)asemanticsearchenginefortheannotatedwebresources,and(4)anontologybrowserfornavigatingtheontologyandtheindexofthewebresources.
Thus,theuserscancreate,extendandmaintainontologiesaccordingtotheSKOSCoreVocabulary[13]inasimplewaytogetherwiththecollectionandsharingofrelevantbookmarks.
Iftheyencounterawebresource,theycanaddittothebookmarkindexandannotateitwithconceptsfromtheSKOSontologyforbetterlaterretrieval.
Ifaneededconceptdoesnotexistintheunderlyingontologyorisnotsuitable,theuserscanmodifyanexistingconceptorusearbitrarytags,whichareautomaticallyaddedtotheontology.
Inthisway,newconceptideasareseamlesslygatheredwhenoccurringandexistingonesarerefinedorcorrected.
Theuserscanstructuretheconceptswithhierarchicalrelations(broaderandnarrower)orindicatethattheyare"related".
Theserelationsarealsoconsideredbythesemanticsearchengine.
Thatmeans,theuserscanimprovetheretrievaloftheirannotatedwebresourcesbyaddingandrefiningontologystructures.
So,whilsttheroleforandvalueofSOBOLEOisclearlyarguedabove,itseemsimportantandenticingtoaskwhethertheintroductionofaspeciallydesigneddialoguewillimprovethewayinwhichitsontologiesaredeveloped,refined,shared,usedandgenerallyunderstood.
Orsimilarly,canwesupportspecialiseddialoguesthatpromotethephasesofknowledgematuringdescribedaboveAndalongsimilarlines,canweintroducelearningdialoguestosupportcollaborativeandsociallearningaroundontologydevelopmentanduseWiththisinmindweconsiderworkintodigitaldialoguegamesthatisdescribedbelow.
4.
LearningDialogues,DialogueGamesandInterlocOurcurrentdialoguegametechnology-InterLoc3[6]embodiesthepressingneedtoreconcilelearnersdevelopingdigitalliteraciesandpracticeswiththewell-establishedrequirementsforreasonedandpurposefullearningdialogues,suchasthosesupportingcriticalandcreativethinking.
Inbrief,InterLoc3isanattractive,inclusiveandpedagogicallyderivedweb-technologythatiseasilydeployedandusedtoaddressrelativelygenericlearningproblemsandopportunities.
Essentially,thesedialoguegamesrealiseengagingandstructuredrule-basedinteractionsthatareperformedusingpre-defineddialoguefeatures(suchasdialoguemovesandamodelofturn-taking)thatarespecificallydesignedtofosterthinkingandlearninginwaysthatarepopularwithusers[4].
SomeofthekeyfeaturesofInterLocareelaboratedbelow.
TheinterfaceinFigure2showshoweachplayerparticipatesinthedialoguegametoproduceabalanced,thoughtful,coherentandyetcriticaldialogue(aboutDNAtestinginthiscase).
ItmodelsnaturaldialoguethroughallowingplayerstoeitherContributetothecurrentstateofthedevelopingdialoguethroughselecting"MakeContribution"orReplyingtoaspecificpreviouscontributionbyselecting"Reply".
ContributingtothedialogueplacesaresponseatthebottomofthedisplayandReplyingindentstheresponsesbelowthespecificcontributionthatisrepliedto-inathreadedway.
Thisvisualidiomcontainsaffordancesthatachieveabalanceofkeepingthedialoguemovingforwardwhilstallowingreflectiveasidesandspecificresponsestopreviouscontributions.
AllcontributionsorrepliesaremadeusingtheseMovecategories(Inform,Question,Challenge,etc.
)andscaffoldedthroughusingspecificLocutionOpeners("Ithink…","Idisagreebecause…","Letmeelaborate…"etc.
)thathavetobeusedtoperformthedialogue.
Similarly,rulesaboutthelegitimateandlogicalrespondingopeners,basedonthespecificopenersthatarerepliedto,areofferedselectively-butthesecanbeoverriddentoselectthefullrangeofoptionsthroughselecting"More".
ForexampleFigure2showsaplayercalledSeb1decidingtoaccessthefullrangeofmovesandopenersthroughselecting"More"insteadofusing"Because…"-whichisthepromptedresponsetothe"Pleasegiveareason…"opener.
Figure2.
InterLoc3:Supportingbalanced,thoughtful,coherentandyetcriticaldialogueAmodelofturn-takingisalsoincorporatedtoensurethatthedialoguessupport:listeningtootherscontributions;fairlybalancedpatternsofcontribution;and,generally,thesortofcoherentsequencingthatresultsinreasoneddiscourses.
AnimportantpointaboutthedialoguegameapproachisthatallthetextualcontentscontainedintheMenus(i.
eMovecategoriesandspecificlocutionopeners)thatrealisethegamesarereadinfromxmlfilesandsocanbeeasilyeditedand1Notethattheactualnameshavebeenanonymisedbutthegenderretained.
amended,toproviderefinedorcompletelynewgames.
Ongoingworkwithearlyadoptersismakingthisprocesseveneasier,throughthedevelopmentofadialoguegame-editingtool,whichmeansthatitwouldbepossibletodevelopaknowledgematuringdialoguegame(orKM-DG),ornumberofgames,linkedtoontologydevelopmentandusethroughlinkingwith,ormashingupwithatechnologysuchasSOBOLEO.
5.
TowardsaMashup:DialoguesforOntologyCreation,ClarificationandNegotiationWenowconsiderthebenefitsofmashinguptheontologydevelopmentandlearningdialoguetoolstoinvestigatelearningasknowledgematuring.
Alsoasevaluationresultshaveshown[8],morespecifically,itwouldbeusefultohaveanalternativeway–throughdialogue-topopulate,clarifyandrefinetheontologiesthatareproduced.
Additionally,dimensionssuchasAppropriateness,SocialAgreementandFormalitycouldbenegotiated,andthereforealsobetterunderstoodthroughsuitablydesigneddialoguegames.
Practically,thiscouldbeachievedthroughreplacingorsupplementingtheChatcomponentofSOBOLEOwithaspeciallydesigneddialoguegame,ornumberofgames,forOntologymaturing–wherewecouldstimulateuserstohaveadialoguewithandaboutthedevelopingontologiestospecify,clarifyandrefinethesemanticfeaturesordegreesofcertaintyabouttheirclassification.
Thiscouldbeachievedthroughspecifyingthepre-definedMovesandOpenersofthedialoguegameintermsofthesemanticrelationsandclassificationsthatareimplicitinSOBOLEOorprovidedthroughthedialogueofausercommunity.
Inbrief–bothindividualusersandthecommunitycouldhaveadialoguewithandabouttheontology,toconstructmoreunderstandableandmeaningfulrepresentations.
Allowingthecommunitytoengageincollaborativedialoguesabouttheontologiesinthissortofway,shouldcatalyseknowledgematuringandsociallearninginrelationtothedomainandtheuserswhoarecontinuouslydevelopingtheirunderstandingofit.
Inotherwords,havingastructureddialogueaboutthedevelopmentanduseoftheontologyshouldactuallyhelptobringittolifeandmakeitmoreuseful.
6.
AProof-of-ConceptScenariobasedontheuseofLabourMarketInformation(LMI)inCareersGuidancePracticeInthissectionweconsiderhowsuchamashup,ofontologydevelopmentanddialoguetechnologies,couldbeappliedwithinaconcreteknowledgematuringcontext.
ThisisfocussedonhowConnexionsPersonalAdvisers(P.
A.
s)locatedinoneregionofEnglanduseLabourMarketInformation(LMI)toadviseyoungpeople.
ConnexionscompaniesinEnglandprovidearangeofservicestoyoungpeopleaged13to19,includingcareersguidance.
TheparticularexampleusedhereisbasedonafictionalscenariothatwasdevelopedbytheInstituteforEmploymentResearchattheUniversityofWarwickinconjunctionwithConnexionsKent.
Specifically,itisbasedonhowaP.
A.
mightworkwithayoungfemaleinterestedinbecomingaplumber.
InthissituationtheP.
A.
wouldneedtoperformanumberofknowledgematuringprocessestoresearchandmediatetheLMIinameaningfulwayfortheyoungfemale.
Namely,thiswouldinvolve:1.
Aggregatingandscaffolding;2.
Manipulating;3.
Analysing;4.
Storing;5.
Reflecting;6.
Presenting;7Representing;8.
Sharing;and,9.
Networkingwithotherpeople.
Sobelowwemakeaninitialattempttosummarisehowtheproposedmashupmightassistwiththeseprocesses.
Buttobeginwithitmightbeusefultosketchaconceptualoverviewofhowthismightwork.
Essentially,theP.
A.
isconstructingaknowledgerepresentation,ordomainmodel,throughcontinuouson-taskactivities(suchasbookmarkingthroughSOBOLEO)andthroughperformingadialoguewithandaboutthedevelopingontologyanditsinstantiationwithLMI.
Thisengineofa(continuouslydeveloping)knowledgerepresentationplusvariousdialoguefacilitiescanthensupportarangeoffeaturesassociatedwiththedevelopmentandapplicationoftheknowledgeforadvisingandproblemsolving.
Thesefeaturescouldbeproductivelyoperationalisedalongthelinesbelow.
Firstly,whilsttheyareresearchingsuitableLMI,theP.
A.
coulduseaSOBOLEOtypeapplicationtoconstructanontologyrelevanttotheirsituationandcontextinacontinuousandembeddedway,thatisrelevanttotheirparticulardomain(i.
e.
advisingafemaleaboutbecomingaplumber).
Thiscouldbeassistedthroughusinglocation-basedinformationtoautomaticallydirecttheP.
A.
ssearchforLMIthatisrelevanttotheirlocality.
SointhefirstinstancetheP.
A.
couldsimplybookmarktheresourceswithoutsayinganythingmorespecificabouttheirnatureorrelationshiptooneanother(i.
e.
simplycollectLMIresources).
Secondly,theP.
A.
willneedtoorganisetheirinformationinawaythatismeaningfultothem,sotheycouldperformaknowledgematuringdialoguegametocreateamoresemanticallyrichandorganisedontologythroughintroducingcategoriesandrelations,suchas"issimilarto","isanexampleof","anexceptionis",etc.
,toproduceapersonalisedandsemanticallyenhancedorganisationoftheLMItheyhavecollected.
Theymayevenwanttomodeldialecticalrelations,suchascontradictions,inconsistenciesanduncertainties.
Andthroughperformingaknowledgematuringdialoguegametoexternalisethesefeaturesandaspectstheyshouldbeabletodevelopabetterunderstanding,orinformallylearn,aboutthedomaintheyareconstructing(sothesetwoprocessesaresimilartomaturingphaseI).
Thirdly,theymaythenwanttocollaborativelyrefinetheontologytheyhaveacquiredandrefinedthroughdialoguegameswithcolleagues,toproduceafurtherrefinedandnegotiatedontology,andintheprocess,again,theyarelikelytoinformallylearnthroughthesecollaborativedialogues.
Sofourthly,theycouldthenmovetoknowledgematuringprocessesthatbuildontheexistenceofwhatis,now,moreofanorganisationalorcommunityontology.
Thismightinvolveothermembersoftheorganisationusingthesametechnologytofurtherdevelop,inspectandrefinetheontology(sothesethirdandfourthprocessesaresimilartomaturingphaseII).
Fifthly,oncearelativelymature,negotiatedandformalontologyhasbeenproduced(whichissimilarmaturingphaseIII),itcouldthenbecomparedwiththoseproducedforrelatedknowledgedomains,suchasrelatedpartsoftheConstructionIndustryinthiscase.
ThesecouldthenbesharedwithotherP.
A.
sinotherareasofthecountrywhoarealsoworkingwithindividualsexpressingsimilarinterests,ormaywanttolearnaboutsuccessfuloutcomesfromadvisorysessionselsewhere.
Indeed,locallyproducedontologiescouldserveascasestudiesthatcouldenabletheproliferationandre-useofsimilarknowledgematuringprocessesacrossthecountry.
Sixthly,maturedontologiescouldprovidevisualisations,descriptionsordialoguesthataretailoredtodifferentaudiences,toaccommodatedifferentviewsonthesameknowledgematuringprocessesandstructures,suchastheviewpointsoftheclientsoftheP.
A.
s.
So,tosummarisetheabove,throughcombiningaflexibleontologydevelopmentandlearningdialoguetechnology,arangeofknowledgematuringservicescouldbeprovidedthatinclude:1.
knowledgeacquisition;2.
personalknowledgerefinement;3.
collaborativeknowledgerefinementandnegotiationofmeaning;4.
informallearning;5.
collaborativelearning;6.
supportforadvisingandproblemsolving;7.
reflectionandmeta-cognitionaboutthedomainanditsapplication;8.
re-representingdomainknowledgefordifferentaudiencesandpurposes.
Orsummarisingallthis,arguably,havingthepotentialcontinuouslytodevelopapersonalandcommunityOntologycombinedwiththemeanstohaveaspecialisedandscaffoldeddialogueaboutit,willpotentiallymakethedomainmoreunderstandableandtheapplicationoftheontologymorepowerful.
7.
Summaryand'goingmobile'Theworkproposedinthispaperisinprogressandnecessitatingthenextstageofactuallydevelopingthemashupandtestingitinasuitableapplicationarea,andwouldclearlybenefitfromfurtherinvestigationandmappingoftheknowledgematuringphases(e.
g.
exemplifiedbySOBOLEO)againstpracticalexamplesofknowledgepracticesandhowtheinclusionofdialoguerefinesourunderstandingofthesephases.
Howeveranotherkeydimensionthatwillpotentiallybeimportanttosuchastudyistheneedtogomobileandtheimplicationsthishasforcontext.
Inthescenarioreferredtoabove,thiswasrepresentedassharing,dependingontheprecisecircumstancesofthecontextinwhichtheP.
A.
wasworking.
Itwouldtypicallyinvolvesharingnewknowledgeandunderstandingwithotherpractitionersoperatingindifferentcontextsorpossiblymobilelearner-generatedcontexts[14].
And,asvariouspeoplehavepointedout([4][14][15][16])contextsareoftenemergentandnotpredeterminedinevents,andunderstandingandlearningfromtheseactivecontextswillalsoinevitablybenefitfromdialogue.
Sointerpersonalactivitiessuchasacommunityinteracting(viaInterLoc)torefineontologyconceptsandrelationships(inSOBOLEO)couldalsobeconceivedasactivitieswithinlearner-generatedcontexts.
Inconsideringubiquitousconnectivitythroughmobiledevices,wewoulddrawondistributedinformationinouractionsontheworldaswellasprocessesofknowledgebuildingandmeaning-makingoftheworld.
So,tosummarise,withinourproposeddesignstudywehavetheaimofharmonisingkeyaspectsofontologydevelopment,learningdialogueandpotentiallym-learningtoinvestigatekeyaspectsoflearningasknowledgematuring.
AcknowledgementsTheauthorsaregratefultoallmembersoftheFP7MATUREProject(http://mature-ip.
eu/en/start)whohavecontributedtothisworkandV.
ZachariasandM.
SagarwhodevelopedSOBOLEOandInterLoc3,respectively.
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