Nazemi, Kawa; Burkhardt, Dirk; Breyer, Matthias; Stab, Christian; Fellner, Dieter W.
In: Auer, Michael; Schreurs, Jeanne (Ed.): Proceedings of Interactive Computer Aided Learning (ICL 2010), pp. 163–173, International Association of Online Engineering (IAOE) Kassel University Press, Kassel, Germany, 2010, ISBN: 978-3-89958-541-4.
Semantic-Web and ontology-based information processing systems are established technologies and techniques, in more than only research areas and institutions. Different worldwide projects and enterprise companies identified already the added value of semantic technologies and work on different sub-topics for gathering and conveying knowledge. As the process of gathering and structuring semantic information plays a key role in the most developed applications, the process of transferring and adopting knowledge to and by humans is neglected, although the complex structure of knowledge-design opens many research-questions. The following paper describes a new approach for visualizing semantic information as a composition of different adaptable ontology-visualization techniques. We start with a categorized description of existing ontology visualization techniques and show potential gaps. After that the new approach will be described and its added value to existing systems. A case study within the greatest German program for semantic information processing will show the usage of the system in real scenarios.
Nazemi, Kawa; Breyer, Matthias; Stab, Christian; Burkhardt, Dirk; Fellner, Dieter W.
In: Proceedings of the International Conference on Education and New Learning Technologies (EDULEARN 2010), pp. 6476–6484, IATED, Barcelona, Spain, 2010, ISSN: 2340-1117.
The recent technological developments in the area of social-networks and user generated content have already changed the learning behaviour of any learners. The exploration of knowledge through the world-wide-web using different content-provider, e.g. Wikipedia or IEEE Xplore plays a key role for researcher, students or knowledge workers. The usage of users’ knowledge or user generated content is a self-evident process within the working or learning workflow. Different approaches try to face the mass of information given in the WWW to support a more effective learning process, whereas semantic-technologies are a promising approach for organizing the knowledge. The formal knowledge descriptions like Ontologies used by Semantic Technologies only provide approaches to describe knowledge within a given and predefined knowledge-domain. The graphical representation of these domains provides another opportunity to explore the pre-engineered domain, whereas the learner with his individual learning aptitudes, learning behaviour and interests is not involved in the process of knowledge representation.
The following paper describes the conceptual design of an Intelligent Exploration System (IES) that offers a user-adapted graphical environment of user generated web-based knowledge repositories, to support and optimize the explorative learning on web. The paper starts with a related work study followed by the comparative study of existing content-providing systems based on user generated content. The conceptual part of the paper will show how existing recommendation systems and interaction-analysis algorithms could be used to optimize both the content and the visual appearance of explorative knowledge visualizations. This part further shows actual results of graphical knowledge representations. The paper will be concluded with a case study of a knowledge worker in a research institution using the Intelligent Exploration System for his research work.
Burkhardt, Dirk; Stab, Christian; Nazemi, Kawa; Breyer, Matthias; Fellner, Dieter W.
In: Proceedings of the International Conference on Education and New Learning Technologies (EDULEARN 2010), pp. 6427-6437, IATED, Barcelona, Spain, 2010, ISSN: 2340-1117.
Graphical knowledge representations open promising perspectives to support the explorative learning on web. 2D-visualization are recently evaluated as gainful knowledge exploration systems, whereas 3D-visualization systems did not find their way into web-based explorative learning.
3D-visualizations or “Knowledge Worlds” comprise a high degree of authenticity, because the used metaphors are known by the users from the real world. But different challenges like the usage of 3D-Knowledge World without losing the learning context and the focused learning goals are rarely investigated and considered. New technologies provide the opportunity to introduce 3D-visualizations and environments on web to support a web-based explorative learning. Therefore it is necessary to investigate the prospects of 3D-visualization for transferring and adopting knowledge on web.
The following paper describes different approaches to use 3D-visualization and Knowledge Worlds for conveying knowledge on web-based systems using web-based contents. First of all a short summary of existing approaches will be given, which try to convey knowledge by using 3D-metaphors. A survey of developed 3D-visualizations for knowledge exploration within semantically annotated content will show new ways and opportunities to explore and convey knowledge. Whereas only pure graphic-based systems will be described, which are developed in the context of a German research project. In contrast to 3D-visualization the so called 3D-Knowledge Worlds will be presented and described with their potential for constructivist and exploratory learning approaches. The paper will conclude with a summary of existing techniques in contrast to the developed ones to show the community the potential of the state-of-the-art systems in a kind of survey.
Dipl.-Inf. Dirk Burkhardt
Max-Planck-Str. 2, 64807 Dieburg
Building F16 / Office 1.21