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- 2. Topics • What is knowledge. Concepts. • Ontologies and soM ontologies • Spa5al representa5ons of knowledge • Mapping knowledge and interac5on at hybrid spaces. • Mobile and ubiquitous learning
- 8. Knowledge asset examples Human assets: – a person is a knowledge asset that can create new ideas, learning, and proposals (knowledge objects); – a community of prac&ce is a knowledge asset that can create new ideas and best prac5ces (knowledge objects); – Networks is a knowledge asset that creates and holds social capital Structural assets: – a work process is a knowledge asset that can create and/ or store and disseminate best prac5ces, company standards, and RTD material (knowledge objects). – market assets as brands
- 11. Knowledge building • The majority of contemporary scholars follow “social construc&vism”, which assumes that knowledge is not sta5c and objec5ve but is constructed by groups of people. • Knowledge building is the individual and social construc&ve process of crea&ng new cogni&ve artefacts, which result in the forma5on of various forms of knowledge by individuals, groups and organiza5ons (Bereiter & Scardamalia, 2003). • It is the crea5on, tes5ng, and improvement of conceptual artefacts as a result of common goals, group discussions, and synthesis of ideas.
- 13. Connec5ve knowledge • Knowledge: Knowledge rests in networks. Knowledge may reside in non‐human appliances, and learning is enabled/facilitated by technology (p. 31). – The pipe is more important than the content in the pipe. ‘Know where’ and ‘know who’ are more important today that ‘knowing what’ and ‘how’ (p. 32). • The act of knowing is offloaded onto the network itself – to a connected network of specialists. The network (or web) of connec5ons is the structure, which holds the knowledge of individuals in a holis5c manner (p. 33). • Content is imbued with new meaning when situated in network (or is more accurate to say that the network acquires new meaning when new content is added?) (p. 43). Siemens (2006) , book Knowing Knowledge
- 14. Knowledge as a representa5on of world • The knowledge must cons5tute some sort of representa&on of "the outside world”. • A concept is an abstract idea or mental symbol that is associated with the objects in outside world and with its representa&ons with words, symbols etc. • A conceptual system is a system that is composed of ideas and concepts. • Conceptual system is a conceptual model that represents the outside world. hgp://giladgoren.terapad.com/index.cfm?fa=contentNews.newsDetails&newsID=28238&from=list Representa5ons of concepts Conceptual system /conceptual model
- 17. Folksonomy • A folksonomy is the result of collabora5ve tagging. Unlike taxonomy‐based metadata, folksonomies directly reflect user vocabularies. • The centrally defining characteris5cs of folksonomies are thus their boOom‐up construc&on, a lack of hierarchical structure, and their crea&on and use within a social context. • In a narrow folksonomy, there is only one instance of each tag (belongs to 1 person), a broad folksonomy is the result of many people tagging the same items.
- 29. Ontology and Seman5c Web • Seman5c Web is a group of methods and technologies to allow machines to understand the meaning ‐ or "seman&cs" ‐ of informa&on. • Informa&on is the data put into context by a human to give it meaning. • Ontologies are used in seman&c web technologies for nego5a5on between soMware services, media5on between soMware agents, orchestra5ng the components in seman5c scien5fic workflows, allowing ontology based automa5c annota5on and data retrieval.
- 31. Represen5ng knowledge on conceptual spaces • Gärdenfors, P. (2000). Conceptual spaces. Geometry of thought. • He proposed represen&ng informa&on on geometrical structures – conceptual spaces • Conceptual spaces consist of a number of “quality dimensions” that are derived from perceptual mechanisms • Conceptual spaces can represent various kind of informa5on, par5cularly similarity rela&ons can be modeled in a natural way
- 32. Conceptual spaces • A natural concept may be defined in terms of conceptual space. • A conceptual space can be defined as a collec&on of one or more quality dimensions. • The primary func5on of the quality dimensions is to represent various “quali&es” of objects.
- 34. Conceptual ac5on spaces • Many of our everyday concepts are based on ac&ons and func&onal proper&es. • The func5on of an object may be analyzed with the aid of ac&ons that it affords. • Func5onal concepts can be described as convex regions in an appropriate ac&on space. In Euclidean space, an object is convex if for every pair of points within the object, every point on the straight line segment that joins them is also within the object.
- 35. Conceptual spaces • Learning new concepts is, consequently, oMen connected with expanding one’s conceptual space with new quality dimensions. • The brain of humans and animals contains topographic areas mapping different kinds of sense modali&es onto spa&al areas. Conceptual space of wovels
- 36. Conceptual spaces • The quality dimensions of conceptual space form the “framework” used to assign proper&es to objects and to specify rela&ons between them. • The coordinates of a point within a conceptual space represent par5cular instances of each dimension. • Similarity of two concepts in conceptual space is defined by distance along the dimensional “axis”: – Similarity between two objects drops quickly when the distance is rela5vely small – Similarity drops slowly when the distance is rela5vely large Quality dimensions may be entangled (inseparable by percep5on), for example in case of mixed media
- 38. Conceptual spaces • Culture may generate constraints on conceptual spaces. • Quality dimensions may be culturally defined and culturally dependent. • Conceptual spaces may evolve as a representa&onal form in a community just because people have to share knowledge (remember intersubjec5vity!) • Conceptual spaces facilitate the sharing of knowledge and may trigger ac5on.
- 39. Hybrid spaces of communi5es • Posi5on • A) in conceptual space (tags) • B) in geospace (geotags) Tags: Love and trees on Flickr images
- 41. Place defini5on • Place is a personally meaningful spot in the conceptual and geospace, containing holis5c conglomera5on of events, objects, emo5ons and ac5ons of an individual in the place. • We no&ce, use and signify meaningful dimensions of the conceptual space and geospace and make them into our places. • In the course of ac5on we hybridize places, enabling for ourselves interac5on with the space using tangible, visible, audible, olfactory cues.
- 44. Triple: User‐Content‐Annota5on enables naviga5on across hybrid spaces • Annota&ons enable to relocate yourself in spaces. • Think what kind of possibili5es of interac5on • a) with other users and • b) with contents are possible if to re‐locate yourself in conceptual space or in geospace. Technical and Design Considera5ons for a Mobile Informa5on System. Mark Bilandzic & Marcus Foth (2009). Reloca5on in conceptual space Reloca5on in geospace Finding user communi5es New meanings to content New places for ac5on
- 47. Ubiquity is the ability to be present everywhere or at several places at once. The term is derived from Latin ubique which means everywhere. Mobile learning has ubiquitous ("anytime, anywhere“) nature. “Ubiquitous learning” metaphor Wikipedia The father of ubiquitous compu5ng, Mark Weiser, men5ons that ubiquitous compu5ng forces the computer to live out here in the world with people.
- 53. Spa5al awareness • Awareness is an understanding of the ac&vi&es of others, which provides a context for your own ac&vity • P. Dourish, and V. Belloo, Awareness and coordina5on in shared workspaces, in J. Turner & R. Kraut (eds.), Proceedings of ACM CSCW'92 Conference on Computer Supported CooperaLve Work, Toronto, Canada, 1992, pp.107‐114. • Awareness is knowledge about a state of the work environment in a limited por&on of &me and space: – showing informa5on about presence (is anyone there?), – their iden5ty (who is that?), – their loca5on (where is an individual?), – their ac5on (what is somebody doing?) C. Gutwin, and S. Greenberg, S., A Descrip5ve Framework of Workspace Awareness for Real‐Time Groupware, Computer Supported CooperaLve Work 11(3) (2002), pp. 411‐446.
- 55. ShoutSpace or STAMPS a geographical messaging system • hgp://www.shoutspace.eu/contact.php • An experimental soMware pla{orm for public authoring: a form of knowledge mapping and sharing. • It allows users to annotate a map collabora5vely with their friends, with the goal of sharing useful informa&on about the city. • It allows to agach a sort of virtual Post‐Its to physical loca5ons with a mobile phone. • The produced notes are then available for all the other par5cipants. • Par5cularly the team is interested in the interconnec&ons of place and meaning, where loca5on signify something to the content and where it is signified by the context.
- 57. How STAMPS works? • Using this program you can see a map of the place where you are, visualised on the screen of your mobile. • There, you can write a kind of SMS and agach it to the map so that other friends can see your message appearing on their map. • AMer a while, we want to use all these informa5on to help the users to navigate the city. You can ask the system, for instance: "where can I relax near by?", and the system will search for other people's messages which refer to the term relax to give you an advice.
- 58. • Cherubini, M. (2004). A collabora5ve ontology for ‘spa5alised communica5on’. In PosiLon paper for the workshop “PotenLal of CogniLve SemanLcs for Ontologies”, part of FOIS2004 , Torino, Italy. • Cherubini, M. (2006). Phd annual report. Technical report, Ecole Polytechnique Federale de Lausanne, Ecoublens, Sta5on 1, CH‐1015 Lausanne, Switzerland, 2006. • hgp://www.i‐cherubini.it/mauro/publica5ons/Cherubini_PhDAnnualReport06.pdf Mauro Cherubini
- 59. RoadForum • Pierre Dillenbourg and Nicolas Nova“The RoadForum: Sharing informal knowledge in a distributed team through a mobile audio environment” (2006) • Sharing informal knowledge in a distributed team through mobile audio • The goal of the study was to develop and evaluate a new approach to the use of mobile technology in training, focusing on sharing informal knowledge among colleagues. • The project included the development of an applica5on referred to as the RoadForum, a server‐side soMware accessible to phone users through normal audio communica5on.
- 60. Mogi Mogi2 • C. Licoppe and Y. Inada, “Seing” one another onscreen and the construc5on of social order in a mobile‐based augmented public space: The uses of a geo‐ localized mobile game in Japan, in Proceedings of Learning in the Mobile Age Conference, Hungarian Academy of Sciences, April 28–30,2005. • Loca5on‐based game deployed in Japan called Mogi Mogi2 in which players have to collect virtual and localized artefacts in Tokyo. • The game, available commercially, is an in vivo laboratory for studying the development of loca5on‐aware collec5ve behaviours. • The authors analyse forms of mobility adjusted to the "augmented" city that the players experience via their terminal (how does one live in an "augmented" urban public space, in a game context?), and the interac&onal behaviours that develop in a loca&on‐aware community where the members' posi5ons are public data.
- 61. Expreriments with CatchBob! • 10 groups of 3 persons in the condi5on “with awareness tool” and 10 groups in the condi5on “without awareness tool”. • All the group members knew each other because different levels of knowledge between partners may impact the representa5on each of them have about their teammates. • Players were also all familiar with the campus. • Par5cipants were asked to find the virtual object and surround it with a triangle made by their posi5on with one constraint in mind: They should take the shortest path to it. • We also told them that the goal was not to find the object in the smallest amount of &me. • No audio communica5on occurred since the only way to interact was using map annota5ons).
- 63. CatchBob results • The players without awareness tool took beger advantage of the annota5on capabili5es, using it to express their path and their strategy. The players with the awareness tool were able to annotate as well but did not use this opportunity. • In the context of this experiment it was beOer to leave users without the loca&on‐awareness tool, with a broad channel of communica5on. • They chose the informa5on they perceived as relevant (posi5on, direc5on and strategy) and sent them to their partners at the moment they wanted it to be known by the others. • Ledng people build their own representa&on of the spa&al informa&on appears to be more efficient than broadcas&ng mere loca&on informa&on. • The field experiment showed that communica&on about strategy was more important than automa&c loca&on‐awareness for building a good mutual model.
- 66. HandLeR experiments • Sharples, M. Disrup5ve Devices: Mobile Technology for Conversa5onal Learning. Paper accepted for publica5on in Interna5onal Journal of Con5nuing Engineering Educa5on and Life‐long Learning special issue on Collabora5ve Learning in Networked Environments. DraM available as PDF (130Kb). • The children were split into to mixed‐gender groups of three, each accompanied by a teacher. • HandLeR presented their mission through an animated Powerpoint presenta5on. • A “mission” on the HandLeR screen, was to explore the canals in central Birmingham, answer two ques5ons, and return with evidence to support their answers. • For one team, the ques5ons were “What were canal boat used for in the 1850s?” and “How were the boats powered in the 1850s?” The other team were asked similar ques5ons about modern‐day canal boats.
- 67. HandLeR experiments • They could collect visual evidence by exploring their surroundings • Each group captured images to illustrate their finds and made notes by pen on the screen • They could also refer to pre‐cached web pages that were linked to the HandLeR idea map. • The groups were encouraged to converse via the mobile phone link and share informa5on. • The prototype soMware did not support sharing of data between the devices, but it did allow the groups to communicate by voice, using the microphone and speaker built into the computer. • Despite being brief the conversa5on served to coordinate the ac5vi5es and share knowledge.
- 69. Geodashing • Is an outdoor sport in which players use GPS receivers for seaching dashes on a playing field that covers the en5re planet. • hgp://www.eduscapes.com/ geocaching/kids.htm • hgp://www.cs.hut.fi/~rsarvas/ sarvas_geocaching.pdf
- 70. Handhelds in museums • Interac5ve • Memory • Personalized context delivery • Bookmarking • Visitor surveying • Communica5ng • Experience‐sharing • hgp://www.archimuse.com/ mw2003/papers/proctor/ proctor.html • hgp://www.archimuse.com/ mw2004/papers/tellis/tellis.html
- 73. CAERUS: a Context Aware Mobile Guide • complete context aware educa5onal resource system for outdoor tourist sites and educa5onal centres. • CAERUS consists of a handheld delivery applica5on and a desktop administra5on applica5on and provides a visual interface to add new maps, define regions of interest, add theme‐based mul5media tours, and deliver this informa5on to visitors through Pocket PC devices with GPS capability. • The visitor can view his or her loca5on on the map‐based interface and is presented automa5cally with audio content upon entering a region of interest. • Visitors can then select to view addi5onal mul5media content for that par5cular loca5on, capture their observa5ons or con5nue with their explora5on or tour.
- 75. Personal Portable Pedestrian: Lessons from Japanese Mobile Phone Use Ito, Mizuko hgp://www.ojr.org/japan/wireless/1043770650.php • In Japanese, the mobile phone is called a keitai, which might be roughly translated as “a portable,” or “something you carry with you.” In contrast to “the cellular phone” or “the mobile” which stress technology and func5on, the Japanese term stresses the rela&on between user and device. • "To not have a keitai (cell phone) is to be walking blind, disconnected from just‐in‐5me informa5on on where and when you are in the social networks of &me and place.“ • "Keitai‐wired youth are in persistent but lightweight contact with a small number of in5mates, with whom they are expected to be available unless they are sleeping or working. Because of this portable, virtual peer space, the city is no longer a space of urban anonymity.“
- 76. Changes in spacial behaviours • Concepts like “space” and “being‐there” or the “learning environment” need to be revisited. • Mobile learning demolishes distance and boundaries (private or public), it will soon even demolish the very concept of what it means to be here or there (Laouris, 2005) • Fujimoto (2005) describes “nagara mobilism” as a central component of young people’s usage pagerns. • Nagara, which could be translated as “while doing something else” is a term used to describe young people’s tendency to mul5‐task, to read while watching TV, to eat while walking.