Conceptual Browsing with Conzilla A context/content based wayto handle digital information

Speaker: Ambjörn Naeve

Affiliation: Centre for user-oriented IT-Design (CID) Dept. of Numerical Analysis and Computing ScienceRoyal Institute of Technology (KTH) Stockholm, Sweden

email-address: amb@nada.kth.se

web-site: http://kmr.nada.kth.se

Centre for user-oriented IT-Design (CID)

CID is a competence centre at KTH that provides an interdisciplinary environment for applied research on design of human-computer interaction.

CID is engaged in 4 different areas of research:

• Connected Communities (Digital Worlds).

• Interactive Learning Environments.

• New forms of Interaction.

• User orientation.

Goals and characteristics of CID

• integrate usability with technical and aesthetic aspects.

• create an attractive environment at KTH for strong cooperation between academy, industry and users.

• produce “pre-competitive” results in the form of prototypes, demonstrators and user studies.

• strong international collaboration.

this

Generalization of

that

Context for that

Specialization of

that

Part of that

Instance of

that

that

Type for

The hierarchical directions from this to that

UnifiedModelingLanguage

calibrationprocess

P

The Conceptual Calibration Process

Adam Eve

Adam’s image of P Eve’s image of P

Learning

*Context

Theory

Form

Practice Archive

Component

*

*

*

Environment

Internet

3D WWW

Formal Non-formal

Course Game

DIVE

Active Worlds

QBL

*

*

PL

SOL

Lecture

IMS

Test

...

Credit

Interactive Learning Environments - overview

Some ILE projects at CID

• Conceptual navigation and content presentation

• Modeling different knowledge domains

• Content design

• Conzilla - a first prototype of concept browser.

• Structure- and workflow of CID-sponsors.

• XML-based markup- and searching tools.

• Archives, portfolios and personalised learning

• Mathematical knowledge manifolds.

• IT-Accessibility in Sweden.

• International standardisation work.

• KidStory (EU-project)

A Knowledge Manifold

• is a conceptual framework for designing interactive learning environments that support Question Based Learning.

• can be regarded as a Knowledge Patchwork, with a number of linked Knowledge Patches, each with its own Knowledge Gardener.

• gives the users the opportunity to ask questions and search for certified human Knowledge Sources.

A Knowledge Manifold (cont.)

• has access to distributed archives of resource components.

• allows teachers to compose components and construct customized learning environments.

• makes use of conceptual modeling to support separation of content from context.

• contains a conceptual exploration tool (Conzilla) that supports these principles and activites.

Resource Components / Learning Modules

Learning Environment

Learning Module

What to Teach

Resource Component* *

What to Learn

separating connecting

from with

through

Multiple Narration Component Composition

through

Mathematical Knowledge Manifold work at CID

• Mathematical component archives

• New ways to study geometrical constructions

• Interacting with mathematical formulas, using

• Shared 3D interactive learning environments

• Interactive geometry with PDB.

• Graphing Calculator (Ron Avitzur).

• LiveGraphics3D (Martin Kraus).

• framework for archiving and accessing components

• CyberMath.

created with these (and other) techniques.

Geometry

Mathematics

Algebra

Combinatorics

Analysis

Surf

View

Info

Context Content

Conceptual browsing: Surfing the context

Context Content

Conceptual Browsing: Viewing the content

Projective

Geometry

Algebraic

Differential Surf

View

Info

What

How

Where

When

Who

Projective geometry is the studyof the incidencesof points, lines

in space.

It could be calledthe geometryof the eye

and planes

Surf

View

Info

Geometry

Projective

Algebraic

Differential

Context

Aspect

Level

School

Elementary

Secondary

High

W H W

...

hat

ow

here

Aspect Filter

Conceptual Browsing: Filtering the content

Design principles for Concept Browsers

• separate context (= relationships) from content.

• describe each context in terms of a concept map.

• assign an appropriate set of components as the content of a concept or a conceptual relationship.

• filter the components through different aspects.

• label the components with a standardized data description (metadata) scheme (IMS-IEEE).

• transform a content component which is a map into a context by contextualizing it.

Surfing

Browsing

Viewing Checking

Context Content Description

Conceptual

The three different kinds of conceptual browsing

Surf

View

Info

What

How

Where

When

Who

Mathematics

Where is mathematics done?

Content

Clarification

Depth

Context

Science

Magic

Religion

Philosophy

Mathematicsinvoke

illustrateapply

inspire

Contextualize

How is mathematics applied to science?

Content

Surf

View

InfoWhat

How

Where

When

Who

Magic

Philosophy

Religion

Science

Mathematicsinvoke

illustrateapply

inspire

Clarification

DepthContextualize

Context

A is true

Science

assumption

conditional statement

logical conclusion

B is true

If A were truethen

B would be true

Mathematics

Falsification of assumptionsby falsification of their logical conclusions

experiment

fact

Science

Magic

Religion

Philosophy

Mathematicsinvoke

illustrateapply

inspire

Conzilla - a first prototype of concept browser

Virtual Mathematics Exploratorium-1

Virtual Mathematics Exploratorium-2

Virtual Mathematics Exploratorium-3

Virtual Mathematics Exploratorium-4

Virtual Mathematics Exploratorium-5

Virtual Mathematics Exploratorium-6

Virtual Mathematics Exploratorium-7

Virtual Mathematics Exploratorium-8

Virtual Mathematics Exploratorium-9

Virtual Mathematics Exploratorium-10

References

Reports are available in pdf at http://kmr.nada.kth.se

• Naeve, A., The Garden of Knowledge as a Knowledge Manifold - a conceptual framework for computer supported subjective education, CID-17, KTH, 1997.

• Naeve, A., Conceptual Navigation and Multiple Scale Narration in a Knowledge Manifold, CID-52, KTH, 1999.

• Nilsson, M. & Palmér M., Conzilla - Towards a Concept Browser, (CID-53), KTH, 1999.