From Knowledge Engineering to Ontological Engineering
-- A New Trend in Knowledge Model Building for ITSs --
Riichiro MizoguchiISIR, Osaka University
http://www.ei.sanken.osaka-u.ac.jp
Agenda
Two technologies in AI– Formal: Inference/reasoning, Learning, DM, etc.
– Content: Model-building, knowledge modeling
Two Content technologies– Knowledge engineering
– Ontological engineering
An example(OMNIBUS/SMARTIES)
Form-oriented approach
Inference– Deductive inference: Normal procedure – Inductive inference: Learner modeling– Constraint approach: Learner modeling
Machine learning– Learner modeling– Data mining
Semantic Web approach– Metadata, Annotation, DL
Content-oriented approach
Domain analyses Knowledge modeling Knowledge base building
– Rule base technology• Production rules
– Expert systems
Knowledge engineering
Two wheels of AI
Formaltechnology
ContenttechnologyContenttechnology
From Knowledge Eng. To Ontological Eng.
KE is the research on– Domain-specific heuristics for a stand-alone
problem solver
OE is the research on– General/reusable/sharable/long-lasting concepts
for building a KB/model for helping people solve problems
Ontology as a system of concepts
Used as conceptual building blocks of knowledge-intensive systems such as ITSs– Something deeper than metadata– It provides foundation on which a KB or an applica
tion system is built
Ontology
KnowledgeBase
(Model)An explicit specification of a hidden conceptualization of the target domain
Dichotomy of ontology
Light-weight Ontology– One like Yahoo ontology– Vocabulary rather than concepts– Annotation-oriented ontology– Used for Information search
Heavy-weight Ontology– One I discuss– Concepts rather than vocabulary– for understanding the target world– for building ontology-aware system
The fundamental role of an ontology
An ontology is not directly used for problem solving It gives a specification of knowledge/models in a
system The role of an ontology to a knowledge base is to give
definitions of concepts used in the knowledge representation and constraints among concepts– to make the knowledge base consistent and transparent which
are the necessary properties of sharable and reusable knowledge
These are the heart of IA (Intelligence Amplifier) systems. – From AI to IA
An example OMNIBUS
– An ontology of learning and instructional theories– A kind of heavy-weight ontology
SMARTIES– A rule-less expert system which can help users
build theory-compliant learning/instructional scenarios
Nine policiesfor building a good ontology
Policy 1– Model roles appropriately because the world is full of roles.
Use Hozo for that purpose. Policy 2
– All but events which are dynamic things such as actions should be modeled in terms of state change.
Policy 3– Events should be defined in terms of processes which are used as materia
l. An event is a unitary thing which must be viewed as a whole. Actions should be primitive and play roles specified in events which provides contexts.
Policy 4– Introduce the idea of “Engineering approximation” to model theories .
Policy 5– Identify a maximal conceptual unit necessary and sufficient for modeling
all the phenomena of insterest.
Nine policiesfor building a good ontology(Cont’d)
Policy 6– When representing a procedure, decompose it into What to achieve
and How to achieve. Organize both separately. The former is “purified action” and the latter “way (to achieve)”.
Policy 7– Build an action-decomposition tree by repeating action decomposition
using the conceptual unit obtained by Policy 5 and purified actions & Ways obtained by Policy 6.
Policy 8– Build a Way knowledge base as an ontology by analyzing procedural
knowledge sources to extract and organize ways. Policy 9
– Build a mechanism to perform action-decomposition by retrieving applicable ways from the Way base. It can be viewed as a kind of inference engine.
How SMARTIES works
Scenario model in SMARTIES (1/4)Abstract
Concrete
LOLO LOLO LOLO LOLO LOLO LOLO LOLO LOLO LOLO LOLO LOLO LOLO LOLO LOLO LOLO LOLO
Learningcontent
Scenario (sequence)Scenario (sequence)
Scenario descriptionThe goal of the learner in this scenario is to be in "Apply level" state
Step1The instructor "Shows familiar things".The learner "Looks at it".This interaction is for making the learner be in "Have recognized" state.[...more]
Step2The instructor "Shows familiar things in an unfamiliar manner".The learner "Looks at it".This interaction is for making the learner be in "Have recognized" state.[...more] …
Scenario descriptionThe goal of the learner in this scenario is to be in "Apply level" state
Step1The instructor "Shows familiar things".The learner "Looks at it".This interaction is for making the learner be in "Have recognized" state.[...more]
Step2The instructor "Shows familiar things in an unfamiliar manner".The learner "Looks at it".This interaction is for making the learner be in "Have recognized" state.[...more] …
Goal of the scenario
Scenario model in SMARTIES (2/4)Goal of the scenario
Abstract
Concrete
WAYDecomposition and Achievement relation between macro and micro I_L events
WAYDecomposition and Achievement relation between macro and micro I_L events
I_L event• Interaction
between an instructor and a learner.
• State-change of the learner
I_L event• Interaction
between an instructor and a learner.
• State-change of the learner
Scenario model in SMARTIES (3/4)Abstract
Concrete
I_L event• Interaction
between an instructor and a learner.
• State-change of the learner
I_L event• Interaction
between an instructor and a learner.
• State-change of the learner
WAYDecomposition and Achievement relation between macro and micro I_L events
WAYDecomposition and Achievement relation between macro and micro I_L events
Way <-> Theory• A WAY-knowledge is a W
AY defined based on a theory
• A theory is modeled as a set of WAY-knowledge
• All the necessary concepts for defining WAYs are defined
Way <-> Theory• A WAY-knowledge is a W
AY defined based on a theory
• A theory is modeled as a set of WAY-knowledge
• All the necessary concepts for defining WAYs are defined
Ontological engineering
is interesting
Scenariointerpreter
OMNIBUSontology
Scenariomodel
Explanationgenerator
Modelmanager
WAY-Kmanager
Explanation of the scenario
Guidelines based on theories
Scenariomaking
Explanationtemplate
IMS LDoutputmodule
IMS LDoutput
WAY-knowledge(WAY-K)
IMS LDIMS LD
Scenario author(e.g. Teacher, Instructional designers, etc.)
IMS LD compliant toolsS
cenario editor
Ontology author
Knowledge author(e.g. theorists)
Learningobjects
WA
Y-K
editor
IEEE LOMIEEE LOM
OMNIBUSontology
WAY-knowledge
(WAY-K)
Hozo
Installed
SMARTIES
Maintenance
Block diagram ofSMARTIESThank you!
Core modelof learning/instructional events
The difficulty in modeling instruction and learning might be that the change is achieved by two kinds of actions:
– Instructional actions leads a learner to do some sort of learning actions– Learning actions cause the change of learner’s state.
The key points of our conceptualization are – to emphasize the relation among the three and – to model a contribution of instructional action on the change of learner’s
state.
I_L event
Advancethe development/ Develop/ Developed
Learning action
State-change(Terminal state)
Instructional action
Instructional event
Learning event
Instructional theory
Learning theory
Examples of decomposition
To weld– What to achieve = To join sheets of metals– How to achieve = By fusion way
To glue– What to achieve = To join two things– How to achieve = By glue way
Put themtogetherPut themtogether MeltMelt
Fusion wayFusion way
To joinTo join
CoolCoolPut themtogetherPut themtogether GlueGlue
Glue wayGlue way
DryDry
Selecting alternative strategies from different theories
Support learning/ Aquire understanding/ Understand
Arrange learning/ Prepare/ Prepared -> Developed
Advancethe development/ Develop/ Developed
Assess the learning outcome/ ---/ Assessed
Assure sustainability/ Sustain / Sustaining the learning
Present content/ Recognize/ Recognizing the content
Guide practice/ Develop/ Developed
Preparing Learning condition
Coached exercise
Simple event
Feedback event
Developmental event ref. Dick and Carey
ref. Dick and Carey
Arrange learning/ Prepare/ Prepared -> Developed
Advancethe development/ Develop/ Developed
Assess the learning outcome/ ---/ Assessed
Assure sustainability/ Sustain / Sustaining the learning
Present content/ Recognize/ Recognizing the content
Guide practice/ Develop/ Developed
Preparing Learning condition
Coached exercise
Simple event
ref. Dick and Carey
ref. Dick and Carey
Present what to learn/ Recognize/ Recognizing what to learn
Give guidelines/ Recognize/ Recognizing how to learn
ref. Gagne and Briggs
Present an example of the desired performance / Recognize/ Recognizing the content
ref. Collinsor
Way-knowledge base
Advancethe development
/ Develop/ Developed
Present content/ Recognize
/ Recognizing the content
Guide practice/ Develop
/ Developed
Guide practice/ Develop
/ Developed
Advancethe development
/ Develop/ Developed
Present content/ Recognize
/ Recognizing the content
Guide practice/ Develop
/ Developed
Guide practice/ Develop
/ Developed
Advancethe development
/ Develop/ Developed
Present content/ Recognize
/ Recognizing the content
Guide practice/ Develop
/ Developed
Guide practice/ Develop
/ Developed
Advancethe development
/ Develop/ Developed
Present content/ Recognize
/ Recognizing the content
Guide practice/ Develop
/ Developed
Advancethe development
/ Develop/ Developed
Present content/ Recognize
/ Recognizing the content
Guide practice/ Develop
/ Developed
Advancethe development
/ Develop/ Developed
Present content/ Recognize
/ Recognizing the content
Guide practice/ Develop
/ Developed
Advancethe development
/ Develop/ Developed
Present content/ Recognize
/ Recognizing the content
Guide practice/ Develop
/ Developed
Advancethe development
/ Develop/ Developed
Present content/ Recognize
/ Recognizing the content
Guide practice/ Develop
/ Developed
Guide practice/ Develop
/ Developed
Advancethe development
/ Develop/ Developed
Present content/ Recognize
/ Recognizing the content
Guide practice/ Develop
/ Developed
Guide practice/ Develop
/ Developed
Advancethe development
/ Develop/ Developed
Present content/ Recognize
/ Recognizing the content
Guide practice/ Develop
/ Developed
Advancethe development
/ Develop/ Developed
Present content/ Recognize
/ Recognizing the content
Guide practice/ Develop
/ Developed