© 2001-2005 Franz J. Kurfess Knowledge Exchange 1 CPE/CSC 580: Knowledge Management Dr. Franz J. Kurfess Computer Science Department Cal Poly

© 2001-2005 Franz J. Kurfess Knowledge Exchange 1

CPE/CSC 580: Knowledge Management

CPE/CSC 580: Knowledge Management

Dr. Franz J. Kurfess

Computer Science Department

Cal Poly


Course OverviewCourse Overview Introduction Knowledge Processing

Knowledge Acquisition, Representation and Manipulation

Knowledge Organization Classification, Categorization Ontologies, Taxonomies, Thesauri

Knowledge Retrieval Information Retrieval Knowledge Navigation

Knowledge Presentation Knowledge Visualization

Knowledge Exchange Knowledge Capture,

Transfer, and Distribution Usage of Knowledge

Access Patterns, User Feedback

Knowledge Management Techniques Topic Maps, Agents

Knowledge Management Tools

Knowledge Management in Organizations


Overview Knowledge ExchangeOverview Knowledge Exchange

Motivation Objectives Knowledge Capture

Explicit Capture Extraction From Text Case-based Reasoning Enhancement of Existing

Documents

Transfer of Knowledge Communication

Basic Concepts Language and Communication

Natural Language Formal Languages

Communication Models

Distribution of Knowledge Knowledge Repositories Distribution Models

Important Concepts and Terms

Chapter Summary


LogisticsLogistics

Term Project Documentation Schedule

Lab and Homework Assignments Schedule

Exams Grading


((( )) ())))

Richer representationsMore ambiguous

More versatile

(defconcept bridge ()))

More formalMore concrete

More introspectible

Introductory texts, expert hints, explanations, dialogues, comments, examples, exceptions,...

Info. extraction templates,dialogue segments and pegs,filled-out forms, high-level connections,...

Alternative formalizations (KIF, MELD, CML,…), alternative views of the same notion (e.g., what is a threat)

Descriptions augmented with prototypical examples & exceptions, problem-solving steps and substeps, ...

WWW

[Gil 2000]

The Need for Knowledge ExchangeThe Need for Knowledge Exchange

© 2001-2005 Franz J. Kurfess Knowledge Exchange 6[Gil 2000]

Knowledge MobilityKnowledge Mobility

multiple views and versions of the same information need to provide tools that establish connections among

alternative versions/views of the same information

hyper-connectivity need to provide tools that suggest further connections to related

sources when users compose documents need to annotate hyperlinks

basis to support information morphing how one or more knowledge sources are used for

alternative purposes track alternative knowledge transformations various renderings and implementations of a knowledge source


Pre-TestPre-Test


MotivationMotivation


ObjectivesObjectives


Knowledge CaptureKnowledge Capture

Explicit CaptureExtraction From TextCase-based ReasoningEnhancement of Existing Documents


Explicit CaptureExplicit Capture

conventional techniques for knowledge acquisition interviews with experts knowledge engineers

advantages carefully constructed suitable knowledge representation methods usually common-sense evaluation sometimes formal evaluation

consistency checks, other formal aspects


Extraction From TextExtraction From Text syntactic level

keywords essentially construction of an index

descriptive features semantic level

document structure requires information about structure

tags, DDT, RDF

sentence structure natural language processing (NLP)

pragmatic level context

thesaurus, ontology, NLP


Case-based ReasoningCase-based Reasoning

solutions to a problem in a specific context are collected

represented in a structured format problem, context, solution usable by a computer-based system cases are often represented through frames or similar

mechanisms

new cases are matched against existing ones patterns in the frames provide the basis for matching the suitability of the solution is judged by the user


Enhancement of Existing DocumentsEnhancement of Existing Documents

in addition to the methods mentioned above, collections of documents can be enhanced addition of meta-knowledge integration into an existing framework/ontology

manually through categorization automatically through keyword extraction indirectly through statistical correlations with other documents


Transfer of KnowledgeTransfer of Knowledge

Communication Basic Concepts Language and Communication

Natural Language Formal Languages

Communication Models


Basic ConceptsBasic Concepts

communication exchange of information requires a shared system of signs greatly enhanced by language speaker

produces signs as utterances general: not only spoken language

listener (hearer) perceives and interprets signs


Purpose of CommunicationPurpose of Communication

sharing of information among agents or systems query other agents for information responses to queries requests or commands

actions to be performed for another agent

offer proposition for collaboration

acknowledgement confirmation of requests, offers

sharing of experiences, feelings


Communication ProblemsCommunication Problems intention

what is the expected outcome (speaker’s perspective)

timing when is a communication act appropriate

selection which act is the right one

language what sign system should be used

interpretation will the intended meaning be conveyed to the listener

ambiguity can the intention be expressed without the possibility of misunderstandings


Language and CommunicationLanguage and Communication

Natural Language used by humans evolves over time moderately to highly ambiguous

Formal Languages invented rigidly defined little ambiguity


Natural LanguageNatural Language

formal description is very difficult sometimes non-systematic, inconsistent, ambiguous

mostly used for human communication easy on humans tough on computers

context is critical situation, beliefs, goals


Formal LanguagesFormal Languagessymbols

terminal symbols finite set of basic words not: alphabet, characters

non-terminal symbols intermediate structures composed of terminal or non-terminal

symbols

strings sequences of symbols

phrases sub-strings grouping important parts of a string


Formal Languages Cont.Formal Languages Cont.

sentences allowable strings in a language composed from phrases

grammar rules describing correct sentences often captured as rewrite rules in BNF notation

lexicon list of allowable vocabulary words


Communication ModelsCommunication Models

encoded message model a definite proposition of the speaker is encoded into signs

which are transmitted to the listener the listener tries to decode the signs to retrieve the original

proposition errors are consequences of transmission problems

situated language model the intended meaning of a message depends on the

signals as well as the situation in which they are exchanged

mis-interpretation may lead to additional problems


Communication TypesCommunication Types

telepathic communication speaker and listener have a shared internal representation communication through Tell/Ask directives

language-based communication speaker performs actions that produce signs which other

agents can perceive and interpret communication language is different from the internal

representation more complex

involves several mappings language needs to be generated, encoded, transmitted, decoded, and

interpreted


Telepathic CommunicationTelepathic Communication

[Russell & Norvig 1995]


Language-Based CommunicationLanguage-Based Communication



Communication Steps: SpeakerCommunication Steps: Speaker

intention decision about producing a speech act

generation conversion of the information to be transferred into the

chosen language

synthesis actions that produce the generated signs


Communication Steps: ListenerCommunication Steps: Listener

perception reception of the signs produced by the speaker

speech recognition, lip reading, character recognition

analysis syntactic interpretation (parsing) semantic interpretation

disambiguation selection of the most probable intended meaning

incorporation the selected interpretation is added to the existing world model as

additional piece of evidence


Communication ExampleCommunication Example



Distribution of KnowledgeDistribution of Knowledge

Knowledge Repositories Digital Libraries

Distribution Models


Knowledge RepositoriesKnowledge Repositories

persistent storage of digital documents internal representation in the original format

loss-less transformation may be acceptable

transparent internal organization multiple presentation methods for various users and usage

methods

multiple access methods according to users’ needs and capabilities


Digital LibrariesDigital Libraries

collections of documents and artifacts stored and accessed via computers

remotely accessible through networksenhanced functionality compared with paper-based

libraries access methods organization principles duplication

implementation and usage unclear


Vision...Vision...

“… a network of learning environments and resources for Science, Mathematics, Engineering and Technology education, will ultimately meet the needs of students and teachers at all levels—K-12, undergraduate, graduate, and lifelong learning—in both individual and collaborative settings.”

NSF

[NEEDS 2000]


BerkeleyBerkeley

VirginiaVirginiaTechTech

StanfordStanfordNorthernNorthernArizonaArizona

UMBCUMBC

NEEDSNEEDS

National digital

library emerging

from the Synthesis Coalition (1990 - 1999)Integrated database of multimedia courseware Multilevel courseware evaluation system

Community of Engineering Educators

[NEEDS 2000]


www.needs.org - Contentswww.needs.org - Contents

[NEEDS 2000]


www.needs.org - Communities www.needs.org - Communities

Community - a group of individuals who engage in communication through a common bond.

Faculty prefer to learn where they are a member of a community that is built upon shared values and interests regarding teaching, learning, and pedagogy

GOAL: Provide faculty a means to learn from one another unconstrained by barriers of time, distance, technology, and geography.

[NEEDS 2000]


Towards A National SMETE Digital Library...

April 1996 - NSF Committee Meeting (LIBUSE)• “Towards a National Library for Undergraduate Science Education

Resources in Science, Mathematics, Engineering and Technology” August 1997 National Research Council

• Digital National Library for SME&T Education Workshop July 1998 National Science Foundation

SMETE-Lib Workshop January 1999 National Science Foundation

Digital Libraries and Education Workshop

Should NSF Establish and Fund a National Science, Mathematics, Engineering and Technology Education Digital Library?

Funding throughDigital Libraries Initiative – Phase 2And NSDL Programs

[NEEDS 2000]


Delivery Classrooms Instructional

Labs Small Study

Groups Residences Libraries Anywhere

Delivery Classrooms Instructional

Labs Small Study

Groups Residences Libraries Anywhere

Development Courseware

Studios Instructional

Labs Faculty Offices

& Residences Libraries Anywhere

Development Courseware

Studios Instructional

Labs Faculty Offices

& Residences Libraries Anywhere

Database

NEEDS is the foundation for the National SMETE Digital Library at www.smete.org.

www.needs.org

[NEEDS 2000]


NEEDS Aspects

Digital Library of Multimedia Engineering Courseware Bibliographic records with downloadable courseware Multimedia elements - downloadable movies, images, and

textMultilevel Courseware Evaluation System

Peer Review of Courseware Premier Award for Excellence in Engineering Education

CoursewareExpanding Services and Features

[NEEDS 2000]


How does NEEDS help users “re-use” learning materials?

How does NEEDS help users “re-use” learning materials?

Provides mechanisms to help user locate materials Uses standardized descriptions (metadata) to describe

resourcesProvides mechanisms to help users evaluate the “quality

of materials”

Developed upon an extendable platform to: Support multiple uses Integrate new services and features Integrate research

[NEEDS 2000]


Quality Review of Coursewareon the NEEDS Database

Establish credibility of NEEDS as a source of Quality educational material

Enhance recognition of scholarly and creative effort of courseware developers

Peer/Expert Review of Courseware Premier Award for Excellence in Engineering

Education Courseware

[NEEDS 2000]

The Premier Award for Excellence in Engineering Education Courseware

The Premier Award for Excellence in Engineering Education Courseware

A national competition to identify and reward the authors of high-quality, non-commercial courseware designed to enhance engineering education. The Premier Award is about the entire experience of using the

courseware by learners, not just the courseware itself

A dissemination system to distribute the Premier Courseware (via CD’s and presentation at engineering education conferences).


Virtual Disk Drive

Design Studio Drill Dissection and

Bicycle Dissection Mars Navigator

For more info or to receive copies go to http://www.needs.org/engineering/premier/

Premier Courseware of 1997-1999Premier Courseware of 1997-1999 Della Steam Plant MDSolids Structural

Engineering Visual Encyclopedia - UNH

6,700 CD-ROMs Distributed

Engineering Graphics

Cracking Dams


Needs Assessment with Members of the

Math, Science and Engineering Community

Needs Assessment with Members of the

Math, Science and Engineering CommunityPurpose:

To understand the math, science and engineering communities of educators and examine their needs in order to design services and structures to support users from multiple communities.

Research Questions: What services, features & programs are integral to

success? What do users expect with regards to quality of the

holdings? Who makes up the SMETE digital library community?American Association of Physics Teachers, American Mathematical Society, American Association for the Advancement of Science, members of the NSF Chemistry Consortia and the NSF Engineering Education Coalitions

[NEEDS 2000]


Translating Findings into Services & Features


QualitySystem to rapidly identify the quality of holdingPlace to comment about a learning object or

regarding something of interest to the community

Reviewers should include experts in pedagogy and content

[NEEDS 2000]




CommunityEmbedded structures for developing and maintaining

communication linksDeveloping community should be on par with

building contentBuild on discipline based communities to establish

connection to a broader community

ContentUseful content and community interaction ensures

user participation as authors, reviewers, adapters/adopters, and consumers

[NEEDS 2000]

BerkeleyBerkeley

Virginia TechVirginia TechNorthernNorthernArizonaArizona

UMBCUMBC

Prototype Goals (1998-2001)Develop a Prototype National SMETE Digital Library test interoperability of federated searches/shared services with partners expand requirements analysis to include K–12 develop criteria and standards to assess the impact of learning objects across disciplines implement community feedback systems, evaluate services

Math ForumMath Forum

Prototype: www.smete.org

ENCENC

StanfordStanfordUCOPUCOP

John WileyJohn Wiley

[NEEDS 2000]


Building a National SMETE Digital Library at www.smete.org

Building a National SMETE Digital Library at www.smete.org

Searching for learning resourcesCataloging (adding) learning resources

Standards, IEEE and IMS

Evaluating the quality of learning resources “User” reviews “Expert” reviews

Forming a community of users in SMETE PKAL workshops and seminars Research on adapters

[NEEDS 2000]


Systems DevelopmentSystems Development

Expanding www.smete.org/NEEDS platform Continuing to participate in the development of

IEEE/IMS Learning Object Metadata Standards Adopting emerging IEEE standards Expanding user comments Implementing discussion systems Implementing customized

user profilesExpanding Collections

Expanding into Chemistry,

Physics, and Mathematics

Total Collection Engineering 58%Chemistry 21%Physics 14%Math 5%Other 2%

[NEEDS 2000]


Collaborating with PartnersCollaborating with Partners

Working with University of California Office of the President - (10 campuses) Identifying courseware under development systemwide Developing TLT@UC Website to showcase teaching and

learning with technology at the University of California

[NEEDS 2000]


Challenges Toward the Future...Challenges Toward the Future...

Continuing to understand and support changing user needs

Improving ability to encapsulate the instructional intent and use of materials Metadata standards and cataloging practice

Supporting communities of use and practice pedagogy content

[NEEDS 2000]


Challenges Toward the Future...Challenges Toward the Future...

Continuing to understand and support changing user needs

Improving ability to encapsulate the instructional intent and use of materials Metadata standards and cataloging practice

Supporting communities of use and practice pedagogy Content

Which allows for a user to find what they’re really looking for as well as personalization of content.

[NEEDS 2000]

BerkeleyBerkeley

Virginia TechVirginia TechNorthernNorthernArizonaArizona

UMBCUMBC

NSDL Goals (2000- ) Develop the National SMETE Digital Library

Provide seamless access to services and resources Create a dynamic learning community that promotes and supports SMET education in the 21st

century Expand Partnerships Expand Services and Community

BioQUESTBioQUEST

Math ForumMath ForumENCENC

EdupriseEdupriseSRISRI

Utah StateUtah StateDLESEDLESE

GDLGDL

PKALPKALILTILT AAASAAAS

MAAMAA

WebCTWebCT

NACMENACME

CiscoCiscoSunSun

TITI

John WileyJohn Wiley

www.smete.org

StanfordStanfordUCOPUCOP

[NEEDS 2000]


UNC Digital Library ProjectUNC Digital Library Project

Digital Services Grants (In-Kind)REQUEST FOR PROPOSALS (RFP)

Spring 2001

AgendaOverview

Q&A for RFPDigital Library Background

[UNC Digital Library 2000]


OverviewOverview Current and Future Project Services

• Current Structure of the DLP

• Prototype Interface for DLP



Services for CuratorsServices for Curators Improved access to collections Support for a variety of media types 24x7 storage services Standards-based metadata schema Capability to support discipline-specific vocabularies Mini-grant program for digitizing high-impact collections



Services for InstructorsServices for Instructors

Flexible rights management (limit access to students in a course, departments, etc.)

Improved access to other supporting materials Presentation options

Web-based slide show Side-by-side object comparison Integration with desktop applications

Support for annotations and other associated data Documentation, training



Services for ScholarsServices for Scholars

Common web interface to many digital collections Customizable “My Digital Library” user interface Multiple search options (keyword, browsing, etc.) Compliance with guidelines for disability access



Structure of the DLPStructure of the DLP

INTERFACE

OTHER PROJECTS

DATABASE

OBJECTSTORAGE

MIDDLEWARE



INTERFACE

OTHER PROJECTS

DATABASE

OBJECTSTORAGE

MIDDLEWARE


DATABASE• Metadata Directory

• User Management

• Crosswalk Repository

• Schema Repository

• Controlled Vocabularies[UNC Digital Library 2000]


INTERFACE

OTHER PROJECTS

DATABASE

OBJECTSTORAGE

MIDDLEWARE


MIDDLEWARE

• Metadata Transformer

• Authentication and Authorization

• Discovery Tools

• Object Manipulation

• Presentation Tools

• Class Rolls



INTERFACE

OTHER PROJECTS

DATABASE

OBJECTSTORAGE

MIDDLEWARE


INTERFACE• My Folders

• Administration, Display, and Search

• The Buzz; What’s New?[UNC Digital Library 2000]


Prototype InterfacePrototype Interface

My FoldersA personal space

where your uploaded objects as well as links to other objects can be organized. This

space will also show the classes and projects you

are currently involved in, in the

capacity of instructor and/or

student.

Admin, Display, Search

ADMIN: Allows the digital library

visitor to publish his own material

for others to use as well as arrange the contents of his My

Folders space.

DISPLAY: Allows for different ways of showing off an

individual object or group of objects

within one’s space. Some common “displays” here would include

slideshows and thumbnails.

SEARCH: Allows for basic keyword searching at any point in time, as well as access to more extensive

search capabilities.

The Buzz / What’s New?This space will include recent additions to the digital library, particularly those related to the visitor’s established areas of interest. The Buzz will specifically display the most accessed objects overall, within my field, etc. This space will also ultimately contain other information, such as live news feeds, both local and world-wide. [UNC Digital Library 2000]


Digital Library in-a-BoxDigital Library in-a-Box

[Sweeney & Kurfess 1998]


The EXPECT Project at USC/ISI (I)The EXPECT Project at USC/ISI (I)

EXPECT: architecture to develop knowledge based systems that uses highly declarative representations [Swartout and Gil, KAW-95], [Gil and Melz, AAAI-96] http://www.isi.edu/expect

Application focus knowledge-rich planning tools, often integrated within a larger

architecture

Research focus knowledge acquisition tools that exploit declarative

representations to help end users augment KBs exploiting declarative representations to mediate agent

communication [Blythe&Gil&Chalupsky&MacGregor 00]


Software translates “WHAT” to “HOW”

The history of software development

[Gil 2000]

The What-to-How Spectrum [Feigenbaum 96]

The What-to-How Spectrum [Feigenbaum 96]


The Good News => The Bad News The Good News => The Bad News As we develop more advanced and higher-level languages, we

still require formalisms and logic Complete information Consistent statements Executable/compilable

Requires putting knowledge “in a straightjacket” Represent knowledge once it is digested

captures only the result of the modeling process

Represent only a subset of the overall knowledge i.e., whatever fits what the formalism requires

Represent only what there is time to represent the rest is assumed unnecessary

Represent only what is well understood


Connections Are Missing!Connections Are Missing! “There is a real conflict between the logician’s goal and the educator’s. The

logician wants to minimize the variety of ideas, and doesn’t mind a long thin path. The educator (rightly) wants to make the paths short and doesn’t mind - in fact, prefers - connections to many other ideas.” [Minsky 1969]

Knowledge turns up piecemeal Compartmentalized and seldom rejoined Only truly necessary views/opinions are represented Only truly necessary connections are represented

As long as the information is there, the system should figure it out No value to redundancy/alternatives


The Need for Knowledge Mobility: HPKB Challenge Problem - Year 1


COA OntologyBS Ontologies (military units,vehicles, etc)

HPKB Upper Ontology

Features and Terrain(Stub) Ontology

Eng. Techniques Ontology Eng. Equpt. Ontology

Methods for Time Estimation

KB of Eng. Actions

COAGeneration

Problem Solver

Temporal Estimation/Assessment

Problem Solver

LOOM

EXPECT

[Gil 2000]




[Gil 2000]


The Need for Knowledge Mobility:JFACC ISTI Architecture

The Need for Knowledge Mobility:JFACC ISTI Architecture

JTFPlan Server

(CORBA)

JTFPlan Server

(CORBA)

JMTKMap Visualization

CPET/APATTargeting

(Automated)INSPECT-IIKnowledge

BaseServer(LOOM)

KnowledgeBase

Server(LOOM)

Web-Based PlannerCJTF Objectives(Manual Entry)CJTF Objectives

SDA

ExpandedPlan

PlanCritiques

MASTERMIND

Plan

Plan

Refined plan

Plan

Plan

[Gil 2000][Gil 2000]


Annotations

Triggers

Plan Server

Cue: (TEST (ready unit1))ACT2Cue: Answer query

ACT1

APATGUI

Plan Viewer

MPA Planning Agents MPA Agent Evaluation Toolkit

ACS VISAGE

Advisable Planner (SIPE-2)Planner (SIPE-2)Scheduler (OPIS)Planning-Cell Manager (PRS)

BeddownCritic

Inspect

ProcessMonitor

Meta Planning-Cell Manager (PRS)

[Gil 2000]

The Need for Knowledge Mobility:ARPI MAPViS

The Need for Knowledge Mobility:ARPI MAPViS


The Need for Knowledge MobilityThe Need for Knowledge MobilityReuse and integration [Valente et al., IEEE IS 99]Ontology/theory manipulation operations [Knight&Luk, AAAI-94]

[Hovy et al. 94] [MacGregor& Chalupsky 99] Aligning, merging, slicing, etc.

Morphing [Chalupsky, KR-2000] Transformation-based knowledge morphing Repeated mergers and imports are the norm

Ontology-based translation Mismatches resolved on a case by case basis, on demand Hub and spokes model

n-degrees of indirection if agents have n-degrees of “ontological separation”

Knowledge Mobility is becoming increasingly more challenging


What is Needed: Resilient Hyper Knowledge Bases

(RHKB)

What is Needed: Resilient Hyper Knowledge Bases

(RHKB)Extend our view of what a KB contains Support a variety of knowledge media/formats/representations Include alternative renderings of knowledge Everything should remain part of the knowledge base

Initial sources: introductory texts, expert hints, explanations, dialogues, comments, examples, exceptions, …

Intermediate analysis and models of those sources as they are digested Final representations

Emphasis on knowledge connectivity Among progressively more digested renderings of the same knowledge Among related pieces of knowledge Among alternative views on the same knowledge Among different kinds of knowledge media/formats/representations


Post-TestPost-Test


Important Concepts and TermsImportant Concepts and Terms natural language agent

knowledge representation linguistics


Summary Knowledge ExchangeSummary Knowledge Exchange
