Tech Reports

Tech Reports 2008

The Use of Ontologies for Improving Image Retrieval and Annotation
Techreport ID: kmi-08-08
Date: 2008
Author(s): Ainhoa Llorente Coto

A Process Memory Platform to Support Participatory Planning and Deliberation
Techreport ID: kmi-08-07
Date: 2008
Author(s): Anna De Liddo

Semantic Enrichment of Folksonomies
Techreport ID: kmi-08-06
Date: 2008
Author(s): Sofia Angeletou

Probabilistic Methods for Data Integration in a Multi-Agent Query Answering System
Techreport ID: kmi-08-05
Date: 2008
Author(s): Miklos Nagy, Maria Vargas-Vera, Enrico Motta

Evolva: Towards Automatic Ontology Evolution
Techreport ID: kmi-08-04
Date: 2008
Author(s): Fouad Zablith

Modelling social context to improve online multimedia search
Techreport ID: kmi-08-03
Date: 2008
Author(s): Adam Rae

Designing the Ontological Foundations for Knowledge Domain Analysis Technology: An Interim Report
Techreport ID: kmi-08-02
Date: 2008
Author(s): Neil Benn, Simon Buckingham Shum, John Domingue, Clara Mancini

From Aristotle to Gabriel: A Summary of the Narratology Literature for Story Technologies
Techreport ID: kmi-08-01
Date: 2008
Author(s): Joanna Kwiat

Future Internet

Knowledge
Management Multimedia &
Information Systems Narrative
Hypermedia New Media Systems Semantic Web &
Knowledge Services

Knowledge Management is...

Creating learning organisations hinges on managing knowledge at many levels. Knowledge can be provided by individuals or it can be created as a collective effort of a group working together towards a common goal, it can be situated as "war stories" or it can be generalised as guidelines, it can be described informally as comments in a natural language, pictures and technical drawings or it can be formalised as mathematical formulae and rules, it can be expressed explicitly or it can be tacit, embedded in the work product. The recipient of knowledge - the learner - can be an individual or a work group, professionals, university students, schoolchildren or informal communities of interest.
Our aim is to capture, analyse and organise knowledge, regardless of its origin and form and make it available to the learner when needed presented with the necessary context and in a form supporting the learning processes.