KMi Publications

Tech Reports

Tech Report KMI-06-02 Abstract


Memetic: An Infrastructure for Meeting Memory
Techreport ID: KMI-06-02
Date: 2006
Author(s): Simon Buckingham Shum, Roger Slack, Michael Daw, Ben Juby, Andrew Rowley, Michelle Bachler, Clara Mancini, Danius Michaelides, Rob Procter, David De Roure, Tim Chown, Terry Hewitt
Download PDF

This paper introduces the Memetic toolkit for recording the normally ephemeral interactions conducted via internet video conferencing, and making these navigable and manipulable in linear and non-linear ways. We introduce two complementary interaction visualizations: argumentation-based concept maps to elucidate the conceptual structure of the discourse using a visual language, and interactive event timelines generated from the meeting metadata. We discuss in detail the affordances of Memetics tools, in particular the Compendium hypermedia mapping tool, and the Meeting Replay tool that renders the semantic navigation indices into the videoconference replays. Additionally, with respect to methodology and evaluation, we describe how we are engaging diverse end-user communities in the process of designing and deploying these tools.

Publication(s):

Buckingham Shum, S., Slack, R., Daw, M., Juby, B., Rowley, A., Bachler, M., Mancini, C., Michaelides, D., Procter, R., De Roure, D., Chown, T., and Hewitt, T. (2006). Memetic: An Infrastructure for Meeting Memory. Proc. 7th International Conference on the Design of Cooperative Systems, Carry-le-Rouet, France, 9-12 May
 
KMi Publications Event | SSSW 2013, The 10th Summer School on Ontology Engineering and the Semantic Web Journal | 25 years of knowledge acquisition
 

Knowledge Management is...


Knowledge Management
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.