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Tech Report KMI-06-14 Abstract


Modelling Discourse in Contested Domains: A Semiotic and Cognitive Framework
Techreport ID: KMI-06-14
Date: 2006
Author(s): Clara Mancini, Simon Buckingham Shum
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This paper examines the representational requirements for interactive, collaborative systems intended to support sensemaking and argumentation over contested issues. We argue that a perspective supported by semiotic and cognitively oriented discourse analyses offers both theoretical insights and motivates representational requirements for the semantics of tools for contesting meaning. We introduce our semiotic approach, highlighting its implications for discourse representation, before describing a research system (ClaiMaker) designed to support the construction of scholarly argumentation by allowing analysts to publish and contest 'claims' about scientific contributions. We show how ClaiMaker's representational scheme is grounded in specific assumptions concerning the nature of explicit modelling, and the evolution of meaning within a discourse community. These characteristics allow the system to represent scholarly discourse as a dynamic process, in the form of continuously evolving structures. A cognitively oriented discourse analysis then shows how the use of a small set of cognitive relational primitives in the underlying ontology opens possibilities for offering users advanced forms of computational service for analysing collectively constructed argumentation networks.

Publication(s):

Mancini, C. and Buckingham Shum, S.J. (In Press). Modelling Discourse in Contested Do-mains: A Semiotic and Cognitive Framework. International Journal of Human Computer Studies. [PrePrint: http://kmi.open.ac.uk/publications/pdf/KMI-TR-06-14.pdf]
 
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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.