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Tech Report kmi-04-01 Abstract


Semantic Annotation Support in the Absence of Consensus
Techreport ID: kmi-04-01
Date: 2004
Author(s): Bertrand Sereno, Victoria Uren, Simon Buckingham Shum, Enrico Motta
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We are interested in the annotation of knowledge which does not necessarily require a consensus. Scholarly debate is an example of such a category of knowledge where disagreement and contest are widespread and desirable, and unlike many Semantic Web approaches, we are interested in the capture and the compilation of these conflicting viewpoints and perspectives. The Scholarly Ontologies project provides the underlying formalism to represent this meta-knowledge, and we will look at ways to lighten the burden of its creation. After having described some particularities of this kind of knowledge, we introduce ClaimSpotter, our approach to support its `capture', based on the elicitation of a number of recommendations which are presented for consideration to our annotators (or analysts), and give some elements of evaluation.
 
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.