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Tech Report kmi-04-28 Abstract


Modelling Naturalistic Argumentation in Research Literatures: Representation and Interaction Design Issues
Techreport ID: kmi-04-28
Date: 2004
Author(s): Simon J. Buckingham Shum, Victoria Uren, Gangmin Li, Bertrand Sereno, Clara Mancini
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This paper characterises key weaknesses in the ability of current digital libraries to support scholarly inquiry, and as a way to address these, proposes computational services grounded in semiformal models of the naturalistic argumentation commonly found in research lteratures. It is argued that a design priority is to balance formal expressiveness with usability, making it critical to co-evolve the modelling scheme with appropriate user interfaces for argument construction and analysis. We specify the requirements for an argument modelling scheme for use by untrained researchers, describe the resulting ontology, contrasting it with other domain modelling and semantic web approaches, before discussing passive and intelligent user interfaces designed to support analysts in the construction, navigation and analysis of scholarly argument structures in a Web-based environment.

Publication(s):

Buckingham Shum, S.J., Uren, V.S., Li, G., Sereno, B. and Mancini, C. (2007) Modelling Naturalistic Argumentation in Research Literatures: Representation and Interaction Design Issues. International Journal of Intelligent Systems, (Special Issue on Computational Models of Natural Argumentation), 22, (1), pp.17-47
 
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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.