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Tech Report kmi-04-31 Abstract


Towards 'Cinematic' Hypertext
Techreport ID: kmi-04-31
Date: 2004
Author(s): Clara Mancini, Simon Buckingham Shum
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This paper proposes the paradigm of 'Cinematic' Hypertext (CH), in which discourse form is represented following principles that underpin the expression of narrative patterns in cinema. Primarily tackling hypertext discourse coherence in the non-linear medium, CH is conceived as a way of thinking the hypertext medium that is consistent with its characteristics. CH envisages the consistent and concurrent use of the medium's formal features, grounded in structuring principles, in order to allow the emergence of a local language. Relational primitives based on Cognitive Coherence Relations are proposed as a structuring principle to define hypertext links, while the use the medium?s graphic features is proposed to render these relational primitives as patterns that will take shape during navigation. Taking scholarly hypertext as a domain, this paper articulates the theoretical basis for cinematic hypertext, presents the elements of a prototype visual language to express a sub-set of CCR, provides experimental evidence of its significance, and finally envisages the realisation of a cinematic hypertext environment.

Publication(s):

Mancini, C. and Buckingham Shum, S. (2004). Towards ?Cinematic? Hypertext. Proceedings of ACM Hypertext '04 , Santa Cruz, CA, USA, Aug 9-13, ACM Press, New York. [PrePrint: http://kmi.open.ac.uk/publications/pdf/kmi-04-31.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.