External Publications

2012 [88]

2011 [136]
2010 [191]

2009 [166]

2008 [191]

2007 [145]

Earlier Publications [788]

Tech Reports

2012 [3]

2011 [4]

2010 [3]

2009 [6]

2008 [8]

2007 [4]

Earlier Tech Reports [197]

Books [8]

JIME

KMi Tools



 

News

 
KMi Publications

Tech Reports

Tech Report kmi-05-04 Abstract


Experiences of Two Task Driven User Studies of Hypermedia Information Systems
Techreport ID: kmi-05-04
Date: 2005
Author(s): Victoria Uren, Philipp Cimiano, Simon Buckingham Shum, Enrico Motta
Download PDF

We present two small scale user studies of hypermedia information systems: a hypermedia discourse system designed as an environment for researchers to summarize and share key ideas from research papers as a claim network, and a web browser plug-in which annotates terms related to a selected ontology on the fly. The first study investigated whether a claim network created by one user could help others learn about a domain. The second study investigated whether information extraction techniques for identifying extra domain terms enhanced the system. We discuss the strengths and weaknesses of these studies and the extent to which they achieved their goals.
 
KMi Publications
 

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.