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Tech Report kmi-95-02 Abstract


The Trouble with What: Issues in method-independent task specifications
Techreport ID: kmi-95-02
Date: 1995
Author(s): Enrico Motta and Zdenek Zdrahal
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In this paper we discuss some issues concerning the organization of knowledge for reuse and we critically examine the ideas of knowledge separation and minimal ontological commitments.. Because knowledge structures can play multiple roles in a domain, it is not necessarily the case that search-control knowledge can be neatly separated from a domain ontology. This is particularly the case when only procedural descriptions of a task are available. Because expert knowledge is often `messy', clean separation of knowledge can be obtained only by removing the `troublesome' structures. However, we believe that this approach does not pay off in terms of reusability. Less knowledge means less reusability. We argue that a different approach to developing reusable ontologies is needed, which does not impose `strict' separation of knowledge, emphasizes the underlying assumptions about the available domain expertise, and does not trade knowledge for `formal purity'. These ideas are discussed in the context of the VT elevator design problem.

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Accepted for publication at the ninth Knowledge Acquisition for Knowledge-Based Systems Workshop, Banff Canada, February 26-March 3, 1995.
 
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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.