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Tech Report kmi-98-11 Abstract


Evolving the Web for Scientific Knowledge: First Steps Towards an "HCI Knowledge Web"
Techreport ID: kmi-98-11
Date: 1998
Author(s): Simon Buckingham Shum
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In this article, I consider the challenge of building a Web-based infrastructure for scholarly research which moves beyond the basic dissemination and linking of documents, to support more powerful searching and analysis of the cumulative knowledge in the literature1s documents. Taking the HCI research community as an example, the goal would be to enable HCI researchers to search for interesting documents and phenomena, and discover previously unknown but conceptually related research, for instance, other groups addressing persistent problems in the field, the structure of debates, or when and how new theoretical perspectives began to make an impact. I propose that focusing on the scientific relationships between documents is important, and has advantages as the basis for a Web metadata scheme to enrich the HCI community1s Web.
 
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.