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Tech Report kmi-99-08 Abstract


Case Studies in Ontology-Driven Document Enrichment
Techreport ID: kmi-99-08
Date: 1999
Author(s): Enrico Motta, Simon Buckingham Shum and John Domingue
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In this paper we present an approach to document enrichment, which consists of associating formal knowledge models to archives of documents, to provide intelligent knowledge retrieval and (possibly) additional knowledge services, beyond what is available using 'standard' information retrieval and search facilities. The approach is ontology-driven, in the sense that the construction of the knowledge model is carried out in a top-down fashion, by populating a given ontology, rather than in a bottom-up fashion, by annotating a particular document. In the paper we give an overview of the approach and we discuss its applucation to the domains of electronic news publishing, scholarly discourse and medical guidelines.

Publication(s):

12th Workshop on Knowledge Acquisition, Modeling and Management (KAW '99), Banff, Alberta, Canada. 16-22 Oct. 1999.
 
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.