KMi Seminars
Problem solving and mathematical knowledge
This event took place on Friday 10 December 2010 at 11:30

 
Joe Corneli

I will give a brief retrospective on the past year at KMi and talk a little bit about what brought me here in the first place! I will then spend the rest of the time discussing my plan for the next two years. Succinctly, the plan is to build a problem-solving layer over the encyclopedia layer that comprises the central feature of the current PlanetMath.org. Research will proceed by examining the activities of people in this space (e.g. connecting, discussing, working, recording, sharing, learning, etc.) and analysis of these pursuant to creating useful recommendations for learners. I am particularly interested in looking at the ways problem-solving connects with encodings of knowledge in the encyclopedia layer. Comments and criticisms are welcome; and, to this end, please come with an opinion about the following motivating quote: "Outsiders see mathematics as a cold, formal, logical, mechanical, monolithic process of sheer intellection; we argue that insofar as it is successful, mathematics is a social, informal, intuitive, organic, human process, a community project." -- Social Processes and Proofs of Theorems and Programs, by DeMillo, Lipton, and Perlis.

 
KMi Seminars 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.