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KMi Seminars
Contextualized Knowledge Repositories for the Semantic Web
This event took place on Tuesday 05 April 2011 at 10:45

 
Luciano Serafini Data and Knowledge Management, FBK

Though, most of the knowledge available in the Semantic Web is context-dependent, this aspect is not explicitly supported by semantic web representation languages. Some extensions to cope with this limitation have been studied, however, none seems to be satisfactory enough. Rather than extending Semantic Web languages, we propose to fill this gap by tailoring the well established theories of context, developed in the field of AI, to be applicable inside the current Semantic Web languages. In doing this, we take into account the expressivity limitations of RDF/OWL languages, but also the implementability and scalability of the approach within the state-of-the-art triple stores. In this talk, we present a formal definition of a Contextualized Knowledge Repository, its axiomatization, and the description of a first prototypical implementation on top of SESAME, one of the standard Semantic Web triple stores

 
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.