KMi Seminars
Interpreting Linked Data as ontologies: doctrines and creeping issues
This event took place on Wednesday 15 May 2013 at 11:30

Dr. Alessandro Adamou The Open University


Years of advancements in the Semantic Web are determining a technological gap between the Linked Data levels of the traditional Semantic Web vision, and its higher layers. While the core knowledge representation and interlinking mechanisms have consolidated rather rapidly, standardisation efforts for reasoning, unifying logics, proofing and interaction are striving to reach maturity. This has given rise to alternative schools of thought concerning the nature of the Semantic Web infrastructure, some of which are even putting the very need for ontology languages in question. Part of this phenomenon is due to unexpected results in interpreting combined Linked Data along with their schemas, alignments and other ontologies, with subsequent declining trust in high-level semantics from application developers. This talk will explore some possible research directions that can help keep ontology management on track with the evolution of Linked Data. One such effort will be described in greater detail, which proposes virtualisation as a technique for dynamically assembling multiple semantic data sources into makeshift ontology networks. Experiments on the interpretation of virtual ontology networks have shown promising results in several recurring distribution scenarios of Linked Data statements, with the highest possible axiom expressivity being reached with a reduced assembly effort.



 
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.