KMi Seminars
RAGS and beyond
This event took place on Wednesday 27 October 2004 at 12:45

 
Dr Roger Evans Information Technology Research Institute, University of Brighton

The RAGS project ('Reference Architecture for Generation Systems'; Brighton/Edinburgh, EPSRC) aimed to build a concrete infrastructure for collaborative Natural Language Generation (NLG) research, founded on an apparent emerging architectural consensus among NLG system builders. However, a detailed survey of these existing systems revealed that the 'consensus' was much less secure than it appeared at first sight. In order to achieve the goals of the project, we started to develop a much more sophisticated view of system architectures, flexible enough to accommodate existing research, yet precise enough to make a useful contribution as a collaborative 'plug-and-play' framework for NLG. The resulting approach asks interesting and challenging questions about the nature of data manipulation and functional 'modulehood' in large, complex, computational systems.


In this talk, I will describe the progressive development of these ideas, from the starting point of the problem revealed by the RAGS survey, through the RAGS two-level data model and functional architecture for NLG systems, and its implementation in the OASYS system, to subsequent work with Chris Mellish on functional vs implementation architectures, and my current ideas for developing a more generic architectural substrate.

 
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.