Conceptual Browsing with Conzilla A context/content based way to handle digital information

Conceptual Browsing with ConzillaA context/content based wayto handle digital information Speaker: Ambjörn Naeve Affiliation: Centre for user-oriented IT-Design (CID) Dept. of Numerical Analysis and Computing ScienceRoyal Institute of Technology (KTH) Stockholm, Sweden email-address: amb@nada.kth.se web-site: http://kmr.nada.kth.se

Centre for user-oriented IT-Design (CID) CID is a competence centre at KTH that provides an interdisciplinary environment for applied research on design of human-computer interaction. CID is engaged in 4 different areas of research: • Connected Communities (Digital Worlds). • Interactive Learning Environments. • New forms of Interaction. • User orientation.

Goals and characteristics of CID • integrate usability with technical and aesthetic aspects. • create an attractive environment at KTH for strong cooperation between academy, industry and users. • produce “pre-competitive” results in the form of prototypes, demonstrators and user studies. • strong international collaboration.

that that Specialization of Instance of this that Part of that Context for Type for Gener alization of that that The hierarchical directions from this to that Unified Modeling Language

calibration process The Conceptual Calibration Process P Adam Eve Adam’s image of P Eve’s image of P

* QBL Learning Practice Archive * * PL * Component * * Context IMS SOL Theory Form Environment Formal Non-formal Course Game Internet Lecture 3D WWW DIVE Active Worlds Credit Test Interactive Learning Environments - overview ...

Some ILE projects at CID • Conceptual navigation and content presentation • Conzilla - a first prototype of concept browser. • Modeling different knowledge domains • Structure- and workflow of CID-sponsors. • IT-Accessibility in Sweden. • International standardisation work. • Content design • XML-based markup- and searching tools. • Archives, portfolios and personalised learning • Mathematical knowledge manifolds. • KidStory (EU-project)

A Knowledge Manifold • is a conceptual framework for designing interactive learning environments that support Question Based Learning. • can be regarded as a Knowledge Patchwork, with a number of linked Knowledge Patches, each with its own Knowledge Gardener. • gives the users the opportunity to ask questions and search for certifiedhumanKnowledge Sources.

A Knowledge Manifold (cont.) •has access to distributed archives of resource components. • allows teachers to compose components and construct customized learning environments. • makes use of conceptual modeling to support separation of content from context. • contains a conceptual exploration tool(Conzilla) that supports these principles and activites.

Lear ning En vir onment * * Resource Component Lear ning Module separating connecting What to Teach from with What to Learn through through Multiple Narration Component Composition Resource Components / Learning Modules

Mathematical Knowledge Manifold work at CID • New ways to study geometrical constructions • Interactive geometry with PDB. • Interacting with mathematical formulas, using • LiveGraphics3D (Martin Kraus). • Graphing Calculator (Ron Avitzur). • Mathematical component archives • framework for archiving and accessing components created with these (and other) techniques. • Shared 3D interactive learning environments • CyberMath.

Context Content Mathematics Surf Geometry View Info Algebra Analysis Combinatorics Conceptual browsing: Surfing the context

Context Content Geometry Algebraic What How Differential Surf Where V iew When Projective Info Who Conceptual Browsing: Viewing the content

Aspect Filter Context Elementary Geometry Secondary Algebraic High Differential School Surf W H W o h h Projective w e a V iew Le v el r t e Info ... Aspect Conceptual Browsing: Filtering the content

Design principles for Concept Browsers • separate context(= relationships) from content. • describe each context in terms of a concept map. • assign an appropriate set of components as the content of a concept or a conceptual relationship. • label the components with a standardized data description (metadata) scheme (IMS-IEEE). • filter the components through different aspects. • transform a content component which is a map into a context by contextualizing it.

Browsing Viewing Checking Surfing Context Content Description Conceptual The three different kinds of conceptual browsing

Depth Contextualize Clarification Context Content Mathematics Magic What Mathematics Surf Religion Ho w V iew Where Philosophy Inf o When Science Who Where is mathematics done? inspire invoke illustrate apply

Depth Contextualize Clarification Context Content inspire inspire Science Mathematics Mathematics Magic Magic invoke invoke * * logical conclusion A is true B is true illustrate illustrate Religion Religion ¯ ¯ apply apply Surf If A w ere true Philosophy Philosophy ¯ then ¯ V iew What B w ould be true Inf o Science Science * Ho w conditional statement Where Mathematics * experiment When Who How is mathematics applied to science? assumption Þ fact Falsification of assumptions by falsification of their logical conclusions

Conzilla - a first prototype of concept browser

Virtual Mathematics Exploratorium-1

References • Naeve, A.,The Garden of Knowledge as a Knowledge Manifold - a conceptual framework for computer supported subjective education, CID-17, KTH, 1997. • Naeve, A.,Conceptual Navigation and Multiple Scale Narration in a Knowledge Manifold, CID-52, KTH, 1999. • Nilsson, M. & Palmér M.,Conzilla - Towards a Concept Browser, (CID-53), KTH, 1999. Reports are available in pdf at http://kmr.nada.kth.se

Conceptual Browsing with Conzilla A context/content based way to handle digital information