OnlynessIsLoneliness (OIL)

Our work is based on the debugging process of real ontologies that have been developed by domain experts, who are not necessarily too familiar with DL, and hence can misuse DL constructors and misunderstand the semantics of some OWL expressions, leading to unwanted unsatisfiable classes. Our patterns were first found during the debugging process of a medium-sized OWL ontology (165 classes) developed by a domain expert in the area of hydrology [9]. The first version of this ontology had a total of 114 unsatisfiable classes. The information provided by the debugging systems used ([3], [5]) on (root) unsatisfiable classes was not easily understandable by domain experts to find the reasons for their unsatisfiability. And in several occasions during the debugging process the generation of justifications for unsatisfiability took several hours, what made these tools hard to use, confirming the results described in [8]. Using this debugging process and several other real ontologies debugging one, we found out that in several occasions domain experts were just changing axioms from the original ontology in a somehow random manner, even changing the intended meaning of the definitions instead of correcting errors in their formalisatio

SPARQL-DL queries for antipattern detection

Ontology antipatterns are structures that reflect ontology modelling problems, they lead to inconsistencies, bad reasoning performance or bad formalisation of domain knowledge. Antipatterns normally appear in ontologies developed by those who are not experts in ontology engineering. Based on our experience in ontology design, we have created a catalogue of such antipatterns in the past, and in this paper we describe how we can use SPARQL-DL to detect them. We conduct some experiments to detect them in a large OWL ontology corpus obtained from the Watson ontology search portal. Our results show that each antipattern needs a specialised detection method

Generating Natural Language Explanations For Entailments In Ontologies

Building an error-free and high-quality ontology in OWL (Web Ontology Language)---the latest standard ontology language endorsed by the World Wide Web Consortium---is not an easy task for domain experts, who usually have limited knowledge of OWL and logic. One sign of an erroneous ontology is the occurrence of undesired inferences (or entailments), often caused by interactions among (apparently innocuous) axioms within the ontology. This suggests the need for a tool that allows developers to inspect why such an entailment follows from the ontology in order to debug and repair it. This thesis aims to address the above problem by advancing knowledge and techniques in generating explanations for entailments in OWL ontologies. We build on earlier work on identifying minimal subsets of the ontology from which an entailment can be drawn---known technically as justifications. Our main focus is on planning (at a logical level) an explanation that links a justification (premises) to its entailment (conclusion); we also consider how best to express the explanation in English. Among other innovations, we propose a method for assessing the understandability of explanations, so that the easiest can be selected from a set of alternatives. Our findings make a theoretical contribution to Natural Language Generation and Knowledge Representation. They could also play a practical role in improving the explanation facilities in ontology development tools, considering especially the requirements of users who are not expert in OWL

Problem-based learning supported by semantic techniques

Problem-based learning has been applied over the last three decades to a diverse range of learning environments. In this educational approach, different problems are posed to the learners so that they can develop different solutions while learning about the problem domain. When applied to conceptual modelling, and particularly to Qualitative Reasoning, the solutions to problems are models that represent the behaviour of a dynamic system. The learner?s task then is to bridge the gap between their initial model, as their first attempt to represent the system, and the target models that provide solutions to that problem. We propose the use of semantic technologies and resources to help in bridging that gap by providing links to terminology and formal definitions, and matching techniques to allow learners to benefit from existing models