Type-Constrained Representation Learning in Knowledge Graphs

Large knowledge graphs increasingly add value to various applications that require machines to recognize and understand queries and their semantics, as in search or question answering systems. Latent variable models have increasingly gained attention for the statistical modeling of knowledge graphs, showing promising results in tasks related to knowledge graph completion and cleaning. Besides storing facts about the world, schema-based knowledge graphs are backed by rich semantic descriptions of entities and relation-types that allow machines to understand the notion of things and their semantic relationships. In this work, we study how type-constraints can generally support the statistical modeling with latent variable models. More precisely, we integrated prior knowledge in form of type-constraints in various state of the art latent variable approaches. Our experimental results show that prior knowledge on relation-types significantly improves these models up to 77% in link-prediction tasks. The achieved improvements are especially prominent when a low model complexity is enforced, a crucial requirement when these models are applied to very large datasets. Unfortunately, type-constraints are neither always available nor always complete e.g., they can become fuzzy when entities lack proper typing. We show that in these cases, it can be beneficial to apply a local closed-world assumption that approximates the semantics of relation-types based on observations made in the data

Bedding down the embedding : IL reality in a teacher education programme

Queensland University of Technology (QUT) is one of Australia's largest universities,enrolling 30,000 students. Our Information Literacy Framework and Syllabus wasendorsed as university policy in Feb 2001. QUT Library uses the AustralianInformation Literacy Standards as the basis and entry point for our syllabus. Theuniversity wide information literacy programme promotes critical thinking and equipsindividuals for lifelong learning (Peacock, 2002a). Information literacy has developedas a premium agenda within the university community; as documented by JudithPeacock, the university’s Information Literacy Coordinator (Peacock, 2002b).The Faculties at QUT have for the last few years, started to work through how theinformation literacy syllabus will be enacted in their curricula, and within theorientations of their subject areas. Attitudinal change is happening alongside arealisation that discipline content must be taught within a broader framework.Curricula and pedagogical reforms are a characteristic of the teaching environment.Phrases such as lifelong learning, generic skills, information revolution, learningoutcomes and information literacy standards are now commonplace in facultydiscussion. Liaison librarians are strategically placed to see the "big picture" ofcurricula across large scale faculties in a large scale university. We work withfaculty in collaborative and consultative partnerships, in order to implement reform. QUT Librarians offer three levels of information literacy curriculum to the university.The generic programme is characterised by free classes, offered around the start ofsemesters. The next level is integrated teaching, developed to answer a specificneeds for classes of students. The third level of information literacy is that ofembedding throughout a programme. This involves liaison librarians working toensure that information literacy is a developmental and assessed part of thecurriculum, sequenced through a programme in a similar way to traditional disciplineknowledge, and utilising the IL syllabus. This paper gives a glimpse of what ishappening as we attempt the process of embedding information literacy into theBachelor of Education programme