The CKC Challenge: Exploring Tools for Collaborative Knowledge Construction

The great success of Web 2.0 is mainly fuelled by an infrastructure that allows web users to create, share, tag, and connect content and knowledge easily. The tools for developing structured knowledge in this manner have started to appear as well. However, there are few, if any, user studies that are aimed at understanding what users expect from such tools, what works and what doesn't. We organized the Collaborative Knowledge Construction (CKC) Challenge to assess the state of the art for the tools that support collaborative processes for creation of various forms of structured knowledge. The goal of the Challenge was to get users to try out different tools and to learn what users expect from such tools /features that users need, features that they like or dislike. The Challenge task was to construct structured knowledge for a portal that would provide information about research. The Challenge design contained several incentives for users to participate. Forty-nine users registered for the Challenge; thirty three of them participated actively by using the tools. We collected extensive feedback from the users where they discussed their thoughts on all the tools that they tried. In this paper, we present the results of the Challenge, discuss the features that users expect from tools for collaborative knowledge constructions, the features on which Challenge participants disagreed, and the lessons that we learned

IDR : a participatory methodology for interdisciplinary design in technology enhanced learning

One of the important themes that emerged from the CAL’07 conference was the failure of technology to bring about the expected disruptive effect to learning and teaching. We identify one of the causes as an inherent weakness in prevalent development methodologies. While the problem of designing technology for learning is irreducibly multi-dimensional, design processes often lack true interdisciplinarity. To address this problem we present IDR, a participatory methodology for interdisciplinary techno-pedagogical design, drawing on the design patterns tradition (Alexander, Silverstein & Ishikawa, 1977) and the design research paradigm (DiSessa & Cobb, 2004). We discuss the iterative development and use of our methodology by a pan-European project team of educational researchers, software developers and teachers. We reflect on our experiences of the participatory nature of pattern design and discuss how, as a distributed team, we developed a set of over 120 design patterns, created using our freely available open source web toolkit. Furthermore, we detail how our methodology is applicable to the wider community through a workshop model, which has been run and iteratively refined at five major international conferences, involving over 200 participants

Historical collaborative geocoding

The latest developments in digital have provided large data sets that can increasingly easily be accessed and used. These data sets often contain indirect localisation information, such as historical addresses. Historical geocoding is the process of transforming the indirect localisation information to direct localisation that can be placed on a map, which enables spatial analysis and cross-referencing. Many efficient geocoders exist for current addresses, but they do not deal with the temporal aspect and are based on a strict hierarchy (..., city, street, house number) that is hard or impossible to use with historical data. Indeed historical data are full of uncertainties (temporal aspect, semantic aspect, spatial precision, confidence in historical source, ...) that can not be resolved, as there is no way to go back in time to check. We propose an open source, open data, extensible solution for geocoding that is based on the building of gazetteers composed of geohistorical objects extracted from historical topographical maps. Once the gazetteers are available, geocoding an historical address is a matter of finding the geohistorical object in the gazetteers that is the best match to the historical address. The matching criteriae are customisable and include several dimensions (fuzzy semantic, fuzzy temporal, scale, spatial precision ...). As the goal is to facilitate historical work, we also propose web-based user interfaces that help geocode (one address or batch mode) and display over current or historical topographical maps, so that they can be checked and collaboratively edited. The system is tested on Paris city for the 19-20th centuries, shows high returns rate and is fast enough to be used interactively.Comment: WORKING PAPE

Collaborative editing of knowledge resources for cross-lingual text mining

The need to smoothly deal with textual documents expressed in different languages is increasingly becoming a relevant issue in modern text mining environments. Recently the research on this field has been considerably fostered by the necessity for Web users to easily search and browse the growing amount of heterogeneous multilingual contents available on-line as well as by the related spread of the Semantic Web. A common approach to cross-lingual text mining relies on the exploitation of sets of properly structured multilingual knowledge resources. The involvement of huge communities of users spread over different locations represents a valuable aid to create, enrich, and refine these knowledge resources. Collaborative editing Web environments are usually exploited to this purpose. This thesis analyzes the features of several knowledge editing tools, both semantic wikis and ontology editors, and discusses the main challenges related to the design and development of this kind of tools. Subsequently, it presents the design, implementation, and evaluation of the Wikyoto Knowledge Editor, called also Wikyoto. Wikyoto is the collaborative editing Web environment that enables Web users lacking any knowledge engineering background to edit the multilingual network of knowledge resources exploited by KYOTO, a cross-lingual text mining system developed in the context of the KYOTO European Project. To experiment real benefits from social editing of knowledge resources, it is important to provide common Web users with simplified and intuitive interfaces and interaction patterns. Users need to be motivated and properly driven so as to supply information useful for cross-lingual text mining. In addition, the management and coordination of their concurrent editing actions involve relevant technical issues. In the design of Wikyoto, all these requirements have been considered together with the structure and the set of knowledge resources exploited by KYOTO. Wikyoto aims at enabling common Web users to formalize cross-lingual knowledge by exploiting simplified language-driven interactions. At the same time, Wikyoto generates the set of complex knowledge structures needed by computers to mine information from textual contents. The learning curve of Wikyoto has been kept as shallow as possible by hiding the complexity of the knowledge structures to the users. This goal has been pursued by both enhancing the simplicity and interactivity of knowledge editing patterns and by using natural language interviews to carry out the most complex knowledge editing tasks. In this context, TMEKO, a methodology useful to support users to easily formalize cross-lingual information by natural language interviews has been defined. The collaborative creation of knowledge resources has been evaluated in Wikyoto

A Framework for collaborative writing with recording and post-meeting retrieval capabilities

From a HCI perspective, elucidating and supporting the context in which collaboration takes place is key to implementing successful collaborative systems. Synchronous collaborative writing usually takes place in contexts involving a “meeting” of some sort. Collaborative writing meetings can be face-to-face or, increasingly, remote Internet-based meetings. The latter presents software developers with the possibility of incorporating multimedia recording and information retrieval capabilities into the collaborative environment. The collaborative writing that ensues can be seen as an activity encompassing asynchronous as well as synchronous aspects. In order for revisions, information retrieval and other forms of post-meeting, asynchronous work to be effectively supported, the synchronous collaborative editor must be able to appropriately detect and record meeting metadata. This paper presents a collaborative editor that supports recording of user actions and explicit metadata production. Design and technical implications of introducing such capabilities are discussed with respect to document segmentation, consistency control, and awareness mechanisms

A Revision Control System for Image Editing in Collaborative Multimedia Design

Revision control is a vital component in the collaborative development of artifacts such as software code and multimedia. While revision control has been widely deployed for text files, very few attempts to control the versioning of binary files can be found in the literature. This can be inconvenient for graphics applications that use a significant amount of binary data, such as images, videos, meshes, and animations. Existing strategies such as storing whole files for individual revisions or simple binary deltas, respectively consume significant storage and obscure semantic information. To overcome these limitations, in this paper we present a revision control system for digital images that stores revisions in form of graphs. Besides, being integrated with Git, our revision control system also facilitates artistic creation processes in common image editing and digital painting workflows. A preliminary user study demonstrates the usability of the proposed system.Comment: pp. 512-517 (6 pages

Tabulator Redux: writing Into the Semantic Web

A first category of Semantic Web browsers were designed to present a given dataset (an RDF graph) for perusal, in various forms. These include mSpace, Exhibit, and to a certain extent Haystack. A second category tackled mechanisms and display issues around linked data gathered on the fly. These include Tabulator, Oink, Disco, Open Link Software's Data Browser, and Object Browser. The challenge of once that data is gathered, how might it be edited, extended and annotated has so far been left largely unaddressed. This is not surprising: there are a number of steep challenges for determining how to support editing information in the open web of linked data. These include the representation of both the web of documents and the web of things, and the relationships between them; ensuring the user is aware of and has control over the social context such as licensing and privacy of data being entered, and, on a web in which anyone can say anything about anything, helping the user intuitively select the things which they actually wish to see in a given situation. There is also the view update problem: the difficulty of reflecting user edits back through functions used to map web data to a screen presentation. In the latest version of the Tabulator project, described in this paper we have focused on providing the write side of the readable/writable web. Our approach has been to allow modification and addition of information naturally within the browsing interface, and to relay changes to the server triple by triple for least possible brittleness (there is no explicit 'save' operation). Challenges which remain include the propagation of changes by collaborators back to the interface to create a shared editing system. To support writing across (semantic) Web resources, our work has contributed several technologies, including a HTTP/SPARQL/Update-based protocol between an editor (or other system) and incrementally editable resources stored in an open source, world-writable 'data wiki'. This begins enabling the writable Semantic Web

Wikis supporting authentic, collaborative activities: lessons in usability

The Open University delivers distance learning to its students. Traditionally, its students work independently of each other. Looking to enhance their students learning, two postgraduate courses have introduced authentic, collaborative activities. This is easier to achieve now because of the availability of wikis: a lightweight, web-based collaborative authoring environment. This paper examines the effect of the wikis’ functionality on the students’ use of the tool, and the consequences for the students’ engagement with the activities and learning opportunities. This is a relatively large scale study involving 56 wikis produced by over 250 students. The data was drawn from the two courses using a variety of methods. A qualitative inductive analysis was used to look for emergent themes. These were validated by cross referencing, to match recorded comments with wiki content. We found that the limited functionality of wikis influenced how students engaged with the collaborative activities. While all groups were able to collaboratively author the documents required for assessment, they were not always produced in the way intended by the course teams. This meant the expected benefits of collaborative learning were not always realised. This paper will be of interest to academics aspiring to employ wikis on their courses and to practitioners who wish to realise the potential of wikis in facilitating information sharing and fostering collaboration within teams