7,235 research outputs found

    Sensemaking on the Pragmatic Web: A Hypermedia Discourse Perspective

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    The complexity of the dilemmas we face on an organizational, societal and global scale forces us into sensemaking activity. We need tools for expressing and contesting perspectives flexible enough for real time use in meetings, structured enough to help manage longer term memory, and powerful enough to filter the complexity of extended deliberation and debate on an organizational or global scale. This has been the motivation for a programme of basic and applied action research into Hypermedia Discourse, which draws on research in hypertext, information visualization, argumentation, modelling, and meeting facilitation. This paper proposes that this strand of work shares a key principle behind the Pragmatic Web concept, namely, the need to take seriously diverse perspectives and the processes of meaning negotiation. Moreover, it is argued that the hypermedia discourse tools described instantiate this principle in practical tools which permit end-user control over modelling approaches in the absence of consensus

    From knowledge presentation to knowledge representation to knowledge construction: Future directions for hypermedia

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    Relationships between human memory systems and hypermedia systems are discussed with particular emphasis on the underlying importance of associational memory. The distinctions between knowledge presentation, knowledge representation, and knowledge constructions are addressed. Issues involved in actually developing individualizable hypermedia based knowledge construction tools are presented

    A model-based approach to hypermedia design.

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    This paper introduces the MESH approach to hypermedia design, which combines established entity-relationship and object-oriented abstractions with proprietary concepts into a formal hypermedia data model. Uniform layout and link typing specifications can be attributed and inherited in a static node typing hierarchy, whereas both nodes and links can be submitted dynamically to multiple complementary classifications. In addition, the data model's support for a context-based navigation paradigm, as well as a platform-independent implementation framework, are briefly discussed.Data; Model; Specifications; Classification;

    MESH: an object-oriented approach to hypermedia modeling and navigation.

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    This paper introduces the MESH approach to hypermedia modeling and navigation, which aims at relieving the typical drawbacks of poor maintainability and user disorientation. The framework builds upon two fundamental concepts. The data model combines established entity-relationship and object-oriented abstractions with proprietary concepts into a formal hypermedia data model. Uniform layout and link typing specifications can be attributed and inherited in a static node typing hierarchy, whereas both nodes and links can be submitted dynamically to multiple complementary classifications. In the context-based navigation paradigm, conventional navigation along static links is complemented by run-time generated guided tours, which are derived dynamically from the context of a user's information requirements. The result is a two-dimensional navigation paradigm, which reconciles complete navigational freedom and flexibility with a measure of linear guidance. These specifications are captured in a high-level, platform independent implementation framework.Data; Model; Specifications; Classification; Information; Requirements;

    Abstracted navigational actions for improved hypermedia navigation and maintainance.

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    This paper discusses the MESH framework, which proposes a fully object-oriented approach to hypermedia. Object-oriented abstractions are not only applied to the conceptual data model, but also to the navigation paradigm. This results in the concept of context-based navigation, which reduces the end user's disorientation problem by means of dynamically generated, context-sensitive guided tours. Moreover, maintainability is greatly improved, as both nodes and links are defined as instances of abstract classes. I this way, single links and entire guided tours are anchored on type level as abstract navigational actions, which are independent of the actual link instances.Marketing; Data; Model;

    Designing a training tool for imaging mental models

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    The training process can be conceptualized as the student acquiring an evolutionary sequence of classification-problem solving mental models. For example a physician learns (1) classification systems for patient symptoms, diagnostic procedures, diseases, and therapeutic interventions and (2) interrelationships among these classifications (e.g., how to use diagnostic procedures to collect data about a patient's symptoms in order to identify the disease so that therapeutic measures can be taken. This project developed functional specifications for a computer-based tool, Mental Link, that allows the evaluative imaging of such mental models. The fundamental design approach underlying this representational medium is traversal of virtual cognition space. Typically intangible cognitive entities and links among them are visible as a three-dimensional web that represents a knowledge structure. The tool has a high degree of flexibility and customizability to allow extension to other types of uses, such a front-end to an intelligent tutoring system, knowledge base, hypermedia system, or semantic network

    Personalised trails and learner profiling within e-learning environments

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    This deliverable focuses on personalisation and personalised trails. We begin by introducing and defining the concepts of personalisation and personalised trails. Personalisation requires that a user profile be stored, and so we assess currently available standard profile schemas and discuss the requirements for a profile to support personalised learning. We then review techniques for providing personalisation and some systems that implement these techniques, and discuss some of the issues around evaluating personalisation systems. We look especially at the use of learning and cognitive styles to support personalised learning, and also consider personalisation in the field of mobile learning, which has a slightly different take on the subject, and in commercially available systems, where personalisation support is found to currently be only at quite a low level. We conclude with a summary of the lessons to be learned from our review of personalisation and personalised trails

    Linking with Meaning: Ontological Hypertext for Scholars

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    The links in ontological hypermedia are defined according to the relationships between real-world objects. An ontology that models the significant objects in a scholar’s world can be used toward producing a consistently interlinked research literature. Currently the papers that are available online are mainly divided between subject- and publisher-specific archives, with little or no interoperability. This paper addresses the issue of ontological interlinking, presenting two experimental systems whose hypertext links embody ontologies based on the activities of researchers and scholars

    Adaptive hypermedia for education and training

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    Adaptive hypermedia (AH) is an alternative to the traditional, one-size-fits-all approach in the development of hypermedia systems. AH systems build a model of the goals, preferences, and knowledge of each individual user; this model is used throughout the interaction with the user to adapt to the needs of that particular user (Brusilovsky, 1996b). For example, a student in an adaptive educational hypermedia system will be given a presentation that is adapted specifically to his or her knowledge of the subject (De Bra & Calvi, 1998; Hothi, Hall, & Sly, 2000) as well as a suggested set of the most relevant links to proceed further (Brusilovsky, Eklund, & Schwarz, 1998; Kavcic, 2004). An adaptive electronic encyclopedia will personalize the content of an article to augment the user's existing knowledge and interests (Bontcheva & Wilks, 2005; Milosavljevic, 1997). A museum guide will adapt the presentation about every visited object to the user's individual path through the museum (Oberlander et al., 1998; Stock et al., 2007). Adaptive hypermedia belongs to the class of user-adaptive systems (Schneider-Hufschmidt, Kühme, & Malinowski, 1993). A distinctive feature of an adaptive system is an explicit user model that represents user knowledge, goals, and interests, as well as other features that enable the system to adapt to different users with their own specific set of goals. An adaptive system collects data for the user model from various sources that can include implicitly observing user interaction and explicitly requesting direct input from the user. The user model is applied to provide an adaptation effect, that is, tailor interaction to different users in the same context. In different kinds of adaptive systems, adaptation effects could vary greatly. In AH systems, it is limited to three major adaptation technologies: adaptive content selection, adaptive navigation support, and adaptive presentation. The first of these three technologies comes from the fields of adaptive information retrieval (IR) and intelligent tutoring systems (ITS). When the user searches for information, the system adaptively selects and prioritizes the most relevant items (Brajnik, Guida, & Tasso, 1987; Brusilovsky, 1992b)

    A context-based navigation paradigm for accessing web data.

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    This paper presents a context-based navigation paradigm, so as to overcome the phenomenon of user disorientation in a Web environment. Conventional navigation along static links is complemented by run-time generated guided tours, which are derived dynamically from the context of a user's information requirements. The result is a two-dimensional navigation paradigm, which reconciles complete navigational freedom and flexibility with a measure of linear guidance. Consequently, orientation is improved through reduced cognitive overhead and an increased sense of document coherence.Information; Requirements; Cognitive;
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