Visualising the effects of ontology changes and studying their understanding with ChImp

Due to the Semantic Web's decentralised nature, ontology engineers rarely know all applications that leverage their ontology. Consequently, they are unaware of the full extent of possible consequences that changes might cause to the ontology. Our goal is to lessen the gap between ontology engineers and users by investigating ontology engineers’ understanding of ontology changes’ impact at editing time. Hence, this paper introduces the Protégé plugin ChImp which we use to reach our goal. We elicited requirements for ChImp through a questionnaire with ontology engineers. We then developed ChImp according to these requirements and it displays all changes of a given session and provides selected information on said changes and their effects. For each change, it computes a number of metrics on both the ontology and its materialisation. It displays those metrics on both the originally loaded ontology at the beginning of the editing session and the current state to help ontology engineers understand the impact of their changes. We investigated the informativeness of materialisation impact measures, the meaning of severe impact, and also the usefulness of ChImp in an online user study with 36 ontology engineers. We asked the participants to solve two ontology engineering tasks – with and without ChImp (assigned in random order) – and answer in-depth questions about the applied changes as well as the materialisation impact measures. We found that ChImp increased the participants’ understanding of change effects and that they felt better informed. Answers also suggest that the proposed measures were useful and informative. We also learned that the participants consider different outcomes of changes severe, but most would define severity based on the amount of changes to the materialisation compared to its size. The participants also acknowledged the importance of quantifying the impact of changes and that the study will affect their approach of editing ontologies

a survey

Building ontologies in a collaborative and increasingly community-driven fashion has become a central paradigm of modern ontology engineering. This understanding of ontologies and ontology engineering processes is the result of intensive theoretical and empirical research within the Semantic Web community, supported by technology developments such as Web 2.0. Over 6 years after the publication of the first methodology for collaborative ontology engineering, it is generally acknowledged that, in order to be useful, but also economically feasible, ontologies should be developed and maintained in a community-driven manner, with the help of fully-fledged environments providing dedicated support for collaboration and user participation. Wikis, and similar communication and collaboration platforms enabling ontology stakeholders to exchange ideas and discuss modeling decisions are probably the most important technological components of such environments. In addition, process-driven methodologies assist the ontology engineering team throughout the ontology life cycle, and provide empirically grounded best practices and guidelines for optimizing ontology development results in real-world projects. The goal of this article is to analyze the state of the art in the field of collaborative ontology engineering. We will survey several of the most outstanding methodologies, methods and techniques that have emerged in the last years, and present the most popular development environments, which can be utilized to carry out, or facilitate specific activities within the methodologies. A discussion of the open issues identified concludes the survey and provides a roadmap for future research and development in this lively and promising field

Collaborative ontology engineering: a survey

Building ontologies in a collaborative and increasingly community-driven fashion has become a central paradigm of modern ontology engineering. This understanding of ontologies and ontology engineering processes is the result of intensive theoretical and empirical research within the Semantic Web community, supported by technology developments such as Web 2.0. Over 6 years after the publication of the first methodology for collaborative ontology engineering, it is generally acknowledged that, in order to be useful, but also economically feasible, ontologies should be developed and maintained in a community-driven manner, with the help of fully-fledged environments providing dedicated support for collaboration and user participation. Wikis, and similar communication and collaboration platforms enabling ontology stakeholders to exchange ideas and discuss modeling decisions are probably the most important technological components of such environments. In addition, process-driven methodologies assist the ontology engineering team throughout the ontology life cycle, and provide empirically grounded best practices and guidelines for optimizing ontology development results in real-world projects. The goal of this article is to analyze the state of the art in the field of collaborative ontology engineering. We will survey several of the most outstanding methodologies, methods and techniques that have emerged in the last years, and present the most popular development environments, which can be utilized to carry out, or facilitate specific activities within the methodologies. A discussion of the open issues identified concludes the survey and provides a roadmap for future research and development in this lively and promising fiel

Proceedings ICPW'07: 2nd International Conference on the Pragmatic Web, 22-23 Oct. 2007, Tilburg: NL

Proceedings ICPW'07: 2nd International Conference on the Pragmatic Web, 22-23 Oct. 2007, Tilburg: N

A Semantics-based User Interface Model for Content Annotation, Authoring and Exploration

The Semantic Web and Linked Data movements with the aim of creating, publishing and interconnecting machine readable information have gained traction in the last years. However, the majority of information still is contained in and exchanged using unstructured documents, such as Web pages, text documents, images and videos. This can also not be expected to change, since text, images and videos are the natural way in which humans interact with information. Semantic structuring of content on the other hand provides a wide range of advantages compared to unstructured information. Semantically-enriched documents facilitate information search and retrieval, presentation, integration, reusability, interoperability and personalization. Looking at the life-cycle of semantic content on the Web of Data, we see quite some progress on the backend side in storing structured content or for linking data and schemata. Nevertheless, the currently least developed aspect of the semantic content life-cycle is from our point of view the user-friendly manual and semi-automatic creation of rich semantic content. In this thesis, we propose a semantics-based user interface model, which aims to reduce the complexity of underlying technologies for semantic enrichment of content by Web users. By surveying existing tools and approaches for semantic content authoring, we extracted a set of guidelines for designing efficient and effective semantic authoring user interfaces. We applied these guidelines to devise a semantics-based user interface model called WYSIWYM (What You See Is What You Mean) which enables integrated authoring, visualization and exploration of unstructured and (semi-)structured content. To assess the applicability of our proposed WYSIWYM model, we incorporated the model into four real-world use cases comprising two general and two domain-specific applications. These use cases address four aspects of the WYSIWYM implementation: 1) Its integration into existing user interfaces, 2) Utilizing it for lightweight text analytics to incentivize users, 3) Dealing with crowdsourcing of semi-structured e-learning content, 4) Incorporating it for authoring of semantic medical prescriptions

Changing Higher Education Learning with Web 2.0 and Open Education Citation, Annotation, and Thematic Coding Appendices

Appendices of citations, annotations and themes for research conducted on four websites: Delicious, Wikipedia, YouTube, and Facebook

Personal Knowledge Models with Semantic Technologies

Conceptual Data Structures (CDS) is a unified meta-model for representing knowledge cues in varying degrees of granularity, structuredness, and formality. CDS consists of: (1) A simple, expressive data-model; (2) A relation ontology which unifies the relations found in cognitive models of personal knowledge management tools, e. g., documents, mind-maps, hypertext, or semantic wikis. (3) An interchange format for structured text. Implemented prototypes have been evaluated

Manual and automatic authoring for adaptive hypermedia

Adaptive Hypermedia allows online content to be tailored specifically to the needs of the user. This is particularly valuable in educational systems, where a student might benefit from a learning experience which only displays (or recommends) content that they need to know. Authoring for adaptive systems requires content to be divided into stand-alone fragments which must then be labelled with sufficient pedagogical metadata. Authors must also create a pedagogical strategy that selects the appropriate content depending on (amongst other things) the learner's profile. This authoring process is time-consuming and unfamiliar to most non-technical authors. Therefore, to ensure that students (of all ages, ability level and interests) can benefit from Adaptive Educational Hypermedia, authoring tools need to be usable by a range of educators. The overall aim of this thesis is therefore to identify the ways that this authoring process can be simplified. The research in this thesis describes the changes that were made to the My Online Teacher (MOT) tool in order to address issues such as functionality and usability. The thesis also describes usability and functionality changes that were made to the GRAPPLE Authoring Tool (GAT), which was developed as part of a European FP7 project. These two tools (which utilise different authoring paradigms) were then used within a usability evaluation, allowing the research to draw a comparison between the two toolsets. The thesis also describes how educators can reuse their existing non-adaptive (linear) material (such as presentations and Wiki articles) by importing content into an adaptive authoring system