InfoSky is a system enabling users to explore large, hierarchically structured document collections. Similar to a real-world telescope, InfoSky employs a planar graphical representation with variable magnification. Documents of similar content are placed close to each other and are visualised as stars, forming clusters with distinct shapes. For greater performance, the hierarchical structure is exploited and force-directed placement is applied recursively at each level on much fewer objects, rather than on the whole corpus. Collections of documents at a particular level in the hierarchy are visualised with bounding polygons using a modified weighted Voronoi diagram. Their area is related to the number of documents contained. Textual labels are displayed dynamically during navigation, adjusting to the visualisation content. Navigation is animated and provides a seamless zooming transition between summary and detail view. Users can map metadata such as document size or age to attributes of the visualisation such as colour and luminance. Queries can be made and matching documents or collections are highlighted. Formative usability testing is ongoing; a small baseline experiment comparing the telescope browser to a tree browser is discussed.
While there is a lot of hype around various concepts associated with the term Web 2.0 in industry, little academic research has so far been conducted on the implications of these new approaches for the domain of education. Much of what goes by the name of Web 2.0 can in fact be regarded and utilised as a new kind of learning technologies. This paper explains the background of Web 2.0, investigates the implications for knowledge transfer in general, and then discusses their particular use in eLearning contexts with the help of short scenarios.
The purpose of this paper is to provide both application-oriented researchers and practitioners with detailed insights into conception, implementation, and utilization of intraorganizational wikis to support knowledge management and group work. Firstly, we report on three case studies and describe how wikis have been appropriated in the context of a concrete practice. Our study reveals that the wikis have been used as Knowledge Base, Encyclopedia and Support Base, respectively. We present the identified practices as a result of the wiki appropriation process and argue that due to their open and flexible nature these wikis have been appropriated according to the users' needs. Our contribution helps to understand how platforms support working practices that have not been supported by groupware before, or at least not in the same way. Secondly, three detailed implementation reports uncover many aspects of wiki projects, e.g., different viewpoints of managers and users, an investigation of other sources containing business-relevant information, and perceived obstacles to wiki projects. In this context, our study generates a series of lessons learned for people who intend to implement wikis in their own organizations, including the awareness of usage potential, the need for additional managerial support, and clear communication strategies to promote wiki usage.
Semantic technologies are of paramount importance to the future Internet. The reuse and integration of semantically described resources, such as data or services, necessitates the bringing of ontologies into mutual agreement. Ontology alignment deals with the discovery of correspondences between concepts and relations from different ontologies. Alignment provides the key ingredient to semantic interoperability. This paper gives an overview on the state of the art in the field of visually supported semi-automatic alignment techniques and presents recent trends and developments. Particular attention is given to user interfaces and visualization techniques supporting involvement of humans in the alignment process. We derive and summarize requirements for visual semi-automatic alignment systems, provide an overview of existing approaches, and discuss the possibilities for further improvements and future research
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