Conceptual graphs for corporate knowledge repositories

Gerbé, Olivier

doi:10.1007/bfb0027892

Cited by 9 publications

(3 citation statements)

References 4 publications

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“…As an example, the Unified Modeling Language has four levels: the metametalanguage defines the syntax and semantics of the UML notations; the metalanguage defines the general-purpose UML types; a systems analyst defines application types as instances of the UML types; finally, the working data of an application program consists of instances of the application types. To provide a unified view of all these levels, Olivier Gerbé and his colleagues at the DMR Consulting Group implemented design tools that use conceptual graphs as the representation language at every level (Gerbé et al 1995(Gerbé et al , 1996(Gerbé et al , 1997(Gerbé et al , 2000. For his PhD dissertation, Gerbé developed an ontology for using CGs as the metametalanguage for defining CGs themselves.…”

Section: Extracting Logic From Languagementioning

confidence: 99%

Ontology, Metadata, and Semiotics

Sowa¹

2000

Lecture Notes in Computer Science

137

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Abstract. The Internet is a giant semiotic system. It is a massive collection of Peirce's three kinds of signs: icons, which show the form of something; indices, which point to something; and symbols, which represent something according to some convention. But current proposals for ontologies and metadata have overlooked some of the most important features of signs. A sign has three aspects: it is (1) an entity that represents (2) another entity to (3) an agent. By looking only at the signs themselves, some metadata proposals have lost sight of the entities they represent and the agents -human, animal, or robot -which interpret them. With its three branches of syntax, semantics, and pragmatics, semiotics provides guidelines for organizing and using signs to represent something to someone for some purpose. Besides representation, semiotics also supports methods for translating patterns of signs intended for one purpose to other patterns intended for different but related purposes. This article shows how the fundamental semiotic primitives are represented in semantically equivalent notations for logic, including controlled natural languages and various computer languages.

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Section: Extracting Logic From Languagementioning

confidence: 99%

Ontology, Metadata, and Semiotics

Sowa¹

2000

Lecture Notes in Computer Science

137

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“…CGs define knowledge both at the type and instance levels. They are particularly well suited to model/organize/implement learning repositories at the knowledge level, since they support [5]:…”

Section: A Conceptual Graph Binding For Educational Metadatamentioning

confidence: 99%

A Knowledge Based Approach on Educational Metadata Use

Kokkoras

Sampson

Vlahavas

2003

Advances in Informatics

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Abstract.One of the most rapidly evolving e-services is e-Learning, that is, the creation of advanced educational resources that are accessible on-line and, potentially, offer numerous advantages over the traditional ones like intelligent access, interoperability between two or more educational resources and adaptation to the user. The driving force behind these approaches is the definition of the various standards about educational metadata, that is, data describing learning resources, the learner, assessment results, etc. The internal details of systems that utilize these metadata is an open issue since these efforts are primarily dealing with "what" and not "how". Under the light of these emerging efforts, we present CG-PerLS, a knowledge based approach for organizing and accessing educational resources. CG-PerLS is a model of a web portal for learning objects that encodes the educational metadata in the Conceptual Graph knowledge representation formalism, and uses related inference techniques to provide advanced functionality. The model allows learning resource creators to manifest their material and client-side learners to access these resources in a way tailored to their individual profile and educational needs. IntroductionAs the World Wide Web matures, an initial vision of using it as a universal medium for educational resources is, day by day, becoming reality. There is already a large amount of instructional material on-line, most of it in the form of multimedia HTML documents, some of which are enriched with Java technologies. Unfortunately, most of these approaches have been built on general purpose standards and fail to utilize Web's potential for distributed educational resources that are easily located and interoperate with each other. 202Fotios Kokkoras et al.Information technology assisted education has reached sophisticated levels during 90's, taking into account issues like pedagogy, individual learner and interface, apart from the basic educational material organization. Following the recent "e-" trend, these approaches are just beginning to appear on the internet. The reason for this late adoption is mainly the substantial effort that is required to bring them on the Web since all of them have been designed without the Web in mind.On the other hand, it is commonplace that our society has already moved away from the "once for life" educational model. The complexity and continuous evolution of modern enterprises' activities requires continuous training of their personnel. The networked community enables the management and enhancement of knowledge in a centralized -yet personal way, while keeping track and merging new intellectual resources into that process. The above requirements and advances lead us to the "Lifelong Learning" concept. The idea is to integrate the WWW technology with a novel, dynamic and adaptive educational model for continuous learning. The result will be a learning environment that will enable the individual learner to acquire knowledge just-in-time, anytime and anywhere, ...

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“…Ο φορμαλισμός των εννοιολογικών γράφων παρέχει έναν απλό και ομοιογενή τρόπο για την κωδικοποίηση όχι μόνο των μεταδεδομένων αλλά και της επιπλέον γνώσης και των μηχανισμών που απαιτούνται για την παραγωγή ενός συστήματος με δυνατότητα εξαγωγής συμπερασμάτων [52]. Ειδικότερα, οι εννοιολογικοί γράφοι [53]:…”

Section: μεταδεδομένα και εννοιολογικοί γράφοιunclassified

Ευφυής Ανάκτηση Και Εξαγωγή Πληροφορίας Με Χρήση Εννοιολογικών Γράφων

Κόκκορας¹

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Conceptual graphs for corporate knowledge repositories

Cited by 9 publications

References 4 publications

Ontology, Metadata, and Semiotics

Ontology, Metadata, and Semiotics

A Knowledge Based Approach on Educational Metadata Use

Ευφυής Ανάκτηση Και Εξαγωγή Πληροφορίας Με Χρήση Εννοιολογικών Γράφων

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