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Topic Maps, Douglas Engelbart, and Everything

Topic Maps, Douglas Engelbart, and Everything



One of the earliest presentations when I started forming ideas of knowledge gardens around topic maps and "augmented storytelling"

One of the earliest presentations when I started forming ideas of knowledge gardens around topic maps and "augmented storytelling"



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    Topic Maps, Douglas Engelbart, and Everything Topic Maps, Douglas Engelbart, and Everything Presentation Transcript

    • Topic Maps, DouglasEngelbart, and Everything Jack Park GivingSpace Meeting September, 2002© Jack Park, 2002 http://creativecommons.org/licenses/by/3.0/
    • Abstract We look at Topic Maps in the context online community development. The talk intends to develop a context based on the evolution of tools capable of supporting and augmenting what Douglas Engelbart calls the Capabilities Infrastructure of Networked Improvement Communities. 20020915 ©Jack Park 2002
    • Plan Motivational Stuff Context, Scary stuff, etc… Introduction to Topic Maps Introduction to Douglas Engelbart Augmented Story Telling Towards an Architecture for Augmented Story Telling 20020915 ©Jack Park 2002
    • Reality Check “Im only a child and I dont have all the solutions, but I want you to realise, neither do you! You dont know how to fix the holes in our ozone layer. You dont know how to bring salmon back up a dead stream. You dont know how to bring back an animal now extinct. And you cant bring back forests that once grew where there is now desert. If you dont know how to fix it, please stop breaking it!” – Severn Suzuki, age 12, in a talk presented to the Earth Summit in Brazil, 1992 20020915 ©Jack Park 2002
    • Motivation “…what we know and need today may be insufficient to solve tomorrows problems” –W3C[http://www.w3.org/Consortium/Points/] “…We shall require a substantially new manner of thinking if mankind is to survive.” –Albert Einstein 20020915 ©Jack Park 2002
    • About Topic Maps Topic Maps Are like the index of a book Reside outside of the information resource (book, documents) Facilitate the construction of a relational knowledge base about information resources Facilitate indexing into information resources 20020915 ©Jack Park 2002
    • Elements of a Topic Map: Topic A Topic is a container for information that is related to a Subject One Topic per Subject Information related to a Topic includes Names Occurrences Roles played in Associations • Topics associated with other Topics 20020915 ©Jack Park 2002
    • Elements of a Topic Map:Associations Associations express relationships between Topics. Associations are typed instanceOf (Topics) Associations point to members (Topics) Members can have roles (Topics) 20020915 ©Jack Park 2002
    • Elements of a Topic Map:Occurrences Occurrences point to specific objects in information resources (documents) Occurrences can be typed instanceOf (Topics) 20020915 ©Jack Park 2002
    • Architecture of a Topic Map 20020915 ©Jack Park 2002
    • Segue numero uno How do Topic Maps relate to Douglas Engelbart? Roles they play in organizing his Networked Improvement Communities Roles they play in story-telling activities within those (and other) communities 20020915 ©Jack Park 2002
    • Engelbart’s CapabilityInfrastructure 20020915 ©Jack Park 2002
    • Engelbart’s A-B-C Context A Activity - serves the customer B Activity - improves product cycle time and quality C Activity - improves improvement cycle time and quality 20020915 ©Jack Park 2002
    • Community A-B-C Activities 20020915 ©Jack Park 2002
    • Networked ImprovementCommunity 20020915 ©Jack Park 2002
    • Interlude: Knowledge andAugmentation Capabilities Infrastructures Depend on Individual Capabilities • can be augmented with collaboration tools Require Facilitation • can be augmented with collaboration tools Issues behind augmentation? • a look at the knowledge context 20020915 ©Jack Park 2002
    • What is Knowledge? Information relates to description, definition, or perspective (what, who, when, where). Knowledge comprises strategy, practice, method, or approach (how). This page shamelessly copied (with kind permission) from: Wisdom embodies “Knowledge Management – Emerging Perspectives” principle, insight, moral, http://www.outsights.com/systems/kmgmt/kmgmt.htm By Gene Bellinger or archetype (why). 20020915 ©Jack Park 2002
    • Gowan’s Knowledge V –BuildingKnowledge After: Joseph D. Novak. “The Pursuit of a Dream: Education Can be Improved” In: [Mintzes, et al. 1998] 20020915 ©Jack Park 2002
    • Segue numero dos We know a bit about Topic Maps We know a bit about Improvement Communities We have heard of a DKR We know a bit about Knowledge Let‟s look at a practical knowledge activity: Story telling 20020915 ©Jack Park 2002
    • “All social change begins with aconversation”* “From a casual conversation between two friends, a medical relief effort for Vietnamese children emerged. And it all began when „some friends and I started talking‟ ” Margaret J. Wheatley, “All Social Change begins with a conversation”, The Utne Reader: Society, found on the Web at http://www.utne.com, 28 July, 2002 20020915 ©Jack Park 2002
    • Towards a Manifesto The reason our society must create a new language for learning communities that transcends school and classroom walls is that the dominance, attraction, and power of the current machine-based language of schooling is not capable of generating the organic patterns of the global learning community we now require. The very nature of the language, the potency of its field, and the meaning it constructs preempt its capacity to generate living patterns; only a living language can create living patterns and only living patterns can create living environments. –Stephanie Pace Marshal, “Creating Sustainable Learning Communities for the Twenty-First Century”, in F. Hesselbein, et al. (eds), 1997. The Organization of the Future. The Drucker Foundation. http://www.swaraj.org/shikshantar/resources_marshall.html 20020915 ©Jack Park 2002
    • Edna St. Vincent Millay Upon this gifted age, in its dark hour, Rains from the sky a meteoric shower Of facts . . . they lie unquestioned, uncombined. Wisdom enough to leech us of our ill Is daily spun; but there exists no loom To weave it into fabric 20020915 ©Jack Park 2002
    • Towards a Point of View From the manifesto: “...only a living language can create living patterns and only living patterns can create living environments” From Edna St. Vincent Millay: “...but there exists no loom to weave it into fabric” The skill of writing is to create a context in which other people can think. –Edwin Schlossberg 20020915 ©Jack Park 2002
    • Augmented Story Telling rocks! Ta daa! A Point of View But, that‟s a lie (maybe) We don‟t know that yet… We must get busy and prove it… Ok. Call it a working hypothesis and move on! 20020915 ©Jack Park 2002
    • Why Stories? “…stories are a powerful means to understand what happened (the sequence of events) and why (the causes and effects of those events).” – John Seely Brown[Brown, 2000] page 106 20020915 ©Jack Park 2002
    • Why Stories on the Web? “With the proliferation of online interaction and composing of various digital online spaces for intercultural and global communication, computer-mediated communication and digital technologies have come to play a significant role in the process of globalization.” –Jilliana Enteen and Radhika Gajjala, 2002.”Teaching Globalization & Intercultural Communication: A Virtual Exchange Project,” KAIROS: 7.2, available on the Web at 20020915 ©Jack Park 2002
    • Why Stories on the Web? “... emphasizing the analyses of culture and of meaning-making processes within such global technological environments allows the student to understand the contextual and situated nature of communication processes. This sensitizes the student to such encounters and, we hope, instills both sensitivity and confidence. –Jilliana Enteen and Radhika Gajjala, 2002.”Teaching Globalization & Intercultural Communication: A Virtual Exchange Project,” KAIROS: 7.2, available on the Web at 20020915 ©Jack Park 2002
    • Focus Question If we wish to create an augmented story space, a software system with which users will write stories… Then, how do we structure that story space to serve as a context in which other people can think? 20020915 ©Jack Park 2002
    • Two Story Spaces are Needed* Space where stories are told Primarily, statements of facts, observations, beliefs, “what I think” Space where dialog about the story occurs Arguments, additional findings Seamless integration between the two hyperlinks *[Bonk, 1998, p 58] 20020915 ©Jack Park 2002
    • IBIS View of a Question 20020915 ©Jack Park 2002
    • Towards an ArchitectureUser Interface & Topic MapsKnowledge StructuresDocuments 20020915 ©Jack Park 2002
    • Important Markup LanguageExamples Topic Maps Weaving the fabric http://www.topicmaps.org/ Human Markup Language Enhance fidelity of human communications http://www.humanmarkup.org/ Philanthropic Markup Language Move from transactions to transformations http://www.givingspace.org/ 20020915 ©Jack Park 2002
    • Towards Augmented StoryTelling A working hypothesis Chunk stories into AddressableInformationResources • Sentences, paragraphs, etc. Seamless integration of IBIS Discussion for each AddressableInformationResource • Automatically generated link, ready to use 20020915 ©Jack Park 2002
    • An Augmented Story Architecture IBIS Discussion 20020915 ©Jack Park 2002
    • Where to go from here? More development along the lines of the Open Hyperdocument System. Let‟s Roll... 20020915 ©Jack Park 2002
    • References [Alexander, 1977] Alexander, Christopher, Sara Ishikawa, and Murray Silverstein, 1977. A Pattern Language, New York, NY: Oxford University Press. [Bonk, 1998] Bonk, Curtis Jay, and Kira S. King (Editors), 1998. Electronic Collaborators: Learner-Centered Technologies for Literacy, Apprenticeship, and Discourse, Mahwah, NJ: Lawrence Erlbaum Associates [Brown, 2000] Brown, John Seely, and Paul Duguid, 2000. The Social Life of Information. Boston, MA: Harvard Business School Press [Clancey, 1997] Clancey, William J. 1997. Situated Cognition: On Human Knowledge and Computer Representations. Cambridge, UK: Cambridge University Press [Engelbart, 1992] Engelbart, Douglas C. 1992. Toward High-Performance Organizations: A Strategic Role for Groupware”. Available on the Web at http://www.bootstrap.org/augment/AUGMENT/132811.html [Engelbart, 2000] Engelbart, Doug, 2000. “Draft OHS-Project Plan”. Available on the Web at http://www.bootstrap.org/augment/BI/2120.html [Lakoff, 1999] Lakoff, George and Mark Johnson, 1999. Philosophy In The Flesh: The Embodied Mind And Its Challenge To Western Thought. New York, NW: Basic Books [Leuf & Cunningham, 2001] Leuf, Bo, and Ward Cunningham, 2001. The Wiki Way, Boston, MA: Addison-Wesley [Maturana & Verala, 1987] Maturana, Humberto R. and Francisco J. Verala, 1987. The Tree of Knowledge: The Biological Roots of Human Understanding, Boston, MA: New Science Library. 20020915 ©Jack Park 2002
    • References continued [Mintzes, et al. 1998] Mintzes, Joel J., James H. Wandersee, and Joseph D. Novak, Editors, 1998, Teaching Science for Understanding: A Human Constructivist View. Boston, MA: Academic Press. [Ryan, 2001] Ryan, Marie-Laure, 2001. Narrative as Virtual Reality. Baltimore, MD: The Johns Hopkins University Press [Park, 2001] Park, Jack, 2001. “Bringing Knowledge Technologies to the Classroom,” Paper presented at Knowledge Technologies 2001, Austin Texas, March 4-2. Available on the web at http://www.thinkalong.com/JP/ParkKT2001.pdf [Park, 2002] Park, Jack [Editor] and Sam Hunting [Technical Editor], 2002. XML Topic Maps. Boston, MA: Addison-Wesley. 20020915 ©Jack Park 2002
    • Colophon This presentation would not exist without: The XTM Authoring Group Support from Adam Cheyer and Hugo Daley at VerticalNet Valuable comments from Henry Van Eyken, Mei Lin Fung, Sam Hunting, Tom Munnecke, and Bill Leikam Massive inspiration from Douglas Engelbart 20020915 ©Jack Park 2002