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From Knowledge Engineering t o Ontological Engineering -- A New Trend in Knowledge Model Buildi ng for ITSs -- Riichiro Mizoguchi ISIR, Osaka University http://www.ei.sanken.osaka-u.ac.jp

Riichiro Mizoguchi ISIR, Osaka University ei.sanken.osaka-u.ac.jp

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From Knowledge Engineering to Ontological Engineering -- A New Trend in Knowledge Model Building for ITSs --. Riichiro Mizoguchi ISIR, Osaka University http://www.ei.sanken.osaka-u.ac.jp. Agenda. Two technologies in AI Formal: Inference/reasoning, Learning, DM, etc. - PowerPoint PPT Presentation

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Page 1: Riichiro Mizoguchi ISIR, Osaka University ei.sanken.osaka-u.ac.jp

From Knowledge Engineering to Ontological Engineering

-- A New Trend in Knowledge Model Building for ITSs --

Riichiro MizoguchiISIR, Osaka University

http://www.ei.sanken.osaka-u.ac.jp

Page 2: Riichiro Mizoguchi ISIR, Osaka University ei.sanken.osaka-u.ac.jp

Agenda

Two technologies in AI– Formal: Inference/reasoning, Learning, DM, etc.

– Content: Model-building, knowledge modeling

Two Content technologies– Knowledge engineering

– Ontological engineering

An example(OMNIBUS/SMARTIES)

Page 3: Riichiro Mizoguchi ISIR, Osaka University ei.sanken.osaka-u.ac.jp

Form-oriented approach

Inference– Deductive inference: Normal procedure – Inductive inference: Learner modeling– Constraint approach: Learner modeling

Machine learning– Learner modeling– Data mining

Semantic Web approach– Metadata, Annotation, DL

Page 4: Riichiro Mizoguchi ISIR, Osaka University ei.sanken.osaka-u.ac.jp

Content-oriented approach

Domain analyses Knowledge modeling Knowledge base building

– Rule base technology• Production rules

– Expert systems

Knowledge engineering

Page 5: Riichiro Mizoguchi ISIR, Osaka University ei.sanken.osaka-u.ac.jp

Two wheels of AI

Formaltechnology

ContenttechnologyContenttechnology

Page 6: Riichiro Mizoguchi ISIR, Osaka University ei.sanken.osaka-u.ac.jp

From Knowledge Eng. To Ontological Eng.

KE is the research on– Domain-specific heuristics for a stand-alone

problem solver

OE is the research on– General/reusable/sharable/long-lasting concepts

for building a KB/model for helping people solve problems

Page 7: Riichiro Mizoguchi ISIR, Osaka University ei.sanken.osaka-u.ac.jp

Ontology as a system of concepts

Used as conceptual building blocks of knowledge-intensive systems such as ITSs– Something deeper than metadata– It provides foundation on which a KB or an applica

tion system is built

Ontology

KnowledgeBase

(Model)An explicit specification of a hidden conceptualization of the target domain

Page 8: Riichiro Mizoguchi ISIR, Osaka University ei.sanken.osaka-u.ac.jp

Dichotomy of ontology

Light-weight Ontology– One like Yahoo ontology– Vocabulary rather than concepts– Annotation-oriented ontology– Used for Information search

Heavy-weight Ontology– One I discuss– Concepts rather than vocabulary– for understanding the target world– for building ontology-aware system

Page 9: Riichiro Mizoguchi ISIR, Osaka University ei.sanken.osaka-u.ac.jp

The fundamental role of an ontology

An ontology is not directly used for problem solving It gives a specification of knowledge/models in a

system The role of an ontology to a knowledge base is to give

definitions of concepts used in the knowledge representation and constraints among concepts– to make the knowledge base consistent and transparent which

are the necessary properties of sharable and reusable knowledge

These are the heart of IA (Intelligence Amplifier) systems. – From AI to IA

Page 10: Riichiro Mizoguchi ISIR, Osaka University ei.sanken.osaka-u.ac.jp

An example OMNIBUS

– An ontology of learning and instructional theories– A kind of heavy-weight ontology

SMARTIES– A rule-less expert system which can help users

build theory-compliant learning/instructional scenarios

Page 11: Riichiro Mizoguchi ISIR, Osaka University ei.sanken.osaka-u.ac.jp

Nine policiesfor building a good ontology

Policy 1– Model roles appropriately because the world is full of roles.

Use Hozo for that purpose. Policy 2

– All but events which are dynamic things such as actions should be modeled in terms of state change.

Policy 3– Events should be defined in terms of processes which are used as materia

l. An event is a unitary thing which must be viewed as a whole. Actions should be primitive and play roles specified in events which provides contexts.

Policy 4– Introduce the idea of “Engineering approximation” to model theories .

Policy 5– Identify a maximal conceptual unit necessary and sufficient for modeling

all the phenomena of insterest.

Page 12: Riichiro Mizoguchi ISIR, Osaka University ei.sanken.osaka-u.ac.jp

Nine policiesfor building a good ontology(Cont’d)

Policy 6– When representing a procedure, decompose it into What to achieve

and How to achieve. Organize both separately. The former is “purified action” and the latter “way (to achieve)”.

Policy 7– Build an action-decomposition tree by repeating action decomposition

using the conceptual unit obtained by Policy 5 and purified actions & Ways obtained by Policy 6.

Policy 8– Build a Way knowledge base as an ontology by analyzing procedural

knowledge sources to extract and organize ways. Policy 9

– Build a mechanism to perform action-decomposition by retrieving applicable ways from the Way base. It can be viewed as a kind of inference engine.

Page 13: Riichiro Mizoguchi ISIR, Osaka University ei.sanken.osaka-u.ac.jp

How SMARTIES works

Page 14: Riichiro Mizoguchi ISIR, Osaka University ei.sanken.osaka-u.ac.jp

Scenario model in SMARTIES (1/4)Abstract

Concrete

LOLO LOLO LOLO LOLO LOLO LOLO LOLO LOLO LOLO LOLO LOLO LOLO LOLO LOLO LOLO LOLO

Learningcontent

Scenario (sequence)Scenario (sequence)

Scenario descriptionThe goal of the learner in this scenario is to be in "Apply level" state

Step1The instructor "Shows familiar things".The learner "Looks at it".This interaction is for making the learner be in "Have recognized" state.[...more]

Step2The instructor "Shows familiar things in an unfamiliar manner".The learner "Looks at it".This interaction is for making the learner be in "Have recognized" state.[...more] …

Scenario descriptionThe goal of the learner in this scenario is to be in "Apply level" state

Step1The instructor "Shows familiar things".The learner "Looks at it".This interaction is for making the learner be in "Have recognized" state.[...more]

Step2The instructor "Shows familiar things in an unfamiliar manner".The learner "Looks at it".This interaction is for making the learner be in "Have recognized" state.[...more] …

Goal of the scenario

Page 15: Riichiro Mizoguchi ISIR, Osaka University ei.sanken.osaka-u.ac.jp

Scenario model in SMARTIES (2/4)Goal of the scenario

Abstract

Concrete

WAYDecomposition and Achievement relation between macro and micro I_L events

WAYDecomposition and Achievement relation between macro and micro I_L events

I_L event• Interaction

between an instructor and a learner.

• State-change of the learner

I_L event• Interaction

between an instructor and a learner.

• State-change of the learner

Page 16: Riichiro Mizoguchi ISIR, Osaka University ei.sanken.osaka-u.ac.jp

Scenario model in SMARTIES (3/4)Abstract

Concrete

I_L event• Interaction

between an instructor and a learner.

• State-change of the learner

I_L event• Interaction

between an instructor and a learner.

• State-change of the learner

WAYDecomposition and Achievement relation between macro and micro I_L events

WAYDecomposition and Achievement relation between macro and micro I_L events

Way <-> Theory• A WAY-knowledge is a W

AY defined based on a theory

• A theory is modeled as a set of WAY-knowledge

• All the necessary concepts for defining WAYs are defined

Way <-> Theory• A WAY-knowledge is a W

AY defined based on a theory

• A theory is modeled as a set of WAY-knowledge

• All the necessary concepts for defining WAYs are defined

Page 17: Riichiro Mizoguchi ISIR, Osaka University ei.sanken.osaka-u.ac.jp

Ontological engineering

is interesting

Scenariointerpreter

OMNIBUSontology

Scenariomodel

Explanationgenerator

Modelmanager

WAY-Kmanager

Explanation of the scenario

Guidelines based on theories

Scenariomaking

Explanationtemplate

IMS LDoutputmodule

IMS LDoutput

WAY-knowledge(WAY-K)

IMS LDIMS LD

Scenario author(e.g. Teacher, Instructional designers, etc.)

IMS LD compliant toolsS

cenario editor

Ontology author

Knowledge author(e.g. theorists)

Learningobjects

WA

Y-K

editor

IEEE LOMIEEE LOM

OMNIBUSontology

WAY-knowledge

(WAY-K)

Hozo

Installed

SMARTIES

Maintenance

Block diagram ofSMARTIESThank you!

Page 18: Riichiro Mizoguchi ISIR, Osaka University ei.sanken.osaka-u.ac.jp

Core modelof learning/instructional events

The difficulty in modeling instruction and learning might be that the change is achieved by two kinds of actions:

– Instructional actions leads a learner to do some sort of learning actions– Learning actions cause the change of learner’s state.

The key points of our conceptualization are – to emphasize the relation among the three and – to model a contribution of instructional action on the change of learner’s

state.

I_L event

Advancethe development/ Develop/ Developed

Learning action

State-change(Terminal state)

Instructional action

Instructional event

Learning event

Instructional theory

Learning theory

Page 19: Riichiro Mizoguchi ISIR, Osaka University ei.sanken.osaka-u.ac.jp

Examples of decomposition

To weld– What to achieve = To join sheets of metals– How to achieve = By fusion way

To glue– What to achieve = To join two things– How to achieve = By glue way

Put themtogetherPut themtogether MeltMelt

Fusion wayFusion way

To joinTo join

CoolCoolPut themtogetherPut themtogether GlueGlue

Glue wayGlue way

DryDry

Page 20: Riichiro Mizoguchi ISIR, Osaka University ei.sanken.osaka-u.ac.jp

Selecting alternative strategies from different theories

Support learning/ Aquire understanding/ Understand

Arrange learning/ Prepare/ Prepared -> Developed

Advancethe development/ Develop/ Developed

Assess the learning outcome/ ---/ Assessed

Assure sustainability/ Sustain / Sustaining the learning

Present content/ Recognize/ Recognizing the content

Guide practice/ Develop/ Developed

Preparing Learning condition

Coached exercise

Simple event

Feedback event

Developmental event ref. Dick and Carey

ref. Dick and Carey

Arrange learning/ Prepare/ Prepared -> Developed

Advancethe development/ Develop/ Developed

Assess the learning outcome/ ---/ Assessed

Assure sustainability/ Sustain / Sustaining the learning

Present content/ Recognize/ Recognizing the content

Guide practice/ Develop/ Developed

Preparing Learning condition

Coached exercise

Simple event

ref. Dick and Carey

ref. Dick and Carey

Present what to learn/ Recognize/ Recognizing what to learn

Give guidelines/ Recognize/ Recognizing how to learn

ref. Gagne and Briggs

Present an example of the desired performance / Recognize/ Recognizing the content

ref. Collinsor

Way-knowledge base

Advancethe development

/ Develop/ Developed

Present content/ Recognize

/ Recognizing the content

Guide practice/ Develop

/ Developed

Guide practice/ Develop

/ Developed

Advancethe development

/ Develop/ Developed

Present content/ Recognize

/ Recognizing the content

Guide practice/ Develop

/ Developed

Guide practice/ Develop

/ Developed

Advancethe development

/ Develop/ Developed

Present content/ Recognize

/ Recognizing the content

Guide practice/ Develop

/ Developed

Guide practice/ Develop

/ Developed

Advancethe development

/ Develop/ Developed

Present content/ Recognize

/ Recognizing the content

Guide practice/ Develop

/ Developed

Advancethe development

/ Develop/ Developed

Present content/ Recognize

/ Recognizing the content

Guide practice/ Develop

/ Developed

Advancethe development

/ Develop/ Developed

Present content/ Recognize

/ Recognizing the content

Guide practice/ Develop

/ Developed

Advancethe development

/ Develop/ Developed

Present content/ Recognize

/ Recognizing the content

Guide practice/ Develop

/ Developed

Advancethe development

/ Develop/ Developed

Present content/ Recognize

/ Recognizing the content

Guide practice/ Develop

/ Developed

Guide practice/ Develop

/ Developed

Advancethe development

/ Develop/ Developed

Present content/ Recognize

/ Recognizing the content

Guide practice/ Develop

/ Developed

Guide practice/ Develop

/ Developed

Advancethe development

/ Develop/ Developed

Present content/ Recognize

/ Recognizing the content

Guide practice/ Develop

/ Developed

Advancethe development

/ Develop/ Developed

Present content/ Recognize

/ Recognizing the content

Guide practice/ Develop

/ Developed