David E. Millard

Automatic ontology-based knowledge extraction from Web documents

To bring the Semantic Web to life and provide advanced knowledge services, we need efficient ways to access and extract knowledge from Web documents. Although Web page annotations could facilitate such knowledge gathering, annotations are rare and will probably never be rich or detailed enough to cover all the knowledge these documents contain. Manual annotation is impractical and unscalable, and automatic annotation tools remain largely undeveloped. Specialized knowledge services therefore require tools that can search and extract specific knowledge directly from unstructured text on the Web, guided by an ontology that details what type of knowledge to harvest. An ontology uses concepts and relations to classify domain knowledge. Other researchers have used ontologies to support knowledge extraction, but few have explored their full potential in this domain. The paper considers the Artequakt project which links a knowledge extraction tool with an ontology to achieve continuous knowledge support and guide information extraction. The extraction tool searches online documents and extracts knowledge that matches the given classification structure. It provides this knowledge in a machine-readable format that will be automatically maintained in a knowledge base (KB). Knowledge extraction is further enhanced using a lexicon-based term expansion mechanism that provides extended ontology terminology.

FOHM: a fundamental open hypertext model for investigating interoperability between hypertext domains

The Open Hypermedia Systems community has been largely concerned with interoperability between hypertext systems which share the same paradigm. It has evolved a component based framework for this purpose, in which specific but incompatible middleware components are designed for each hypertext domain, such as navigational hypertext, spatial hypertext or taxonomic hypertext. This paper investigates the common features of these domains and introduces FOHM, a Fundamental Open Hypertext Model, which defines a common data model and set of related operations that are applicable for all three domains. Using this layer the paper explores the possible semantics of linking between different hypertext domains, and shows that each can introduce features which benefit the other domains.

Addressing Interoperability in Open Hypermedia: the Design of the Open Hypermedia Protocol

Abstract Early hypertext systems were monolithic and closed, but newer systems tend to be open, distributed, and support collaboration. While this development has resulted in increased openness and flexibility, integration or adaptation of various different tools (such as content editors, viewers, services, or even other link servers) has remained a tedious task. Many developers were implementing essentially similar components, simply for the benefit of having their own platform on which to experiment with hypertexts. The open hypermedia community is addressing this issue of interoperability between open hypermedia systems. The goal of this effort is to provide an open framework that can be used by application developers outside the community to construct more powerful hypermedia-aware applications. The design and evolution of this framework is presented along with the requirements that drove its development. The framework has matured to the point where it has supported the creation of a number of researc...

Bootstrapping a Culture of Sharing to Facilitate Open Educational Resources

It seems self-evident that life for teachers would be simplified if there existed a large corpus of relevant resources that was available for them to reuse and for inquisitive students to download. The learning object community has worked for the past decade and more to provide the necessary infrastructure, standards, and specifications to facilitate such beneficial activity, but the take-up has been disappointingly small, particularly in University and Higher Education, which is the subject of this research. The problem has been that practitioners have not deposited their teaching resources, or have not made them openly available, in the quantity that would achieve critical mass for uptake. EdShare and the Language Box are two initiatives that have concentrated on the issue of facilitating and improving the practice of sharing, the former in an institutional setting and the latter in a subject community of practice. This paper describes and analyzes the motivations for these projects, the design decisions they took in implementing their repositories, the approaches they took to change agency and practice within their communities, and the changes, in practice, that have so far been observed. The contribution of this paper is an improved understanding of how to encourage educational communities to share.

Auld Leaky: A Contextual Open Hypermedia Link Server

The work of the Open Hypermedia Systems Working Group (OHSWG) has lead to the creation of several hypermedia models and a common protocol for Navigational Hypertext. However none of these include a working model of context. In this paper we present how we have extended the Fundamental Open Hypermedia Model (FOHM) to include context and behaviour. We then present Auld Leaky, a lightweight contextual link server that stores and serves structures represented in FOHM, using Context to filter query results.

Web 2.0: hypertext by any other name?

Web 2.0 is the popular name of a new generation of Web applications, sites and companies that emphasis openness, community and interaction. Examples include technologies such as Blogs and Wikis, and sites such as Flickr. In this paper we compare these next generation tools to the aspirations of the early Hypertext pioneers to see if their aims have finally been realized.

Towards Open Adaptive Hypermedia

Research at the University of Southampton has extended generalised Open Hypermedia (OH) models to include concepts of context and behaviour, both traditionally very important to the Adaptive Hypermedia (AH) domain. In this paper we re-evaluate Brusilovskys pragmatic taxonomy of AH techniques from a structural perspective. A variety of OH structures are discussed that can be used to implement the techniques found in the taxonomy. By identifying common structures we gain a new perspective on the relationship between different AH techniques.

Semantic Technologies for Learning and Teaching in the Web 2.0 Era

Deploying semantic tools and services over a field of linked data could be a way to address many current challenges of higher education. The strengths of semantic technologies for learning and teaching, and their benefits for digital libraries, virtual communities, and e-learning, have been a major topic of discussion during recent years. Experts argue that semantic technologies can enhance the advanced learning experience by using the expressive power of metadata to describe learning content, people, and services, and then matching these intelligently.

Interoperability between hypermedia systems: the standardisation work of the OHSWG

CONTENTS OF THE TECHNICAL BRIEFING The Open Hypermedia Systems Working Group (OHSWG) was formed at the second workshop on open hypermedia systems (OHS), held in April, 1996, in Washington, DC, in conjunction with the 1996 ACM Conference on Hypertext. The original purpose of defining an open hypermedia protocol for OHS clients has evolved into an effort to standardise general hypermedia systems work. This broader effort is driven by the desire to maximise the applicability of the last decade of hypermedia systems and infrastructure research.

The literacy fieldtrip: using UbiComp to support children's creative writing

Fieldtrips, traditionally associated with science, history and geography teaching, have long been used to support childrens learning by allowing them to engage with environments first-hand. Recently, ubiquitous computing (UbiComp) has been used to enhance fieldtrips in these educational areas by augmenting environments with a range of instruments, devices and sensors. However, the sorts of interaction design that UbiComp makes possible have the potential not just to enhance the value of educational techniques in known application areas, but also to expand the application of those techniques into new areas of curriculum. We report on a UbiComp-supported fieldtrip to support creative writing, associated with the learning of literacy skills. We discuss how the fieldtrip, designed and run in the grounds of a historic English country house with Year 5 UK schoolchildren, engendered interactions which changed both the processes and products of creative writing, with benefits for both teachers and children.