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

1. From Knowledge Engineering to Ontological Engineering-- A New Trend in Knowledge Model Building for ITSs -- Riichiro MizoguchiISIR, Osaka Universityhttp://www.ei.sanken.osaka-u.ac.jp

2. 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)

3. 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

4. Content-oriented approach • Domain analyses • Knowledge modeling • Knowledge base building • Rule base technology • Production rules • Expert systems • Knowledge engineering

5. Two wheels of AI Formal technology Content technology

6. From Knowledge Eng. To Ontological Eng. • KE is the research on • Domain-specific heuristics for a stand-aloneproblem solver • OE is the research on • General/reusable/sharable/long-lastingconcepts for building a KB/model for helping people solve problems

7. Knowledge Base (Model) Ontology 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 application system is built An explicit specification of a hidden conceptualization of the target domain

8. 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

9. 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

10. 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

11. 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 material. 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.

12. 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.

13. How SMARTIES works

14. Scenario description The goal of the learner in this scenario is to be in "Apply level" stateStep1 The instructor "Shows familiar things".The learner "Looks at it".This interaction is for making the learner be in "Have recognized" state.[...more] Step2 The 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 (sequence) Learningcontent LO LO LO LO LO LO LO LO LO LO LO LO LO LO LO LO Goal of the scenario Scenario model in SMARTIES (1/4) Abstract Concrete

15. Goal of the scenario Scenario model in SMARTIES (2/4) Abstract • I_L event • Interaction between an instructor and a learner. • State-change of the learner • WAY • Decomposition and Achievement relation between macro and micro I_L events Concrete

16. Scenario model in SMARTIES (3/4) Abstract • WAY • Decomposition 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 • Way <-> Theory • A WAY-knowledge is a WAY defined based on a theory • A theory is modeled as a set of WAY-knowledge • All the necessary concepts for defining WAYs are defined Concrete

17. Ontological engineeringis interesting Block diagram ofSMARTIES Thank you! Knowledge author(e.g. theorists) WAY-K editor OMNIBUSontology OMNIBUSontology WAY-knowledge(WAY-K) WAY-knowledge(WAY-K) Installed WAY-Kmanager Guidelines based on theories Scenario editor Explanationgenerator Explanation of the scenario Scenariointerpreter Explanationtemplate Scenariomaking Hozo Scenariomodel Modelmanager Scenario author(e.g. Teacher, Instructional designers, etc.) Maintenance IMS LDoutputmodule Learningobjects IMS LD output IMS LD Ontology author IEEE LOM SMARTIES IMS LD compliant tools

18. Advancethe development / Develop / Developed I_L event 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. Instructional event Instructional theory Instructional action Learning action State-change(Terminal state) Learning theory Learning event

19. To join Fusion way Glue way Glue Dry Put them together Melt Cool Put them together 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

20. Advance the development / Develop / Developed Advance the development / Develop / Developed Advance the development / Develop / Developed Advance the development / Develop / Developed Advance the development / Develop / Developed Present content / Recognize / Recognizing the content Present content / Recognize / Recognizing the content Present content / Recognize / Recognizing the content Present content / Recognize / Recognizing the content Present content / Recognize / Recognizing the content Guide practice / Develop / Developed Guide practice / Develop / Developed Guide practice / Develop / Developed Guide practice / Develop / Developed Guide practice / Develop / Developed Guide practice / Develop / Developed Guide practice / Develop / Developed Guide practice / Develop / Developed Guide practice / Develop / Developed Guide practice / Develop / Developed ref. Dick and Carey Support learning / Aquire understanding / Understand Arrange learning / Prepare / Prepared -> Developed Advance the development / Develop / Developed Assess the learning outcome / --- / Assessed Assure sustainability / Sustain / Sustaining the learning Developmental event ref. Dick and Carey Advance the development / Develop / Developed Advance the development / Develop / Developed Advance the development / Develop / Developed Advance the development / Develop / Developed Advance the development / Develop / Developed Advance the development / Develop / Developed Preparing Learning condition Coached exercise Simple event Feedback event Arrange learning / Prepare / Prepared -> Developed Advance the development / Develop / Developed Assess the learning outcome / --- / Assessed Assure sustainability / Sustain / Sustaining the learning ref. Dick and Carey Way-knowledge base Preparing Learning condition Coached exercise Simple event Feedback event Present content / Recognize / Recognizing the content Guide practice / Develop / Developed ref. Dick and Carey Present content / Recognize / Recognizing the content Present content / Recognize / Recognizing the content Present content / Recognize / Recognizing the content Present content / Recognize / Recognizing the content Present content / Recognize / Recognizing the content Present content / Recognize / Recognizing the content Guide practice / Develop / Developed Guide practice / Develop / Developed Guide practice / Develop / Developed Guide practice / Develop / Developed Guide practice / Develop / Developed Guide practice / Develop / Developed Present content / Recognize / Recognizing the content Guide practice / Develop / Developed ref. Gagne and Briggs ref. Collins Present what to learn / Recognize / Recognizing what to learn Give guidelines / Recognize / Recognizing how to learn Present an example of the desired performance / Recognize / Recognizing the content Selecting alternative strategies from different theories or