Task modeling with reusable problem-solving methods

Eriksson, Henrik; Shaḥar, Yuval; Tu, Samson W.; Puerta, Ángel R.; Musen, Mark A.

doi:10.1016/0004-3702(94)00040-9

Cited by 105 publications

(67 citation statements)

References 28 publications

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“…A key outcome of knowledge-engineering research in the eighties and early nineties (typically for stand-alone knowledge systems) was the use of patterns, such as patterns for the structure of knowledge-intensive tasks like diagnosis and assessment (Eriksson et al 1995;Schreiber et al 1994). This insight is still a useful guiding principle.…”

Section: Principle 3: Develop and Use Patterns!mentioning

confidence: 99%

Principles for Knowledge Engineering on the Web

Schreiber

2008

Lecture Notes in Computer Science

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With the advent of the Web and the efforts towards a Semantic Web the nature of knowledge engineering has changed drastically. In this position paper we propose four principles for knowledge engineering on a Web scale. We illustrate these principles with examples from our research in developing a Semantic Web application targeted at cross-collection search in virtual cultural-heritage collections. Changes in the nature of knowledge engineeringIn the eighties the typical knowledge-engineering task was to model and formalize knowledge in one particular application domain. Knowledge engineering was carried out in the context of the construction of knowledge systems that were targeted at problem-solving tasks such as diagnosis, assessment and planning. Knowledge engineering was performed in a relatively small, closed area. In the nineties we saw the advent of ontologies as a vehicle for integration of knowledge bases built for different applications. The term "distributed" is used, but it refers to a set of physically distributed well-understood knowledge bases. During the last decade the Web has resulted in a dramatic change of the nature of knowledge engineering. One can view Semantic Web applications as the knowledge systems of this new era, but their knowledge bases have very different properties compared to the closed-world knowledge systems. Knowledge engineers are confronted with a multitude of knowledge sources, multi-lingual, often shallow and heterogeneous. In this paper we propose a number of principles that can guide knowledge engineering in a Web context (Section ). We illustrate these principles with examples from knowledge-engineering practice in the E-Culture project (briefly introduced in the next section). E-Culture: a sample applicationThe E-Culture demonstrator ) (winner of the Semantic Web Challenge at ISWC'06) deals with data and metadata of a range of cultural-heritage collections. The objective of the demonstrator is to show how semanticweb technology can be used to provide semantic search in

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Section: Principle 3: Develop and Use Patterns!mentioning

confidence: 99%

Principles for Knowledge Engineering on the Web

Schreiber

2008

Lecture Notes in Computer Science

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“…Our work focuses on acquisition systems for capturing complex problem-solving knowledge or procedural knowledge rather than systems for capturing factual knowledge such as concepts, relations and instances (Denny, 2002;Eriksson et al, 1995;Sure et al, 2002). Also, we concentrate on interactive knowledge authoring systems, rather than systems that make use of examples and generalize them into a task representation such as programming by demonstration and learning apprentices (Cypher, 1993;Mitchell et al, 1985).…”

Section: Introductionmentioning

confidence: 99%

Incorporating tutoring principles into interactive knowledge acquisition

Kim¹,

Gil²

2007

International Journal of Human-Computer Studies

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This paper argues that interactive knowledge acquisition systems would benefit from a tighter and more thorough incorporation of tutoring and learning principles. Current acquisition systems learn from users in a passive manner, and could instead be designed to incorporate the proactive capabilities that one expects of a good student. We first describe our analysis of the literature on teacher-student interaction and present a compilation of tutoring and learning principles that are relevant to interactive knowledge acquisition systems. We then point out what tutoring and learning principles have been used to date in the acquisition literature, though unintentionally and implicitly, and discuss how a more thorough and explicit representation of these principles would help improve how computers learn from users. We present our design and an initial implementation of an acquisition dialogue system called SLICK that represents acquisition principles and goals explicitly and declaratively, making the system actively reason about various acquisition tasks and generate its interactions dynamically. Finally, we discuss promising directions in designing acquisition systems by structuring interactions with users according to tutoring and learning principles.

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“…Most current knowledge engineering frameworks consider a notion of a Problem-Solving Method (PSM) that converged from a number of different approaches (Generic Tasks [Chandrasekaran, Johnson, and Smith, 1992], CommonKADS [Schreiber et al, 1994], Method-to-Task Approach [Eriksson et al, 1995], Components of Expertise [Steels, 1990], GDM [Terpstra et al, 1993], MIKE [Angele, Fensel, and Studer, 1996]). A PSM is a knowledge level description of a problem-oriented, but domainindependent reasoning strategy.…”

Section: Introductionmentioning

confidence: 99%

Reuse of problem-solving methods and family resemblances

Perkuhn

1997

Knowledge Acquisition, Modeling and Management

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In the last years a common notion of a Problem-Solving Method (PSM) emerged from different knowledge engineering frameworks. As a generic description of the dynamic behaviour of knowledge based systems PSMs are favored subjects of reuse. Up to now, most investigations on the reuse of PSMs focus on static features and methods as objects of reuse. By this, they ignore a lot of information of how the PSM was developed that is, in principle, entailed in the different parts of a conceptual model of a PSM. In this paper the information of the different parts of PSMs is reconsidered from a reuse process point of view. A framework for generalized problem-solving methods is presented that describes the structure of a category of methods based on family resemblances. These generalized methods can be used to structure libraries of PSMs and -in the process of reuse -as a means to derive an incarnation, i.e. a member of its family of PSMs. For illustrating the ideas, the approach is applied to the task rsp. problem type of parametric design.

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Task modeling with reusable problem-solving methods

Cited by 105 publications

References 28 publications

Principles for Knowledge Engineering on the Web

Principles for Knowledge Engineering on the Web

Incorporating tutoring principles into interactive knowledge acquisition

Reuse of problem-solving methods and family resemblances

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