operationalizing dialogue games for collaborative modelling - hoppenbrouwers
DESCRIPTION
Presentation for the MoRoCo '13 workshop at ECSCW 2013; "Models and their Role in Collaboration".TRANSCRIPT
* Thank you:
Jan Pieter Zwart, HAN UAS
Jan Vogels, Radboud University Nijmegen
Rob Thijssen, Radboud University Nijmegen / Moxx
* Outline
The challenge of model elicitation
Modelling as a dialogue
Gamification and Dialogue games
A prototype DG for FCO-IM conceptualisation
* The challenge of model elicitation
* Immediate research goal
How can we make elicitation/modeling
procedures easier and more accessible while
maintaining a systematic and efficient
approach?
How to operationally capture and shape
expert knowledge on model elicitation?
I‟m not claiming I have the answer, but here‟s my 5 ct
•Most experts have gotten the hang of elicitation
and most of them successfully wing it –which is
great
• Yet most novice modelers have substantial trouble
in effectively handling a systematic, goal-driven
elicitation/modelling process
• Is “throwing them in at the deep end” a
satisfactory approach to instructing/
supporting elicitors?
Modelling as a Dialogue
The Basic Idea
Every collaboratively created model is the
result of a dialogue, that could be logged; the
model reflects the dialogue
Every change in the model implies a
proposition, for example “I propose to add the
concept/object student”.
Every proposition can then be discussed:
argued for/against, accepted/rejected, asked
about, …
Theory: conversation view onCollaborative Modelling sessions
* RIM model: Rules, Interactions, Models
Rules Interactions
Models
(propositions)
Log
But what are the rules of such
„games‟, and what are successful
tactics/strategies?
Dialogue Games
Theoretical roots in Wittgenstein‟s „language
games‟ and in Argumentation Theory
InterLocoperationalization: “Structured
Chats”
Opener mechanism: e.g. “I disagree with this
because …”
Example in System Dynamics modelling
context
Further issues, however:
How to break this down into
manageable, playable, focused sub-parts?
How to keep an overview?
How to actively support contextualized
questioning and answering (Prompting!)?
This has led to the current “Dialogue game
Setup” (admittedly, still experimental…)
Generic in nature, details aimed at FCO-IM
conceptualisation phase
A Dialogue Game for FCO-IM conceptualization
(Mickey Mouse example; sorry)
* FCO-IM example (without constraints)
Dialogue Game Setup
Word processor, editor/verbalizer
Could also be paper, whiteboard
Structured chat device
But normal, f2f conversation also possible
Roles: facilitator, participant(s)
Game structure (sub-activities; flow)
Evolving „Mission List‟
Structured openers (context sensitive)
Mission List
Create FCO-IM model of “student project” domain
– Concept “Project” [+]
– Concept “Student” [+]
– Concept “Mentorship” [+]
• Get 4 examples of “Mentorship”
• Get elementary fact
• Get identifier
• Get LTL-FTE (label expression)
• Get OTL-FTE (object expression)
• OPTIONAL: identify uniqueness constraint (UC)
• OPTIONAL: identify totality constraint (TC)
• Draw part of the Information Grammar Diagram
• Validate drawn Information Grammar Diagram and repository information
– Concept “Mentor” [+]
Opener fragments
Could you give a meaningful name for this <type concept>?
For instance, Fido is a Dog; Mercedes Benz is a Car Brand.
(Elicits a meaningful type name for an object, label or fact type)
How are <object>s identified?
For example, a ‘Dutch Citizen’ has a name but also a unique
Citizen Service Number
(Elicits an identifier for a concept)
How do you distinguish between <object>s in your
communication?
(Auxiliary question for eliciting an identifier for a concept)
Can there be two <object>s with the same <identifier>?
(Validates the uniqueness of an identifier)
Example (1/9): mission list
Create FCO-IM model of “student project” domain
– Concept “Project” [+]
– Concept “Student” [+]
– Concept “Mentorship” [+]
– Concept “Mentor” [+]
Example (2/9): adding the template steps
Create FCO-IM model of “student project” domain
– Concept “Project” [+]
– Concept “Student” [+]
– Concept “Mentorship” [+]
• Get 4 examples of “Mentorship”
• Get elementary fact
• Get identifier
• Get LTL-FTE (label expression)
• Get OTL-FTE (object expression)
• OPTIONAL: identify uniqueness constraint (UC)
• OPTIONAL: identify totality constraint (TC)
• Draw part of the Information Grammar Diagram
• Validate drawn Information Grammar Diagram and repository information
– Concept “Mentor” [+]
Example (3/9): selecting a question
Options:
Could you give four examples of mentorships?
How do you distinguish one mentor from another in the
administration?
…
Example (4/9): the answer
Could you give four examples of mentorships?
The mentor of John Doe is JPZ
The mentor of Jane Doe is HOP
The mentor of Jack Frost is HOP
The mentor of Britney Spears is BAK
Example (5/9): mission list
Create FCO-IM model of “student project” domain
– Concept “Project” [+]
– Concept “Student” [+]
– Concept “Mentorship” [+]
• Get 4 examples of “Mentorship”
• Get elementary fact
• Get identifier
• Get LTL-FTE (label expression)
• Get OTL-FTE (object expression)
• OPTIONAL: identify uniqueness constraint (UC)
• OPTIONAL: identify totality constraint (TC)
• Draw part of the Information Grammar Diagram
• Validate drawn Information Grammar Diagram and repository information
– Concept “Mentor” [+]
Example (6/9): get elementary fact and label types
So this is what we get for “mentorship” :
The mentor of John Doe is JPZ
“ Jane Doe “ HOP
“ Jack Frost “ HOP
“ Britney Spears “ BAK
What do you call the John/Jane/Jack/Britney thing?
It‟s the student
And the JPZ/HOP/HOP/BAK thing?
It‟s the student‟s mentor
Example (7/9): mission list
Create FCO-IM model of “student project” domain
– Concept “Project” [+]
– Concept “Student” [+]
– Concept “Mentorship” [+]
• Get 4 examples of “Mentorship”
• Get elementary fact
• Get identifier
• Get LTL-FTE (label expression)
• Get OTL-FTE (object expression)
• OPTIONAL: identify uniqueness constraint (UC)
• OPTIONAL: identify totality constraint (TC)
• Draw part of the Information Grammar Diagram
• Validate drawn Information Grammar Diagram and repository information
– Concept “Mentor” [+]
Example (8/9): get the identifier for Mentor
How do you distinguish one mentor from another in the
administration?
By a three letter teacher code (like BAK)
Example (9/9): mission list
Create FCO-IM model of “student project” domain
– Concept “Project” [+]
– Concept “Student” [+]
– Concept “Mentorship” [+]
• Get 4 examples of “Mentorship”
• Get elementary fact
• Get identifier
• Get LTL-FTE (label expression)
• Get OTL-FTE (object expression)
• OPTIONAL: identify uniqueness constraint (UC)
• OPTIONAL: identify totality constraint (TC)
• Draw part of the Information Grammar Diagram
• Validate drawn Information Grammar Diagram and repository information
– Concept “Mentor” [+]
Diagram/verbalization example
* Some more questions and answers
How is your work different from other
work in the field? Connection to others
in workshop?
What does it add to the area of
collaborative usage and development
of models?
What is controversial about your
work? What should we discuss about
it?