The Knowledge Manifold

web-site: http://kmr.nada.kth.se

Speaker: Ambjörn Naeve

an educational architecture that supports inquiry-based customizable forms of e-learning

Centre for user-oriented IT-Design (CID)

CID is a competence centre at KTH that provides an interdisciplinary environment for applied research on design of human-computer interaction.

CID is engaged in 4 different areas of research:

• Connected Communities (Digital Worlds).

• Interactive Learning Environments.

• New forms of Interaction.

• User orientation.

Fundamental principles of the KM architecture

• Nobody can teach you anything. A good teacher can inspire you to learn.

• Your learning is enhanced by taking control of your own learning process.

• Your learning motivation is based on the experience of subject exitement and faith in your learning capacity from a live teacher.

• No ”problematic” questions can be answered in an automated way. • Respect for ignorance can only be upheld when the ignorant person is uneducated.

A traditional educational design pattern

(Tenured Preacher / Learner Duty)

School Duties

Course

Preacher

PrisonerEmployee

Teacher Learner

Life-longteaching:

Minimallearning efforts

Security

Doing time in return fora degree

Pupil

Confinement

Tenure

Agent 007with a rightto kill interest

* *

An emerging educational design pattern

(Requested Preacher / Learner Rights)

School Rights

Resource Seeker

Learner

Student

Knowledge

Life-longTeacher

Consultant

learning:

Pedagogical

Interest

Developingyour interests

Requestedteaching:

You teach as longas somebody is learning

Course

* *

A Knowledge Manifold

• is designed in a way that reflects a strong effort to comply with emerging international IT standards.

• can be regarded as a Knowledge Patchwork, with a number of linked Knowledge Patches, each with its own Knowledge Gardener.

• gives the users the opportunity to ask questions and search for live certified Knowledge Sources.

• has access to distributed archives of resource components.

A Knowledge Manifold (cont.)

• allows teachers to compose components and construct customized learning environments.

• makes use of conceptual modeling to support the separation of content from context.

• contains a conceptual exploration tool (concept browser) that supports these principles.

Resource Components / Learning Modules

Learning Environment

Learning Module

What to Teach

Resource Component* *

What to Learn

separating connecting

from with

through

Multiple Narration Component Composition

through

The seven different knowledge roles

• The knowledge cartographer

• The knowledge composer

• The knowledge librarian

• The knowledge coach

• The knowledge preacher

• The knowledge plumber

• The knowledge mentor

QBL: the 3 performing knowledge roles

Preacher

Knowledge

Coach Plumber

Master Gardener Broker

you teachas longas somebodyis learning

you assistin developingeach indiduallearning strategy

you findsomeoneto discussthe question

´ ´ ´

QBL: 3 dimensions of the knowledge role (cont)

Source Strategist Opportunist

Knowledge

fascination methodology opportunity

qualitymeasured bygiven answers

qualitymeasured bylost questions

qualitymeasured byraised questions

Taking a walk in the Garden of Knowledge

What follows are some snapshots from the first KM prototype called the Garden of Knowledge.

The prototype is available on CD-rom and part of it is accessible on the web at the address: http://cid.nada.kth.se/il/kt/ktproto

This prototype was developed at CID during 1996/97 in collaboration with the Royal College of Music and the Shift New Media Group.

The program focuses on symmetry in order to illuminate some of the structural connections between mathematics and music.

The entrance to the Garden of Knowledge

The overall subject patchClicking ”geometri” opens the geometry patch.

Browsing the geometry patchClicking the left margin returns to the overall subject patch.

Pointing to ”symmetri” produces a definitionSymmetry = invariance under motion.

Clicking ”symmetri” opens a new sublevelPointing to ”rosetter” shows preview of content.

Pointing to ”band” shows preview of content

Clicking ”band” opens a new sublevel

Clicking ”make your own bands” brings up a toolwhich lets you create bands according to the 7 different symmetry types.

Ongoing Knowledge Manifold projects at CID

e-Learning e-Commerce

ArchivesPortfoliosEnvironments

e-Standards

Research Partner

Wallenberg GlobalLearning Network

Stanford-LL

Academic

L3S

e-Accessibility

IMS / RDF

ISO / WG36CyberMath

ConceptualMath-modeling

MathematicsExploratorium

Microsoft WorldCom

HewlettPackard

Industrial

WebGiro

CEN/ISSS/WS/ECElectronic CommerceIntegration Meta-Framework

Accessing thePrinted Word

FMLS

HI

Swedish Learning Lab

VWE

Emerging Knowledge Manifold projects at CID

WGLN

e-Learning e-Commerce e-Administration

Research PartnerAcademic

Personalized Access toDistributed Learning Resources

Administrative

e-Accessibility

e-Europe

User-oriented Mathematics Learning Environment

ethical Multi-lingualUpper LevelElectronicCommerceOntology

Edutella

Mathemagic

MathematicalCourselets

National Research Schoolin Mathematical Didactics

L3S SLL

AuthorityHandbook

24/7/365Authority

ÖCB

VINNOVA...UKLA

STEM

Structure of today’s math education system

Closed layered architecture based on:

• lack of subject understanding in the early layers.

• minimization of teaching duties in the final layers.

• life long teaching with:

• curricular-oriented ”knowledge pushing”.

Problems with today’s math education

It does not:

• promote understanding.

• support personalization.

• integrate mathematics with human culture.

• stimulate interest.

• integrate abstractions with applications.

• support transition between the different layers.

Possibilities for improving math education

• visualizing the concepts.

• interacting with the formulas.

• using ICT to increase the ”cognitive contact” by:

• personalizing the presentation.

Promoting life-long learning based on interest by:

• improving the narrative by:

• showing before proving.

• focusing on the evolutional history.

• routing the questions to live resources.

• proving only when the need is evident.

Ongoing mathematical KM work at CID

• Dynamically uploadable math component archives

• Interactive geometrical constructions with PDB

• Interacting with mathematical formulas

• CyberMath: a shared 3D ILE for exploring math

• using LiveGraphics3D / Graphing Calculator

• Virtual Mathematics Exploratorium with Conzilla

Virtual Mathematics Exploratorium-1

Virtual Mathematics Exploratorium-2

Virtual Mathematics Exploratorium-3

CyberMath: The Virtual Museum Mode

CyberMath: The Solar Energy Exhibit

References• Naeve, A., The Garden of Knowledge as a Knowledge Manifold - a conceptual framework for computer supported subjective education, CID-17, KTH, 1997.

• Naeve, A., Conceptual Navigation and Multiple Scale Narration in a Knowledge Manifold, CID-52, KTH, 1999.

• Nilsson, M. & Palmér M., Conzilla - Towards a Concept Browser, (CID-53), KTH, 1999.

• Nilsson, M., The Conzilla design - the definitive reference, CID/NADAKTH, 2000.

• Naeve, A., The Concept Browser, a New Form of Knowledge Management Tool, Proc. of the 2:nd european conference on Web Based Learning Environments (WBLE-2001), Lund, Sweden, Oct. 24-26, 2001.

• Naeve, A., The Knowledge Manifold – an educational architecture that supports inquiry based customizable forms of e-learning, WBLE-2001.

[ Reports are available in pdf at http://cid.nada.kth.se/il ]

• Naeve, A. & Nilsson, M. & Palmér, M., The Conceptual Web - Our Research Vision, Proceedings of the First Semantic Web Working Symposium, Stanford, July 30 - Aug 2, 2001.

• Naeve, A. & Nilsson, M. & Palmér, M., E-learning in the Semantic Age, WBLE-2001.

References (cont)

• Taxén G., & Naeve, A. CyberMath - A Shared 3D Virtual Environment for Exploring Mathematics,presented within Course-31, Geometric Algebra, Siggraph 2000, New Orleans, July 2000.

• Taxén G., & Naeve, A. CyberMath - A Shared 3D Virtual Environment for Exploring Mathematics,the 20:th ICDE world conference, Düsseldorf, April 2001, on Compact Disc.

References (cont)

• Taxén G., & Naeve, A. CyberMath - Exploring Open Issues in VR-based Learning,SIGGRAPH 2001, Educators Program, SIGGRAPH 2001 Conference Abstracts and Applications, pp. 49-51.

[ Quicktime demos of lectures in CyberMath are available at http://cid.nada.kth.se/il ]