Targeted knowledge: interaction and rich user experience towards a scholarly communication that "lets"

Pescarmona, GianPiero and Giglia, Elena Targeted knowledge: interaction and rich user experience towards a scholarly communication that "lets"., 2009 . In ELPUB 2009 International Conference on Electronic Publishing, Milano (Italy), 17-19 June 2009. [Conference paper]

[img]
Preview
 PDF
ELPUB2009_GPE_finale.pdf
Download (485kB) | Preview

English abstract

All living systems share many properties including hardly predictable behaviours, due to the differences between individuals and the chaos in natural environments. The reductionist approach to the interpretation of these phenomena suffers from the oversimplification of the factors involved in the quest of universal “scientific” explanations. The validation of scientific paradigms is based on the consensus of leading groups that decide what is true and what is not. That means that all events - not only conflicting opinions but also conflicting raw data - not fitting with the scientific official truth were never published, and that supported indirectly the correctness of the experts’ choice. With the advent of Web 2.0 and the freedom of publishing, the number of these not fitting events has dramatically increased. Yesterday, data were supplied to the reader with the interpretation. Now the reader has to afford in each field a huge amount of data and opinions. Extracting from the garbage the information you need requires a strategy. Strategy is a science by itself. In the specific case of knowledge the first step is to define knowledge. The aim of life sciences, medicine, social sciences is to modify the reality when it is no longer sustainable, whatever it could mean in every single situation. I have to know how my system works to modify it. Knowledge is the information that allows me to succeed in my tasks. Tasks must have an assessable target. All information useful and therefore processed to attain the target will be “targeted knowledge”. Information can be selected on the basis of their congruence with the rules internal to the system. In Web 2.0 we found proper tools to test this approach. We implemented a web application - whose aim is an easier identification of the molecular basis of the diseases - structured in Rules, Reports, Items, Pathways and Tools referring and linking one another. The use of tags allows and fosters a free and personal use of information to create original knowledge. Users can follow and open innovative paths each time answering a different question, re-combining the fitting information. Our application is an example of advanced Problem Solving: the patient as a whole, not as a single symptom, has to be understood as a part of the living world (Gaia, with its rules) whose components (Items, Pathways) are described in their multiple roles and connections. The Web allows easy access to information, the program allows the network creation, the Rules drive the selection of the information and become more and more stable the more they evolutionary adapt to the reality. Something like the DNA, carrying sequences millions years old in an ever changing world.

Item type: Conference paper
Keywords: scholarly communication, learning 2.0, e-learning
Subjects: B. Information use and sociology of information > BG. Information dissemination and diffusion.
Depositing user: Elena Giglia
Date deposited: 07 Feb 2010
Last modified: 02 Oct 2014 12:16
URI: http://hdl.handle.net/10760/14241

References

[1] WILLBANKS, J. The future of science. Speech, in Open Access and research conference 2008, Brisbane, 24-25 Sept. 2008. Available at http://www.oaklaw.qut.edu.au/files/Wilbanks.pdf.

[2] CLARKE, R. Business models to support content commons. Script-ed, 4 (1), Mar. 2007. Available at http://www.law.ed.ac.uk/ahrc/script-ed/vol4-1/clarke.asp.

[3] SUBER, P. Open access and the last-mile problem for knowledge. SPARC Open Access Newsletter, Jul. 2008. Available at http://www.earlham.edu/~peters/fos/newsletter/07-02-08.htm.

[4] BROWN JS., ADLER RP. Minds on Fire: Open Education, the Long Tail, and Learning 2.0. EDUCAUSE Review, 43 (1), Jan.-Feb. 2008, p. 16–32. Available at http://tinyurl.com/ckg7us .

[5] SHIRKY, C. Here comes everybody. The power of organizing without organizations. New York : Penguin, 2008.

[6] LEWIN, R. Complexity: life at the edge of chaos. New York : Macmillan, 1992.

[7] POPPER K. The logic of scientific discovery. London : Hutchinson, 1959.

[8] IOANNIDIS, JPA. Concentration of the most cited papers in the scientific literature: analysis of journal ecosystems, PLoS ONE, 1 (1), 2006, e:5. Available at http://www.plosone.org/article/info%3Adoi%2F10.1371%2Fjournal.pone.0000005.

[9] YOUNG NS; et al. Why Current Publication Practices May Distort Science. PLoS Medicine 5 (10), 2008, e201. Available at http://www.plosmedicine.org/article/info%3Adoi%2F10.1371%2Fjournal.pmed.0050201.

[10] YOUNG NS; et al. Why Current Publication Practices May Distort Science. PLoS Medicine 5 (10), 2008, e201. Available at http://www.plosmedicine.org/article/info%3Adoi%2F10.1371%2Fjournal.pmed.0050201.

[11] YOUNG NS; et al. Why Current Publication Practices May Distort Science. PLoS Medicine 5 (10), 2008, e201. Available at http://www.plosmedicine.org/article/info%3Adoi%2F10.1371%2Fjournal.pmed.0050201; IOANNIDIS, JPA. Journals should publish all "null" results and should sparingly publish "positive" results. Cancer Epidemiology Biomarkers & Prevention, 15, 2006, p. 186. Available at http://tinyurl.com/ddnj3a.

[12] HESMONDHALGH, D. Cultural Industries, London: Sage, 2007.

[13] WIKIPEDIA. Scott Reuben. Available at http://en.wikipedia.org/wiki/Scott_Reuben.

[14] SARAMAGO, J. O homem duplicado. Lisboa : Caminho, 2003. Cited in IOANNIDIS, JPA. Concentration of the most cited papers in the scientific literature: analysis of journal ecosystems, PLoS ONE, 1 (1), 2006, e:5. Available at http://www.plosone.org/article/info%3Adoi%2F10.1371%2Fjournal.pone.0000005.

[15] RZHETSKY A; et al. Microparadigms: Chains of collective reasoning in publications about molecular interactions. Proceedings National Academies of Sciences USA, 103, 2007, p. 4940–4945. Available at http://www.pnas.org/content/103/13/4940.full?ck=nck.

[16] SIERRA, K. The best thing about Web 2.0. Blog post, Creating passionate users blog, Oct. 11, 2005. Available at http://tinyurl.com/94rbm; JENNINGS, D. e-learning 2.0, whatever that is. Blog post, DJ Alchemi, 18 Dec. 2005. Available at http://alchemi.co.uk/archives/ele/elearning_20_wh.html

[17] O’REILLY T. Web 2.0 meme map. Available at http://www.oreillynet.com/pub/a/oreilly/tim/news/2005/09/30/what-is-web-20.html?page=1.

[18] Available respectively at http://arancia.diff.org/ and http://flipper.diff.org/app/. The name is a mix between the pessimism of the idea of the Pinball – how free are our choices as a descending ball? – and the hope of the Cloud, its chaotic behaviour, its lightness.

[19] DEWEY, J. How we think. a restatement of the relation of reflective thinking to the educative process (Rev. ed.), Boston, MA : D. C. Heath, 1933.

[20] DOWNES, S. E-learning 2.0. E-learn Magazine, 17 Oct 2005. Available at http://www.elearnmag.org/subpage.cfm?section=articles&article=29-1; MULDER, F. Bringing a global movement on Open Educational Resources in a new, European, learner-centered mode. EADTU Conference, Tallinn, Nov. 2006. Available at http://tinyurl.com/cmo959.

[21] ROSEN A. Technology trends: e-learning 2.0. Learning solutions, 9 Oct. 2006. Available at http://www.readygo.com/e-learning-2.0.pdf; JISC. Next generation environments: understanding needs, unravelling complexities and applying practices. Papers form the Users and Innovation Programme Conference - JISC, Apr. 2008. Available at http://www.jisc.ac.uk/publications/publications/nextgenerationconference08proceedings.aspx; ANDERSON P. What is Web 2.0? Ideas, technologies and implications for education. JISC Technology and Standards Watch, Feb 2007. Available at

http://www.jisc.ac.uk/media/documents/techwatch/tsw0701b.pdf.

[22] BROWN JS., ADLER RP. Minds on Fire: Open Education, the Long Tail, and Learning 2.0. EDUCAUSE Review, 43 (1), Jan.-Feb. 2008, p. 16–32. Available at http://tinyurl.com/ckg7us.

[23] MIT Open Course Ware. Available at http://ocw.mit.edu/OcwWeb/web/home/home/index.htm; OER. Open Educational Resources. Available at http://www.oercommons.org/.

[24] ROBB, P; et al. Collaborative e-learning in the Life Sciences (CeLLS project). JISC Report, Oct. 2007. Available at http://www.jisc.ac.uk/publications/publications/sfcbookletcells.aspx.

[25] Available at http://www.flatworldknowledge.com/.; GRAY E; et al. Opening scholarship: strategies for integrating open access and open education, in CHAN, L, MORNATI S. ed. ELPUB2008. Open Scholarship: Authority, Community, and Sustainability in the Age of Web 2.0 - Proceedings of the 12th International Conference on Electronic Publishing held in Toronto, Canada 25-27 June 2008, p. 435. Available at http://elpub.scix.net/data/works/att/435_elpub2008.content.pdf.

[26] NUCCI, M; et al. A Semantic Web Powered Distributed Digital Library System, CHAN, L, MORNATI S. ed. ELPUB2008. Open Scholarship: Authority, Community, and Sustainability in the Age of Web 2.0 - Proceedings of the 12th International Conference on Electronic Publishing held in Toronto, Canada 25-27 June 2008, p. 130-139. Available at http://elpub.scix.net/data/works/att/130_elpub2008.content.pdf )

[27] SIEMENS, G. Connectivism: a learning theory for the digital age. Blog post, E-learn space, 12 Dec 2004. Available at http://www.elearnspace.org/Articles/connectivism.htm.

[28] PRENSKY, M. Digital natives, digital immigrants. On the Horizon, 9 (5), Oct. 2001, p. Available at http://tinyurl.com/ypgvf; MCDONALD, R, THOMAS, C. Disconnects between library culture and millennial generation values. EDUCAUSE Quarterly, 29 (4), 2006. Available at http://tinyurl.com/cu8zo; LIPPINCOTT, J. Next generation students and libraries, in OBLINGER D; et al. Educating the next generation, EDUCAUSE e-book, 2005, e:13.1-13.15. Available at http://www.educause.edu/NetGenerationStudentsandLibraries/6067.

[29] DALSGAARD, C. Social software: e-learning beyond learning management systems. European Journal of Open, Distance and E-learning, 12 Jul 2006. Available at http://www.eurodl.org/materials/contrib/2006/Christian_Dalsgaard.htm

[30] LEVINE, A. The word is out. Small technologies loosely joined – NMC 2004. Blog post, Cogdogblog, 2 Jun 2004. Available at http://cogdogblog.com/2004/06/02/the-word/.

[31] The original phrase "Think Global, Act Local" first appears in the book The Evolution of Cities (1915) by Scots Planner and social activist Patrick Geddes; http://en.wikipedia.org/wiki/Think_Globally,_Act_Locally.

[32] LOVELOCK, JE, MARGULIS, L. Atmospheric homeostasis by and for the biosphere- The Gaia hypothesis. Tellus, 26 (1), 1974, p. 2–10.

[33] PESCARMONA GP. The life context: cells, nutrients and signals, in CONDAT CA., BARUZZI A. Recent Research Development in Biophysical Chemistry. Trivandrum : Research Signpost, 2002, p. 69-90. Available at http://flipper.diff.org/static/files/1517/The_life_context_2002.pdf.

[34] Reactome - a curated knowledgebase of biological pathways. Available at http://www.genomeknowledge.org/; Nature Pathway Interaction Database. Available at http://pid.nci.nih.gov/browse_pathways.shtml#NCI-Nature.

[35] PELEG, M; et al. Using Petri Net Tools to Study Properties and Dynamics of Biological Systems. Journal of the American Medical Informatics Association, 12 (2), Mar-Apr.2005, p. 181-199. Available at http://mis.hevra.haifa.ac.il/~morpeleg/pubs/PetriNetJAMIA.pdf.

[36] SCALERANDI M; et al. Local interaction simulation approach for the response of the vascular system to metabolic changes of cell behaviour, Phys Rev E Stat Phys Plasmas Fluids Relat Interdiscip Topics, 63:11901-11910, 2001.

[37] SACKETT, DL. Evidence based medicine: what it is and what it isn’t. British Medical Journal, 312, 13 Jan 1996, p.71-72. Available at http://www.bmj.com/cgi/content/full/312/7023/71.

[38] PESCARMONA GP, et al. The Pinball Machine and the Cloud: Using Rules to move from Information to Knowledge, Third Italian IA Summit, Forlì, 20-21 Feb. 2009. Available at http://flipper.diff.org/static/files/1647/Pescarmona_IIAS_2009_pdf.pdf; and PESCARMONA, GP [33].

[39] WARTENA C, BRUSSEE, R. Instanced based mapping between Thesauri and folksonomies, Lecture notes in computer science, 5318 (2008), p. 356-370.

[40] Available at http://flipper.diff.org/app/rules/info/72.


Downloads

Downloads per month over past year

Actions (login required)

View Item View Item
Contact us
Send email Sponsors
Sponsor: AIMS Sponsor: D&P Sponsor: UniNa CAB Get connected
Facebook Facebook Twitter Twitter Linkedin LinkedIn RSS RSS