Glossary 
Glossary |
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| There are 23 entries in the glossary. | |
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| Term | Definition |
| Acceptability | Acceptability of a system is a combination of social and practical acceptability. Social acceptability [refers to] \"whether the product will be used in the real world\" Practical acceptability [includes] usability , but also reliability, compatibility, utility.(J.Nielsen) |
| Community of practice | “Communities of practice are groups of people who share a concern or a passion for something they do and learn how to do it better as they interact regularly”. “Because its constituent terms specify each other, the term “community of practice” should be viewed as a unit” (Wenger,1998,p72). “communities of practice” have three dimensions: mutual engagement, joint enterprise, and a shared repertoire of actions, discourses, tools”. To become even a peripheral member of a community of practice, one must do some learning along [these] three dimensions” (Wenger,1998,p73). “The duality of participation and reification … is a fundamental of the constitution of communities of practice, of their evolution over time … of the identities of participants” (Wenger,1998,p65). |
| Corporate Memory | See Organizational Memory |
| Corporate semantic Web | Semantic web at the scale of a limited organization (e.g. a company, an institution, a community). It is composed of resources, ontologies and ontology-based semantic annotations. (Dieng-Kuntz et al, 2001) |
| Knowing in practice | “Knowledge is not just a matter of our own experiences of meaning or even our own regime of competence. It is also a matter of the positions of our practices with respect to the broader historical, social and institutional discourses and styles (Wenger,1998,p141) |
| Knowledge elicitation | Process of eliciting (i.e. getting, obtaining) knowledge of a domain specialist through some form of direct interaction with persons (Schreiber et al, 1999). Numerous elicitation techniques can be used in this purpose: (structured, unstructured or semi-structured) interviews, observations, protocol analysis, questionnaires, introspection, retrospective verbalizations, introspection, repertory grids, Oz wizard technique, collective elicitation protocols, etc. |
| Knowledge management | Management of activities and processes aimed at amplifying the use and creation of knowledge on an organization with two complementary aims: a “patrimonial” objective and a durable innovation objective; these objectives are underlined by their economic, strategic, organizational, socio-cultural and technological dimensions. (Grundstein, 2004). Management of knowledge resources of an organization in order to ease: • access, sharing, reuse of this knowledge (that can be explicit or tacit, individual or collective), with an objective of capitalization • creation of new knowledge, with an objective of innovation. (Dieng-Kuntz). |
| Knowledge sharing and reuse | Capability to share knowledge resources among members of an organization / a community and to reuse knowledge underlying such resources. This capability can be extended to privileged partners of the organization (customers, providers, collaborating partners, etc.). |
| Learning in practice | The kind of social theory of learning proposed by Wenger integrates “the components necessary to characterise social participation as a process of learning and knowing”. These components include: “meaning, practice, community, identity” (Wenger,1998,p4). “Learning in this sense is not a separate activity” (Wenger,1998,p8). “knowing involves … active participation in social communities” (Wenger, 1998,p10]. “Learning is the engine of practice, and practice is the history of that learning”(Wenger,1998,p96). |
| Metadata | Data on data:. Semantic Web metadata are data on Web resources and are often called semantic annotations since they rely on ontologies and aim at representing underlying meaning of these resources, or additional information about these resources (even non included in the resource itself). |
| Ontology (in KE community) | Explicit specification of a conceptualization according to (Gruber, 1993). Formal specification of a shared conceptualization according to (Borst, 1997) formal, explicit specification of a shared conceptualization of a domain of interest according to (Handschuh et al, 2001) that thus gathers the definitions of (Gruber, 1993) and (Borst, 1997); Logical theory which gives an explicit, partial account of a conceptualization (Guarino & Giaretta, 1995). In KM context, ontologies enable to describe conceptual vocabulary shared by a community in an organization (Dieng et al, 2001). Ontologies aim to capture consensual knowledge in a generic way, and they may be reused and shared across applications and by groups of people (Gómez Pérez et al, 2004). |
| Organizational Memory | «explicit, disembodied, persistent representation of knowledge and information in an organization» (van Heijst et al, 1996) . For example, it may include knowledge on products, production processes, clients, marketing strategies, financial results, plans and strategic goals, etc. «explicit and persistent materialization of crucial knowledge and information of an organization in order to ease their access, sharing out and reuse of the members of the organization in their individual and collective tasks» (Dieng et al, 2001). «the collective data and knowledge resources of a company including project experiences, problem solving expertise, design rationale, etc» (Nagendra Prasad & Plaza, 1996): it may include databases, electronic documents, reports, product requirements, design rationale, etc. |
| Organizational Semantic We | See Corporate semantic Web |
| PALETTE | Pedagogically sustained Adaptive Learning through the Exploitation of Tacit and Explicit Knowledge |
| Participation | “Participation refers to a process of taking part and also to the relations with others that reflect this process; it suggests both action and connection”. “Participation is a source of identity”, “Participation is both personal and social” (Wenger,1998,p55). |
| Participatory Design | “is an approach to the assessment, design, and development of technological and organizational systems that places a premium on the active involvement of workplace practitioners (usually potential or current users of the system) in design and decision-making processes” (CPSR association). “Active involvement” should be understood here as participation according to the definition above. “The traditional practice of participatory design is a collaborative approach to design”. “Historically, democratic values have only been partially considered in the systems design process [while] the main focus has been on technical and economic factors”. |
| Pedagogical scenario | “A pedagogical scenario … is a global process through which a tutored learning activity … will take place. A scenario will include at least a definition of the pedagogical objectives, the pedagogical themes or contents, a description of student’s tasks, a schedule, a set of resources and assessment conditions”. “A pedagogical scenario is not an isolated self-focused system but takes place within an institutional context and more generally a socio-economic environment” (Project Minerva-Recre@sup, Daele, Brassard, 2001) |
| Portal | Central entry point and infrastructure for enabling members of an organization/a community to share and exchange information via a web-based interface. A portal can be internal (intended to the members of the organization) or external (aimed at the organization customers, partners, etc.). A semantic portal relies on an ontology-driven approach for semantic browsing, semantic querying, or semantic integration of the content (such as business content, corporate memory, etc). |
| Practice | A way of doing something, the pattern of which is reproduced in a social context [ie work] according to certain rules. A recurrent rule-governed behaviour. Practice is always performed in “a historical and social context that gives structure and meaning to what we do” (Wenger,1998,p47). It is framed by “knowledge resources (formal, explicit and technical, on the one hand, informal, tacit, social, cultural and discursive on the other) that are produced and accessed metaphorically as rules” (Blackler 95, Bereiter and Scardemalia 93). |
| Reification | “Giving form to our experience by producing objects” COPs produce abstractions, tools, symbols, stories, terms, concepts that reify something of that practice. “Reification also shapes our experience”. “Reification can refers both to a process and its products” (Wenger,1998, p58). |
| Semantic Annotations | Ontology-based metadata on a Web resource: they may either correspond to the semantics underlying the resource or to information not contained in the resource. Semantic annotations can correspond to instances of concepts or of relations of ontology. The process of semantic annotation aims to transform a human-understandable content into a machine-understandable content. |
| Semantic Web | Web: where the semantic contents of Web resources is made understandable not only by humans but also by programs, for a better cooperation among humans and machines (Tim Berners-Lee). |
| Usability | Usability is the effectiveness, efficiency and satisfaction with which users achieve specific goals in particular environments (J.Nielsen). More concretely \"Usability is that quality of a system that makes it easy to learn, easy to use and encourages the user to regard the system as a positive help in getting the job done\". (georgetown.edu) These views are complemented by the contextually-oriented view, that usability of a product is a function of the particular user or class of users being studied, the task they perform, and environment in which they work (Bevan and al) Usability can also refer to the methods of measuring usability and, the study of principles that may predict whether an object is found usable in practice. (wikipedia.org) |
| Glossary V2.0 | |