-
Baião Salgado Silva, G.; Lima, G.Â. Borém de Oliveira: Using topic maps in establishing compatibility of semantically structured hypertext contents (2012)
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- Abstract
- Considering the characteristics of hypertext systems and problems such as cognitive overload and the disorientation of users, this project studies subject hypertext documents that have undergone conceptual structuring using facets for content representation and improvement of information retrieval during navigation. The main objective was to assess the possibility of the application of topic map technology for automating the compatibilization process of these structures. For this purpose, two dissertations from the UFMG Information Science Post-Graduation Program were adopted as samples. Both dissertations had been duly analyzed and structured on the MHTX (Hypertextual Map) prototype database. The faceted structures of both dissertations, which had been represented in conceptual maps, were then converted into topic maps. It was then possible to use the merge property of the topic maps to promote the semantic interrelationship between the maps and, consequently, between the hypertextual information resources proper. The merge results were then analyzed in the light of theories dealing with the compatibilization of languages developed within the realm of information technology and librarianship from the 1960s on. The main goals accomplished were: (a) the detailed conceptualization of the merge process of the topic maps, considering the possible compatibilization levels and the applicability of this technology in the integration of faceted structures; and (b) the production of a detailed sequence of steps that may be used in the implementation of topic maps based on faceted structures.
- Date
- 22. 2.2013 11:39:23
- Object
- Topic maps
-
Zizi, M.; Beaudouin-Lafon, M.: Hypermedia exploration with interactive dynamic maps (1995)
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- Abstract
- Interactive dynamic maps (IDMs) help users interactively explore webs of hypermedia documents. IDMs provide automatically generated abstract graphical views at different levels of granularity. Visual cues give users a better understanding of the content of the web, which results in better navigation control and more accurate and effective expressions of queries. IDMs consist of: topic maps, which provide visual abstractions of the semantic content of a web documents and document maps, which provide visual abstractions of subsets of documents. The major contribution of this work include: automatique techniques for building maps directly from a web of documents, including extraction of semantic content and use of a spatial metaphor for generating layout and filing space, a direct manipulation interaction paradigm for exploring webs of documents, using maps and an integrated graphical query language, and the ability to use the maps themselves as documents that can be customized, stored in a library and shared among users
- Object
- Topic maps
-
Gaines, B.R.; Shaw, M.L.G.: Concept maps as hypermedia components (1995)
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- Abstract
- Concept mapping has a history of use in many disciplines as a formal or semi formal diagramming technique. Concept maps have an abstract structure as type hypergraphs, and computer support for concept mapping can associate visual attributes with node types to provide an attractive and consistent appearance. Computer support can also provide interactive interfaces allowing arbitrary actions to be associated with nodes such as hypermedia links to other maps and documents. Describes a general concept mapping system that is open architecture for integration with other systems, scriptable to support arbitrary interactions and computations, and customizable to emulate many styles of map. The system supports collaborative development of concept maps across local area and wide area networks, and integrates with WWW in both client helper and server gateway roles. A number of applications are illustrated ranging through education, artificial intelligence, active documents, hypermedia indexing and concurrent engeneering. Concept maps should be regarded as basic components of any hypermedia system, complementing text and images with formal and semi-formal active diagrams
-
McKnight, C.: Hypertext and navigation : a problem or a solution? (1993)
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- Abstract
- The paper consists of a series of charts and diagrams rather than a text. Considers the way in which users of printed information sources develop a mental map to assist them in navigation and transfers the psychological concepts underlying the development of such mental maps to the design of hypertext searching systems for computerized information retrieval
-
Duncan, E.B.: Structuring knowledge bases for designers of learning materials (1989)
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- Abstract
- Three pre-web articles about using hypertext for knowledge representation. Duncan discusses how to use graphical, hypertext displays (she used Xerox PARC's NoteCards on a Xerox 1186 workstation) along with concept maps and facet analysis, a combination that would now be done with topic maps. The screen shots of her graphical displays are quite interesting. Her interest in facets is in how to use them to show things to different people in different ways, for example, so that experts can enter knowledge into a system in one way while novices can see it in another. Duncan found that facet labels (e.g. Process and Product) prompted the expert to think of related concepts when inputting data, and made navigation easier for users. Facets can be joined together, e.g. "Agents (causing) Process," leading to a "reasoning system." She is especially interested in how to show relstionships between two things: e.g., A causes B, A uses B, A occurs in B. This is an important question in facet theory, but probably not worth worrying about in a small online classification where the relations are fixed and obvious. These articles may be difficult to find, in which case the reader can find a nice sumary in the next article, by Ellis and Vasconcelos (2000). Anyone interested in tracing the history of facets and hypertext will, however, want to see the originals.
-
Duncan, E.B.: ¬A faceted approach to hypertext (1989)
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- Abstract
- Three pre-web articles about using hypertext for knowledge representation. Duncan discusses how to use graphical, hypertext displays (she used Xerox PARC's NoteCards on a Xerox 1186 workstation) along with concept maps and facet analysis, a combination that would now be done with topic maps. The screen shots of her graphical displays are quite interesting. Her interest in facets is in how to use them to show things to different people in different ways, for example, so that experts can enter knowledge into a system in one way while novices can see it in another. Duncan found that facet labels (e.g. Process and Product) prompted the expert to think of related concepts when inputting data, and made navigation easier for users. Facets can be joined together, e.g. "Agents (causing) Process," leading to a "reasoning system." She is especially interested in how to show relstionships between two things: e.g., A causes B, A uses B, A occurs in B. This is an important question in facet theory, but probably not worth worrying about in a small online classification where the relations are fixed and obvious. These articles may be difficult to find, in which case the reader can find a nice sumary in the next article, by Ellis and Vasconcelos (2000). Anyone interested in tracing the history of facets and hypertext will, however, want to see the originals.
-
Duncan, E.B.: ¬A concept-map thesaurus as a knowledge-based hypertext interface to a bibliographic database (1990)
0.03
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- Abstract
- Three pre-web articles about using hypertext for knowledge representation. Duncan discusses how to use graphical, hypertext displays (she used Xerox PARC's NoteCards on a Xerox 1186 workstation) along with concept maps and facet analysis, a combination that would now be done with topic maps. The screen shots of her graphical displays are quite interesting. Her interest in facets is in how to use them to show things to different people in different ways, for example, so that experts can enter knowledge into a system in one way while novices can see it in another. Duncan found that facet labels (e.g. Process and Product) prompted the expert to think of related concepts when inputting data, and made navigation easier for users. Facets can be joined together, e.g. "Agents (causing) Process," leading to a "reasoning system." She is especially interested in how to show relstionships between two things: e.g., A causes B, A uses B, A occurs in B. This is an important question in facet theory, but probably not worth worrying about in a small online classification where the relations are fixed and obvious. These articles may be difficult to find, in which case the reader can find a nice sumary in the next article, by Ellis and Vasconcelos (2000). Anyone interested in tracing the history of facets and hypertext will, however, want to see the originals.
-
Wall, C.E.; Cole, T.W.; Kazmer, M.M.: HyperText MARCup : a conceptualization for encoding, de-constructing, searching, retrieving, and using traditional knowledge tools (1995)
0.03
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- Abstract
- Pierian Press and the University of Illinois have been experimenting with directly parsing classified, analytical bibliographies into an electronic structure using the respective strengths of both HTML and MARC. This structure, which is explained and illustrated in this article, mitigates the weaknesses of each standard by drawing on the strengths of the other. The resulting electronic knowledge constructs can be mounted on local library systems and function as dynamic maps onto a specified subset of resources on those systems. Linkages can be added and/or removed to customize each construct to local holdings and/or needs
-
Reed, W.M.; Ayersman, D.J.; Kraus, L.A.: ¬The effects of learning style and task type on hypermedia-based mental models (1997)
0.03
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- Abstract
- Investigates the effects of context-weks versus context-strong tasks and learning style on the citation frequencies and citation percentages of 4 mental models students perceived to be inherent in a hypermedia learning environment. The 4 mental models were semantic networks, concept maps, frames / scripts and schemata. They were further grouped as linear. In study 1 the search participants could cite as many of the 4 mental models as they chose for each of the target commands, features or tools, in study 2 they were limited to citing only one
-
Calvi, L.: Navigation and disorientation : a case study (1997)
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- Abstract
- Presents the preliminary results of a pilot research project on disorientation in hypertextual educational systems. It explores spatial cognition's correlation with hypermedia navigation. Analyzes mental models, in order to justify their use as a basis for interface design. Introduces the notion of disorientation in a hypermedia environment. Illustrates the co-ordinates of experiments set up to verify the assumption that users need to build some form of conceptual representation of devices they are interacting with in order to understand them, and reports the results. Redefines the notions of spatial metaphor and of maps in the light of the results
-
Schreiweis, U.: Hypertextstrukturen als Grundlage für integrierte Wissensakquisitionssysteme (1993)
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- Date
- 19.10.1995 10:22:53
-
Aßfalg, R.: Integration eines offenen Hypertextsystems in den Internet-Mehrwertdienst World Wide Web : ein Ansatz unter Verwendung eines objektorientierten Datenbanksystems (1996)
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- Date
- 22. 2.1997 19:40:31
-
Menges, T.: Möglichkeiten und Grenzen der Übertragbarkeit eines Buches auf Hypertext am Beispiel einer französischen Grundgrammatik (Klein; Kleineidam) (1997)
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- Date
- 22. 7.1998 18:23:25
-
Maislin, S.: Ripping out the pages (2000)
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- Abstract
- When the Web was invented, it was touted as a novel nonlinear medium for the written word. No longer would we be constrained by linear presentations! Hyperlinks would allow us to jump haphazardly from page to page, chapter to chapter, idea to idea! Texts would no longer need to run from beginning to end! This is misleading. A printed book is also multidimensional and potentially nonlinear. We can open it to any page, from any other page, for any reason. We can open several books at once. In fact, what makes a book special is its combination of linear structure (the order of the words) and nonlinear physicality (the bound papers). This linear/nonlinear duality is enhanced further by the index, which maps linearly sequenced pages in a nonlinear, informationally ordered structure (architecture). In truth, the online environment is crippled by an absence of linear structure. Imagine selecting a hard cover book, tearing off the covers, ripping pages into small pieces, and throwing them in a box. That box is like a computer file system, and the paper scraps are Web documents. Only one scrap can be retrieved from the box at a time, and it must be replaced before another can be accessed. Page numbers are meaningless. Global context is destroyed. And without page numbers or context, what happens to the index?
-
Tergan, S.-O.: Zum Aufbau von Wissensstrukturen mit Texten und Hypertexten (1993)
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- Source
- Nachrichten für Dokumentation. 44(1993) H.1, S.15-22
-
Griffith, C.: What's all the hype about hypertext? (1989)
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- Source
- Information today. 6(1989) no.4, S.22-24
-
Welsch, L.A.: Multimedia and hypermedia : model and framework (1993)
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- Footnote
- Part of a special issue featuring papers from the workshop on hypermedia and hypertext standards held in Amsterdam, Netherlands, 22-23 April 1993
-
Rada, R.: Hypertext and paper : a special synergy (1991)
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- Source
- International journal of information management. 11(1991) no.1, S.14-22
-
Papers from the workshop on hypermedia and hypertext standards held in Amsterdam, Netherlands, 22-23 April 1993 (1993)
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Gabbard, R.: Recent literature shows accelerated growth in hypermedia tools : an annotated bibliography (1994)
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- Reference services review. 22(1994) no.2, S.31-40
