GI2Vis Challenges and definitions:

1. How can we best capture results of explicit learning processes visually?
An equivalent:
How can we best visualize explicit (declarative) knowledge?

2. How can we best visualize tacit knowledge?
An equivalent:
How can we best capture results of implicit learning processes visually?

3. How can we best visualize blended explicit and tacit knowledge learned in parallel and influenced each other?
An equivalent:
How can we best capture results of parallel explicit and implicit learning processes visually?

 

B. Kovalerchuk, CWU

Working definitions:

Tacit knowledge is an unspoken, implicit, unstated knowledge.
Knowledge is a result of learning from data, actions, etc.
Subscript 1 will be used to specify knowledge learned from "atomic" (basic, elementary) data, actions, etc. -- knowledge1.
Data, actions, etc are "atomic" if their internal structure is not considered.
Thus, if we want to be specific
Knowledge1 is a result of learning from ("atomic") data, actions, etc;
Knowledge2 is a result of learning from Knowledge1;;
Knowledge3 is a result of learning from Knowledge2 ;
Knowledge4 is a result of learning from Knowledge3.
General:
Knowledgei+1 is a result of learning from Knowledgei.
Knowledge1 serves as data for Knowledge2.
Knowledge2 serves as data for Knowledge3.
Knowledge3 serves as data for Knowledge4.
General:
Knowledgei serves as data for Knowledgei+1.
For uniformity we can use Knowledge0 notation for atomic data, actions, etc.
Different tasks may have their own knowledge hierarchies. Thus, Knowledge1 for task 1 can be Knowledge2 task 2,
    Knowledge1,task1 = Knowledge2,task2

The distinction between procedural (including tacit knowledge-BK) and declarative knowledge maps roughly onto the distinction between the explicit and implicit knowledge [Ron Sun 2001, http://www.hcrc.ed.ac.uk/cogsci2001/pdf-files/abs4.pdf].

Three learning models are under development:

The bottom-up and parallel directions has been largely ignored in work on cognitive architectures [Ron Sun, 2001, http://www.hcrc.ed.ac.uk/cogsci2001/pdf-files/abs4.pdf]