Zusammenfassung:

Seit einigen Jahren gelten semantische Technologien als vielversprechender Ansatz für computerunterstützte Szenarien im Bildungsbereich, allerdings sind dafür noch immer erstaunlich wenig Systeme erfolgreich. Rein formal sind semantische Daten solche, die zusätzlich Beschreibungen über sich selbst und ihre Relationen untereinander enthalten, sogenannte semantische Annotationen. Mein Ausgangspunkt für eine Analyse der Diskrepanz zwischen semantischem Potential und reeller Umsetzung ist der qualitative Unterschied zwischenDaten und /semantischen/ Daten: Zum einen muss für ihren Gebrauch der `semantische' Teil von `Wissen' reifiziert und der Maschine übergeben werden, zum anderen muss daraufhin das so `eingefangene Wissen' vom Menschen wieder zum Leben erweckt werden. Bisher wurde auf diesen qualitativen Unterschied von Daten und Daten-mit-Metadaten im Software-Design nicht eingegangen, insbesondere nicht auf die damit einhergehenden sich wechselseitig bedingenden Abhängigkeiten zwischen Daten und Interaktion. Mein spezieller Lösungsansatz in Form eines
"semantischen Interaktionsdesigns" besteht nun darin, dass sich die jeweiligen Schwierigkeiten bei der Nutzung semantischer Daten aus einer Nichtbeachtung der prozesshaften Natur von Entscheidungsbildung im Interaktionsprozess erklären lassen. Anhand von "CPoint (Content in PowerPoint)" - eine von mir entwickelte invasive (in MS PowerPoint eingebettete), semantische Arbeitsumgebung -- werde ich dieses semantische Interaktionsdesign konkretisieren. Insbesondere wird die Verwendung und Erstellung semantischer Daten bei der Erfassung von Bildungsmaterialien, deren Aufarbeitung zu Lernobjekten und damit die Unterstützung des letztendlichen Komponierens von Wissen dargestellt.

Title: Semantic Interaction Design: Composing Knowledge (with CPoint)

Abstract:
For some time now, `semantic technologies' are considered as the next big wave in Educational Technology and as the solution to many inherent problems. But the crop of actual systems and semantically enhanced learning objects is still meager. Semantic data extend ordinary data by explicitly marking up the objects involved and their relations among each other. This data-about-data aspect makes a qualitative difference that necessitates an extension of conventional design methods to realize the semantic promise. Not only has the `semantic' part of knowledge to be explicitly handed over to the machine, subsequently the `captured knowledge' also has to be revived by humans. The former empowers many potentially useful services, but is difficult in practice. Moreover, it directly raises a discussion about the humancomputer relation. The latter depends on the conditioning and presentation of the available `captured semantics' and its appropriation by an individual user. These specific issues are especially distinctive in the fields of Knowledge Management and E-Learning. The former mainly deals with the representation of and algorithms for semantic data, whereas the latter tailors them to learners within an interaction framework. In my work I take the conceptual Interaction Design standpoint and apply it to both. I argue that the particular dificulties for the use of semantic data in Knowledge Management and E-Learning applications arise because of a disregard for the evolutionary nature of decision-making in the interaction process. In particular, the interdependence of data and interaction quality has to be taken into account in theoretical as well as concrete research. I conclude that for the use of semantic data, software designers in both fields have to work together and update their resp. implicit or explicit design strategy towards a "Semantic Interaction Design" that combines consideration for the user's evolving value judgments with an appreciation of the special qualities of semantic data. The concrete problems with semantic data in Knowledge Management and E-Learning can be traced to contrasting micro- and macro-perspectives of various stakeholders in the interaction process. It is critical to note that a user's value judgments determine whether she takes action or not. Conceptually, this evaluation depends on the micro-perspective. This induced the idea of "Invasive Technology" as a solution: From a user's micro-perspective, semantic authoring and general editing are the same, so why not or semantic functionalities as an extension of well-known editing systems? Generalizing this analysis, I developed the "Added-Value Analysis" that helps designers to better understand the evolutionary process of decision-making when interacting. I implemented the "CPoint" system - an invasive, semantic work environment for Microsoft PowerPoint - as an `object-to-think-with' for the use of semantic data in an educational environment. Applying the Semantic Interaction Design approach and the Added-Value Analysis to PowerPoint in general and to CPoint in particular led to various redesigns and extensions of my system. In the end, CPoint prototypes my initial goal to have an integrated system that supports using semantic data during the capture of educational content, its transformation to learning objects, their just-in-time delivery to students, and finally, the students' process of composing knowledge.