Consensus Building in Collaborative Ontology Engineering Processes
Stelios Karapiperis
(University of Piraeus, Greece
skarapas@yahoo.gr)
Dimitris Apostolou
(University of Piraeus, Greece
dapost@unipi.gr)
Abstract: Ontology development is time and money consuming as
well as an error-prone process; the need for an embedded mechanism that
evaluates quality and acceptance of the resultant collaborative ontology
is apparent. Existing tools and methodologies lack consensus building mechanisms
that must be employed in order for a team to cooperate and agree on the
design and deployment process of a shared one. In this paper we describe
a collaborative methodology for ontology development that supports a team
to reach consensus through iterative evaluations and improvements. In every
cycle of the iterative process, the structure of the collaborative ontology
is revised and evolved. Finally, the process terminates when the participants
have no more critiques and objections. We illustrate the methodology by
creating an ontology for an airline training centre using the PROTÉGÉ
software tool.
Keywords: Semantic Web, Ontology Engineering
Categories: I.2.4,
I.2.11
1 Introduction
Ontology [Uschold, 96] is the term used to describe
the concepts and any relations between them that exist in a domain of interest
which can be used as the infrastructure for facilitating the creation of
a common and shared understanding. The structure of the ontology includes
a set of explicit predefined concepts with their detailed characteristics
and the inter-relations between the concepts that can be used to interpret
a specific domain. With the use of this structure we aim to create a common
vocabulary of terms and a representation of the knowledge that exists in
a certain domain thus allowing us to store, retrieve and disseminate it.
A shared representation of a domain's knowledge can improve the quantity
and quality in communication between and among humans and machines.
Currently available methodologies focus mostly on the centralized development
of static ontologies by knowledge engineers and domain experts. In order
for ontology to be truly a shared conceptualization of a domain's knowledge,
support is needed for the team to cooperate and reach consensus. In this
paper, we describe a collaborative methodology based on the ontology development
framework proposed in [Holsapple, 02] that supports
domain experts (the team) to reach consensus through iterative evaluations
and improvements.
According to [Holsapple, 02], the collaborative
approach phases' to ontology design are:
- The preparatory phase that defines the design criteria for the
ontology for guiding and assessing its success;
- The anchoring phase that includes the development of the initial
ontology that will seed the next phase;
- The iterative improvement phase that revises the ontology until
consensus is reached through a consensus building technique and
- The application phase that applies the final ontology structure
to the case in order to demonstrate its uses.
Our proposed methodology complies with the above phases and starts with
the definition of the criteria and the design of an initial ontology from
the team coordinator, according to the general requirements of the team.
In this phase we exploit the ontology building steps described in [Noy,
01]. The initial ontology is then depicted in the evaluation sheets
and these sheets feed the first cycle of ontology questioning and evaluation
from the participants through voting in a Nominal Group Technique (NGT)
manner.
The NGT is a formal technique and an effective way to make pooled judgments
and decisions in-groups that meet face-to-face. The first cycle ends when
every item in the evaluation sheets reflects the participants' view through
any necessary action (addition, deletion or substitution) [Porzel,
04]. The mutual agreed actions and the new structure is then depicted
in new evaluation sheets and a new round starts again as described above
until the participants have no more objections and everybody agrees that
consensus has been reached about the resultant, shared ontology.
In this paper, the agreed ontology is formally depicted using the PROTÉGÉ
tool that has the capability of translating the structure of the ontology
into the formal Web Ontology Language (OWL). In 2002, the Web Ontology
Working Group of W3C adopted OWL1
as the official language for ontology creation, overcoming expression problems
of the older W3C standard, the Resource Description Framework Schema (RDF-S)2.
The structural units of the OWL are:
- Classes that explicitly describe concepts of the domain of interest,
- Data type properties that describe various attributes of the
classes,
- Object properties that represent relations between classes and
- Individuals that are class instantiations, representing objects
of the domain of interest.
Throughout our paper, we use examples from an ontology created to represent
the knowledge of the training centre (TC) of an airline company.
2 Related Work
Our work is mainly related to three different research areas: Ontology
engineering tools, ontology engineering methodologies, consensus building
techniques.
1http://www.w3.org/TR/owl-features/
2www.w3.org/RDF
2.1 Ontology Engineering Tools
According to [Youn] there is a variety of ontology
tools that support among others, the creation, deployment and maintenance
of ontologies. These tools, which are listed below and described briefly,
are PROTÉGÉ, OilEd, Apollo, RDFedt, OntoLingua, OntoEdit,
WebODE, KAON, ICOM, DOE, WebOnto, Medius Visual Ontology Modeler, LinkFactory
and K-Infinity.
- PROTÉGÉ is a graphical user interface tool that enables
the user to create and maintain ontologies, entry forms and enter data.
Besides the standard configuration, there are various plug-ins extensions
in order to add tables, diagrams, queries etc. This tool provides a uniform
GUI which is composed of overlapping tabs for compact presentation. For
example, there is a Classes tab to define classes and the class hierarchy,
a Properties tab for creating data type and object properties and a Forms
tab for easy creation of entry forms. There is multi-user support capability
for reading/editing the same database.
- A simple editor that allows the user to create and maintain ontologies
is the OilEd tool. It has been built by the University of Manchester and
its main intention is to provide a simple and free editor that supports,
and stimulates interest in, DAML+OIL. It lacks capabilities for development
large-scale ontologies or integration or versioning.
- Apollo is a user friendly application for ontology creation and its
class's system is modelled according to the Open Knowledge Base Connectivity
(OKBC) protocol for accessing Knowledge Bases stored in and allowing interoperability
between different Knowledge Representation Systems. Every new ontology
inherits the default ontology with primitive classes like: Boolean, integers,
float, string etc. Apollo does not support multi-user capabilities or collaborative
processing but it features strong type consistency checking.
- One way to build fast and easy complex and structured RDF (and RSS)
documents is by using the RDFedt tool. It has very limited consistency
check, it works only on windows platform and it does not support multi-user
capabilities. This tool can support Dublin Core Element Set and RSS modules
like aggregation, annotation etc.
- The OntoLingua tool provides a distributed collaborative environment
with World Wide Web services in order to create, modify and use ontologies,
like the Ontology Editor that allows these actions through the web browser.
Among other features there is multi-user support via write-only locking
and user access levels. This tool has a substantial user community around
the world.
- OntoEdit is an ontology-engineering environment supporting the following
three different phases of the ontology engineering cycle: initial kick-off,
refinement and evaluation phase. It also keeps representation language
as neutral as possible for the underling concepts, relations and axioms
thus making possible easy transformation to all major ontology representation
languages. In its professional edition it supports a collaborative working
environment and ontology libraries.
- WebODE is based and created to provide technological support for methodology
and it is an advanced ontological engineering workbench for all the major
ontology related activities, for easy development of ontology-based applications
and finally for integrating ontologies in information systems. It has multi-user
support by synchronization, authentication and access restrictions per
user groups and it supports collaborative processing.
- KAON_is an open-source framework for easy building ontology-based business
applications. It has an ontology editor module (OI-modeler) for ontology
creation and maintenance and a second module, KAON Portal, for navigating
and searching ontologies through Web browsers. It provides multi-user support
by concurrent access control with transaction-oriented locking and rollback
mechanisms.
- The purpose of the ICOM CASE tool is to provide a simple and free mean
in order to demonstrate and stimulate interest in knowledge representation
based technologies through ontologies. It is a standard Java 1.2 application
and it operates both on Windows and Linux platforms. It supports consistency
checking via the FaCT reasoner but it does not provide multi-user capabilities.
- Another simple ontology editor is the Differential Ontology Editor
which is based in the methodology proposed by Bruno Bachimont. The
DOE does not intent to be a full ontology environment and therefore it
does not support many activities in ontology construction but rather a
complement of other editors. It has neither multi-user nor collaborative
capabilities.
- The WebOnto tool developed by the Knowledge Media Institute of the
Open University in England and by using a graphical interface aims to be
an easy-to-use yet powerful tool for creating and maintaining ontologies.
It has collaborative capabilities and supports multi-users through global
write-only locking with change notification.
- Medius Visual Ontology Modeler is an add-in to Rational Rose Enterprise
Edition and therefore it's a UML-based ontology modelling tool and it operates
only as Rational Rose plug-in. It supports collaborative and concurrently
development through the network-based environment that it provides, but
it has limited consistency checking capabilities.
- The LinkFactory tool, which was originally designed for very large
medical ontologies and it has a 3-tier client-server architecture: the
client application to manage the ontology, the server interface to cope
with user requests and data layer for accessing the user and maintenance
information and the ontology contents. It facilitates collaborative environment
with author privileges and auditing specific to concept hierarchies.
- Finally, the K-Infinity tool developed by Intelligent Views is a knowledge
editor and it provides broad support for object-oriented knowledge modelling.
Through Knowledge Builder, the main component of K-Infinity tool, users
can manage objects and relations as well as relations between objects.
It has consistency check and collaborative features.
To sum up, a number of ontology engineering tools have features that
allow for and facilitate concurrent development of the ontology by a group
of experts-users. These tools that can support collaborative functions
mainly provide locking mechanisms for each ontology resource (e.g. class/concept,
individual/instance, property/relation) to ensure safe development conditions
[Sure, 02].
2.2 Ontology Engineering Methodologies
Tempich et al. reports in [Tempich, 05] that most
of the established methodologies for ontology engineering focus on ontologies
developed in a centralized manner. Existing methodologies typically divide
the whole process of ontology engineering into several steps in order to
create a new ontology, or to reuse others or re-engineer them. On the other
side, Holsapple et al. in [Holsapple, 02] focus on
the collaborative aspect of the ontology engineering process, in a way
that we have outlined in the introduction. Moreover, the DILIGENT methodology
[Tempich, 05] provides support for argumentation by
employing an issue-based argumentation approach. An integrated approach
for distributed argumentation that permits ontology evolution is also HCOME
[Kotis, 05].
2.3 Consensus Building Techniques
Consensus building or collaborative problem solving is a process that
allows members of a team with interests in the problem or issue to work
together developing a mutually acceptable solution. This is happening when
there is no domain expert that can solve the problem and a group decision
should be made or when we want to choose among different solutions. When
everybody agrees and is satisfied with the final proposal then we say that
we have reach consensus.
Consensus is a form of collaborative decision making in which every
member of the team is freely and equally consulted, can vote and eventually
accepts the final decision. The greatest benefit of collaboration is greater
quality of solutions, because the proqduced solution incorporates the different
perspectives of the team members rather than those of a single person,
and thus is less subjective.
The Nominal Group Technique (NGT) is an effective way to generate a
large quantity of new ideas or prioritize alternative solutions. It is
designed to allow every party of the team to participate freely without
influence from others and express his/her idea through a voting process.
The whole process is transparent to everybody so all participants have
a clear understanding of what is going on. The The steps to reach consensus
using the NGT method are:
- The facilitator presents or writes down the issue but does not propose
solutions, so the participants should be assured that there are many alternatives.
- The participants producing new ideas by brainstorming or prioritize
alternative ones and they write down all their responses.
- Each member in a round robin format shares one idea until all ideas
have been listed.
- The facilitator associates each idea to a number and writes them down
on the flip chart and all of them are fully discussed and explained so
everybody have a clear meaning of them.
- Each member ranking the ideas by writing down the ranking mark and
the associated number and the leader writes everything down.
- All ideas receiving a rank are listed so all can view them. The higher
the total for each idea, the higher the rank and each idea is designated
accordingly.
- The participants rank again the designated ideas and the final rankings
are discussed so the team reach consensus.
The NGT method is relatively easy and inexpensive to apply but the facilitator's
role is very important and s/he must keep everybody encouraged to participate.
It also takes less time to produce results than the Delphi method without
compromise to quality and quantity.
The Delphi method is another consensus building technique and it has
been widely used to generate forecasts in technology, education and other
fields. It was developed in order to make discussion between experts possible
without permitting a certain social interactive behaviour as it happens
during a normal group discussion and which may hamper opinion forming.
This group decision process allows geographically dispersed experts to
deal systemically and anonymously with a complex problem. It comprises
a series of questionnaires sent electronically or via mail to a pre-selected
group of experts. Anonymity, controlled feedback and statistical response
characterize Delphi. The Delphi steps are:
- The mediator forms a panel of experts to participate in the process.
The experts remain anonymous.
- S/he develops a questionnaire and sends it to all participants (mail
or electronic mail).
- When the questionnaires are returned, s/he performs an analysis of
the responses.
- If a consensus has not been reached, s/he provides a synthesized version
of the responses back to the participants, and starts again from step 2
with a second questionnaire, otherwise s/he develops the final report.
The pros of Delphi include that the experts do not have to physically
meet; the anonymity helps preventing domineering personalities while participants
have more time to consider alternative solutions. The cons include that
the results can be influenced by the mediator, are dependent on the level
of expertise and wording of the questionnaire and the whole process is
time and sometimes money consuming.
3 A consensus-based Ontology Engineering Approach
Our proposed collaborative methodology includes:
a) The definition of the ontology's design criteria.
b) The development of the initial version of the ontology that will feed
the next phase (evaluation phase) while being aware and complying with
the design criteria.
c) The iterative process of the evaluation of the initial ontology until
everybody in the team of users agrees with the structure. In this phase,
every cycle of the iterative evaluation will revise and evolve the structure
of the ontology.
d) The application of the final ontology.
In the following we explain in more detail the four phases of the proposed
methodology.
3.1 Phase 1: Definition of the design criteria
The design criteria will guide us throughout the whole process and will
evaluate objectively the design of the ontology. As in [Uschold,
96] these criteria are clarity, coherence — consistency, extensibility,
minimal ontological commitment and encoding bias. In our case the encoding
bias criterion is not applicable because we will not use directly any formal
representation language but via the PROTÉGÉ editing tool
that automatically encodes our effort into OWL.
Clarity implies that any term we use in the structure should
be clear and with no ambiguity to every party involved in the design. In
other words, every class and every property should have the same semantic
meaning to all participants, in order for everybody to communicate effectively,
sharing the same vocabulary. Examples can be used to clarify any doubtful
class or property, e.g. "seminar" and "course" is the
term used to describe the action of an instructor and "instructor"
has the same semantic meaning like "teacher" or "professor"
(let the latter excuse us).
Coherence — consistency means that the ontology must have no
contradictory statements, even if natural language is to be used. In the
formal axioms, logical consistency must be applied as well. For example,
the statement that the class "Instructor" and the class "Trainee"
must have no individual in common or there must be no "Instructor"
that is also "Trainee", implies consistency that should be followed.
This statement in particular was a predefined requirement stated by the
users.
Extensibility of the ontology implies that the underling classes
should permit any changes as extensions for customization without the need
of revising existing definitions. For example, after six months of use
the team that designed the ontology decided that they wanted to extend
the structure and store one more class, "Administrators" which
specialises the "Employee" class.
Minimal ontological commitment is the balance and the compromise
that the designer has to take between a general model and a very detailed
one, resulting in a vocabulary that might contain needless and redundant
classes and properties. The structure of the ontology must reflect only
the intended domain and make as few claims as possible without restricting
future extensions.
3.2 Phase 2: Designing the initial ontology
To develop the initial version of the ontology we opted for the main
ontology building steps described in [Noy, 01]. Before
starting designing the initial ontology for our case study, we had an extensive
discussion with the participants of the team about their work and about
how a new knowledge organisation schema, the ontology, could cope with
the knowledge that flows within the Training Centre. This briefing was
aiming to prepare the participants for the whole venture, to leverage their
active involvement as well as to familiarise them with the possible applications
and benefits of the ontology.
Members of the team were carefully selected in order to complement each
other and represent diverse viewpoints. With this in mind we chose the
director of the TC, which has an integrated perception of the business
workflow inside the TC and other individuals from different ranks, positions
and experiences. The number of participants was chosen to be 7.
Our experience has shown that in order to gain quantitative and qualitative
results the participants should be not more than 9 or10, as the development
might lead to fruitless and time consuming efforts, whereas less than 4
participants would probably produce a biased and limited ontology. In table
1 we present the basic characteristics of the team members.
RANK |
POSITION |
EXPERIENCE |
Director |
Supervising the product of the TC and defining the long term targets. |
16 yrs |
Managers (2) |
Coordinate and evaluate the instructors' work, Control the supporting
material (manuals, TC facilities, computers, classrooms and other) |
11 and 9 yrs respectively |
Supervisor |
Schedule and control the instructors' plan |
6 yrs |
Instructors (3) |
Carry out the TC plan |
7, 6 and 4 yrs |
Table 1: Basic characteristics of the team members
Knowledge management with ontology-based systems adds value to knowledge
and to knowledge managers as well. The vision of an ontology-based knowledge
management system and the associated benefits were shared among the participants.
This had a positive impact on the participants' motivation to participate
in the collaborative effort to develop the ontology. Suggestions about
the domain and the scope that the ontology will cover (step 1), the enumeration
of the important terms (step 3) and the definitions of the class properties,
all came from participants' contributions.
3.2.1 Step 1: Determine the domain and scope of the ontology
What is the domain that the ontology will cover?
The domain of the ontology will be the activities of the airline TC.
The main activity of the TC is delivery of seminars by certified instructors.
Knowledge related to the seminars, the instructors, the trainees and the
classrooms will be the domain of the ontology.
For what purpose are we going to use the ontology?
We are going to use the ontology in order to organise, store, retrieve
and disseminate the knowledge that exists in the TC concerning the domain
that we already defined. Users of this knowledge will be any person — employee
of the TC.
Does the ontology contain enough information to answer these competency
questions?
One way to define the domain [Uschold, 96] and
the level of detail for the properties is through competency questions
which will be used to define the search space and specify the requirements
for the ontology. The competency questions listed below are indicative:
- Is it possible for the TC to accommodate a conference for 200 persons?
- Is the TC capable of having Computer Based Training or distance learning
seminars or ad hoc?
- The director of the TC wants to evaluate the efficiency of the centre
if the system informs him / her for the frequency of visits of the trainees,
does he/she knows this info?
- Is there a log seminar file to figure out major problems?
- Which training methods does the TC have?
- Is it possible for a trainee to log on to the Internet to download
e-mail?
- Can I check which instructors accomplished seminar "Check-in ver.1"
last year in order for them to follow up "Check-in ver.2"?
- Which seminars are there in this year's schedule?
- Which seminars ran last December and who facilitated them?
- How many individuals have attend seminar "Lost Baggage" and
when?
- Which seminars has employee "Georgiou" attended in the past?
- Are there any seminars with common topics that can be merged?
- Are there any preconditions to attend seminar "Safety on Board"?
3.2.2 Step 2: Re-using existing ontologies
This step is not applicable in our project since we were not able to
locate any related existing data schemata or ontologies.
3.2.3 Step 3: Enumerate the terms of the ontology
In this section we declare all the terms that describe important concepts
and their characteristics. Important terms of the TC knowledge base are:
instructors, trainees, personal data, e.g. first-last name, sex,
birthday, marital status, address, phone no and firm data, e.g. ID,
date of hire, specialty, station, classroom data, e.g. location, capacity,
training means, facilities, in which classrooms took place the seminars,
seminars data, e.g. title, duration, topics, max. number, training methods,
start & finish date, log file, instructor & trainees of the seminar,
degree. We also want to store information about the TC itself like
infrastructure and facilities available and range of seminars offered.
3.2.4 Step 4: Class definition and Class hierarchy
To develop the class hierarchy we followed the top-down approach starting
with the most general classes and subsequent specializations of them.
In figure 1, we present the asserted hierarchy of
the initial ontology using the OWL Viz plug-in in the PROTÉGÉ
tool. First level classes (concepts) are Training Centre, Employee,
Seminar, Classroom, Classroom means and Facilities, Training
methods. Subclasses are Instructor, Trainee, Past Seminar and
sub-class of sub-class Trainee is Participation.
/Issue_1_3/consensus_building_in_collaborative/images/fig1.jpg)
Figure 1: OWLViz displaying the Asserted Hierarchy for Training
Centre
3.2.5 Step 5: Determine the data type and the object properties of
classes
Terms identified in step 3 and not used in step 4 can be data type properties
of the classes defined in step 4, e.g. first-last name, sex, birthday,
marital status, address, phone no, employee ID, date of hire, specialty,
station, classroom location, capacity, training means, facilities, seminar
title, duration, topics, max. number, training methods, start & finish
date, log file. It should be noted that all subclasses of a class inherit
the data type properties of that class.
Knowledge management with ontology-based systems adds value to knowledge
and to Object properties are: "Trainee has participated into Seminar",
which relates class Participation with class Past Seminar, "Instructor
of the Seminar" relates class Instructor with class Past Seminar,
"Classroom of the Seminar" relates Classroom with Past
Seminar, "Training Centre performs Seminar" relates Training
Centre with Seminar, "Training Centre has Classroom" relates
Training Centre with Classroom, "Training Centre has Instructor"
relates Training Centre with Instructor.
3.2.6 Step 6: Determine the restrictions of the data type and the object
properties
Data type properties may have different restrictions describing value
type, number of values, allowed values and other. For example, first-last
name, address and seminar title are string type values while date of
hire, birthday, start & finish date are date values.
The relation "Trainee has attended Seminar" has multiple
values referring to multiple Seminars that the Trainee has attended; these
values are individuals of the class "Past Seminar". The
relation "Instructor of the Seminar" has multiple values
referring to multiple Seminars that the Instructor has instructed and the
values are individuals of the class "Accomplished Seminar".
/Issue_1_3/consensus_building_in_collaborative/images/fig2.gif)
Figure 2: Part of the Training Centre Initial Ontology
3.2.7 Step 7: Creation of individuals
A number of individuals were entered using PROTÉGÉ but
full deployment of the project will take place after the next phase when
the initial ontology structure will have evolved based on each participant's
opinion.
Figure 2 presents the main part of the Training
Centre initial Ontology structure. At the first level we see the general
classes, e.g. Training Centre, Employee, Classroom and Seminar, at the
second level the subclasses, e.g. Instructor, Trainee, Past Seminar and
at the third the sub-sub-classes, e.g. Participation, as we defined them
in step 4 above. Each parent class is connected with a straight line with
its descendant class(es). Below every class there is a dotted parallelogram
specialising and declaring each class' features (data type properties).
Finally, the red dashed arrows mark the relations between classes (object
properties) with their names on every one of them. The top name concerns
the relation between the class on the left-hand side and the class on the
right-hand side and the second name below concerns the inverse relation
between the right and the left classes.
3.3 Phase 3: Initial structure evolution according to Nominal Group
Technique
In the previous phase we created an initial version of the ontology,
according to information and requirements that we collected from the case
study participants. In this phase we are going to actively involve the
participants in the evolution of the initial version of the ontology by
asking them to evaluate it and finally reach consensus and agree upon the
final version.
For evaluating ontologies, there exist a number of specialized checkers,
validators and parsers such as "Validating RDF Parser", "DAML
Validator", "DAML+OIL Ontology Checker" and many more [Suárez-Figueroa,
03]. An attempt to integrate such tools in an environment was made
by Gómez-Pérez and Guardino with the ODEClean tool which
is integrated into the WebODE tool. However, these tools are focused on
validating the syntax of the language and not inconsistencies and redundancies
in the structure of the ontology that may exist.
To address this issue in our work, we follow the Porzel and Malaga approach
[Porzel, 04] that proposes evaluating the ontology
structure on three levels:
(i) the scope of vocabulary-concepts,
(ii) the relation between classes and subclasses (taxonomy), and
(iii) the adequacy of non-taxonomic relations (semantic relations between
classes).
We add one more evaluation level, which is checking the implied class
overlapping that happens in OWL with the declaration of classes that might
have common individuals (see area A of figure 3).
The actions that the designer can take for evaluating the ontology structure
according to the aforementioned levels are additions, deletions and substitutions
respectively. The following actions that have been depicted in the Evaluation
Sheet (ES) part of which is shown in figure 3, should
be completed by the participants in every evaluation cycle:
- Addition of new element (class or property or semantic relation). The
participants can enter their proposed new classes. Missing properties about
the existing classes are entered in area B of figure 3
with their corresponding marks and semantic relations are entered in area
C of figure 3. The SYNONYMS column in area D is added
in order to broaden the vocabulary.
- Deletion of an element (class or property or semantic relation).
- Substitution a property's name when it's not clear to the participants
and there is ambiguity or substitution a semantic relation when it does
not hold directly between two classes (see area E of figure
3).
/Issue_1_3/consensus_building_in_collaborative/images/fig3.gif)
Figure 3: Extract of the Evaluation Sheet
The first two activities will be triggered by the ranking results in
columns "USEFULNESS" and "RELATION USEFULNESS" for
existing properties and relations respectively, while the third activity
will be triggered by the ranking results in columns "AMBIGUITY"
and "DIRECT RELATION".
For reaching consensus among participants, we employ the NGT consensus
building technique. The initial version of the ontology feeds the iterative
evaluation process until no objections regarding the ontology structure
exist. This way, the resultant ontology is the product of a collaborative
approach where everybody has participated, committed and finally agreed
upon.
In our pilot case, before starting the evaluation and consensus building
processes, we briefed the participants on what is going to happen in this
phase and what their role in this phase is. We also encouraged participation
by everyone and suggested practical methods and procedures (e.g. usage
of flipcharts) that can help the team to work better in a short amount
of time.
We next describe the way participants must enter their ranking marks
in the Evaluation Sheets, which is actually an action formulation aiming
to transform the initial ontology into the final collaborative version,
according to the NGT technique. Table 2 presents the Likert scale for columns
"USEFULNESS" and "RELATION USEFULNESS" of the Evaluation
Sheets.
Grade |
1 |
2 |
3 |
4 |
5 |
Text |
Disagree |
Neither Agree - Nor Disagree |
Agree |
Entirely |
Not Entirely |
Not Entirely |
Entirely |
Table 2: Likert scale for columns "Usefulness"
and "Relation Usefulness"
The results of the rankings in the above columns are averaged across
participants. If the average shows:
- Disagree (grade 1 or 2): the item does not pass and have to be deleted
from the structure.
- Neither Agree — Nor Disagree (grade 3): the item contains ambiguity
and needs further explanation. The leader of the voting explains in detail
this particular item to the participants and they vote again on a modified
scale without grade 3, in order to decide explicitly whether they agree
or not about this item.
- Agree (grade 4 or 5): the item remains in the structure because the
majority of the participants approve it.
For example, suppose the participants were seven and their grades were
3, 5, 5, 4, 3, 4, and 5. The average of these numbers is 4 that correspond
to the "Agree" grade, meaning that the majority of the participants
decided that this item is useful and therefore they want to keep it as
is.
Each member of the group votes for every item in the ES only once and
the results can not be cancelled afterwards.
Table 3 presents the Likert scale for column "AMBIGUITY".
The scale is again from 1 to 5 and it concerns the classes and their properties.
Grade |
1 |
2 |
3 |
4 |
5 |
Text |
No |
Some |
Indifferently |
Enough |
Too much |
Table 3: Likert scale for column "Ambiguity"
We calculate again, as we did before, the average of the grades and
the semantics of them are as follows:
- Grades 1 or 2: the item does not contain any ambiguity and does not
require any further process.
- Grade 3: the item contains ambiguity and needs further explanation.
The leader of the voting explains the item again in detail and the participants
vote again on a modified scale without grade 3, in order to classify it
into the other two categories.
- Grade 4 or 5: the term does contain serious ambiguity and it requires
substitution with a new one that does not imply multiple meanings. The
leader explains again and the participants agree in a new one.
For the evaluation of the initial ontology, we differentiate between
two cases:
(a) the participants grade the classes, the properties and the relations
of the initial structure that the initial ontology has, and
(b) they propose new items in the structure (brainstorming) and grade them
in the empty ES.
In the first case, the participants vote all together and the results
are counted according to the way we just described above (adapted NGT method).
In the second case, every new item is presented to the participants and
they vote for it, as it happens in the classical NGT method. All other
evaluation cycles but the first follows the classical NGT with brainstorming,
presentation and voting. The process terminates when there are no more
new propositions (additions, deletions, or substitutions). The fact that
there are no more propositions implies that there is consensus in the team
and acceptance of the resultant collaborative ontology; everybody has been
committed to the "product" and the ontology reflects their mutual
perspectives.
In our pilot case, the participants filled in the first cycle ES and
graded the initial structure as well as their new issues (classes or properties)
according to the adapted and the classical NGT method respectively. The
whole procedure took place in front of the whole team, real time, as NGT
dictates. The results demonstrated minor changes, additions mostly, like
insert new properties in the class Employee about number of children, general
evaluation index and education level. The relations between classes were
all direct with no ambiguities and the structure became more semantically
rich with some proposed synonyms. We incorporated these changes into the
structure, modify the evaluation sheets accordingly and brought back the
new structure for a new cycle of evaluation. The first cycle lasted for
about 2.5 hours and it was obvious that the usefulness of the ontology
structure became apparent to every participant. The second cycle of evaluation
took less than half an hour, did not reveal any more changes and so the
process ended into two cycles only.
3.4 Phase 4: Ontology Application
The following answers to indicative, simple competency questions are
retrieved using the "Queries" PROTÉGÉ plug-in tool
(and not an external reasoner).
QUERY: Let us know if there are trainees that have frequency visit rate
more than 2 in order to evaluate the effectiveness of the TC.
Answer [Fig.4]: Employee with ID 96352 has visited
— trained in the TC 3 times.
/Issue_1_3/consensus_building_in_collaborative/images/fig4.jpg)
Figure 4: IDs with Frequency visit rate > 2
QUERY: Find out trainees with more than two children and mark examination
equal to 10 to honour them?
Answer [Fig. 5]: Employee with ID 96587 deserves fully
honours.
/Issue_1_3/consensus_building_in_collaborative/images/fig5.jpg)
Figure 5: Employee 96587 fulfils criteria for praise
QUERY: How many individuals have trained so far in the seminar "Ticket
Check 1" that belongs to the station of "Athens" and their
First Name is "John"?
Answer [Fig. 6]: Only one employee fulfils the above
criteria and his ID is 78523.
/Issue_1_3/consensus_building_in_collaborative/images/fig6.jpg)
Figure 6: Employee 78523 lives in Athens, has trained in
seminar "Ticket Check 1" and his first name is John
4 Conclusions and Future Work
In this work we presented a methodology for collaborative ontology creation
with an embedded mechanism that evaluates the quality and acceptance of
the resultant ontology by a group of participants. We also implemented
this methodology in the case of the training centre of an airline to demonstrate
the application of this methodology into the real world.
The proposed methodology starts with the deployment of an initial version
of the ontology, created by the coordinator, based on the participants'
requirements. This initial version is being iteratively evaluated by the
participants and is finally evolved into the final version.Our approach
ensures that all participants agree and accept the resulting ontology,
being a product of a joint team effort.
The same methodology can be used on a regular basis (quarterly or biannual)
for future evolution of the ontology structure with newer requirements.
These requirements may concern new knowledge that is produced from the
interaction with the ontology. With this manner, we can embody latest changes
in our ontology in order to keep it updated.
Important factors for the quality and quantity of the ontology's structural
content are the degree of participation and the variety of domain knowledge
that each member of the team has. The first factor can be leveraged by
the facilitator, which plays an important role in the whole process and
must encourage active participation from all team members. The latter factor
implies that the members of the team must be picked carefully to complement
each other and represent diverse domains, experiences, rank positions,
ages and viewpoints in general so each one's contribution results in a
maximum totally outcome (rich content).
The collaborative ontology approach to ontology engineering may require
more time and effort to deployment as opposed to other approaches (inspirational,
inductive, deductive, synthetic) due to the iterative cycles of the consensus
building mechanism but the payback is deemed to be better in the long term.
This is because the resultant ontology is a joint effort reflecting multiple
individuals' viewpoints instead of a single's viewpoint that happens in
the others approaches. However, the collaborative ontology has by default
the acceptance of the participants and thus pulls together everybody to
make use of it.
Although the NGT method adopted in our approach is designed so that
every participant is freely and equally consulted, the fact that it requires
the physical presence of all participants possibly leaves room for revealing
some of the negative aspects of face-to-face groupwork such as social pressures
of conformity, inappropriate influences (domination of time, topic or opinion),
tendency of group members to rely on other to do most of the work, tendency
to produce compromised results, etc. We believe that a future groupware
system supporting the different steps of the proposed collaborative ontology
engineering method can help overcome some of the aforementioned limitations
and improve the efficiency and effectiveness of the process by speeding-up
the process and improving the quality of results, respectively.
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