Lessons Learned Lessons Learned From From Lessons Learned - - PowerPoint PPT Presentation

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Jean André BENVENUTI*, Laure BERTI-ÉQUILLE**, Éric JACOPIN* * CREC Saint-Cyr, laboratoire MACCLIA -- GUER, France ** IRISA, Université de Rennes 1 -- RENNES, France

Lessons Lessons Learned Learned From From Ontology Ontology Design Design Lessons Lessons Learned Learned From From Ontology Ontology Design Design

Protégé 2006, July 26th, Stanford

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2 THE SOLDIER THE SOLDIER ’S CODE - S CODE - 11 Articles - 11 Articles - French Land Army, 1999 rench Land Army, 1999 1) The soldier is entirely devoted to serving France anywhere and anytime. 2) The soldier achieves his mission with the will to win and vanquish, possibly at the risk of his life. 3) The soldier controls his force, respects his opponent and spares the populations’ lives. 4) The soldier obeys orders with respect of the laws of war and international conventions. 5) The soldier improvises and adapts in all circumstances. 6) As a professional, the soldier keeps fit, physically and intellectually and develops his abilities and his moral strength. 7) Member of a brotherhood of arm, the soldier acts with honnor, frankness and loyalty. 8) Paying attention to others and determined to overcome difficulties, the soldier works for the cohesion and the dynamism of his unit. 9) Open to the world and cultures, the soldier respects the differences. 10) The soldier speaks with restraint in order to not weaken the neutrality

• f armies in philosophical, political and religious matters.

11) Proud of his commitment, the soldier represents, always and everywhere, his garrison, the land army and France.

Where Where do w e

• w e start?

start?

4) The soldier obeys orders with respect of the laws of war and international conventions. 5) The soldier improvises and adapts in all circumstances.

Protégé 2006, July 26th, Stanford

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The The SOLDIER

SOLDIER ’S CODE S CODE sounds

sounds marvelous, marvelous, but how but how are w e re w e going going to teach

• teach it?

t? The The SOLDIER

SOLDIER ’S CODE S CODE sounds

sounds marvelous, marvelous, but how but how are w e re w e going going to teach

• teach it?

t? 2) 2) Place the soldier in a real-life situation 1) 1) Ensure that the teaching process is the same for every soldier 3) 3) Nicely link the real-life situations to the soldier ’s code 1) + 3) 1) + 3) => An Instructor => An Instructor ’s Guide (2002) ’s Guide (2002) 2) 2) => A Database => A Database of Concrete f Concrete Cases Cases 1) 1) => General => General Military Military Training (2001) Training (2001)

The soldier has the appropriate behaviour when facing a practical setting The soldier has the appropriate behaviour when facing a practical setting

Objective (Hope) (Hope)

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One One more constraint...

• re constraint...

One One more constraint...

• re constraint...

4) 4) Automate the learning process => Distant education (operational context) => (Anytime) Self-training and self-evaluation => Saving time and money… Why Why ? Why Why ? What What it it is is all all about bout

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• Description of the Tutoring Process
• Ontology in the Tutoring Process (SABRE)
• Managing Ambiguities (Eigenvalues)
• Discussion (Reuse?)

How How to automate?

• automate?

Outline Outline Outline Outline

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Operational or garrison events Concrete Case International & French Legal Texts Green Book Soldier’s Code Instructor’s guide

Appropriate Behaviour Appropriate Behaviour Select Behaviour Select Behaviour

Face to Face or Distant Training Session

Theoretical Training Theoretical Training Feed-back Experience Feed-back Experience Practical Setting Practical Setting

The The Tutoring utoring Process rocess

1) Picks the article to learn 2) … and one corresponding behaviour 3) Chooses an appropriate concrete case

Teacher

Must find the appropriate behaviour

Learner

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behaviours behaviours

b09: courage b13: sense of responsibilities b14: dignity b16: self-control b17: respect for the law b18: respect for the regulations b19: obedience b20: sense of initiative b24: competence b25: have-judgment

Improvising Keeping Fit Obeying orders Force-control Achieving the mission

Art.2 Art.5 Art.6 b19 b16 b20 b24 b25 b17 b18 b09 b14 b13 Art.4 Art.3

Extract Extract of our f our ontology

• ntology

1) Let ’s pick Art. 4 2) ... and one corresponding behaviour behaviour? Teacher

Protégé 2006, July 26th, Stanford

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behaviours behaviours

b09: courage b13: sense of responsibilities b14: dignity b16: self-control b17: respect for the law b18: respect for the regulations b19: obedience b20: sense of initiative b24: competence b25: have-judgment

Improvising Keeping Fit Obeying orders Force-control Achieving the mission

Art.2 Art.5 Art.6 b19 b16 b20 b24 b25 b09 Art.4 Art.3

1) Let ’s pick Art. 4 2) ... and one corresponding behaviour behaviour? Is there one behaviour behaviour only corresponding to article Art. 4? Ontology Ontology w ith w ith Eigenvalues Eigenvalues Teacher

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1) Let ’s pick Art. 4 2) ... and one corresponding behaviour behaviour?

• behaviour

behaviour 19 19 is the eigenvalue eigenvalue of Art. 4 Other behaviours behaviours entails Art. 4 as their context

Obeying orders

b19 b17 b18 b14 b13 Art.4

behaviours behaviours

b09: courage b13: sense of responsibilities b14: dignity b16: self-control b17: respect for the law b18: respect for the regulations b19: obedience b20: sense of initiative b24: competence b25: have-judgment

Eigenvalue Eigenvalue Teacher

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Eigenvalue Eigenslot Eigeninstance Eigenclass Value of a slot of which uniquely represents an instance of a class Slot of an instance of a class with at least one Eigenvalue Instance of a class with at least one Eigenslot All instances of that class are Eigeninstances Definitions Definitions Examples xamples

b19: obedience

behaviour behaviour uniquely represents

an article

• Art. 5

Article class

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• Instances

Instances for classes (object-oriented design - singleton singleton Design Pattern)

• Flights

Flights for Airlines / Theaters Theaters for Films (cost reduction: e.g. merging Air-France & KLM) (market flooding - university film archives)

• Logos

Logos for Trademarks / Flags Flags for Countries / Symbols Symbols for Cities (identification - recognition)

• Keyw ords

Keyw ords for Papers / Talks / Posters (classification)

• Wines

Wines for courses (best association of objects) Reusing Reusing eigenvalues eigenvalues?

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Lessons Lessons as questions? as questions?

• When must we write rules?
• Can ’t we rewrite our classes?
• Can we use the instances to evaluate the ontology?

Good old ,,Keep it simple’’ (not simplistic :-) Good old code review, object-oriented refactoring, reverse engineering… Good old execution tests: run tests to know about the software design Thank You!