From knowledge repository to knowledge space

Dzbor, Martin; Motta, Enrico and Stutt, Arthur (2005). From knowledge repository to knowledge space. In: Lytras, Miltiadis D. and Naeve, Ambjörn eds. Intelligent Learning Infrastructure for Knowledge Intensive Organizations: A Semantic Web Perspective. Hershey PA: Information Science Publishing, pp. 325–344.




Management literature recognizes that knowledge is replacing more traditional sources of competitive advantage, and perhaps the only sustainable competitive advantage is the ability to use and embed knowledge into an organization’s life. In this chapter, we look at the notion of embedding knowledge chunks in a variety of contexts from the viewpoint of ontological frames. We suggest a three level typology that was driving our efforts to develop a knowledge-rich application based on Semantic Web technologies. The core concepts refer to our Frame-Annotate-Navigate framework, and we discuss this extrapolation in terms of moving from designing knowledge portals and centralized repositories toward supporting open and modular knowledge spaces.

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  • Item ORO ID
  • 23659
  • Item Type
  • Book Section
  • ISBN
  • 1-59140-503-3, 978-1-59140-503-0
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  • Editors' notes

    Martin, Enrico, and Arthur, from the well-known Knowledge Media Institute at the Open University, UK, provide a very interesting chapter. Their work and involvement in several EU R&D Semantic Web projects and their expertise on Learning and Knowledge Management make their contribution to this edited book significant. We very much like the authors' perspective and pursuit of open-ended knowledge and learning infrastructures through the deployment of Semnatic Web technologies.

    This chapter can cause a significant shift in the readers' perception of the role of emerging technologies toward more effective knowledge and learning systems. Performance is not a "blurred" concept. In the context of learning and knowledge, it is direcltly related to the capapcity for effective actions, and toward this direction Semantic Web technologies develop new opportunities for the exploitation of cognition.

    Learning activities as semantic services could be an alternative title for this chapter. These words summarize one of the ultimate objectives of the W3C Semantic Web activity as provided by Eric Miller in his recent interview for the AIS SIGEMIS Bulletin I(2), 2004 (available online at "Information flow and collaborative life bring forward the fact that SW enables value adding services." We are confident that you will enjoy this chapter. Do not hesitate to contact the editors or authors for further information and more recent developments.
  • Academic Unit or School
  • Faculty of Science, Technology, Engineering and Mathematics (STEM) > Knowledge Media Institute (KMi)
    Faculty of Science, Technology, Engineering and Mathematics (STEM)
  • Research Group
  • Centre for Research in Computing (CRC)
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  • © 2006 Idea Group inc
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  • Depositing User
  • Kay Dave