CONTACTS 

SUBJECTS
Reference Materials
Document Management
Email, Hyperdocuments
META NIC Strategy
Condensing
Organizing
Preserve Contributors
Record Evaluations

1410 -
1410 -    ..
1411 - Summary/Objective
1412 -
141201 - Follow up ref SDS 15 0000, ref SDS 14 0000.
141202 -
141203 - Further ideas on managing reference documents is submitted.
141204 - ref SDS 0 4892  Technology Review has an article on Doug's work, on an
141205 - early financial backer. ref SDS 0 9076   Henry van Eyken is working
141206 - with the Colloquium to augment his field of education. ref SDS 0 8967
141207 - Henry asks how the DKR will organize information like his letter today
141208 - on education.  SDS subject assignments are listed. ref SDS 0 1254 Eric
141209 - sets out initial ideas on using XML paragraph nodes and gIBIS for the
141210 - DKR. ref SDS 0 6642  Gil Regev submits information on QOC that works
141211 - similar to gIBIS for supporting Robert's Rules of Order. ref SDS 0
141212 - 0987
141213 -
141214 -
141215 -
141216 -
141218 -  ..
1413 -
1414 -
1415 - Progress
141601 -  ..
141602 - Reference Materials Inventories Documents and Sources
141603 -
141604 - Follow up ref SDS 15 4892, ref SDS 13 8044.
141605 -
141606 - Frode Hegland submits, ref DRT 1 0001, providing further thoughts to
141607 - his letter yesterday, ref SDS 15 4892, on managing reference material,
141608 - providing a reference at...
141609 -
141610 -     http://www.bootstrap.org/alliance/wip/unrev2/
141612 -  ..
141613 - Frode asks what would be better contents wise. ref DRT 2 2478
141614 -
141615 -
141616 -
141617 -
1417 -

SUBJECTS
Leadership
Bootstrap Institute (BI)
History Accomplishments, Submitted by Paul Fernhout
Engelbart's History Accomplishments Background
History of IC, PC
Engelbart, Douglas Developed Internet Mouse Windows Linking Hypertext
Windows GUI Developed by Doug Engelbart at SRI Transferred to Xerox I
Engelbart Mouse Augment, SRI, 010210
Computer Aided Management
Augmentation Not Automation Goal of Doug Engelbart and Team at SRI in

2612 -
261301 -  ..
261302 - Doug Engelbart's Accomplishments
261303 -
261304 - Received letter from Paul Fernhout, ref DRT 4 0001, providing
261305 - background on Doug's accomplishments.  Technology Review...
261306 -
261307 -
261308 -                     http://www.techreview.com/
261309 -
261310 -
261311 - ...January/February 2000 Issue Vol 103 No. 1 Pg. 66 has an article
261312 - entitled
261314 -                      ..
261315 -                     Computing's Johnny Appleseed
261316 -
261317 - ...on...
261318 -
261319 -
261320 -                            J.C.R. Licklider.
261321 -
261323 -  ..
261324 - It discusses Licklider's interest in "Man-Machine Symbiosis" and how
261325 - that relates to his stint at DARPA providing funding for people
261326 - including Doug Engelbart.  The article provides an interesting
261327 - perspective on the early history of computing.
261329 -  ..
261330 - It is available online here,...
261331 -
261332 -
261333 -      http://www.techreview.com/articles/jan00/waldrop.htm
261334 -
261336 -  ..
261337 - With funding from Lick and eventually from NASA as well, Engelbart
261338 - would go on to develop the...
261339 -
261340 -                  •  mouse
261341 -                  •  hypertext linking
261342 -                  •  on-screen windows
261343 -
261344 - ...many other features of modern software. ref DRT 4 6020
261346 -  ..
261347 - This article aligns with review on 991222 of Doug's biography from the
261348 - Bootstrap Institute web page. ref SDS 3 0897  Earlier on 950710
261349 - Landauer credits work at SRI for development of graphical user
261350 - interface (GUI). ref SDS 1 1109
261352 -  ..
261353 - Research on the Internet revealed another source under the name....
261354 -
261355 -
261356 -                    The Electronic Labyrinth
261357 -
261358 -
261359 -         http://www.iath.virginia.edu/elab/elab.html
261360 -
261361 -
261362 - ..., ref OF 5 0001, that explains more about Doug's background getting
261363 - interested in using computers.  On 000218 Electronic Labyrinth
261364 - credits Jeff Conklin for important development of gIBIS.
261365 -
261366 -     [On 010420 Electronic Labyrinth explains cognitive overhead cited
261367 -     by Jeff Conklin that takes time to create structure and links, and
261368 -     takes time to open links. ref SDS 25 SU6K
261370 -  ..
261371 - The Electronic Labyrinth credits Doug with the following
261372 - accomplishments, ref OF 5 B15J and more....
261373 -
261374 -                  •  outline editor
261375 -                  •  teleconferencing
261376 -                  •  wordprocessing
261377 -                  •  email
261378 -                  •  user configuration
261379 -                  •  one-hand chording device for keyboard entry
261380 -                  •  on-line help systems
261381 -                  •  concept of consistency in user interface
261382 -
261383 - ...and explains more details about Doug's interest in augmenting human
261384 - intelligence.
261385 -
261386 -      "Augmentation not automation" was the slogan, the goal being the
261387 -      enhancement of human abilities through computer technology.
261388 -      ref OF 5 009L
261389 -
261391 -          ..
261392 -         http://www.iath.virginia.edu/elab/hfl0035.html
261393 -
261395 -  ..
261396 - NLS stands for...
261397 -
261398 -
261399 -                         Online System
261400 -
261401 -
261402 - ..., ref OF 5 007J, which evolved from the ARC....
261403 -
261405 -                    ..
261406 -                   Augmentation Research Centre
261407 -
261408 -
261409 - ...that Doug started at SRI in the early 1960s. ref OF 5 007J
261411 -  ..
261412 - NLS was an integrated environment for natural idea processing.
261413 - ref OF 5 00EQ
261414 -
261415 -     [On 000825 received report on Doug's paper Augmenting Human
261416 -     Intellect, published in the early 60s. ref SDS 23 4T3N
261417 -
261418 -     [On 001114 Doug honored with award; will receive National Medal of
261419 -     Technology for early work in the 60s. ref SDS 24 0001
261421 -      ..
261422 -     [On 010620 Lee Iverson relates Doug's background developing NLS.
261423 -     ref SDS 26 TT4I
261424 -
261425 -
261426 -
261427 -
261428 -
261429 -
261430 -
2615 -

SUBJECTS
Collective IQ
Education System
Objectives for Participating in Colloquium
Knowledge Acquisition

3106 -
310701 -  ..
310702 - Education Can be Improved Through Augment
310703 -
310704 - Follow up ref SDS 14 8967.
310705 -
310706 - Received from Henry van Eyken, ref DRT 1 0001, explaining why he has
310707 - contributed three (3) letters to the Colloquium. ref DRT 1 3445
310708 -
310709 -     [Below, Henry's post script relates to DKR organization methods.
310710 -     ref SDS 0 1254  Letter from Eric. ref SDS 0 6642]
310712 -  ..
310713 - On 000131 Ron Goldman asked contributors to review Doug Engelbart's
310714 - writings and submit a letter explaining why they are participating.
310715 - ref SDS 4 2457  Henry's letter today aligns with that objective.
310717 -  ..
310718 - Henry makes three points...
310719 -
310720 -   1.  Education needs bootstrapping
310721 -
310722 -       Literacy to Computency...
310723 -
310724 -       Writing about education is not socially acceptable when issues
310725 -       are presented that many like to hide from public view and/or
310726 -       pooh-pooh. The approach and attitude does not get co-operation
310727 -       that occurs for Session 6A presentations by Pie and Spohrer. A
310728 -       fair number of people agree with Henry, but hardly anyone
310729 -       publicly. ref DRT 1 3445
310731 -        ..
310732 -       In a post, post script Henry explains his web site...
310733 -
310734 -             http://www.fleabyte.org
310735 -
310736 -       ...is devoted to public computency, which, like common literacy,
310737 -       is regarded as essential to an environmentally healthy,
310738 -       democratic society. ref DRT 1 1344
310739 -
310740 -          "Computency" might arrest the erosion of literacy that
310741 -          occurs after formal schooling, per analysis on 991108.
310742 -          ref SDS 2 7520
310744 -        ..
310745 -   2.  Self-learning.
310746 -
310747 -       Henry is an independent (and haphazard) learner as a consequence
310748 -       of the Nazi occupation during his teenage years, and the "hunger
310749 -       winter" of 1944-45, to be followed within a few years by being
310750 -       drafted in the army. He did not have "normal" educational
310751 -       opportunities.  This experience supports caution about
310752 -       self-learning but intolerant of other people's views.
310753 -       ref DRT 1 0726
310755 -        ..
310756 -   3.  Accommodative learning Needs a Boost (Augment ABC Method), Henry
310757 -       says...
310759 -        ..
310760 -       The acquisition of broader concepts that would otherwise be
310761 -       impossible may require the destruction of fairly deeply held
310762 -       beliefs (and associated social habits), which can be an
310763 -       emotionally painful experience and threatening to self-esteem.
310764 -       Accommodation of conflicts arise between school and home, and
310765 -       from a multihued society, where common occurrences are the "we
310766 -       have always done it this way" and "if it was good enough for"
310767 -       syndromes. The acquired broader view, the expanded horizon, is
310768 -       one's very personal equivalent of "C" activity in Doug's ABC
310769 -       augment process, ref OF 1 0256, discussed in his 1992 paper on
310770 -       Groupware. reviewed on 991222. ref SDS 3 1550  It requires
310771 -       co-operation where an outsider (or some special circumstance)
310772 -       shocks the learner into C-behavior. A C-change would normally be
310773 -       a socially induced occurrence. (Thought: aren't the most
310774 -       dramatic books, plays, and movies B -> C conversions? Seeing the
310775 -       light? Epiphanies?) I very much welcome any deserved critical
310776 -       lambasting here because we are here at the heart of lifelong,
310777 -       50-some-years personal education in a time of accelerating
310778 -       change. ref DRT 1 1200
310779 -           ..
310780 -       a.  Personal bootstrapping may cause conflict, risking
310781 -           social and emotional costs. "Misfit" is a common word used
310782 -           in this connection. Especially harmful in family and
310783 -           child-rearing contexts. ref DRT 1 2268
310785 -            ..
310786 -       b.  Barrier to mental accommodation of natural phenomenon
310787 -
310788 -           Officially imposed curriculum hardly has time nor the needed
310789 -           mental substrate to do full justice to the marvel of it all!
310790 -           It all gets reduced to the basest of assimilation in
310791 -           preparing for such moronic, plug-them-in exam question like
310792 -           "calculate the wavelength of an electron traveling at x% of
310793 -           the speed of light." Maybe the efforts reported  by Pie and
310794 -           Spohrer have changed some of that. ref DRT 1 6900
310795 -
310796 -
310797 -
310798 -
310799 -
310800 -
3109 -

SUBJECTS
Ontology Organize Structure
Organization Method
Subject Indexing, General
Organic Subject Structure, MBO
Pandora's Box, Information Highway
Subject Indexing is Complex, Others Have Failed
gIBIS Decision Modeling
Editor
IBIS Conversation, 000223
Paragraph Notes, Default Assignments, 000223
Organize Information, Colloquium Correspondence, 000130
Xeena XML Editor, 000223

5314 -
531501 -  ..
531502 - Ontology Organizes Information for Efficient Use
531503 - Knowledge Space for Education, Ideas, Practices, Everything...
531504 -
531505 - Follow up ref SDS 0 6642, up ref SDS 15 8044.
531506 -
531507 - Henry van Eyken asks in a post script...
531508 -
531509 -     How do notes like the above, ref SDS 0 8967, fit in a DKR?  They
531510 -     do not represent such concrete knowledge as the properties of a
531511 -     screw that holds a tail to an airplane. They are not information
531512 -     anyone would be searching for in a knowledge container. How are
531513 -     they to be placed such that they do not contribute to
531514 -     info-overload for those consulting the DKR and still will come to
531515 -     the fore to be acted on (or replaced) at an appropriate instance?
531516 -     ref DRT 1 3500
531517 - ..
531518 - This relates in part to Henry's inquiry on 000221 about how a
531519 - dynamic knowledge management capability can enhance education.
531520 - ref SDS 14 0749 On 991108 related the dilema of knowledge management
531521 - based on Hutch's paper about the Legend of Prometheus. ref SDS 2 5810
531523 -  ..
531524 - The knowledge management dilemma of organic subject structure endemic
531525 - to "intelligence" is explained in POIMS. ref OF 2 1107
531526 -
531527 -     [On 000225 sent Henry a letter showing this information.
531528 -     ref SDS 16 0782]
531529 -
531530 -     [On 000225 Henry responded. ref SDS 16 2496]
531532 -      ..
531533 -     [On 000327 Doug Engelbart submits his paper prepared in 1972 that
531534 -     defines knowledge management as handling daily working information
531535 -     like Henry cites today that need organization. ref SDS 19 3971
531537 -      ..
531538 -     [On 000405 Paul Fernhout frames problem of what to with knowledge
531539 -     structures for "entitities. ref SDS 20 0860
531540 - ..
531541 - Part of the solution requires an epistomology, i.e., an
531542 - organization of the totality of knowledge classifications.
531543 -
531544 -     [On 000311 did more work on epistomology. ref SDS 18 0783
531546 -  ..
531547 - Henry's record is identified in the SDS record, thus...
531548 -
531549 -         [On 0000227 Eric explains benefits of organizing information
531550 -         on the Internet. ref SDS 17 0937]
531551 -
531552 -      1.  Research...
531553 -
531554 -             Education
531556 -              ..
531557 -             Cognitive Science, Learning,
531558 -          ..
531559 -      2.  Colloquium,
531560 -
531561 -              Objectives
531562 -
531563 -                 Reasons for Participating
531564 -
531565 -                 Augment Human Capabilities
531566 -
531567 -                     ABC Improvement Model
531568 -
531569 -                         Education
531571 -                      ..
531572 -                     Collective IQ
531574 -           ..
531575 -      3.  DKR Knowledge Organization System
531576 -          ..
531577 -          We could set an action item to ensure Education is
531578 -          included in the "ontology" discussed on 000221 by Eric and
531579 -          Jack, ref SDS 14 8044, so that when a system is in place it
531580 -          can start to work on "Education."
531582 -           ..
531583 -          Visit with Henry about some structure and objectives to
531584 -          analyse education.
531585 -
531587 -      ..
531588 -     Education Analysis Filed in Adjuctive Comments, Discussion
531589 -     XML Xeena Editor Supports gIBIS to Organize the Record
531590 -     DKR Uses Paragraph Labels and Default Node Types
531591 -
531592 -     Received letter from Eric Armstrong, ref DRT 3 0001, responding to
531593 -     Henry's post script asking how the DKR would organize information
531594 -     on education. ref SDS 0 1254
531595 -
531596 -     Eric advises Henry's letter on education, ref SDS 0 8967, belongs
531597 -     under a category best described as "Adjunctive comments" or, more
531598 -     simply, "discussion". ref DRT 3 8100
531599 -
531600 -         [On 0000227 Eric explains benefits of organizing information
531601 -         on the Internet. ref SDS 17 0937]
531603 -      ..
531604 -     Under the dictum that, in well-formed English, each paragraph
531605 -     contains one main idea, the unit of labeling would the paragraph.
531606 -     Every paragraph in a document would therefore need a label, but
531607 -     providing them need not be onerous.  The reason?  Because in a
531608 -     "well-formed" hierarchy, it should be possible to default the node
531609 -     type. ref DRT 3 7300
531610 -
531611 -          Not sure if this is related to the "node" system discussed
531612 -          for the Editor on 000219. ref SDS 12 1627
531614 -           ..
531615 -          [On 000423 Eric applies this idea to "atomic data structures"
531616 -          for text nodes. ref SDS 21 4977
531618 -      ..
531619 -     The "reply" button in a browser/editor/email system can get the
531620 -     "discussion" type of the node for a paragraph.  In an gIBIS
531621 -     conversation, a new entry at the top most level would be a
531622 -     question.  A child node created under a question would be an
531623 -     alternative.  Under that would be arguments (you'd have to select
531624 -     "for" or "against", etc. ref DRT 3 4590
531625 -
531626 -         [On 000614 IBIS proposed to support Wiki. ref SDS 22 4939
531628 -      ..
531629 -     XML-schema directed editors like the alphaworks Xeena editor
531630 -     support this capability -- the elements you can create depend on
531631 -     your current context. ref DRT 3 4620
531633 -      ..
531634 -     Xeena is at...
531635 -
531636 -         http://www.alphaworks.ibm.com/tech/xeena
531637 -
531638 -
531639 -
531640 -
5317 -

SUBJECTS
QOC Similar gIBIS, Design Rational Language, 000223
Robert's Rules Automate

5504 -
550501 -  ..
550502 - QOC Supports Robert's Rules of Order, Similar gIBIS
550503 -
550504 - Follow up ref SDS 10 0741.
550505 -
550506 - Received ref DRT 5 0001 from Gil Regev suggesting consideration of QOC
550507 - which is a Design Rational (DR) Language kind of comparable to gIBIS,
550508 - based on the following article...
550509 -
550511 -      ..
550512 -     http://www.xrce.xerox.com/publis/cam-trs/html/epc-1993-106.htm
550513 -
550515 -  ..
550516 - An extract from the article says...
550517 -    ..
550518 -    The gIBIS notation (Conklin and Burgess Yakemovic, 1991) is
550519 -    similar superficially; the main difference lies in the latter's
550520 -    emphasis on capturing the design process for a particular design
550521 -    explicitly, as opposed to revising the DR to bring out the
550522 -    dimensions defining the space in which the design sits. Reusability
550523 -    is therefore another critical difference in concerns. ref DRT 5
550524 -    5762
550525 -
550526 -
550527 -
550528 -
550529 -
550530 -
5506 -