sustainable agriculture system are not generalizable
on a large scale and is, rather, contextualized.
We wish to obtain cognitive representations of
critical knowledge, particularly in order to design
Innovative Agriculture Systems (IAS) which are
effective and sustainable in their context. To do this,
we distinguish two types of mobilizable cognitive
resource: thematic knowledge and contextual
knowledge.
3.1.1 Thematic Knowledge
Thematic knowledge is agronomic, economic or
environmental knowledge. It is generalizable for all
types of farm. It applies only in part to any particular
farm.
3.1.2 Contextual Knowledge
On the farm level, IAS illustrates contextual
knowledge. The notion of reference introduces a
cognitive concept which is specific to agriculture. A
reference is therefore both agricultural advice and
localized facts enabling the data to be interpreted.
References which illustrate the theoretical operation
of a farm could be present in the library, as either a
typical or a concrete case.
A typical case is a “fictitious farm, constructed by
modeling, and described using concrete and coherent
data from farms using the same system” (Cerf and
Lenoir 1987). The typical case is cognitively
efficient for transmitting knowledge which is tried
and tested in a given environment to the operational
actors.
Similarly, a concrete case is "a typical case studied
because of the innovative character of some of its
features, but whose representativity is generally
minor in the local or regional territory. The main
interest of this concrete case is that it can provide
possible orientations, strategies and adaptations of
the main farming systems in the local region.”
(Chambre régionale d'agriculture de Bourgogne
2009).
3.1.3 Which Model to Use?
The tool to be constructed is first of all a
computerized book of knowledge. We selected the
Mask method (Ermine 1996, 2
nd
edition 2000) used
in knowledge engineering to represent both thematic
knowledge and the operations of a farm. These
models are gateways to deeper forms of knowledge,
such as texts, and also perhaps images and videos
(Moity-Maïzi and Bouche 2008). Thus, the models
structure the knowledge.
3.2 Content–actor Relationship
Agricultural advisors or farmers have a role to play
in renewing knowledge, since they are continually
introducing new practices. Researchers, for their
part, make available academic knowledge.
Agricultural advisors or teachers comprise the
pedagogical interface of this empirical and academic
knowledge.
Finally, in the exchange and innovation space, all
the actors can exchange their ideas concerning
innovative subjects, or can react to knowledge which
has already been presented.
4 THE TECHNOLOGICAL
COMPONENT
We will present the general specifications of KOFIS
and then, based on a list of KOFIS properties, we
will propose the general tool architecture.
4.1 KOFIS – General Specifications
In the four following sections, we will describe
successively what is globally required of the tool.
4.1.1 What are the General Expectations for
KOFIS?
KOFIS needs to be accessible to actors of different
origins in various computing environments. In the
first two sections, we identified two expression
spaces with different logical approaches: a
knowledge capitalization space and an innovation
space. In the following, by convention, we will call
[K] the knowledge space and [I] the innovation
space. Thus, KOFIS stores operational knowledge
objects in [K] and builds interactions in [I] to
produce new knowledge.
One of the key success factors for knowledge
management (Soulignac, Chanet et al. 2009) is the
users’ appropriation of the tool. The first property
of the tool is its ergonomy.
Knowledge objects should be quick to access. In
addition, when faced with an unsolved problem, the
system rapidly provides pertinent and explicit
knowledge in the form of datasheets, images or
videos, which facilitate the solution.
Two important functional requirements emerge: the
knowledge capitalization and the organization and
structuring of explicit and tacit knowledge. We shall
see how an adaptation of the C-K theory of
(Hatchuel and Weil 1999) and the use of a semantic
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