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Ellen Taricani

Bio: Ellen Taricani is an academic researcher from Pennsylvania State University. The author has contributed to research in topics: Concept map & Technological convergence. The author has an hindex of 5, co-authored 7 publications receiving 157 citations.

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Journal ArticleDOI
TL;DR: This descriptive investigation seeks to confirm and extend a technique for automatically scoring concept maps using a computer-based technique adapted from Schvaneveldt (1990) and colleague's Pathfinder network approach.
Abstract: In this descriptive investigation, we seek to confirm and extend a technique for automatically scoring concept maps. Sixty unscored concept maps from a published dissertation were scored using a computer-based technique adapted from Schvaneveldt (1990) and colleague's Pathfinder network approach. The scores were based on link lines drawn between terms and on the geometric distances between terms. These concept map scores were compared to terminology and comprehension posttest scores. Concept map scores derived from link data were more related to terminology whereas concept map scores derived from distance data were more related to comprehension. A step-by-step description of the scoring technique is presented and the next steps in the development process are discussed.

110 citations

Journal Article
TL;DR: The authors used a Pathfinder Network analysis approach to analyze the distance proximity array data and found that the concept map scores derived using the 16 most important terms were all significantly related to the multiple-choice posttest scores, with Common scores based on term spatial location being most related to comprehension (r=0.57) and Terms scores according to the number of important terms included on the map being most relevant to vocabulary (r =0.55).
Abstract: This descriptive study considers the consequence of increasing the number of terms used when scoring open-ended concept maps. Participants (n=24) read an instructional text and drew concept maps of the content, then completed a multiple-choice posttest that measured vocabulary and comprehension. The distances between terms in each participant's concept map were transformed into three proximity arrays using the 16, 26, and 36 most important terms from an expert's map. A Pathfinder Network analysis approach was used to analyze the distance proximity array data. The concept map scores derived using the 16 most important terms were all significantly related to the multiple-choice posttest scores, with Common scores based on term spatial location being most related to comprehension (r=0.57) and Terms scores based on the number of important terms included on the map being most related to vocabulary (r=0.55). However, contrary to expectation, increasing the number of terms used to score the maps did not increase the predictive ability of the map scores, probably due to students not selecting enough of the most important words to include in their maps. Recalling important terms to include in a map appears to be an important and discrete cognitive task. Cautions and implications are provided.

18 citations

Journal ArticleDOI
TL;DR: Results indicate that text signals in these print-based readings strongly influenced team collaboration artifacts, and the HTS team maps were substantially more alike.
Abstract: This exploratory quasi-experimental investigation describes the influence of text signals on team visual map artifacts. In two course sections, four-member teams were given one of two print-based text passage versions on the course-related topic “Social influence in groups” downloaded from Wikipedia; this text had two paragraphs, each with a prominent heading. Teams in one section (10 teams, 40 participants) were given the version that included the original hyperlinks (HTS) displayed as underlining, while teams in the other section (nine teams, 36 participants) were given an alternate version with the hyperlinks removed but with the same number of important text topics underlined (TTS). Participants worked during class time to create team visual maps of this passage using large sheets of newsprint. Both headings and text topic terms predominated in the TTS team maps, but only hyperlink terms and not headings predominated in the HTS team maps. The team visual map forms, as measured by vector pattern matching and by graph centrality, were also significantly different. Relative to the HTS team maps, on average the TTS team map forms were more complex and more like the expert’s map, while the HTS team map forms were more linear, showing a primacy effect. Further, the HTS team maps were substantially more alike. These results indicate that text signals in these print-based readings strongly influenced team collaboration artifacts.

11 citations

01 Jan 2007
TL;DR: In this article, the authors discuss the similarities between the concept of belonging to a particular blog through the deeper connectivity of the dialog and the fascination with the public broadcast of thoughts and feelings.
Abstract: Writing through a blog is a way of extending ourselves in a virtual world. Our identity is formed and molded as we unveil our thoughts and have others offer comments and feedback. The online environment has a direct impact in creating active social interactions to assist in defining our identity. Most blogs are a personal journal type of entry that deals with the personal experiences and reflections. Our concept of ourself is derived from a perceived membership in a particular blog through the deeper connectivity of the dialog. Most bloggers are under 30 and influenced by the postmodern philosophies. Some of these are discussed and parallels are made to bring more understanding of this fascination with the public broadcast of thoughts and feelings.

8 citations


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241 citations

Journal ArticleDOI
TL;DR: This paper introduces the SMD Technology (Surface, Matching, Deep Structure), which measures relational, structural, and semantic levels of graphical representations and concept maps and indicates a high reliability and validity.
Abstract: The demand for good instructional environments presupposes valid and reliable analytical instruments for educational research. This paper introduces the SMD Technology (Surface, Matching, Deep Structure), which measures relational, structural, and semantic levels of graphical representations and concept maps. The reliability and validity of the computer-based and automated SMD Technology was tested in three experimental studies with 106 participants. The findings indicate a high reliability and validity. The discussion focuses on the development and realization of the three levels of the SMD Technology and applications for research, learning and instruction.

126 citations

Journal ArticleDOI
TL;DR: This descriptive investigation seeks to confirm and extend a technique for automatically scoring concept maps using a computer-based technique adapted from Schvaneveldt (1990) and colleague's Pathfinder network approach.
Abstract: In this descriptive investigation, we seek to confirm and extend a technique for automatically scoring concept maps. Sixty unscored concept maps from a published dissertation were scored using a computer-based technique adapted from Schvaneveldt (1990) and colleague's Pathfinder network approach. The scores were based on link lines drawn between terms and on the geometric distances between terms. These concept map scores were compared to terminology and comprehension posttest scores. Concept map scores derived from link data were more related to terminology whereas concept map scores derived from distance data were more related to comprehension. A step-by-step description of the scoring technique is presented and the next steps in the development process are discussed.

110 citations

Journal ArticleDOI
TL;DR: Cell type-specific gene targeting using hyaluronan- and asialoorosomucoid-coated nanocapsules, generated using dispersion atomization, to direct genes to liver sinusoidal endothelial cells and hepatocytes provided long-term expression of FVIII, without apparent antibody formation, and improved the phenotype of hemophilia A mice.
Abstract: Liver sinusoidal endothelial cells are a major endogenous source of Factor VIII (FVIII), lack of which causes the human congenital bleeding disorder hemophilia A. Despite extensive efforts, gene therapy using viral vectors has shown little success in clinical hemophilia trials. Here we achieved cell type-specific gene targeting using hyaluronan- and asialoorosomucoid-coated nanocapsules, generated using dispersion atomization, to direct genes to liver sinusoidal endothelial cells and hepatocytes, respectively. To highlight the therapeutic potential of this approach, we encapsulated Sleeping Beauty transposon expressing the B domain-deleted canine FVIII in cis with Sleeping Beauty transposase in hyaluronan nanocapsules and injected them intravenously into hemophilia A mice. The treated mice exhibited activated partial thromboplastin times that were comparable to those of wild-type mice at 5 and 50 weeks and substantially shorter than those of untreated controls at the same time points. Further, plasma FVIII activity in the treated hemophilia A mice was nearly identical to that in wild-type mice through 50 weeks, while untreated hemophilia A mice exhibited no detectable FVIII activity. Thus, Sleeping Beauty transposon targeted to liver sinusoidal endothelial cells provided long-term expression of FVIII, without apparent antibody formation, and improved the phenotype of hemophilia A mice.

107 citations

Journal ArticleDOI
TL;DR: Enhanced guidance on the contextualisation of concept mapping and recommendations for its future use in higher education are offered.
Abstract: This article aims to reexamine conclusions drawn by recent analyses of the literature on concept mapping as an educational tool by considering the wider literature on curriculum development. This is with the aim of enhancing the application of concept mapping to higher education. As part of an iterative review process, issues raised by previous analyses are reconsidered with reference to educational research papers that were not considered previously. A greater consideration of the context for learning provides alternatives to some of the assumptions that underpin the discipline-specific concept mapping literature. The methodological shortcomings in the literature on concept mapping revealed by earlier reviews are reevaluated to support reflection on how the tool may be profitably used and also how such reviews may be conducted to better inform practice. This article offers enhanced guidance on the contextualisation of concept mapping and recommendations for its future use in higher education.

101 citations