Domain-specific knowledge graphs: A survey

A peer-coaching approach was adopted in the out-of-class stage of the flipped classroom. Out of the classroom, learning tutors help students engage in learning and improve performance. Eighty-seven...

Effects of the flipped classroom model on student performance and interaction with a peer-coach strategy

Maps such as concept maps and knowledge maps are often used as learning materials. These maps have nodes and links, nodes as key concepts and links as relationships between key concepts. From a map, the user can recognize the important concepts and the relationships between them. To build concept or knowledge maps, domain experts are needed. Therefore, since these experts are hard to obtain, the cost of map creation is high. In this study, an attempt was made to automatically build a domain knowledge map for e-learning using text mining techniques. From a set of documents about a specific topic, keywords are extracted using the TF/IDF algorithm. A domain knowledge map (K-map) is based on ranking pairs of keywords according to the number of appearances in a sentence and the number of words in a sentence. The experiments analyzed the number of relations required to identify the important ideas in the text. In addition, the experiments compared K-map learning to document learning and found that K-map identifies the more important ideas.

Knowledge Maps for e-Learning

Promoting children's inquiry performances in alternate reality games: A mobile concept mapping-based questioning approach

From active‐in‐behaviour to active‐in‐thinking in learning with technology

Flipped classroom is an approach that has been increasingly used in K‐12 and higher education. Many studies on the flipped classroom have focused on student behaviors, with inadequate attention to student thinking, which is crucial to learning. Meanwhile, prior studies have examined the effects of visualization tools, such as concept map, on improving student learning through in‐depth thinking. Another related approach is knowledge graph, which presents a set of entities and their relationships in a graph as well as in a machine language for further processing and reasoning. It has a potential to support collaborative knowledge construction by automatic combination of individual knowledge graphs. To compare the effects of knowledge graph and concept map on student learning in a flipped classroom, we conducted an experimental study in fifth grade class at an elementary school. Students in the experimental group used a knowledge graph tool in the Learning Cell System, while those in the control group used a concept map tool, XMind, to support their learning of ancient Chinese poetry. The results showed that learning with knowledge graph resulted in better performance in the breadth and depth of subject knowledge as reflected in the students' learning products (ie, concept maps or knowledge graphs). Practitioner NotesWhat is already known about this topic The flipped classroom can improve student learning by enabling active participation and interactions.The concept map is an effective learning tool that can foster meaningful understanding and higher order thinking in both traditional and flipped classrooms.The knowledge graph is a related tool that presents a set of entities and their semantic relationships in a graph as well as in a machine language to support further processing.The knowledge graph can support collaborative knowledge construction by automatic combination of individual knowledge graphs.What this paper adds We conducted an experimental study to compare the effects of knowledge graph and concept map on student learning in a flipped classroom.Compared with concept map, learning with knowledge graph resulted in better performance in the breadth and depth of subject knowledge as reflected in the students' learning products (ie, concept maps or knowledge graphs).Implications for practice and/or policy Learning with knowledge graph fosters more cognitive engagement in exploring the relationships between concepts represented in both individual and converged knowledge graphs.The converged knowledge graph offers the teacher a big picture of the entire class in student understanding.Relevant training should be provided to students and teachers for effective use and learning with the knowledge graph tool. [ABSTRACT FROM AUTHOR] uracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Fostering deeper learning in a flipped classroom: Effects of knowledge graphs versus concept maps

The significance of deep learning lies not only in the construction of knowledge, but also in utilizing collective wisdom embedded in social networks to form a rich social knowledge network. The learning cell platform, which integrates comprehensive information such as interpersonal networks, knowledge networks and learning activities, can provide good support for online deep learning. The double helix deep learning model based on learning cells reflects a deep learning theory of social interaction, collaborative knowledge building and sharing, as well as cognitive development step by step. In this model, knowledge network and social network are two basic frameworks, developing a social knowledge network through the convergence of learning activities. The social knowledge network takes knowledge content as the core node and establishes relationships between two knowledge nodes, knowledge node and human node, as well as two human nodes. In this model, learners and teachers are equal and can exchange their roles. In the initial stage of learning, learners first construct a knowledge network and an interpersonal network through reception learning; with the gradual deepening of participatory learning, collaborative construction based on knowledge interaction promotes the development of knowledge networks; the generation of network nodes based on interpersonal interaction widens interpersonal networks, and personal learning network forms dynamically and develops spirally; in the advanced stage of learning, learners can actively connect with the networks, and construct the social knowledge space of communities through creative learning activities and activity-based knowledge contribution and creation, in order to achieve effective deep learning.

Jingjing Cui

Papers

Fostering deeper learning in a flipped classroom: Effects of knowledge graphs versus concept maps

Double Helix Deep Learning Model Based on Learning Cell