Showing papers on "Concept map published in 2012"

An innovative concept map approach for improving students' learning performance with an instant feedback mechanism

Abstract: Concept maps have been widely employed for helping students organise their knowledge as well as evaluating their knowledge structures in a wide range of subject matters. Although researchers have recognised concept maps as being an important educational tool, past experiences have also revealed the difficulty of evaluating the correctness of a concept map. It usually takes days or weeks for teachers to manually evaluate the concept maps developed by students; consequently, the students cannot receive timely feedback from the teachers, which not only affects their learning schedules, but also significantly influences the students' learning achievements. In this paper, a computer-based concept map-oriented learning strategy with real-time assessment and feedback is proposed in order to cope with the problems mentioned above. Our approach provides immediate evaluation of concept maps and gives also real-time feedback to the students. An experiment has been conducted to evaluate the effectiveness of this new strategy in comparison with the conventional computer-based concept map approach. It is found that our innovative approach can be significantly beneficial to promote learning achievements as well as the learning attitudes of students. [ABSTRACT FROM AUTHOR]

Question Generation from Concept Maps

Abstract: In this paper we present a question generation approach suitable for tutorial dialogues. The approach is based on previous psychological theories that hypothesize questions are generated from a knowledge representation modeled as a concept map. Our model automatically extracts concept maps from a textbook and uses them to generate questions. The purpose of the study is to generate and evaluate pedagogically-appropriate questions at varying levels of specificity across one or more sentences. The evaluation metrics include scales from the Question Generation Shared Task and Evaluation Challenge and a new scale specific to the pedagogical nature of questions in tutoring.

The Effects of Mind Mapping Activities on Students' Motivation

Abstract: We examined how students‟ motivation differed when they participated in three different types of mind mapping activities: one activity that was completed individually outside of class time, one that was completed individually in class with the instructor available for help, and one that was completed in class with other students and the instructor available for help. Using the MUSIC Model of Academic Motivation (Jones, 2009) as a framework, we implemented a concurrent mixed methods design using identical samples whereby the quantitative component was dominant over the qualitative component. Participants included 40 undergraduate students enrolled in an educational psychology course at a U.S. university. After each of the mind mapping activities, study participants completed questionnaires that included open- and closed-ended items. Although the three activities had similar effects on students‟ motivation-related beliefs, some differences were documented in their preferences of mind mapping activities. Instructional implications are provided.

Knowledge maps for e-learning

Abstract: 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.

Mapping as a learning strategy in health professions education: a critical analysis.

Abstract: Context: Mapping is a means of representing knowledge in a visual network that is becoming more commonly used as a learning strategy in medical education. The driving hypothesis behind the development and use of concept mapping is the assumption that it supports and furthers meaningful learning. Purpose: The goal of this paper is to examine the effectiveness of concept mapping as a learning strategy in health professions education. Methods: The authors conducted a critical analysis of recent literature regarding the use of concept mapping as a learning strategy in the area of health professions education. Results: Among the 65 articles identified, 63% were classified as empirical work, with the majority (75.6%) of these being pre-experimental designs. Only 24.3% of empirical articles assessed the impact of mapping on meaningful learning. Results of the analysis do not support the hypothesis that mapping per se furthers and supports meaningful learning, memorization, or factual recall. When documented improvements in learning were found, it was often when mapping was used in concert with other strategies, such as collaborative learning or instructor modeling, scaffolding and feedback. Conclusion: Current empirical research on mapping as a learning strategy presents methodological shortcomings that limit its internal and external validity. The results of our analysis indicate that mapping strategies that make use of feedback and scaffolding have beneficial effects on learning. Accordingly, we see a need to expand the reflection process on the characteristics of the representational guidance of mapping techniques and tools based on field of knowledge, instructional objectives, and characteristics of learners in health professions education.

Comparison of 1:1 and 1:m CSCL environment for collaborative concept mapping

Abstract: This paper reports an investigation into the effects of collaborative concept mapping in a digital learning environment, in terms of students' overall learning gains, knowledge retention, quality of student artefacts (the collaboratively created concept maps), interactive patterns, and learning perceptions. Sixty-four 12-year-old students from two 6th grade classes (32 from each class) participated in the study. Guided by the methodology of quasi-experimental research, group scribbles 1.0 was adopted in which students carried out collaborative concept mapping activities for social studies in two different settings: (1) 1:1 (one-device-per-student) – students working in pairs with one Tablet PC assigned to each of them; and (2) 1:m (one-device-to-many-students) – multiple students sharing a Tablet PC. Both settings were evaluated and the interactional patterns of the student groups' concept mapping were identified. The results indicated that in both 1:1 and 1:m settings, students had improved their learning results and retention. Nevertheless, while 1:1 groups had demonstrated more consistency in group participation, improved communication and interaction, the 1:m groups had instead generated superior artefacts as all the notes were well discussed among the group members. The findings suggest that a higher quality of collaborative processes does not necessarily lead to improved student artefacts. © 2012 Wiley Periodicals, Inc.

The effects of image-based concept mapping on the learning outcomes and cognitive processes of mobile learners.

Abstract: The purpose of this study was to investigate the effects of different teaching strategies (text-based concept mapping vs. image-based concept mapping) on the learning outcomes and cognitive processes of mobile learners. Eighty-six college freshmen enrolled in the 'Local Area Network Planning and Implementation' course taught by the first author participated in the research. This study randomly selected one class as the experimental group and the other as the control group. Students in the experimental group used image-based concept mapping to finish assigned tasks and those in the control group used text-based concept mapping to complete the same tasks. Quantitative analysis combined with qualitative analysis was used to examine the learning outcomes and cognitive levels of the students, as defined by the revised Bloom's taxonomy. The results showed that (1) there was no significant difference in students' learning achievements, (2) the group using image-based concept mapping showed higher level than the text-based group in the dimension of understanding and creating and (3) the image-based concept mapping strategy was more complete and diverse than the text-based concept mapping strategy. [ABSTRACT FROM AUTHOR]

Freedom vs. Restriction of Content and Structure during Concept Mapping - Possibilities and Limitations for Construction and Assessment

Abstract: Concept maps consist of both content and structure. When working with concept maps, educators give instructions for the students to follow while working on concept mapping. These instructions are usually provided in terms of conditions on the structure and the content of the maps. While educators have expectations in terms of the result of the concept mapping activity, often they are not aware of how the conditions on content and structure that are given to the students often has strong effects on the type and quality of concept maps the students construct. In this paper we analyze how different conditions affect the concept maps constructed and discuss how educators must be aware of these possibilities and limitations when working with students and in particular during the assessment of their concept maps.

Effects of multidimensional concept maps on fourth graders' learning in web-based computer course

Abstract: This study explores the effect of multidimensional concept mapping instruction on students' learning performance in a web-based computer course. The subjects consisted of 103 fourth graders from an elementary school in central Taiwan. They were divided into three groups: multidimensional concept map (MCM) instruction group, Novak concept map (NCM) instruction group, and traditional textbook (TT) instruction group. Four weeks of experimental instructions were given to the three groups, respectively. Students' progresses were examined by pre-test and post-test measurements. The experimental results suggested that subjects in the MCM group performed significantly better than those in the NCM group which in turn performed significantly better than those in the TT group. Pedagogical implications were addressed, and conclusion and some suggestions were given. Highlights?We explore the effect of multidimensional concept map instruction on learning performance. ?We compare three web-based digital materials. ?Multidimensional concept map is a better strategy than Novak concept map. ?Concept map is a better strategy than traditional textbook instruction.

Concept Map-Based Knowledge Assessment Tasks and Their Scoring Criteria: an Overview

Abstract: Concept map is a graphical representation of its creator’s knowledge structure, and it can be used as a tool for knowledge assessment. Even when considering only three factors – whether the structure, linking phrases and concept labels are given – there is a wide range of possible concept map-based tasks. Tasks with different demands allow assessing different aspects of knowledge, and thus, various sets of criteria are used for their assessment. Scoring of some of these criteria is easy to automate (e.g. count of concepts or propositions), but also more elaborate criteria are used that are more difficult to assess automatically (e.g. proposition’s depth of explanation). This paper represents the results of a literature study on usage of concept map-based tasks for knowledge assessment purposes and criteria used to score them.

A concept-map integrated dynamic assessment system for improving ecology observation competences in mobile learning activities

Abstract: Observation competence plays a fundamental role in outdoor scientific investigation. The computerized concept mapping technique as a Mindtool has shown the potential for enhancing meaningful learning in science education. The purposes of the present study are to develop a concept map integrated mobile learning design for ecology observation and to examine the implementation effect for elementary school children. Also, the difference in growth slopes between gifted and average students is investigated. Eighteen gifted students and thirty average students were included in this study. A computerized dynamic assessment system which combines a Computerized Ecology Observation Competence Assessment (CEOCA) and a concept map integrated ecology observation learning design were implemented. The results of the hierarchical linear model (HLM) analysis reveal that the overall growth slope is significant (µ=0.27, p<.01). The effect size is 0.53. The growth slope of the gifted students is a little higher than that of the average students. However, the slope difference between ability groups is not significant. The results suggest that a well designed concept map integrated learning system demonstrates very promising potential for enhancing both the gifted and average students’ mobile observation competence. The system developed in this study could be a useful resource for

Review: The automatic creation of concept maps from documents written using morphologically rich languages

Abstract: Concept map is a graphical tool for representing knowledge They have been used in many different areas, including education, knowledge management, business and intelligence Constructing of concept maps manually can be a complex task; an unskilled person may encounter difficulties in determining and positioning concepts relevant to the problem area An application that recommends concept candidates and their position in a concept map can significantly help the user in that situation This paper gives an overview of different approaches to automatic and semi-automatic creation of concept maps from textual and non-textual sources The concept map mining process is defined, and one method suitable for the creation of concept maps from unstructured textual sources in highly inflected languages such as the Croatian language is described in detail Proposed method uses statistical and data mining techniques enriched with linguistic tools With minor adjustments, that method can also be used for concept map mining from textual sources in other morphologically rich languages

A concept mapping approach to guide and understand dissemination and implementation.

Abstract: Many efforts to implement evidence-based programs do not reach their full potential or fail due to the variety of challenges inherent in dissemination and implementation. This article describes the use of concept mapping—a mixed method strategy—to study implementation of behavioral health innovations and evidence‐based practice (EBP). The application of concept mapping to implementation research represents a practical and concise way to identify and quantify factors affecting implementation, develop conceptual models of implementation, target areas to address as part of implementation readiness and active implementation, and foster communication among stakeholders. Concept mapping is described and a case example is provided to illustrate its use in an implementation study. Implications for the use of concept mapping methods in both research and applied settings towards the dissemination and implementation of behavioral health services are discussed.

MOCLog – Monitoring Online Courses with log data

Abstract: The purpose of the MOCLog project is to develop a tool for the analysis and presentation of log data on a Moodle server. The new idea of MOCLog is to combine in a useful tool a didactical theory with users’ data and to serve the needs of four groups of stakeholders: students, teachers, study program managers and administrators. The approach that we followed with MOCLog is the analysis of learning activities in online-courses from a didactical point of view (learning process and outcomes), thus going beyond than simply counting and visualizing the numbers of posts and clicks. For this purpose, a model of the log file analysis was proposed, derived from didactical principles, and an analysis of user requirements. These requirements have been collected through interviews with stakeholders, theoretical studies from the literature, and from the experience of our team members as researchers in eLearning. Based on this, a model composed by a concept map, a solution map and use cases was developed. Implementation started from these use cases and specified a design that allows realizing them within the context of Moodle, either by reusing components available from the GISMO system, or by implementing new ones. After a series of different tests and the implementation of related improvements, the MOCLog system is now available for deployment and exploitation in academic institutions.

The untapped promise of digital mind maps

Abstract: Digital mind mapping tools present a fertile area for research on human-computer interaction. We evaluated numerous existing mind mapping software applications, performed ethnographic research with a variety of users, and developed a framework of principles to inform the design of future tools for collaborative knowledge management. Our findings suggest an opportunity to advance digital mind mapping beyond the existing state-of-the-art, particularly in the areas of improving workflow, facilitating collaboration, and supporting information storage and retrieval. We conclude with suggestions for how to improve digital mind mapping systems, specifically with regard to real-time collaborative thinking.

The Impact of Concept Mapping on the Process of Problem-based Learning

Abstract: A concept map is a graphical tool to activate and elaborate on prior knowledge, to support problem solving, promote conceptual thinking and understanding, and to organize and memorize knowledge. The aim of this study is to determine if the use of concept mapping (CM) in a problem-based learning (PBL) curriculum enhances the PBL process. The paper reports on two studies. The first study was conducted with four PBL groups, with two groups using concept mapping. In the second study, three of seven groups were assigned to use concept mapping. All PBL groups were audioand videotaped. Results show that concept mapping did not lead to more or better matching learning goals. Neither did it affect the time spent on step 4 of the seven-step method. When evaluating the PBL session, students working with concept mapping were more satisfied with the execution of step 4, the decision-making process, and the communication within the group. Though indications exist that concept mapping might be a useful tool to enhance the process of PBL, further research is needed, controlling for the impact of the quality of the problems and the tutor interventions.

Exploring formative feedback on textual assignments with the help of automatically created visual representations

Abstract: Learners, particularly lifelong learners, often find it difficult to determine the scope of their expertise. Formative feedback could help them do so. To use this feedback productively, it is essential to then suggest to them the remedial actions they need to overcome the gaps in their knowledge. This paper presents the design considerations of a support tool that aims at providing formative feedback on textual assignments. It does so by facilitating comparisons between learner's input texts and group input texts with respect to the intended learning outcomes. Using language technologies, the tool automatically extracts the concepts and relations of input texts; it then creates visual representations that can be put side by side to identify conceptual overlaps and missing concepts. The paper first introduces the theoretical underpinnings of the tool – specifically those concerning expertise development, knowledge creation and assessment of knowledge. It then draws up design considerations and clarifies how the tool should work. Next, it discusses the results of an initial study in which word clouds and concept maps have been applied to generate graphical visual representations. These help learners identify overlapping and missing core concepts, both in individual texts and in a compiled group text. Finally, the paper provides conclusions and directions for future work. © 2012 Wiley Periodicals, Inc.

The use of concept maps for knowledge management: from classrooms to research labs.

Abstract: Our contemporary society asks for new strategies to manage knowledge The main activities developed by academics involve knowledge transmission (teaching) and production (research) Creativity and collaboration are valuable assets for establishing learning organizations in classrooms and research labs Concept mapping is a useful graphical technique to foster some of the disciplines required to create and develop high-performance teams The need for a linking phrase to clearly state conceptual relationships makes concept maps (Cmaps) very useful for organizing our own ideas (externalization), as well as, sharing them with other people (elicitation and consensus building) The collaborative knowledge construction (CKC) is supported by Cmaps because they improve the communication signal-to-noise ratio among participants with high information asymmetry In other words, we can identify knowledge gaps and insightful ideas in our own Cmaps when discussing them with our counterparts Collaboration involving low and high information asymmetry can also be explored through peer review and student-professor/advisor interactions, respectively In conclusion, when it is used properly, concept mapping can provide a competitive advantage to produce and share knowledge in our contemporary society To map is to know, as stated by Wandersee in 1990

Students' perception of a modified form of PBL using concept mapping

Abstract: Background: Problem-based learning (PBL) and concept mapping have been shown to promote active and meaningful learning.Aim: To design a method of PBL that includes concept mapping and examine students’ perceptions of this form of PBL.Methods: We designed a 5-phase method of PBL which produced three clearly identifiable mapping phases that reflected the learning activities during the tutorial: (1) the initial understanding of the clinical problem, (2) students’ prior knowledge of the problem, (3) the final understanding of the problem following self-directed study. The process of developing the second and third phases of the map involved the students answering questions that they generated on two occasions to give the entire process a 5-phase approach. Each student was exposed to both methods of PBL: a conventional 7-step method (Maastricht type) and the modified PBL (5-phase) method. We used a questionnaire to evaluate the students’ perceptions of the two methods in four learning domains.Result: The stude...

Concept mapping and the fundamental problem of moving between knowledge structures

Abstract: A concept map provides a ʻsnap shotʼ of a studentʼs understanding that is frozen in time by drawing it out on paper or on a computer screen. However, to represent the dynamic state of student learning, concept maps either need to emphasise dynamism (through the phrases that are chosen to act as links within the propositions that form the map), or need to be viewed as a single perspective on a more complex situation that can only be fully appreciated by considering movement between knowledge structures (e.g. through sequential mapping over time, or by indicating relationships between map structures that represent complementary learning contexts). The recognition of the importance of movement between knowledge structures needs careful management, whether teaching is conducted as a face-to-face activity or (increasingly) as a digital/online activity. Existing models of e-learning development (such as the TPACK model) can be modified to accommodate a multiple perspectives view. When the purpose of teaching is the promotion of studentsʼ ability to move between knowledge structures (rather than acquiring a single structure), the purpose of producing a concept map changes and becomes part of a wider dynamic process of learning, rather than providing a static record of what has already been learnt.

How Concept-mapping Perception Navigates Student Knowledge Transfer Performance

Abstract: The purpose of this paper is to investigate students’ perception of concept maps as a learning tool where knowledge transfer is the goal. This article includes an evaluation of the learning performance of 42 undergraduate students enrolled in a nanotech course at a university in Taiwan. Canonical correlation and MANOVA analyses were employed to examine if students’ perceptions toward concept mapping have a positive relationship with knowledge transfer; that is, students who perceive concept mapping more positively tend to perform knowledge transfer better than those who perceive concept mapping less positively. The results revealed that positive concept-mapping perception is helpful for knowledge transfer in five learning stages: acquisition, communication, application, acceptance, and assimilation.

Concept Mapping Strategies: Content, Tools and Assessment for Human Geography

Abstract: This article examines the use of concept mapping for formative and summative assessment of northeast Florida middle school students’ knowledge of human geography. The students were participants in an afterschool, academic, college reach-out program that provided opportunities to test concept mapping strategies that support spatial thinking and stimulate interest in human geography. The study documents the use of concept mapping for assessment of seventh graders’ achievement of a specific lesson and for students’ human geography achievement across all implementation grades. Concept mapping results provided insight into aspects of the curriculum and instruction where appropriate modifications could better facilitate meaningful learning.

Key Information Requirements for Process Audits - an Expert Perspective.

Abstract: In the audit domain it is agreed that a comprehensive understanding of business processes is crucial for the effectiveness and efficiency of internal and external audits on financial reporting or regulatory compliance. However, a review of current modeling methods revealed that domain specific concepts are not comprehensively supported and only little empirical research has been performed on what modeling concepts are required to support an understanding of business processes from an audit perspective. For this reason, we conducted 17 semistructured expert interviews to reconstruct key concepts of the audit domain especially focusing on process audits. As a result we present twelve relevant audit concepts and their relations in a concept map. Unlike for concepts, the expert understanding of concept relations was quite diverse. We interpret this result as an indication of complexity for the topic in focus. The presented concept map is a first step towards a domain specific modeling language.

Concept Maps: An Instructional Tool to Facilitate Meaningful Learning

Abstract: This paper describes the procedure of developing an instructional tool, ‘concept mapping’ and its effectiveness in making the material meaningful to the students. In Pakistan, the traditional way of teaching science subjects at all levels at school relies heavily on memorization. The up-to-date data obtained from qualitative and quantitative research strongly supports the value of concept mapping as an instructional tool both for cognitive and affective gains. This study seeks to contribute to this development by considering how the insights of Ausubel can be converted into an effective and efficient instructional method. It was found that concept maps help improving achievement of the students and make learning more meaningful so that retrieval is possible.

‘Structural transformation’ as a threshold concept in university teaching

Abstract: In an attempt to reveal potential threshold concepts in the field of higher education pedagogy, groups of university teachers (in the UK and in Panama) were encouraged to develop personal reflection upon their conceptions of teaching. This was initiated through concept mapping activities. It was hoped that this would help participants to address the perceived differences of teaching between their disciplines whilst coming to recognise the generic factors that may be applicable to teaching across the university context. Consideration of emergent personal models allowed the authors to identify common themes across the disciplines and to align this to established learning theories that may act as a baseline for comparison. The emergent generic model was a modification of Kolb’s learning cycle in which two learning cycles (one for the student and one for the teacher) are linked by the shared concrete experience of the classroom and considered in the context of knowledge structures. The transformation of the m...

Concept Development and Meaningful Learning Among Electrical Engineering Students Engaged in a Problem-Based Laboratory Experience

Abstract: This phenomenographic study documented changes in student-held electrical concepts the development of meaningful learning among students with both low and high prior knowledge within a problem-based learning (PBL) undergraduate electrical engineering course. This paper reports on four subjects: two with high prior knowledge and two with low prior knowledge. Subjects were interviewed at the beginning and end of the course to document their understanding of basic electrical concepts. During the term, they were videotaped while solving problems in lab. Concept maps were generated to represent how subjects verbally connected concepts during problem-solving. Significant to PBL research, each subject’s body of meaningful learning changed with each new problem, according to how the subject idiosyncratically interpreted the activity. Prior knowledge among the four subjects was a predictor of final knowledge, but not of problem-solving success. Differences in success seemed related more to mathematical ability and habits of mind. The study concluded that, depending on context, meaningful learning and habits of mind may contribute significantly to problem-solving success. The article presents a testable model of learning in PBL for further research.

Using Automatically Generated Concept Maps for Document Understanding: a Human Subjects Experiment

Abstract: Concept maps present information in a concise and easily-understood form. Consequently, concept maps of documents are a useful vehicle for summarizing the documents’ contents. Concept-map based summaries can in turn be used as the basis for browsable indices to help guide navigation through documents to find material of interest. However, using concept maps in this role depends on the ability to generate a concept map for each document. Especially for large document sets, constructing the needed concept maps by hand may be prohibitively expensive. This paper addresses this problem with an algorithm to automatically generate concept map fragments to aid in document understanding. The algorithm was evaluated with a human subjects study assessing the value of its results to facilitate locating and understanding portions of a document of interest. The study compared subjects’ speed and accuracy in answering questions about material contained in a document when using only the document, a manually constructed concept map, or an automatically-generated concept map fragment. The study showed that providing automatically generated concept maps improved user speed while retaining accuracy, for documents whose size enabled capturing most key concepts in a single concept map.

A learning support tool with clinical cases based on concept maps and medical entity recognition

Abstract: The search for truthful health information through Internet is an increasingly complex process due to the growing amount of resources. Access to information can be difficult to control even in environments where the goal pursued is well-defined, as in the case of learning activities with medical students. In this paper, we present a computer tool devised to ease the process of understanding medical concepts from information in clinical case histories. To this end, it automatically constructs concept maps and presents reliable information from different ontologies and knowledge bases. The two main components of the system are an Intelligent Information Access interface and a Concept Map Graph that retrieves medical concepts from a text input, and provides rich information and semantically related concepts. The paper includes a user evaluation of the first component and a systematic assessment for the second component. Results show that our proposal can be efficient and useful for students in a medical learning environment.