Topic Maps e XTM per l'e-learning

Topic Maps are a methodology whose aim is describing knowledge structures and associating them with information resources. XML Topic Maps (XTM) is an XML-based encoding scheme to represent topic maps and similar knowledge structures (e.g. semantic networks, associative networks, concept maps, mind maps, etc.). In this paper Topic Maps and XTM are proposed as a knowledge representation system to be exploited in e-learning environments for a suited integration with semantic web technologies. They may be a useful tool to facilitate the design of learning contents and their delivery in diverse contexts. After a short survey of the Topic Maps standardization process, in this paper key elements and characteristics of TM and XTM paradigm are described. Then it is briefl y discussed about Topic Maps applications in e-learning context and also a short survey of related works is presente

Knowledge Mapping for Open Sensemaking Communities

By analogy to cartographic representations of spatial worlds, Knowledge Maps provide an ‘aerial view’ of a topic by highlighting key elements and connections. Moreover, just as spatial maps simplify the world and can fuel controversy, maps of conceptual worlds provide vehicles for summarising and negotiating meaning. In conjunction with the UK Open University’s Open Educational Resources OpenLearn project, we are investigating the role of such maps for both learners and educators to share – and debate – interpretations of OERs. In this brief update, we describe how a mapping tool (Compendium) has been integrated with OpenLearn’s elearning platform (Moodle) in order to support tasks such as concept analysis, problem-solving, literature review, learning path planning, argument analysis and OER design

Phenomenographic instructional design : case studies in geological mapping and materials science

This thesis explores the role for phenomenography in instructional design. Phenomenography is an educational research methodology that focuses on discovering the qualitatively different ways people experience learning a particular topic. The intent of the research is to come to understand the cognitive interactions that occur when learners attempt to make sense of difficult material, the kinds of difficulties they encounter, and the strategies they apply. This thesis considers how the analysis of these interactions may form the basis for the design of learning materials. Two case studies are presented that illustrate the utility of phenomenographic studies in the design process. The first considers how learner's conceptions of geological mapping can inform the instructional design of a print-based module on interpreting geological maps. A description of the design process details how specific elements were developed using the data, such as objectives and feedback and design guidelines are generated. The second case presented involves a study of learner's conceptions of phase diagrams in metallurgy. The results are integrated in the design of a computer-based learning module on phase diagrams. Design guidelines generated from this case focus on how the data needs to be communicated within the context of a team development environment. The data derived from phenomenographic studies provide descriptions of difficulties learners experience that are often not known to content experts or lecturers.. The two cases presented in this thesis demonstrate the gap between what the learner needs and what experts think they need. Communicating the existence of the gap to experts is discussed and design strategies that help to overcome this gap are presented. Integrating phenomenographic study in the design process complements established instructional design models and teaching practice. A four-stage design model is presented that includes generic guidelines that can be applied to any design context. A constructivist designer may use the guidelines to identify and generate problem-based learning tasks. Classroom teachers may use the guidelines to generate examination questions that encourage the learner to demonstrate their understanding of the key concepts associated with the topic of study. The goal for the work presented here is to improve instructional design practice, and in doing so, improve the experience of learning for students

Kesan penggunaan peta konsep terhadap pencapaian sains pelajar tingkatan satu

The phenomena of memorizing facts impacted the effectiveness of teaching and learning practises, and had caught the attention of many educational psychologists. This situation had also contributed to misconceptions in various areas in science including environmental science. This study aims to compare teachings using concept map approach based on constructivisme theory with teachings using traditional approach (OHP transparencies) on the topic of ‘Air Around Us’ in form one science subject. This study used both quantitative and qualitative approach. For the quantitative approach, the pre test and post test control group quasi-experiment research design was employed. Two classes were randomly selected from 11 classes within the research site. The sample size for the quantitative approach was 60 students whereby 30 students were in the experimental group and 30 students in the control group. Semi-structured face-to-face interviews were used to collect the qualitataive data whereby eight respondents were purposively selected, four were from the experimental group and four from the control group. The findings show that students who were exposed to concept maps performed better than students who were exposed to to traditional approach. The findings also show that students who were taught using concept maps were able to relate the concepts and shown positive perceptions towards the use of concept maps in learning the topic of ‘Air Around Us’. This study contributes to the field of science education within the context of understanding and construction of science concepts among lower secondary school students. The study also implies that there is a need for science educators in secondary schools to vary their approaches in teaching science concepts as proposed by the Ministry of Education

Concept mapping, mind mapping argument mapping: What are the differences and do they matter?

In recent years, academics and educators have begun to use software mapping tools for a number of education-related purposes. Typically, the tools are used to help impart critical and analytical skills to students, to enable students to see relationships between concepts, and also as a method of assessment. The common feature of all these tools is the use of diagrammatic relationships of various kinds in preference to written or verbal descriptions. Pictures and structured diagrams are thought to be more comprehensible than just words, and a clearer way to illustrate understanding of complex topics. Variants of these tools are available under different names: “concept mapping”, “mind mapping” and “argument mapping”. Sometimes these terms are used synonymously. However, as this paper will demonstrate, there are clear differences in each of these mapping tools. This paper offers an outline of the various types of tool available and their advantages and disadvantages. It argues that the choice of mapping tool largely depends on the purpose or aim for which the tool is used and that the tools may well be converging to offer educators as yet unrealised and potentially complementary functions

Building multi-layer social knowledge maps with google maps API

Google Maps is an intuitive online-map service which changes people's way of navigation on Geo-maps. People can explore the maps in a multi-layer fashion in order to avoid information overloading. This paper reports an innovative approach to extend the "power" of Google Maps to adaptive learning. We have designed and implemented a navigator for multi-layer social knowledge maps, namely ProgressiveZoom, with Google Maps API. In our demonstration, the knowledge maps are built from the Interactive System Design (ISD) course at the School of Information Science, University of Pittsburgh. Students can read the textbooks and reflect their individual and social learning progress in a context of pedagogical hierarchical structure

Supporting location-based inquiry learning across school, field and home contexts

Here we explore how technology can be applied to support inquiry learning spanning a range of contexts. The development process of a location-based inquiry learning toolset is presented for a secondary school GCSE Geography project. The design framework used and the process of participatory development is discussed with regard to the co-development of the activities and tools involved in an inquiry project. The lessons learned relate to the formation of a motivational context for the inquiry; the role of personal data collection in the field; the use of bridging representations across field and classroom activities; and the development of flexible, re-usable tools to support and bridge sequences of activities

Holistic engineering design : a combined synchronous and asynchronous approach

To aid the creation and through-life support of large, complex engineering products, organizations are placing a greater emphasis on constructing complete and accurate records of design activities. Current documentary approaches are not sufficient to capture activities and decisions in their entirety and can lead to organizations revisiting and in some cases reworking design decisions in order to understand previous design episodes. Design activities are undertaken in a variety of modes; many of which are dichotomous, and thus each require separate documentary mechanisms to capture information in an efficient manner. It is possible to identify the modes of learning and transaction to describe whether an activity is aimed at increasing a level of understanding or whether it involves manipulating information to achieve a tangible task. The dichotomy of interest in this paper is that of synchronous and asynchronous working, where engineers may work alternately as part of a group or as individuals and where different forms of record are necessary to adequately capture the processes and rationale employed in each mode. This paper introduces complimentary approaches to achieving richer representations of design activities performed synchronously and asynchronously, and through the undertaking of a design based case study, highlights the benefit of each approach. The resulting records serve to provide a more complete depiction of activities undertaken, and provide positive direction for future co-development of the approaches

Measuring measuring: Toward a theory of proficiency with the Constructing Measures framework

This paper is relevant to measurement educators who are interested in the variability of understanding and use of the four building blocks in the Constructing Measures framework (Wilson, 2005). It proposes a uni-dimensional structure for understanding Wilson’s framework, and explores the evidence for and against this conceptualization. Constructed and fixed choice response items are utilized to collect responses from 72 participants who range in experience and expertise with constructing measures. The data was scored by two raters and was analyzed with the Rasch partial credit model using ConQuest (1998). Guided by the 1999 Testing Standards, analyses of validity and reliability evidence provide support for the construct theory and limited uses of the instrument pending item design modifications