Evaluating Knowledge Anchors in Data Graphs against Basic Level Objects

The growing number of available data graphs in the form of RDF Linked Da-ta enables the development of semantic exploration applications in many domains. Often, the users are not domain experts and are therefore unaware of the complex knowledge structures represented in the data graphs they in-teract with. This hinders users’ experience and effectiveness. Our research concerns intelligent support to facilitate the exploration of data graphs by us-ers who are not domain experts. We propose a new navigation support ap-proach underpinned by the subsumption theory of meaningful learning, which postulates that new concepts are grasped by starting from familiar concepts which serve as knowledge anchors from where links to new knowledge are made. Our earlier work has developed several metrics and the corresponding algorithms for identifying knowledge anchors in data graphs. In this paper, we assess the performance of these algorithms by considering the user perspective and application context. The paper address the challenge of aligning basic level objects that represent familiar concepts in human cog-nitive structures with automatically derived knowledge anchors in data graphs. We present a systematic approach that adapts experimental methods from Cognitive Science to derive basic level objects underpinned by a data graph. This is used to evaluate knowledge anchors in data graphs in two ap-plication domains - semantic browsing (Music) and semantic search (Ca-reers). The evaluation validates the algorithms, which enables their adoption over different domains and application contexts

Structured feedback on students’ concept maps: the proverbial path to learning?

Good conceptual knowledge is an essential requirement for health professions students, in that they are required to apply concepts learned in the classroom to a variety of different contexts. However, the use of traditional methods of assessment limits the educator’s ability to correct students’ conceptual knowledge prior to altering the educational context. Concept mapping (CM) is an educational tool for evaluating conceptual knowledge, but little is known about its use in facilitating the development of richer knowledge frameworks. In addition, structured feedback has the potential to develop good conceptual knowledge. The purpose of this study was to use Kinchin’s criteria to assess the impact of structured feedback on the graphical complexity of CM’s by observing the development of richer knowledge frameworks. Fifty-eight physiotherapy students created CM’s targeting the integration of two knowledge domains within a case-based teaching paradigm. Each student received one round of structured feedback that addressed correction, reinforcement, forensic diagnosis, benchmarking, and longitudinal development on their CM’s prior to the final submission. The concept maps were categorized according to Kinchin’s criteria as either Spoke, Chain or Net representations, and then evaluated against defined traits of meaningful learning. The inter-rater reliability of categorizing CM’s was good. Pre-feedback CM’s were predominantly Chain structures (57%), with Net structures appearing least often. There was a significant reduction of the basic Spoke- structured CMs (P = 0.002) and a significant increase of Net-structured maps (P < 0.001) at the final evaluation (post-feedback). Changes in structural complexity of CMs appeared to be indicative of broader knowledge frameworks as assessed against the meaningful learning traits. Feedback on CM’s seemed to have contributed towards improving conceptual knowledge and correcting naive conceptions of related knowledge. Educators in medical education could therefore consider using CM’s to target individual student development

Reliability Investigation of Automatic Assessment of Learner-Build Concept Map with Kit-Build Method by Comparing with Manual Methods

This paper describes an investigation into the reliability of an automatic assessment method of the learner-build concept map by comparing it with two well-known manual methods. We have previously proposed the Kit-Build (KB) concept map framework where a learner builds a concept map by using only a provided set of components, known as the set "kit". In this framework, instant and automatic assessment of a learner-build concept map has been realized. We call this assessment method the "Kit-Build method" (KB method). The framework and assessment method have already been practically used in classrooms in various schools. As an investigation of the reliability of this method, we have conducted an experiment to compare the assessment results of the method with the assessment results of two other manual assessment methods. In this experiment, 22 university students attended as subjects and four as raters. It was found that the scores of the KB method had a very strong correlation with the scores of the other manual methods. The results suggest that automatic assessment of the Kit-Build concept map can attain almost the same level of reliability as well-known manual assessment methods.'Artificial Intelligence in Education' 18th International Conference, AIED 2017, Wuhan, China, June 28 – July 1, 2017, Proceeding

The Neuro-Subject: A Living Entity with Learnability

In the context of an academic subject, students and teachers acquire knowledge and experience, but we must ensure that this experience will be shared and managed. In this way, the learning, acquired in the subject, remains in the subject. A proven way to manage the experience, which has been validated in previous works, is based on considering two dimensions: the conversion of individual knowledge into organizational and the use of a knowledge management system that allows classifying, organizing and finding knowledge based on ontologies and inferences between them. The primary objective of this research work is to join the two dimensions and apply an active method to manage the experience acquired by the teaching staff and students. The combination of the models RT-CICLO, as an active method, and ACCI 3.0 to transform individual and organizational knowledge can be applied so that organizational knowledge and learning are produced in a subject. In this work we have identified the actions in which the students create knowledge, as well as the type of knowledge that is created in each case. Organizational knowledge can be generated from each action, which can also be used to promote individual student learning. In the experience also have been acquired a high perception of usefulness on the part of students with regard to all types of organizational knowledge created

Unintended learning in primary school practical science lessons from Polanyi’s perspective of intellectual passion

This study explored, from the perspective of intellectual passion developed by Michael Polanyi, the unintended learning that occurred in primary practical science lessons. We use the term ‘unintended’ learning to distinguish it from ‘intended’ learning that appears in teachers’ learning objectives. Data were collected using video and audio recordings of a sample of twenty-four whole class practical science lessons, taught by five teachers, in Korean primary schools with 10- to 12-year-old students. In addition, video and audio recordings were made for each small group of students working together in order to capture their activities and intra-group discourse. Pre-lesson interviews with the teachers were undertaken and audio-recorded to ascertain their intended learning objectives. Selected key vignettes, including unintended learning, were analysed from the perspective of intellectual passion developed by Polanyi. What we found in this study is that unintended learning could occur when students got interested in something in the first place and could maintain their interest. In addition, students could get conceptual knowledge when they tried to connect their experience to their related prior knowledge. It was also found that the processes of intended learning and of unintended learning were different. Intended learning was characterized by having been planned by the teacher who then sought to generate students’ interest in it. In contrast, unintended learning originated from students’ spontaneous interest and curiosity as a result of unplanned opportunities. Whilst teachers’ persuasive passion comes first in the process of intended learning, students’ heuristic passion comes first in the process of unintended learning. Based on these findings, we argue that teachers need to be more aware that unintended learning, on the part of individual students, can occur during their lesson and to be able to better use this opportunity so that this unintended learning can be shared by the whole class. Furthermore, we argue that teachers’ deliberate action and a more interactive classroom culture are necessary in order to allow students to develop, in addition to heuristic passion, persuasive passion towards their unintended learning

Interrater reliability of the mind map assessment rubric in a cohort of medical students

<p>Abstract</p> <p>Background</p> <p>Learning strategies are thinking tools that students can use to actively acquire information. Examples of learning strategies include mnemonics, charts, and maps. One strategy that may help students master the tsunami of information presented in medical school is the mind map learning strategy. Currently, there is no valid and reliable rubric to grade mind maps and this may contribute to their underutilization in medicine. Because concept maps and mind maps engage learners similarly at a metacognitive level, a valid and reliable concept map assessment scoring system was adapted to form the mind map assessment rubric (MMAR). The MMAR can assess mind map depth based upon concept-links, cross-links, hierarchies, examples, pictures, and colors. The purpose of this study was to examine interrater reliability of the MMAR.</p> <p>Methods</p> <p>This exploratory study was conducted at a US medical school as part of a larger investigation on learning strategies. Sixty-six (<it>N </it>= 66) first-year medical students were given a 394-word text passage followed by a 30-minute presentation on mind mapping. After the presentation, subjects were again given the text passage and instructed to create mind maps based upon the passage. The mind maps were collected and independently scored using the MMAR by 3 examiners. Interrater reliability was measured using the intraclass correlation coefficient (<it>ICC</it>) statistic. Statistics were calculated using SPSS version 12.0 (Chicago, IL).</p> <p>Results</p> <p>Analysis of the mind maps revealed the following: concept-links <it>ICC </it>= .05 (95% CI, -.42 to .38), cross-links <it>ICC </it>= .58 (95% CI, .37 to .73), hierarchies <it>ICC </it>= .23 (95% CI, -.15 to .50), examples <it>ICC </it>= .53 (95% CI, .29 to .69), pictures <it>ICC </it>= .86 (95% CI, .79 to .91), colors <it>ICC </it>= .73 (95% CI, .59 to .82), and total score <it>ICC </it>= .86 (95% CI, .79 to .91).</p> <p>Conclusion</p> <p>The high <it>ICC </it>value for total mind map score indicates strong MMAR interrater reliability. Pictures and colors demonstrated moderate to strong interrater reliability. We conclude that the MMAR may be a valid and reliable tool to assess mind maps in medicine. However, further research on the validity and reliability of the MMAR is necessary.</p

Systematic identification of abundant A-to-I editing sites in the human transcriptome

RNA editing by members of the double-stranded RNA-specific ADAR family leads to site-specific conversion of adenosine to inosine (A-to-I) in precursor messenger RNAs. Editing by ADARs is believed to occur in all metazoa, and is essential for mammalian development. Currently, only a limited number of human ADAR substrates are known, while indirect evidence suggests a substantial fraction of all pre-mRNAs being affected. Here we describe a computational search for ADAR editing sites in the human transcriptome, using millions of available expressed sequences. 12,723 A-to-I editing sites were mapped in 1,637 different genes, with an estimated accuracy of 95%, raising the number of known editing sites by two orders of magnitude. We experimentally validated our method by verifying the occurrence of editing in 26 novel substrates. A-to-I editing in humans primarily occurs in non-coding regions of the RNA, typically in Alu repeats. Analysis of the large set of editing sites indicates the role of editing in controlling dsRNA stability.Comment: Pre-print version. See http://dx.doi.org/10.1038/nbt996 for a reprin

Does the mind map learning strategy facilitate information retrieval and critical thinking in medical students?

<p>Abstract</p> <p>Background</p> <p>A learning strategy underutilized in medical education is mind mapping. Mind maps are multi-sensory tools that may help medical students organize, integrate, and retain information. Recent work suggests that using mind mapping as a note-taking strategy facilitates critical thinking. The purpose of this study was to investigate whether a relationship existed between mind mapping and critical thinking, as measured by the Health Sciences Reasoning Test (HSRT), and whether a relationship existed between mind mapping and recall of domain-based information.</p> <p>Methods</p> <p>In this quasi-experimental study, 131 first-year medical students were randomly assigned to a standard note-taking (SNT) group or mind map (MM) group during orientation. Subjects were given a demographic survey and pre-HSRT. They were then given an unfamiliar text passage, a pre-quiz based upon the passage, and a 30-minute break, during which time subjects in the MM group were given a presentation on mind mapping. After the break, subjects were given the same passage and wrote notes based on their group (SNT or MM) assignment. A post-quiz based upon the passage was administered, followed by a post-HSRT. Differences in mean pre- and post-quiz scores between groups were analyzed using independent samples <it>t</it>-tests, whereas differences in mean pre- and post-HSRT total scores and subscores between groups were analyzed using ANOVA. Mind map depth was assessed using the Mind Map Assessment Rubric (MMAR).</p> <p>Results</p> <p>There were no significant differences in mean scores on both the pre- and post-quizzes between note-taking groups. And, no significant differences were found between pre- and post-HSRT mean total scores and subscores.</p> <p>Conclusions</p> <p>Although mind mapping was not found to increase short-term recall of domain-based information or critical thinking compared to SNT, a brief introduction to mind mapping allowed novice MM subjects to perform similarly to SNT subjects. This demonstrates that medical students using mind maps can successfully retrieve information in the short term, and does not put them at a disadvantage compared to SNT students. Future studies should explore longitudinal effects of mind-map proficiency training on both short- and long-term information retrieval and critical thinking.</p

High School Students' Proficiency and Confidence Levels in Displaying Their Understanding of Basic Electrolysis Concepts

This study was conducted with 330 Form 4 (grade 10) students (aged 15 – 16 years) who were involved in a course of instruction on electrolysis concepts. The main purposes of this study were (1) to assess high school chemistry students’ understanding of 19 major principles of electrolysis using a recently developed 2-tier multiple-choice diagnostic instrument, the Electrolysis Diagnostic Instrument (EDI), and (2) to assess students’ confidence levels in displaying their knowledge and understanding of these electrolysis concepts. Analysis of students’ responses to the EDI showed that they displayed very limited understanding of the electrolytic processes involving molten compounds and aqueous solutions of compounds, with a mean score of 6.82 (out of a possible maximum of 17). Students were found to possess content knowledge about several electrolysis processes but did not provide suitable explanations for the changes that had occurred, with less than 45 % of students displaying scientifically acceptable understandings about electrolysis. In addition, students displayed limited confidence about making the correct selections for the items; yet, in 16 of the 17 items, the percentage of students who were confident that they had selected the correct answer to an item was higher than the actual percentage of students who correctly answered the corresponding item. The findings suggest several implications for classroom instruction on the electrolysis topic that need to be addressed in order to facilitate better understanding by students of electrolysis concepts