The intention of this paper is to show a reflexive study about knowledge representation through maps in virtual learning environments (VLE). The aim of this research is to investigate how maps can be used to build information networks, contribute to the collective building of knowledge, and facilitate research and pedagogical mediation in VLEs. For this purpose, the specialization post-graduation online course “Software Use in Qualitative Research” was analyzed. During this analysis, I discuss meaningful learning through maps built using the mapping software Nestor Web Cartographer, CMap tools and Compendium. I then present some important aspects about how maps can contribute to online content design, tutoring diagnostic and assessment applications

Okada, Alexandra

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Open Research Online

Open Research OnlineThe Open University’s repository of research publicationsand other research outputsCreating knowledge maps in Virtual LearningEnvironmentsConference or Workshop ItemHow to cite:Okada, Alexandra (2005). Creating knowledge maps in Virtual Learning Environments. In: Doctoral Colloquium,2005, AKT DC2005, 1 May 2005, Milton Keynes, UK.For guidance on citations see FAQs.c© 2005 The AuthorVersion: Accepted ManuscriptCopyright and Moral Rights for the articles on this site are retained by the individual authors and/or other copyrightowners. For more information on Open Research Online’s data policy on reuse of materials please consult the policiespage.oro.open.ac.ukCreating knowledge mapsin Virtual Learning EnvironmentsAlexandra Lilavati Pereira OkadaOpen University Knowledge Media Institute UK and PUC-SP Brazila.l.p.okada@open.ac.ukAbstract. The intention of this paper is to show a reflexive study aboutknowledge representation through maps in virtual learning environ-ments (VLE). The aim of this research is to investigate how maps canbe used to build information networks, contribute to the collectivebuilding of knowledge, and facilitate research and pedagogical media-tion in VLEs. For this purpose, the specialization post-graduation onlinecourse “Software Use in Qualitative Research” was analyzed. Duringthis analysis, I discuss meaningful learning through maps built using themapping software Nestor Web Cartographer, CMap tools and Compen-dium. I then present some important aspects about how maps can con-tribute to online content design, tutoring diagnostic and assessment ap-plications.Keywords: Knowledge Representation, Cognitive Diagnosis, Collabora-tive Learning.1. IntroductionOne of the greatest difficulties researcher-learners face during their researches is struc-turing the investigation effectively. Researching involves many processes: dealingwith lots of data, systematizing relevant information, demonstrating intermediatesteps, developing critical thinking and argumentative discussions. And these can all befacilitated in virtual learning environments (VLE). The advantages are not just “com-munication anytime, anywhere”, but also having all discussions structured and infor-mation recorded.However many academic students are not interested in online interactions. They preferindividual tasks and face to face interactions. In VLE, they need to read lots of infor-mation. And an activity in a group means more work and more time. For them, thecontent doesn’t enrich their studies. It is also difficult to verbalize their specific prob-lems and get meaningful solutions.To convince students, it is important to develop new methodologies for meaningfulargumentation discussions and organize relevant information in a VLE.2- OverviewThe intention of this study is to analyze contributions of webmaps to online contentdesign, tutoring diagnostic and assessment applications. For that, I investigated mapuses in the specialization post-graduation online course “Software Use in QualitativeResearch” offered by Pontifical Catholic University PUC-SP. In 2004, 29 researcher-students from different areas and universities in Brazil participated in this onlinecourse. The aims of this specialization course were todiscuss important concepts about cartography and qualitative research;explore some cartography software available in internet;develop maps to facilitate the investigation process.The course content was organized through 3 modules:Module I - Mapping Informationparticipants introduction, research projects discussion and software installationsome mapping methodologies: ConceptMap, MindMap and ArgumentativeMapdocumentation and bibliographic references through webmaps.Module II - Qualitative Researchmapping the investigation: collecting data, interviews, observations, blogsmapping categories and discourse analysesModule III - Improving investigation through mapsconnecting theories and practices through mapssystematizing the investigation and writing papers from the maps built.Activities Module I Module II Module IIIReading(papers)Cognitive Cartogra-phy: some techniquesto map information.Qualitative research:mapping the corpus ofinvestigation.Analysing and inter-preting data throughmaps.Discussing(forum)What are the differ-ences and applica-tions related to MindMap, Concept Mapand ArgumentativeMap?How can knowledgemaps contribute to thequalitative research?How to identify andorganise the mostimportant categoriesabout your collecteddata ?Mapping(Portfolio)Draw your projectthrough a mind mapSelect the main con-cepts in your re-search and elaboratea concept mapMap the main webreferences (papers,journals, magazines)Organise the contentthrough some argumen-tative mapsMap your collecteddata: interviews,observations, blog.Select the main cate-gories and establishconnections.Reflecting(Blog)How these tech-niques could facili-tate your research?What are the advan-tages and disadvan-tages of knowledgemaps?What were the chal-lenges, difficultiesand solutions?Table 1- Framework of main activities during the online course3 - Knowledge Mapping: Background and Cartography SoftwareCartographic representation is a way to build schemes to enable understandingthrough spatial relations (Kitchin and Tate, 1999; Lévy, 1994). Well-designed mapsare effective resources for building knowledge because they:exploit the mind’s ability in establishing relationships in physical structures;allow a clear understanding of a complex environment;reduce search time and reveal spatial relations that might otherwise not be noticed.For centuries, maps have been used to store and represent knowledge about the world.They are a concentrated database of information on location and a powerful graphictool to classify, represent and communicate connections among diverse elements(Dodge and Kitchin, 2002;Hodgkiss, 1980).Cartography is one of the most promising resources to express the non-linear dynamicof building knowledge: maps are always transforming, they have no beginnings andendings, just middles in continuous change. They can also represent, in perspective,new angles, points of view, different contexts and multiple levels, in order to createnew alternatives. (Deleuze and Guattari , 1995). Once the map is created, breaks andruptures can be easily identified, which allows us to construct new knowledge, ratherthan merely propagate the old. It allows us to link ideas, thoughts and information anddesign flexible global structures.The notion of Cartography is useful in educational research. Knowledge can be con-tinually assembled and reassembled over time. That means reconstructing and decon-structing information and resisting notions of closure around an ‘ontological center’ or‘concept'. Mapping helps us to construct information by plotting it carefully on a hy-pertextual structure organized within various hierarchies.There are some types of cartography software that can be used to create concept maps,mind maps, virtual maps and argumentation maps.3.1 Nestor Web CartographerThe software Nestor was developed in France by Romain Zeiliger in 1996. Its mainpurpose is to map web information. It is a graphic web browser: an editor of htmlpages and a cartographer with synchronous and asynchronous resources to supportcollaborative learning.This software dynamically builds a flexible and navigable overview map of the hyper-space when users interact with it. Nestor automatically registers all the URLs accessedin a map, showing the process of navigation. The map can be re-arranged and newobjects can be created: documents, links, annotations, sub-maps, tours, search key-words and conceptual areas. (Eklund, Sawers and Zeiliger, 1999).3.2 Cmap ToolsCMap was developed by IHMC – Institute for Human Machine Cognition, Florida in1993. Its main purpose is to map our thoughts, ideas and opinions through a set ofhierarchical concepts. Its interface is very simple. Double-clicking anywhere on themap screen adds a new concept. It is also possible to include images, URLs and otherdifferent kind of files: video, text, web pages, figures, tables, graphics and sound.The concepts are linked easily when the user drags the arrows. And the software offerslarge range of styles to improve the map design: fonts, objects, lines and background.Concepts maps can be created individually or collectively. Moreover, it is possible tocreate online discussions inside the same map. So users can discuss the map contentand design.3.3 CompendiumThis software was initially developed in Verizon research labs in 1993, and then inOpen University – Knowledge Media Institute. Compendium is a semantic hypertextconcept mapping tool, created to manage business information, model problems, andmap argumentation discussions. (Kirschner, Shum Buckingham and Carr, 2003).It can be used as an individual or group tool to develop new ideas, goals, logical con-cepts and collaborative scenarios. Like the other software, different files can be in-cluded in the map: video, text, web pages, figures, tables, graphics, sound. However,one great additional advantage is the export and import of maps. Compendium canautomatically include files and external references.A key feature of Compendium is its ability to categorize information. It offers a set ofdifferent types of “nodes”: question, idea, pro, con, reference, note, decision, list andmaps views. This node classification allows one to organize better the structure of themap and understand the argumentation discussion more easily. Moreover, a set of tagscan be defined and used to establish new classifications and new search processes.This is useful to emphasize diverse elements in different maps. This is the greatestdifference between Compendium and other software. Users are provoked to createnew ideas and also to think more about questions, assumptions, arguments, counter-arguments, agreements, disagreements, contradictions during the process of mapping.4- Methodology and AnalysisThe methodology used was based mainly on qualitative research. It involved descrip-tion and interpretation of data obtained during the course from researchers in theircontact with the situation studied. For that, chat, forum, blogs were observed and themain comments were selected. Thus, not only results were analyzed but also (mainly)processes were investigated in order to understand contributions of maps as knowl-edge representation - biased perspectives of participants involved in.4.1 - Students Productions and Tutoring Diagnostic through Knowledge MapsDuring the online course, teachers used knowledge maps to present the material andactivities. Students navigated through these maps to understand the content. Duringtheir activities, they also produced knowledge maps to organise their researches. Themethodologies used to create knowledge maps were Mind Mapping, Concept Map-ping and Argumentative Mapping.4.1.1 Mind MappingThis mapping technique was developed by Tony Buzan, around 1974 when he pub-lished his book “Use your head”. This strategy facilitates the registration of thoughtsthrough a creative visual representation.Our mind is full of ideas that can be expressed through keywords, sentences, pictures.Our thoughts normally are difficult to represent in a linear order. The ideas can ini-tially appear without logic structure. This information can be easily mapped throughwords, sentences or symbols annotated in different spaces and connected through linesand arrows with some short descriptions. This image that represents a “brainstorm”constitutes the mindmap.During this course, Mindmap was used as the first step to represent collective andpersonal investigation projects. The students were encouraged to record their initialideas using mindmaps built through CMap.4.1.2 Concept MappingThis is another mapping technique developed by Prof. Joseph D. Novak around 1972.His research is based on the meaningful learning theory presented by David Ausubel.New approaches can be developed from experiences and concepts already built. Theconnection between pre and new concepts can facilitate the understanding process.This strategy is also based on constructive theory. The learners can construct theirknowledge from connection among diverse concepts. This process facilitates the sys-tematization of new information through organization of concepts and their connec-tions.Participants used concept maps built in Nestor Web Cartographer to present theirproject theories, web references and also organize concepts discussed in Forum andChat.4.1.3 Argumentative MappingThis is another kind of mapping technique that appeared in the early 1970s with de-sign theorist Horst Rittel. Argumentative design is focused on the inference or evi-dences structured among claims and reasons This representation of statements showsdifferent viewpoints, issues, positions, pros and cons organized by logical connec-tions. Through argumentative maps, it is possible to represent thoughts more objec-tively, clearly and rigorously. This representation allows us understand complexstructures of knowledge through overview of coherent structure of arguments.This technique was used mainly by teachers as a way to register their feedback aboutcollective productions occurred during chat and forum. Students could see the sys-tematization of discussions in groups and feel more confident to write from conceptmaps. Nowadays they are trying to use this strategy to represent their theoretical ar-guments approaches used in their investigations.The fact that all information when is included in the map is already represented by anicon (? question / ! idea / + pro /- against, etc) facilitates comprehension of the mapstructure. The visual representation of the arguments encourages the users to reflectand map new elements. This provokes new ways of thinking. The tags Compendiumcan attach to nodes (problems, insights, benefits) also help in interpreting the map.Users can list all questions, or all advantages recorded in different maps relating to theproject. This enriches the process of searching and analyzing lots of information.4.2 - Online Content Design through WebmapsThe online content during the course was presented through webmaps. In Modulo II –Qualitative research the main activity was the Round Table with professors specializ-ing in qualitative research. In the first step, students made initial questions aboutqualitative research. Professors were invited and sent a paper. The discussions wereorganized using a forum. This helped the participants to reflect more about the contentand to map the main concepts. Then they systematized the meaningful information intheir working teams, answering their first questions.Students commented that the webmap facilitated the navigation and visualization ofthe process and each element to be integrated. They also wrote that it was more inter-esting to navigate around the content and at the same time see all possible connectionsusing hypermaps than hypertext. This allowed them to understand easily each stageand the whole activity.4.3 - Assessment applicationsThe whole process was recorded by the maps built by teachers and students and somereflections about the process. Evaluation was carried out in two ways: teacher feed-back on each student’s map portfolio and through students’ observation.Another measure of learning was learners’ reflection on their own mapping process.They reconstructed their maps and wrote some reflections in their online annotation –blog. Some questions orientated this process:What were the difficulties and strate-gies used to map your research?“Organizing lots of data in the screen wasdifficult, the solution was create submaps”What were the advances and resultsobtained through knowledge maps?“Representing my knowledge through mapshelped me to write better”How can you evaluate your mappingprocess?“The mapping techniques and teachersfeedback helped me to improve my maps.”What do you expect for the nextmodule?“It would be interesting a course focused inwriting paper from knowledge maps”Table 2- Examples of answers recorded in the students’ blog5 - Conclusions and Future ResearchDuring this course the maps used to measure learning had three benefits:allow students to recognize their way to represent their thoughts and their proc-ess of learningencourage participants to make interventions and improve their productions;help students to apply the mapping techniques in their investigation projectsSome benefits about mapping using Nestor, CMAP and Compendium are:Easy and practical way to seek relevant informationCooperative learning, closer engagement in problem with peersAnswering and generating questions to understand various aspects of the investi-gationSome difficultiesSummarizing -integrating ideas, different elements and resources referencesWriting and systematizing information from mapsClear insight and comprehension about the investigation processIt is clear that organizing good mapping structure is essential to understand the argu-mentation process. However, there are many difficulties involved, in particular relatedto the process of reading, evaluating and improving the maps. These problems willbecome the focus of my next investigation.REFERENCES1. Deleuze, G., Guattari, F. (1995). Anti-Oedipus: capitalism and schizophrenia v.1,RJ, Editora 34.2. Dodge, M., Kitchin, R. (2002). The Geography of Cyberspacehttp://www.cybergeography.org/3. Eklund, J., Sawers, J., Zeiliger, R. (1999). NESTOR: A tool for the collaborativeconstruction of knowledge through constructive navigation.http://ausweb.scu.edu.au/aw99/papers/eklund2.4. Hodgkiss, A.G. (1980). Understanding Maps a systematic history of their use anddevelopment. Dawson, Folkestone.5. Kirschner,P., Shum Buckingham, S., Carr, C. (2003). Visualizing Argumentation:software tools for collaborative and educational sense-making London, Springer6. Kitchin, R., Tate, N.J. (1999). Conducting Research in Human Geography. Long-man, Harlow.7. Levy, P.: L'Intelligence Collective(1994). Pour une Anthropologie du Cyberspace.Paris: Éditions La Découver .

Creating knowledge maps in Virtual Learning Environments

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Creating knowledge maps in Virtual Learning Environments

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