scholarly journals Exploring the Potential of User Modeling Based on Mind Maps

2015 ◽  
pp. 3-17 ◽  
Author(s):  
Joeran Beel ◽  
Stefan Langer ◽  
Georgia Kapitsaki ◽  
Corinna Breitinger ◽  
Bela Gipp
Keyword(s):  
User Modeling ◽  
Mind Maps

The involvement of neuro-linguistics and mind mapping in the development of a holistic perception of language education

2018 ◽  
Vol 6 (2) ◽  
pp. 116-125
Author(s):  
Gabriela Petrová ◽  
Nina Kozárová
Keyword(s):  
Foreign Language ◽  
Learning Process ◽  
Language Education ◽  
Linguistic Knowledge ◽  
Mind Mapping ◽  
Repetitive Process ◽  
Holistic Perception ◽  
Mind Maps

Abstract The majority of people who have experienced institutionalized education have found it extremely laborious, slow and a necessarily repetitive process. The authors of this paper focus on and present possibilities for making the teaching of a foreign language more effective through mind mapping: the implementation of neuro-linguistic knowledge and mind maps into the learning process.

Teacher Readiness in Teaching and Learning History Process through i-Think Mind Maps

2017 ◽  
Vol 1 (2) ◽  
pp. 184
Author(s):  
Mazlan Husin ◽  
Mohd Mahzan Awang ◽  
Anuar Ahmad
Keyword(s):  
Secondary Schools ◽  
Teaching And Learning ◽  
History Teachers ◽  
Learning History ◽  
Readiness Level ◽  
Research Findings ◽  
History Teacher ◽  
Teacher Readiness ◽  
Trained Teachers ◽  
Mind Maps

This research is aimed at investigating the readiness of History subject teachers in teaching and learning with the help of i-Think mind maps at secondary schools in the district of Setiu, Terengganu. The amount of sample chosen is 59 History teachers from secondary schools which consists of trained teachers without taking into account their specialisation. As a whole, the research findings show that respondents have a high readiness level in implementing their teaching and learning process with the help of i-Think mind maps in secondary schools. The findings also show that there is a difference in teacher readiness between history teacher and non-history teacher and between those that went to courses and those who did not. Furthermore, there is a difference in the attitude, skill and usage level of i-Think mind maps in teachers that are experienced and those less experienced. However, research findings for experienced and less-experienced teachers showed that there are no significant differences in the level of knowledge on the concept of i-Think mind maps.

scholarly journals FairUMAP 2020: The 3rd Workshop on Fairness in User Modeling, Adaptation and Personalization

2020 ◽  
Author(s):  
Bamshad Mobasher ◽  
Styliani Kleanthous ◽  
Michael Ekstrand ◽  
Bettina Berendt ◽  
Jahna Otterbacher ◽  
...  
Keyword(s):  
User Modeling

User Identity Linkage across Social Media via Attentive Time-aware User Modeling

2020 ◽  
pp. 1-1
Author(s):  
Xiaolin Chen ◽  
Xuemeng Song ◽  
Siwei Cui ◽  
Tian Gan ◽  
Zhiyong Cheng ◽  
...  
Keyword(s):  
Social Media ◽  
User Modeling ◽  
Time Aware

The “Sticky Notes” Method: Adapting Interpretive Description Methodology for Team-Based Qualitative Analysis in Community-Based Participatory Research

2021 ◽  
pp. 104973232110024
Author(s):  
Heather Burgess ◽  
Kate Jongbloed ◽  
Anna Vorobyova ◽  
Sean Grieve ◽  
Sharyle Lyndon ◽  
...  
Keyword(s):  
Data Analysis ◽  
Participatory Research ◽  
Community Based Participatory Research ◽  
Interpretive Description ◽  
Community Based ◽  
Step Process ◽  
Sorting Data ◽  
Data Fragmentation ◽  
Hiv Research ◽  
Mind Maps

Community-based participatory research (CBPR) has a long history within HIV research, yet little work has focused on facilitating team-based data analysis within CBPR. Our team adapted Thorne’s interpretive description (ID) for CBPR analysis, using a color-coded “sticky notes” system to conduct data fragmentation and synthesis. Sticky notes were used to record, visualize, and communicate emerging insights over the course of 11 in-person participatory sessions. Data fragmentation strategies were employed in an iterative four-step process that was reached by consensus. During synthesis, the team created and recreated mind maps of the 969 sticky notes, from which we developed categories and themes through discussion. Flexibility, trust, and discussion were key components that facilitated the evolution of the final process. An interactive, team-based approach was central to data co-creation and capacity building, whereas the “sticky notes” system provided a framework for identifying and sorting data.

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