scholarly journals ICMAP: An interactive tool for concept map generation to facilitate learning process

2011 ◽  
Vol 3 ◽  
pp. 524-529 ◽  
Author(s):  
Hendijanifard Fatemeh ◽  
Kardan Ahmad ◽  
Dibay Moghadam Mohammad
Keyword(s):  
Learning Process ◽  
Concept Map ◽  
Interactive Tool ◽  
Map Generation

Document analysis based automatic concept map generation for enterprises

2013 ◽  
Author(s):  
E. L. Karannagoda ◽  
H. M. T. C. Herath ◽  
K. N. J. Fernando ◽  
M. W. I. D. Karunarathne ◽  
N. H. N. D. de Silva ◽  
...  
Keyword(s):  
Concept Map ◽  
Document Analysis ◽  
Map Generation

scholarly journals Concept maps as versatile tools to integrate complex ideas: From kindergarten to higher and professional education

2015 ◽  
pp. 73-99 ◽  
Keyword(s):  
Higher Education ◽  
Professional Education ◽  
Concept Maps ◽  
Knowledge Integration ◽  
Concept Map ◽  
Assessment Tools ◽  
Life Long Learning ◽  
Map Generation ◽  
Suitable Form ◽  
Education Concept

Knowledge is getting increasingly more complex. Learners, from Kindergarten to higher education, require powerful tools to connect complex ideas. This paper explores the range of studies that investigated concept maps as learning, metacognitive, collaborative, and assessment tools to support integrating complex ideas. Research suggests that concept maps can be successfully implemented in a wide variety of settings, from K12 to higher and professional education. However, the effectiveness of concept maps depends on different factors, such as concept map training and choosing a suitable form of concept map to match the task and learner. Developing proficiency in concept mapping takes time and practice and should not be first introduced in higher education. Concept map training could start as early as Kindergarten and include concept map generation, interpretation, and revision. This paper concludes that, if implemented thoughtfully, concept maps can be versatile tools to support knowledge integration processes towards a deeper understanding of the relations and structures of complex ideas and facilitate life-long learning.

scholarly journals Stop Think: a simple approach to encourage the self-assessment of learning

2017 ◽  
Vol 41 (1) ◽  
pp. 130-136 ◽  
Author(s):  
Richard Guy ◽  
Bruce Byrne ◽  
Marian Dobos
Keyword(s):  
Concept Maps ◽  
Concept Map ◽  
The Self ◽  
Self Assessment ◽  
High Performing ◽  
Anatomy And Physiology ◽  
Self Regulated Learning ◽  
Assessment Of Learning ◽  
Map Generation ◽  
Learning Development

A simple “stop think” approach was developed to encourage the self-assessment of learning. A key element was the requirement for students to rate their feeling of difficulty before [FOD(pre)] and after [FOD(post)] completing each of three authentic anatomy and physiology concept map exercises. The cohort was divided into low- (group L) and high-performing (group H) groups (based on final subject marks). Both FOD(pre)(group L) and FOD(post)(groups L and H) were significantly negatively correlated with score for some maps. A comparison of FOD(pre)and FOD(post)showed that students changed their mind about difficulty in 58–70% of the completed maps. Students who changed their estimation were asked to provide explanatory comments, and an increase in difficulty was related to problems with map link generation. For students who found the maps easier, 40% of comments indicated that map generation prompted recall of information from memory. Both difficulty estimations and comments supported the contention that students were self-assessing their interaction with the concept maps. Group H was significantly older than group L, had significantly higher levels of deep strategic and deep motivational learning, and had significantly higher marks in two of three concept map exercises. Notwithstanding these differences, the results from the “stop think” approach were similar between groups, indicating that it may be appropriate for students of varying academic ability. It is suggested that “stop think” may be a useful approach to encourage student self-assessment, an important step in assisting self-regulated learning development.

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