Integrating Knowledge and Information: Digital Concept Maps as a Bridging Technology

2006 ◽  
Vol 5 (3) ◽  
pp. 167-174 ◽  
Author(s):  
Sigmar-Olaf Tergan ◽  
Tanja Keller ◽  
Remo A Burkhard
Keyword(s):  
Concept Mapping ◽  
Information Visualization ◽  
Concept Maps ◽  
Subject Matter Knowledge ◽  
Information Resources ◽  
Central Theme ◽  
Special Issue ◽  
Introductory Paper ◽  
Complex Knowledge ◽  
The Individual

Current affordances in educational and workplace settings have much to do with managing and making use of complex knowledge and a diversity of information resources. Knowledge and information visualizations are used to make structures of knowledge and information apparent, as well as to help users coping with complex tasks and ill-structured subject matter. Knowledge visualization aims at assisting the users in learning and problem solving. Information visualization aims at helping users to explore large amounts of data by making use of the human cognitive ability to see patterns and by using interactive filtering techniques. Both approaches suffer from shortcomings resulting from the limitations of their conceptual rationale, as well as those of the representational techniques and methods used for visualization. These shortcomings may not easily be overcome with means provided by the individual approaches alone. It is suggested that synergies may be revealed when ideas and technologies from both fields are brought together. Along these lines, the Special Issue draws attention to digital concept mapping as a bridging technology to overcome shortcomings in visualizing knowledge and information. This introductory paper serves the purpose of outlining the rationale and goals of the special issue. It provides a preview of the relevance of each paper's contributions to the central theme of this issue.

scholarly journals Special Issue on Visualisations in Historical Linguistics: Introduction

2020 ◽  
Vol Special issue on... ◽  
Author(s):  
Benjamin Molineaux ◽  
Bettelou Los ◽  
Martti Mäkinen
Keyword(s):  
Historical Linguistics ◽  
Data Visualisation ◽  
Complex Materials ◽  
Special Issue ◽  
The Core ◽  
Methodological Research ◽  
International Audience ◽  
Introductory Paper ◽  
The Individual ◽  
Historical Periods

International audience The advent of ever-larger and more diverse historical corpora for different historical periods and linguistic varieties has led to the impossibility of obtaining simple, direct-and yet balancedrepresentations of the core patterns in the data. In order to draw insights from heterogeneous and complex materials of this type, historical linguists have begun to reach for a growing number of data visualisation techniques, from the statistical, to the cartographical, the network-based and beyond. An exploration of the state of this art was the objective of a workshop at the 2018 International Conference on English Historical Linguistics, from whence most of the materials of this Special Issue are drawn. This brief introductory paper outlines the background and relevance of this line of methodological research and presents a summary of the individual papers that make up the collection.

scholarly journals Editorial: Pedagogic frailty and concept mapping

2017 ◽  
pp. 254-260
Keyword(s):  
Concept Mapping ◽  
Concept Maps ◽  
Expert Knowledge ◽  
Explanatory Power ◽  
Frailty Model ◽  
Knowledge Structures ◽  
Special Issue ◽  
Mapping Tool ◽  
Expert Knowledge Structures ◽  
Influence Activities

The model of pedagogic frailty adds cohesion to consideration of the factors that impinge upon teaching at university and which may inhibit innovation. The model was developed through the examination of expert knowledge structures using concept maps. In this editorial, we summarise the pedagogic frailty model and explain its relationship to the concept mapping tool. We emphasise the need to use excellent concept maps (succinct maps with high explanatory power) for the development of theory and the exploration of the ‘yet-to-be-known’. We introduce the papers in this special issue that each consider pedagogic frailty and/or concept mapping from different perspectives. This illustrates the utility of the frailty model and how it connects to a variety of well-established bodies of research that influence activities within universities at all levels.

scholarly journals Degree and Related Phenomena in the History of English: Evidence of Usage and Pathways of Change

2020 ◽  
pp. 007542422096977
Author(s):  
Claudia Claridge ◽  
Merja Kytö
Keyword(s):  
Special Issue ◽  
Historical Sociolinguistics ◽  
History Of ◽  
Individual Contributions ◽  
Introductory Paper ◽  
The Many ◽  
The Individual

This introductory paper sets the scene for the present double special issue on degree phenomena. Besides introducing the individual contributions, it positions degree in the overlapping fields of intensity, focus and emphasis. It outlines the wide-ranging means of expressing degree, their possible categorizations, as well as the many-fold uses of intensification with respect to involvement, politeness, evaluation, emotive expression and persuasion. It also decribes the many angles from which degree features have been studied as extending across, e.g., (historical) sociolinguistics, (historical) pragmatics, and grammaticalization.

scholarly journals Editorial: Novakian concept mapping in university and professional education

2015 ◽  
pp. 1-5
Keyword(s):  
Concept Mapping ◽  
Professional Education ◽  
Concept Maps ◽  
University Teaching ◽  
Special Issue ◽  
Multiple Perspectives ◽  
Knowledge Transformation ◽  
Powerful Knowledge ◽  
The Impact ◽  
Support Students

Novakian concept mapping has the potential to make a major impact in the development of higher education as universities strive to support students’ generation of powerful knowledge. This can be achieved by increasing the accessibility of multiple perspectives on knowledge that reveal and exploit the epistemic chaos that lies beneath a veneer of curriculum coherence. This veneer has only served to restrict the impact of university teaching so that institutions have typically acted as centres of non-learning. Papers in this special issue will support the development of the application of concept mapping into an era of knowledge transformation, where concept maps can help to challenge redundant non-learning discourses.

scholarly journals Perspectives of health practitioners and the key population on predictors of relapse in physical activity and dietary behavior: a concept mapping study

2020 ◽  
Author(s):  
Eline Roordink ◽  
Ingrid H.M. Steenhuis ◽  
Willemieke Kroeze ◽  
Mai J.M. Chinapaw ◽  
Maartje M. van Stralen
Keyword(s):  
Physical Activity ◽  
Concept Mapping ◽  
Concept Maps ◽  
Dietary Behavior ◽  
Principal Component ◽  
Patient Centered ◽  
Stakeholder Groups ◽  
Key Population ◽  
Health Practitioners ◽  
The Individual

Abstract Background To prevent people from relapsing into unhealthy habits, insight into predictors of relapse in physical activity and dietary behavior is needed. Therefore, we aimed to explore predictors of relapse in physical activity and dietary behavior from the perspectives of health practitioners and the key population (i.e. adults who recently lost weight and experienced relapse). Methods We used concept mapping to collect data among five groups of health practitioners (N = 39) and three key population groups (N = 21). First participants’ ideas on potential predictors were collected. Subsequently, these ideas were individually sorted by relatedness and rated on importance. Concept maps were created for each group using principal component analysis and cluster analysis. Results In total 43 predictors were identified, of which the majority belonged to the individual domain compared to the environmental domain. Although the majority of perceived predictors were mentioned by both stakeholder groups, both groups had different opinions regarding the importance of predictors. Also, few predictors were mentioned by all practitioner groups, but not by the key population, and vice versa. Practitioners indicated change in daily structure, stress, lack of effective coping skills, habitual behavior, and lack of self-efficacy regarding losing weight as most important recurrent (i.e. mentioned in all practitioner groups) predictors. The key population indicated lifestyle imbalance or experiencing a life event, lack of perseverance, negative emotional state, abstinence violation effect, decrease in motivation and indulgence as most important recurrent predictors. Conclusions Both stakeholder groups predominantly rated individual factors as most important perceived predictors of relapse. The finding that both groups differed in opinion regarding importance of predictors or identified different predictors, may provide an opportunity to enhance lifestyle coaching by ensuring it is patient-centered and tailored.

Investigating Influences Among Individuals and Groups in a Collaborative Learning Setting

2013 ◽  
Vol 9 (1) ◽  
pp. 9-25 ◽  
Author(s):  
Kyparisia A. Papanikolaou ◽  
Evangelia Gouli
Keyword(s):  
Collaborative Learning ◽  
Concept Mapping ◽  
Concept Maps ◽  
Individual Group ◽  
Group I ◽  
Specific Factors ◽  
Individual Achievement ◽  
Group Concept ◽  
The Individual ◽  
Group Characteristics

The research presented in this paper aims at investigating factors that reflect Individual to Group (I-to-G) and Group to Individual (G-to-I) influences in a collaborative learning setting. An empirical study is described, in which students worked on concept mapping tasks, individually and in groups. Analysing the individual and group concept maps, specific factors were identified that account for G-to-I and I-to-G influences reflecting peer interaction and impact on group and individual achievement during and after collaboration. Dependences were also identified between individual/group characteristics, such as knowledge and style, and individual/group progress. Finally, a discussion about how these factors may inform the learner and group models of the adaptive concept mapping environment COMPASS is given.

tti2002: Introduction and Conference Overview

2003 ◽  
Vol 17 (1) ◽  
pp. 9-14 ◽  
Author(s):  
E. H. Robson
Keyword(s):  
Higher Education ◽  
Technology Transfer ◽  
Special Issue ◽  
International Convention ◽  
International Conference ◽  
Introductory Paper ◽  
Personal Reflections ◽  
Selection Of

This special issue of Industry and Higher Education is devoted to a selection of papers and reports from tti2002, an international conference on technology transfer and innovation held at the International Convention Centre, Birmingham, UK in July 2002. In this introductory paper, the author provides the context of the conference, summarizes the presentations given by invited speakers and offers personal reflections on the event.

scholarly journals Phenomenological approaches to personal identity

2021 ◽  
Author(s):  
Jakub Čapek ◽  
Sophie Loidolt
Keyword(s):  
Personal Identity ◽  
Life Experiences ◽  
The Self ◽  
Special Issue ◽  
The Social ◽  
Phenomenological Perspective ◽  
Nineteenth And Twentieth Centuries ◽  
Continental Tradition ◽  
The Individual ◽  
Temporal Becoming

AbstractThis special issue addresses the debate on personal identity from a phenomenological viewpoint, especially contemporary phenomenological research on selfhood. In the introduction, we first offer a brief survey of the various classic questions related to personal identity according to Locke’s initial proposal and sketch out key concepts and distinctions of the debate that came after Locke. We then characterize the types of approach represented by post-Hegelian, German and French philosophies of the nineteenth and twentieth centuries. We argue that whereas the Anglophone debates on personal identity were initially formed by the persistence question and the characterization question, the “Continental” tradition included remarkably intense debates on the individual or the self as being unique or “concrete,” deeply temporal and—as claimed by some philosophers, like Sartre and Foucault—unable to have any identity, if not one externally imposed. We describe the Continental line of thinking about the “self” as a reply and an adjustment to the post-Lockean “personal identity” question (as suggested by thinkers such as MacIntyre, Ricœur and Taylor). These observations constitute the backdrop for our presentation of phenomenological approaches to personal identity. These approaches run along three lines: (a) debates on the layers of the self, starting from embodiment and the minimal self and running all the way to the full-fledged concept of person; (b) questions of temporal becoming, change and stability, as illustrated, for instance, by aging or transformative life-experiences; and (c) the constitution of identity in the social, institutional, and normative space. The introduction thus establishes a structure for locating and connecting the different contributions in our special issue, which, as an ensemble, represent a strong and differentiated contribution to the debate on personal identity from a phenomenological perspective.

Explicit teaching of problem categorization using concept mapping, and an exploratory study of its effect on student achievement and on conceptual understanding – the case of chemical equilibrium problems

2021 ◽  
Vol 0 (0) ◽  
Author(s):  
Antonios Bakolis ◽  
Dimitrios Stamovlasis ◽  
Georgios Tsaparlis
Keyword(s):  
Student Achievement ◽  
Problem Solving ◽  
Concept Mapping ◽  
Conceptual Understanding ◽  
Chemical Equilibrium ◽  
Concept Maps ◽  
Equilibrium Problems ◽  
Solution Process ◽  
Control Group ◽  
Long Term Memory

Abstract A crucial step in problem solving is the retrieval of already learned schemata from long-term memory, a process which may be facilitated by categorization of the problem. The way knowledge is organized affects its availability, and, at the same time, it constitutes the important difference between experts and novices. The present study employed concept maps in a novel way, as a categorization tool for chemical equilibrium problems. The objective was to determine whether providing specific practice in problem categorization improves student achievement in problem solving and in conceptual understanding. Two groups of eleventh-grade students from two special private seminars in Corfu island, Greece, were used: the treatment group (N = 19) and the control group (N = 21). Results showed that the categorization helped students to improve their achievement, but the improvement was not always statistically significant. Students at lower (Piagetian) developmental level (in our sample, students at the transitional stage) had a larger improvement, which was statistically significant with a high effect size. Finally, Nakhleh’s categorization scheme, distinguishing algorithmic versus conceptual subproblems in the solution process, was studied. Dependency of problem solving on an organized knowledge base and the significance of concept mapping on student achievement were the conclusion.

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