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.

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.

Designing Decision Aids to Promote the Development of Expertise

2012 ◽  
Vol 26 (1) ◽  
pp. 7-34 ◽  
Author(s):  
Jacob M. Rose ◽  
Britton A. McKay ◽  
Carolyn Strand Norman ◽  
Anna M. Rose
Keyword(s):  
Decision Aid ◽  
Expert Knowledge ◽  
Decision Aids ◽  
Knowledge Structure ◽  
Knowledge Structures ◽  
Risk Assessments ◽  
Accounting Students ◽  
Fraud Risk ◽  
Expert Knowledge Structures ◽  
Novice Users

ABSTRACT We investigate whether the use of decision aids that integrate experts' knowledge structures into their designs can effectively promote the acquisition of expert-like knowledge and improve future judgments. Results of two laboratory experiments (one involving 115 senior accounting students and one involving 78 master of accounting students) indicate that: (1) novice users of a decision aid that has an expert knowledge structure embedded into its interface make complex fraud risk assessments that are more similar to experts' risk assessments than do users of aids without expert knowledge structures; (2) users of a decision aid that has an expert knowledge structure embedded into its interface develop knowledge structures that are more similar to the knowledge structures of experts than do users of aids without expert knowledge structures; (3) knowledge structures mediate the relationship between decision aid design and judgment performance; and (4) novices develop expertise through decision aid use even when they are not instructed to learn from the decision aid.

Menu Design Based on Expert Knowledge Structures: A Validation

2010 ◽  
Vol 54 (19) ◽  
pp. 1401-1405
Author(s):  
Christine M. Covas-Smith ◽  
Kenneth D. Jackson ◽  
Russell J. Branaghan ◽  
Craig Eidman
Keyword(s):  
Expert Knowledge ◽  
Knowledge Structures ◽  
Expert Knowledge Structures ◽  
Menu Design

scholarly journals Scaffolding a collaborative process through concept mapping: a case study on faculty development

2019 ◽  
Vol 3 (2) ◽  
pp. 85-100 ◽  
Author(s):  
Joana G. Aguiar ◽  
Alfred E. Thumser ◽  
Sarah G. Bailey ◽  
Sarah L. Trinder ◽  
Ian Bailey ◽  
...  
Keyword(s):  
Faculty Development ◽  
Concept Mapping ◽  
Concept Maps ◽  
Single Case ◽  
Frailty Model ◽  
Online Questionnaire ◽  
Collaborative Process ◽  
Content Type ◽  
Starting Point

Purpose Concept maps have been described as a valuable tool for exploring curriculum knowledge. However, less attention has been given to the use of them to visualise contested and tacit knowledge, i.e. the values and perceptions of teachers that underpin their practice. This paper aims to explore the use of concept mapping to uncover academics’ views and help them articulate their perspectives within the framework provided by the concepts of pedagogic frailty and resilience in a collaborative environment. Design/methodology/approach Participants were a group of five colleagues within a Biochemical Science Department, working on the development of a new undergraduate curriculum. A qualitative single-case study was conducted to get some insights on how concept mapping might scaffold each step of the collaborative process. They answered the online questionnaire; their answers were “translated” into an initial expert-constructed concept map, which was offered as a starting point to articulate their views during a group session, resulting in a consensus map. Findings Engaging with the questionnaire was useful for providing the participants with an example of an “excellent” map, sensitising them to the core concepts and the possible links between them, without imposing a high level of cognitive load. This fostered dialogue of complex ideas, introducing the potential benefits of consensus maps in team-based projects. Originality/value An online questionnaire may facilitate the application of the pedagogic frailty model for academic development by scaling up the mapping process. The map-mediated facilitation of dialogue within teams of academics may facilitate faculty development by making explicit the underpinning values held by team members.

scholarly journals Design and development of semi-automatic concept map authoring support tool

2021 ◽  
Vol 16 (1) ◽  
Author(s):  
Aryo Pinandito ◽  
Didik D. Prasetya ◽  
Yusuke Hayashi ◽  
Tsukasa Hirashima
Keyword(s):  
Concept Mapping ◽  
Teaching And Learning ◽  
Concept Maps ◽  
Concept Map ◽  
Learning Activity ◽  
Quality Teachers ◽  
Support Tool ◽  
Mapping Tool ◽  
Potential Benefits ◽  
The Difference

AbstractThis research, to design and develop a concept map authoring support tool, adopts a semi-automatic concept mapping approach to help teachers create concept maps from English readings. A concept map is widely regarded as a useful teaching and learning tool. It offers many potential advantages apart from representing the students’ knowledge and understanding during learning. Students’ engagement in using and creating concept maps with a computer-enabled concept mapping tool raises concept maps’ potential benefits. It contributes to the learning process and improves the students’ meaningful learning. The Kit-Build concept map framework, which incorporates a technology-enabled concept mapping tool, uses concept map recomposition as its essential learning activity. In learning with Kit-Build, teachers compose concept maps that they want the students to achieve. The teachers’ maps are then decomposed into components from which the students recompose and reflect deeply on their understanding. The difference between teacher’s and students’ concept maps depicts the gap between teachers’ expected understanding and students’ actual understanding. Hence, the teachers’ concept map becomes an essential part of learning with Kit-Build. For some teachers, creating a good concept map for learning is difficult and time-consuming. Hence, support to improve teachers’ productivity in creating concept maps is essential. The findings suggest that the support tool yields better concept mapping efficiency while maintaining concept maps of similar quality. Teachers also found that the support tool was useful. Therefore, semi-automatic concept mapping with the supported Kit-Build concept map authoring tool has been shown to be a better approach.

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 College Students' Collaborative Use of Inspiration™ to Generate Concept Maps in an Educational Technology Class

2002 ◽  
Vol 30 (4) ◽  
pp. 389-402 ◽  
Author(s):  
Nancy J. Gilbert ◽  
Barbara A. Greene
Keyword(s):  
College Students ◽  
Educational Technology ◽  
Qualitative Study ◽  
Student Learning ◽  
Concept Mapping ◽  
Important Implication ◽  
Concept Maps ◽  
Final Project ◽  
Mapping Tool ◽  
Successful Collaboration

Presented is a qualitative study of five groups of college students using Inspiration™ to construct concept maps in an educational technology class. Analyses addressed how the maps changed during the semester, how the course concepts were applied in a final project, and whether or not students reported that the concept mapping activity facilitated their learning. Participants easily learned to use Inspiration™ for developing concept maps. Findings suggest that the concept maps did reflect student learning and that when done in collaboration seemed to facilitate learning. However, collaboration did not come easily or successfully to two of the five groups. The final projects of students who were in problematic groups were less sophisticated than those developed by students who did work collaboratively on their concept maps. An important implication is that students need to be provided with more assistance in successful collaboration to effectively use the concept mapping tool.

scholarly journals The Origins of the Concept Mapping Tool and the Continuing Evolution of the Tool

2006 ◽  
Vol 5 (3) ◽  
pp. 175-184 ◽  
Author(s):  
Joseph D Novak ◽  
Alberto J Cañas
Keyword(s):  
Concept Mapping ◽  
Research Program ◽  
Concept Maps ◽  
New Technologies ◽  
New Model ◽  
Cornell University ◽  
Knowledge Models ◽  
Mapping Tool ◽  
Mapping Software ◽  
Constructivist Epistemology

A research program at Cornell University that sought to study the ability of children to acquire science concepts and the effect of this learning on later schooling led to the need for a new tool to describe explicit changes in children's conceptual understanding. Concept mapping was invented in 1972 to meet this need, and subsequently numerous other uses have been found for this tool. Underlying the research program and the development of the concept mapping tool was an explicit cognitive psychology of learning and an explicit constructivist epistemology. In 1987, collaboration began between Novak and Cañas and others at the Florida Institute for Human and Machine Cognition, then part of the University of West Florida. Extending the use of concept mapping to other applications such as the integration of concept mapping with the World Wide Web (WWW) led to the development of software that enhanced the potential of concept mapping, evolving into the current version of CmapTools now used worldwide in schools, universities, corporations, and governmental and non-governmental agencies. Differences between concept maps and other knowledge representation tools are described. The integration of concept mapping software programs with the WWW and other new technologies permits a new kind of concept map-centred learning environment wherein learners build their own knowledge models, individually or collaboratively, and these can serve as a basis for life-long meaningful learning. Combined with other educational practices, use of CmapTools permits a New Model for Education. Preliminary studies are underway to assess the possibilities of this New Model.

Menu design based on expert knowledge structures: A validation

2010 ◽  
Author(s):  
Christine M. Covas-Smith ◽  
Kenneth D. Jackson ◽  
Russell J. Branaghan ◽  
Craig Eidman
Keyword(s):  
Expert Knowledge ◽  
Knowledge Structures ◽  
Expert Knowledge Structures ◽  
Menu Design
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