Number of found records: 44
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POHL, Margit |
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Hypermedia as a Cognitive Tool |
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ED-MEDIA/ED-TELECOM 98 World Conference on Educational Multimedia and Hypermedia & World Conference on Educational Telecommunications. Proceedings (10th, Freiburg, Germany, June 20-25, 1998) |
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On line (07/05/2005) |
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This paper reports on a study that observed students creating structured hypertext documents, and how they try to convey structural information, in order to formulate tentative guidelines/principles for the design of concept mapping tools or hypertext systems with an emphasis on the representation of structural knowledge, and to formulated guidelines or principles for educational practice. Student use of hypertext and DarkStar, the hypertext authoring system used in the study, are described; concept mapping, structural information, and hypertext, and their effects on education, are discussed. A sample of 143 student-created documents were analyzed according to the structure of the whole document as it appeared on the Overview Map, as well as layout and screen design. Results indicated that: students predominantly used a hierarchical form of structuring information; students predominantly linked the same term occurring on two nodes of their document; students are acquainted with basic principles of screen design and use them to structure their documents; chunking and queuing information are popular with students; and pictures and graphics were rarely used. A figure illustrates the overview editor. Two tables present data on the distribution of hierarchical versus non-hierarchical links and organization of information on the screen. Contains 14 references. (DB) |
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concept mapping; Hypermedia-; Computer Uses in Education; content analysis; document structure |
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University of West Florida. Institute for the Interdisciplinary Study of Human & Machine Cognition (IHMC) |
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IHMC Cmap Tools |
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On line ( 15/06/2004) |
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Web site of Institute for the Interdisciplinary Study of Human & Machine Cognition (IHMC). |
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Concept maps; knowledge construction; software; Cmap Tools |
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ALPERT, Sherman R. |
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Abstraction in Concept Map and Coupled Outline Knowledge Representation |
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Journal of Interactive Learning Research, 2003, vol. 14, n.1, pp. 31-49 |
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On line ( 16/02/2005) |
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Describes a computer-based concept mapping tool that provides rich representational capabilities, including dynamic imagery (video, animated images, sound) and multiple levels of abstraction. The tool can automatically translate a concept map into an alternative representation-an outline-that contains all of the knowledge contained in a multi-level concept map. The tool is accessible through any standard Web browser. (DB) |
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concept mapping; Knowledge representation; Computer-Assisted-Instruction |
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ALPERT, Sherman R.; GRUENEBERG, Keith |
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Multimedia in Concept Maps: A Design Rationale and Web-Based Application |
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ED-MEDIA 2001 World Conference on Educational Multimedia, Hypermedia & Telecommunications. Proceedings (13th, Tampere, Finland, June 25-30, 2001) |
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On line (07/05/2005) |
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A concept map is a graphical representation of a person's (student's) knowledge of a domain. Concept maps have been used in educational settings for some time and many computer-based implementations of interactive concept map building tools exist. These concept mapping tools often provide for a solely prepositional, primarily textual, knowledge representation scheme and do not fully capitalize on the functionality offered by the computational medium. This paper offers psychological and pedagogical design rationales for inclusion of multimedia in computer-based concept maps. It also describes a concept mapping application named Webster whose goals include more comprehensively representing students' knowledge of a domain, providing facilities that make concept maps more pedagogically effective for students using them to learn new concepts, and in doing both, capitalizing more fully on the capabilities of the computational medium. There are a number of characteristics of Webster that attempt to achieve these desiderata but this paper focuses in particular on Webster's use of multimedia to realize these goals. (Contains 19 references.) (DB) |
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concept mapping; Knowledge representation; Computer-Assisted-Instruction |
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