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Knowledge Cartography : Software Tools and Mapping Techniques.

Av: Medverkande: Materialtyp: TextSerie: Utgivningsuppgift: London : Springer London, Limited, 2014Datum för upphovsrätt: ©2014Utgåva: 2nd edBeskrivning: 1 online resource (555 pages)Innehållstyp:
  • text
Medietyp:
  • computer
Bärartyp:
  • online resource
ISBN:
  • 9781447164708
Ämnen: Genre/form: DDK-klassifikation:
  • 003.54
Onlineresurser:
Innehåll:
Intro -- Preface -- Genres of Knowledge Maps -- Overview of the Book -- Towards Human-Machine Knowledge Cartography -- Appendix: Mapping Approaches and Software by Chapter -- Contents -- Contributors -- Chapter 1: Empirical Studies of the Value of Conceptually Explicit Notations in Collaborative Learning -- 1.1 Introduction -- 1.2 Background -- 1.2.1 Belvedere and Kin -- 1.2.2 Theoretical Background -- 1.3 A Summary of the Research -- 1.3.1 Guidance for Inquiry in a Classroom Setting -- 1.3.2 Comparing Three Representations in a Laboratory Setting -- 1.3.3 Appropriation of Representations for Online Collaboration -- 1.3.4 Enhancing Knowledge Construction in Asynchronous Collaboration -- 1.4 Related Work -- 1.5 Conclusions -- References -- Chapter 2: Concept Mapping Using CmapTools to Enhance Meaningful Learning -- 2.1 Introduction -- 2.2 Concept Maps and Meaningful Learning -- 2.2.1 Concept Maps -- 2.2.2 Theory Underlying Concept Maps -- 2.2.3 Building Concept Maps -- 2.3 CmapTools: Integrating Concept Mapping with Technology -- 2.4 A Concept Map-Centered Learning Environment -- 2.5 Adopting the Concept Map-Centered Learning Environment -- 2.5.1 Proyecto Conéctate al Conocimiento -- 2.5.1.1 Background Information -- 2.5.1.2 The Project -- Housing the Project -- The Technology -- Teacher Training -- Follow-Up Visits and Support -- Current Status -- Some Lessons Learned -- 2.6 Conclusion -- References -- Chapter 3: Enhancing Collaborative and Meaningful Language Learning Through Concept Mapping -- 3.1 Introduction: The Use of Concept Mapping in Lapli -- 3.2 Theories Underpining the Language Learning Lab -- 3.2.1 Collaborative Learning -- 3.2.2 Meaningful Learning -- 3.3 Lapli Methodology -- 3.3.1 Lapli Activities -- 3.3.1.1 Activity 1: Inserting Links and Comments -- 3.3.1.2 Activity 2: Questioning Existing Knowledge.
3.3.1.3 Activity 3: Construction of the Concept Map -- 3.3.1.4 Activity 4: Construction of Lexical List -- 3.3.1.5 Activity 5: Answering Questions -- 3.3.1.6 Activity 6: Adding Details to Concept Maps (CM+) -- 3.3.1.7 Activity 7: Elaborating a List of Linking Words -- 3.3.1.8 Activity 8: Commented Reading -- 3.3.1.9 Activity 9: Research on Grammar Topics -- 3.3.1.10 Activity 10: Production of Group Article -- 3.3.1.11 Activity 11: Evaluation -- 3.3.1.12 Activity 12: Production of a PowerPoint Presentation -- 3.4 Concept Map Activity: Formative and Summative Assessment -- 3.5 Results and Discussion -- 3.6 Closing, but Not Final, Comments -- References -- Chapter 4: Thinking Maps®: A Visual Language for Learning -- 4.1 The Mapping Metaphor -- 4.2 Cartography and Cognition -- 4.3 The Cognitive Dissonance of Linear Representations -- 4.4 A Summary Definition of Visual Tools -- 4.5 Thinking Maps®: A Synthesis Language of Visual Tools -- 4.6 Thinking Maps as a Language -- 4.7 Five Qualities of Thinking Maps as a Language -- 4.8 Whole System Change -- References -- Chapter 5: The Constructivist Mapping of Internet Information at Work with Nestor -- 5.1 Introduction -- 5.1.1 A Presentation of Nestor -- 5.1.2 A Brief History -- 5.1.3 Technical Information -- 5.2 Constructivism -- 5.3 Applied Constructivism at Work with Nestor -- 5.3.1 The Mapping Layout, a Mix of Machine and Human Contribution -- 5.3.2 Creating Intertwined Networks of Information -- 5.3.3 Multi-Page Widgets -- 5.3.4 The Hybrid Representation System -- 5.3.5 Constructive Collaborative Features -- 5.4 Lessons Learned from Nestor Use -- 5.5 Conclusions -- References -- Chapter 6: Cognitive and Pedagogical Benefits of Argument Mapping: L.A.M.P. Guides the Way to Better Thinking -- 6.1 The Promise of LAMP (Lots of Argument Mapping Practice) -- 6.2 The AM in LAMP -- 6.3 The L..P in LAMP.
6.4 Experimental Evidence for LAMP's Cognitive and Pedagogical Benefits in Dedicated Critical Thinking Courses -- 6.5 Evidence About LAMP in Standard (i.e., Non-CT) Classrooms -- 6.5.1 Students Became Better at Questioning Arguments -- 6.5.2 Students Became Better at Reading -- 6.5.3 Students Became Clearer in Their Own Thinking -- 6.5.4 Students Became Better at Argumentative Writing -- 6.6 How LAMP Confers These Benefits -- 6.6.1 Improved Reading Comprehension -- 6.6.2 Improved Questioning of Arguments -- 6.6.3 Greater Clarity of Thought -- 6.6.4 Improved Writing -- 6.7 The Enquiring Classroom -- 6.8 Other Teachers' Experiences with LAMP -- 6.9 Conclusion -- References -- Chapter 7: Scaffolding School Students' Scientific Argumentation in Inquiry-Based Learning with Evidence Maps -- 7.1 Why Is It So Hard to Argue Scientifically? -- 7.2 Could Argumentative Maps Be Useful for Secondary School? -- 7.3 Adapting Dialogue Mapping for Scientific Arguing -- 7.3.1 Evidenced-Based Dialogue Maps -- 7.4 Methodology: Constructing Scientific Arguments in Compendium -- 7.4.1 Context: A Science Summer School -- 7.4.2 Inquiry Based Learning Activities -- 7.4.3 Data Focus for This Study -- 7.4.4 Criteria for Analysing the Extracts -- 7.4.5 Case A -- 7.4.6 Case B -- 7.4.7 Case C -- 7.5 Discussion: Returning to Our Research Questions -- 7.5.1 Scientific Knowledge and Mapping -- 7.5.2 Scientific Writing and Mapping -- 7.5.3 Cartographic Literacy -- 7.5.4 The Teacher's Role -- 7.5.5 Software Design -- 7.6 Future Work and Conclusion -- References -- Chapter 8: Argument Diagramming: The Araucaria Project -- 8.1 Introduction -- 8.2 Diagramming the Standard Account -- 8.3 Diagramming the Toulmin Account -- 8.4 Diagramming the Wigmore Account -- 8.5 Translation Between Diagram Types -- 8.5.1 Motivation and Desiderata -- 8.6 Translating Toulmin Analyses -- 8.6.1 Atoms.
8.6.2 Warrants, Backings and Qualifiers -- 8.6.3 Rebuttals -- 8.7 Translating Wigmore Diagrams -- 8.8 Applications -- 8.8.1 Applications in Education -- 8.8.2 Applications in Legal Practice -- 8.8.3 Applications in Autonomous Communications -- 8.9 Conclusion -- References -- Chapter 9: Mapping the Curriculum: How Concept Maps can Improve the Effectiveness of Course Development -- 9.1 The Challenge of Developing Curricula -- 9.1.1 Curriculum Philosophies -- 9.1.2 Concept Mapping -- 9.2 Mapping for Curriculum Design -- 9.2.1 Conceptualization and Legitimation -- 9.2.2 Diagnosis of Students' Needs -- 9.2.3 Formulation of Objectives -- 9.3 Mapping for Curriculum Communication -- 9.4 Mapping for Curriculum Implementation -- 9.4.1 Specification and Organizing of Content -- 9.4.2 Selection and Organizing of Learning Experiences -- 9.4.3 Evaluation of the Resulting Curriculum -- 9.5 Summing Up -- References -- Chapter 10: Using Compendium as a Tool to Support the Design of Learning Activities -- 10.1 Introduction -- 10.2 Learning Design -- 10.3 Capturing and Representing Practice -- 10.4 Scaffolding the Learning Design -- 10.5 The Role of Mediating Artifacts in Creating Learning Activities -- 10.5.1 The OU Learning Design Project -- 10.5.2 Initial User Requirements Gathering -- 10.6 Institutional Case Studies -- 10.7 Using Compendium to Visually Represent Learning Activities -- 10.8 Evaluation -- 10.9 Conclusions -- References -- Chapter 11: Performing Knowledge Art: Understanding Collaborative Cartography -- 11.1 Introduction -- 11.2 Related Work -- 11.2.1 Hypermedia -- 11.2.2 Group Support Systems (GSS) -- 11.2.3 Situated Activity and Collaborative Work -- 11.2.4 Aesthetic Facilitation -- 11.3 An Experiential Perspective -- 11.3.1 Aspects of Experience -- 11.3.2 Aesthetics -- 11.3.3 Ethics -- 11.3.4 Narrative -- 11.3.5 Sensemaking -- 11.3.6 Improvisation.
11.3.7 Summary -- 11.4 Comparing Individual and Collaborative Practice -- 11.4.1 A Framework for Analyzing Collaborative Practice -- 11.5 Applying the Framework to an Example of Practice -- 11.5.1 Background -- 11.5.2 Overview of the Episode -- 11.5.3 Detailed Analysis of Event FW6: Augmenting Guess Node with Diagnosis (61:45-63:12) -- 11.6 Discussion -- References -- Chapter 12: The Map and the Territory: A Practitioner Perspective on Knowledge Cartography -- 12.1 Paul's Prologue -- 12.2 Introduction - The Map and the Territory -- 12.3 Mapping the Logic of Conversations -- 12.4 From Notations to Patterns -- 12.5 From Patterns to Question Types -- 12.6 From Question Types to Powerful Questions -- 12.6.1 Powerful Question 1: The Platitude Buster Question -- 12.6.2 Powerful Question 2: The Key Focus Area Question -- 12.6.3 Powerful Question 3: The "I Told You So" Question -- 12.6.4 The Paradox of Obliquity -- 12.7 From Powerful Questions to Map Archetypes (Templates) -- 12.7.1 Options Analysis Map Archetype -- 12.7.2 Lessons Learnt Discussion -- 12.7.3 Theme Exploration and Synthesis Map Archetype -- 12.8 From Map Archetypes to Dodgy Models -- 12.9 From Models to Emergent Design -- 12.10 Case Study: The Accidental Strategic Plan -- 12.11 Conclusion -- 12.12 Paul's Epilogue: Future Innovations in Knowledge Management -- 12.12.1 Sweating Knowledge Assets -- 12.12.2 The Catalyst -- 12.12.3 The Glimmer of an Idea -- 12.12.4 Realising the Vision -- References -- Chapter 13: Knowledge Cartography for Controversies: The Iraq Debate -- 13.1 Introduction -- 13.2 The Iraq Debate -- 13.3 Knowledge Mapping Tool -- 13.4 Mapping Methodology -- 13.5 Knowledge Mapping's Contribution -- 13.6 Improving the Rigour of Controversy Mapping -- 13.6.1 Granularity of Analysis vs. Cognitive Effort -- 13.6.2 Who is the Analyst and What is Their Objective? -- 13.6.3 Going Deeper.
13.7 Conclusions and Future Work.
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Intro -- Preface -- Genres of Knowledge Maps -- Overview of the Book -- Towards Human-Machine Knowledge Cartography -- Appendix: Mapping Approaches and Software by Chapter -- Contents -- Contributors -- Chapter 1: Empirical Studies of the Value of Conceptually Explicit Notations in Collaborative Learning -- 1.1 Introduction -- 1.2 Background -- 1.2.1 Belvedere and Kin -- 1.2.2 Theoretical Background -- 1.3 A Summary of the Research -- 1.3.1 Guidance for Inquiry in a Classroom Setting -- 1.3.2 Comparing Three Representations in a Laboratory Setting -- 1.3.3 Appropriation of Representations for Online Collaboration -- 1.3.4 Enhancing Knowledge Construction in Asynchronous Collaboration -- 1.4 Related Work -- 1.5 Conclusions -- References -- Chapter 2: Concept Mapping Using CmapTools to Enhance Meaningful Learning -- 2.1 Introduction -- 2.2 Concept Maps and Meaningful Learning -- 2.2.1 Concept Maps -- 2.2.2 Theory Underlying Concept Maps -- 2.2.3 Building Concept Maps -- 2.3 CmapTools: Integrating Concept Mapping with Technology -- 2.4 A Concept Map-Centered Learning Environment -- 2.5 Adopting the Concept Map-Centered Learning Environment -- 2.5.1 Proyecto Conéctate al Conocimiento -- 2.5.1.1 Background Information -- 2.5.1.2 The Project -- Housing the Project -- The Technology -- Teacher Training -- Follow-Up Visits and Support -- Current Status -- Some Lessons Learned -- 2.6 Conclusion -- References -- Chapter 3: Enhancing Collaborative and Meaningful Language Learning Through Concept Mapping -- 3.1 Introduction: The Use of Concept Mapping in Lapli -- 3.2 Theories Underpining the Language Learning Lab -- 3.2.1 Collaborative Learning -- 3.2.2 Meaningful Learning -- 3.3 Lapli Methodology -- 3.3.1 Lapli Activities -- 3.3.1.1 Activity 1: Inserting Links and Comments -- 3.3.1.2 Activity 2: Questioning Existing Knowledge.

3.3.1.3 Activity 3: Construction of the Concept Map -- 3.3.1.4 Activity 4: Construction of Lexical List -- 3.3.1.5 Activity 5: Answering Questions -- 3.3.1.6 Activity 6: Adding Details to Concept Maps (CM+) -- 3.3.1.7 Activity 7: Elaborating a List of Linking Words -- 3.3.1.8 Activity 8: Commented Reading -- 3.3.1.9 Activity 9: Research on Grammar Topics -- 3.3.1.10 Activity 10: Production of Group Article -- 3.3.1.11 Activity 11: Evaluation -- 3.3.1.12 Activity 12: Production of a PowerPoint Presentation -- 3.4 Concept Map Activity: Formative and Summative Assessment -- 3.5 Results and Discussion -- 3.6 Closing, but Not Final, Comments -- References -- Chapter 4: Thinking Maps®: A Visual Language for Learning -- 4.1 The Mapping Metaphor -- 4.2 Cartography and Cognition -- 4.3 The Cognitive Dissonance of Linear Representations -- 4.4 A Summary Definition of Visual Tools -- 4.5 Thinking Maps®: A Synthesis Language of Visual Tools -- 4.6 Thinking Maps as a Language -- 4.7 Five Qualities of Thinking Maps as a Language -- 4.8 Whole System Change -- References -- Chapter 5: The Constructivist Mapping of Internet Information at Work with Nestor -- 5.1 Introduction -- 5.1.1 A Presentation of Nestor -- 5.1.2 A Brief History -- 5.1.3 Technical Information -- 5.2 Constructivism -- 5.3 Applied Constructivism at Work with Nestor -- 5.3.1 The Mapping Layout, a Mix of Machine and Human Contribution -- 5.3.2 Creating Intertwined Networks of Information -- 5.3.3 Multi-Page Widgets -- 5.3.4 The Hybrid Representation System -- 5.3.5 Constructive Collaborative Features -- 5.4 Lessons Learned from Nestor Use -- 5.5 Conclusions -- References -- Chapter 6: Cognitive and Pedagogical Benefits of Argument Mapping: L.A.M.P. Guides the Way to Better Thinking -- 6.1 The Promise of LAMP (Lots of Argument Mapping Practice) -- 6.2 The AM in LAMP -- 6.3 The L..P in LAMP.

6.4 Experimental Evidence for LAMP's Cognitive and Pedagogical Benefits in Dedicated Critical Thinking Courses -- 6.5 Evidence About LAMP in Standard (i.e., Non-CT) Classrooms -- 6.5.1 Students Became Better at Questioning Arguments -- 6.5.2 Students Became Better at Reading -- 6.5.3 Students Became Clearer in Their Own Thinking -- 6.5.4 Students Became Better at Argumentative Writing -- 6.6 How LAMP Confers These Benefits -- 6.6.1 Improved Reading Comprehension -- 6.6.2 Improved Questioning of Arguments -- 6.6.3 Greater Clarity of Thought -- 6.6.4 Improved Writing -- 6.7 The Enquiring Classroom -- 6.8 Other Teachers' Experiences with LAMP -- 6.9 Conclusion -- References -- Chapter 7: Scaffolding School Students' Scientific Argumentation in Inquiry-Based Learning with Evidence Maps -- 7.1 Why Is It So Hard to Argue Scientifically? -- 7.2 Could Argumentative Maps Be Useful for Secondary School? -- 7.3 Adapting Dialogue Mapping for Scientific Arguing -- 7.3.1 Evidenced-Based Dialogue Maps -- 7.4 Methodology: Constructing Scientific Arguments in Compendium -- 7.4.1 Context: A Science Summer School -- 7.4.2 Inquiry Based Learning Activities -- 7.4.3 Data Focus for This Study -- 7.4.4 Criteria for Analysing the Extracts -- 7.4.5 Case A -- 7.4.6 Case B -- 7.4.7 Case C -- 7.5 Discussion: Returning to Our Research Questions -- 7.5.1 Scientific Knowledge and Mapping -- 7.5.2 Scientific Writing and Mapping -- 7.5.3 Cartographic Literacy -- 7.5.4 The Teacher's Role -- 7.5.5 Software Design -- 7.6 Future Work and Conclusion -- References -- Chapter 8: Argument Diagramming: The Araucaria Project -- 8.1 Introduction -- 8.2 Diagramming the Standard Account -- 8.3 Diagramming the Toulmin Account -- 8.4 Diagramming the Wigmore Account -- 8.5 Translation Between Diagram Types -- 8.5.1 Motivation and Desiderata -- 8.6 Translating Toulmin Analyses -- 8.6.1 Atoms.

8.6.2 Warrants, Backings and Qualifiers -- 8.6.3 Rebuttals -- 8.7 Translating Wigmore Diagrams -- 8.8 Applications -- 8.8.1 Applications in Education -- 8.8.2 Applications in Legal Practice -- 8.8.3 Applications in Autonomous Communications -- 8.9 Conclusion -- References -- Chapter 9: Mapping the Curriculum: How Concept Maps can Improve the Effectiveness of Course Development -- 9.1 The Challenge of Developing Curricula -- 9.1.1 Curriculum Philosophies -- 9.1.2 Concept Mapping -- 9.2 Mapping for Curriculum Design -- 9.2.1 Conceptualization and Legitimation -- 9.2.2 Diagnosis of Students' Needs -- 9.2.3 Formulation of Objectives -- 9.3 Mapping for Curriculum Communication -- 9.4 Mapping for Curriculum Implementation -- 9.4.1 Specification and Organizing of Content -- 9.4.2 Selection and Organizing of Learning Experiences -- 9.4.3 Evaluation of the Resulting Curriculum -- 9.5 Summing Up -- References -- Chapter 10: Using Compendium as a Tool to Support the Design of Learning Activities -- 10.1 Introduction -- 10.2 Learning Design -- 10.3 Capturing and Representing Practice -- 10.4 Scaffolding the Learning Design -- 10.5 The Role of Mediating Artifacts in Creating Learning Activities -- 10.5.1 The OU Learning Design Project -- 10.5.2 Initial User Requirements Gathering -- 10.6 Institutional Case Studies -- 10.7 Using Compendium to Visually Represent Learning Activities -- 10.8 Evaluation -- 10.9 Conclusions -- References -- Chapter 11: Performing Knowledge Art: Understanding Collaborative Cartography -- 11.1 Introduction -- 11.2 Related Work -- 11.2.1 Hypermedia -- 11.2.2 Group Support Systems (GSS) -- 11.2.3 Situated Activity and Collaborative Work -- 11.2.4 Aesthetic Facilitation -- 11.3 An Experiential Perspective -- 11.3.1 Aspects of Experience -- 11.3.2 Aesthetics -- 11.3.3 Ethics -- 11.3.4 Narrative -- 11.3.5 Sensemaking -- 11.3.6 Improvisation.

11.3.7 Summary -- 11.4 Comparing Individual and Collaborative Practice -- 11.4.1 A Framework for Analyzing Collaborative Practice -- 11.5 Applying the Framework to an Example of Practice -- 11.5.1 Background -- 11.5.2 Overview of the Episode -- 11.5.3 Detailed Analysis of Event FW6: Augmenting Guess Node with Diagnosis (61:45-63:12) -- 11.6 Discussion -- References -- Chapter 12: The Map and the Territory: A Practitioner Perspective on Knowledge Cartography -- 12.1 Paul's Prologue -- 12.2 Introduction - The Map and the Territory -- 12.3 Mapping the Logic of Conversations -- 12.4 From Notations to Patterns -- 12.5 From Patterns to Question Types -- 12.6 From Question Types to Powerful Questions -- 12.6.1 Powerful Question 1: The Platitude Buster Question -- 12.6.2 Powerful Question 2: The Key Focus Area Question -- 12.6.3 Powerful Question 3: The "I Told You So" Question -- 12.6.4 The Paradox of Obliquity -- 12.7 From Powerful Questions to Map Archetypes (Templates) -- 12.7.1 Options Analysis Map Archetype -- 12.7.2 Lessons Learnt Discussion -- 12.7.3 Theme Exploration and Synthesis Map Archetype -- 12.8 From Map Archetypes to Dodgy Models -- 12.9 From Models to Emergent Design -- 12.10 Case Study: The Accidental Strategic Plan -- 12.11 Conclusion -- 12.12 Paul's Epilogue: Future Innovations in Knowledge Management -- 12.12.1 Sweating Knowledge Assets -- 12.12.2 The Catalyst -- 12.12.3 The Glimmer of an Idea -- 12.12.4 Realising the Vision -- References -- Chapter 13: Knowledge Cartography for Controversies: The Iraq Debate -- 13.1 Introduction -- 13.2 The Iraq Debate -- 13.3 Knowledge Mapping Tool -- 13.4 Mapping Methodology -- 13.5 Knowledge Mapping's Contribution -- 13.6 Improving the Rigour of Controversy Mapping -- 13.6.1 Granularity of Analysis vs. Cognitive Effort -- 13.6.2 Who is the Analyst and What is Their Objective? -- 13.6.3 Going Deeper.

13.7 Conclusions and Future Work.

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