| |  | | Cognitive learning for distance education: a concept maps perspective read moreAbstract: Cognitive informatics is perceived as a new frontier that explores the internal information processing mechanisms of the brain. In this context, concept maps constitute one of the cognitive tools mostly used in learning management due to the possibility that they offer to contextualize learning and share knowledge. In this paper, effectiveness of concept mapping is evaluated on an educational framework. Work is focused on studying individually produced concept maps versus those produced by group in order to measure fundamental cognitive metrics like degree of subsumption, progressive differentiation and integration of knowledge respectively. Experimental results exhibit interesting insights to test how more portable and powerful knowledge is stated. As a result, this work outlines initial model of a novelty learning author tool based on a semantic knowledge manager in which the attributes proposed by computer to the student constitute hierarchical relations among conceptual units. | 2005 |
| | | Marshall, B. | Convergence of knowledge management and e-learning: the GetSmart experience read moreAbstract: The National Science Digital Library (NSDL), launched in December 2002, is emerging as a center of innovation in digital libraries as applied to education. As a part of this extensive project, the GetSmart system was created to apply knowledge management techniques in a learning environment. The design of the system is based on an analysis of learning theory and the information search process. Its key notion is the integration of search tools and curriculum support with concept mapping. More than 100 students at the University of Arizona and Virginia Tech used the system in the fall of 2002. A database of more than one thousand student-prepared concept maps has been collected with more than forty thousand relationships expressed in semantic, graphical, node-link representations. Preliminary analysis of the collected data is revealing interesting knowledge representation patterns. | 2003 |
| | | Martinez, Margaret | Key Design Considerations for Personalized Learning on the Web read moreAbstract: Technologically, researchers are making rapid progress realizing the personalized learning dream with
object architecture and adaptive learning technology. However, a whole-person understanding of how
individuals want or intend to learn (more than just building, processing, and storing knowledge) is still
missing from most online solutions. Primarily cognitive solutions that overlook the power of emotions and
intentions may be insufficient for online learning, especially when instructors are unavailable to facilitate
instruction.
This paper describes a study that examines how individuals learn in adaptive Web learning environments.
Included are guidelines that have evolved from the study’s results for designing interactive learning
environments from an alternative perspective. Offering a whole-perspective perspective about learning,
this paper introduces (a) profiles that describe fundamental differences in how people learn, (b) specific
reasons why some learners may be more successful than others, (c) strategies for helping learners improve
Web learning ability, and (d) design guidelines that tap into the dominant influence of emotions, intentions,
and social factors on learning. | 2001 |
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