Search results for "Concept Maps"
showing 8 items of 8 documents
Structuring didactic materials on the Web (Struct)
2009
There is an universal agreement that the structuring of didactic materials helps the student in his/her learning process when dealing with such materials. It is then important for the teacher or a student to choose among different structures so to use the one that best conveys the desired knowledge. This need is nowadays a priority also in the e-learning world since several e-learning courses exist on the web and many more are created every day. Unfortunately, most of the existing e-learning platforms offer just a single way to organize the course contents (book structure). Whoever is interested in organizing the course contents in a different way (e.g, with a concept map) must use specific…
Les représentations spatiales de concepts scientifiques : inventaire et diversité
1994
The consultation of twelve journals (French and English language) that deal with science education, for the years 1991 to 1993, allowed us to summarize the use of spatial representations of scientific concepts in didactics research. Two main results were produced from this study : there has not been much work published with spatial representations, and what has been published is very heterogeneous. Analysis of this diversity does not always allow us to understand the authors’ objectives and obliges researchers in didactics to think about the nature and role of spatial representations in the construction of scientific knowledge.
University teaching and ICT. Materials online for training Cmap Tools
2013
En estas páginas presentamos una serie de materiales creados en un proyecto de elaboración de material de formación del profesorado universitario convocado por el Servicio de Formación Permanente de la Universitat de València. El objetivo fundamental del proyecto ha sido la creación de materiales en línea para aprender el funcionamiento del software libre Cmap Tools, elaborado por el Florida Institute for Human & Machine Cognition (IHMC). Los materiales de formación, desarrollados en la primera parte del proyecto, han consistido básicamente en la creación de vídeo tutoriales que muestran el procedimiento de descarga, instalación y las distintas utilidades del software y su aplicación a la d…
Experiencia sobre la utilización de un mix de metodologías docentes en la educación universitaria de la contabilidad
2012
En este trabajo se analiza la introducción de nuevas metodologías docentes a título experimental en un curso de contabilidad financiera. Las nuevas técnicas empleadas en clase han sido de varios tipos: mapas conceptuales, crucigramas, técnica del "puzzle" o aprendizaje cooperativo y test on-line, entre otras. Concretamente, se analiza la mejora en el rendimiento de los estudiantes mediante la comparación con resultados de otros años. Así mismo, se estudia el grado de satisfacción de los estudiantes con las nuevas herramientas docentes empleadas. Se analiza si mejora el nivel de motivación por una mayor comprensión de los contenidos, por un mayor número de horas de estudio a lo largo del per…
Integrating digital documents by means of concept maps: testing an intervention program with eye-movements modelling examples
2021
When using the Internet to learn about a curricular topic students face the challenge of not only understanding each single document, but also of integrating the ideas in a combined representation. Several intervention studies have tested instructional methods, such as building concept maps, aimed at teaching integration of multiple documents to Secondary education and older students. However, building a concept map may be demanding for learners and requires competencies to build maps in an appropriate way. In the current study we explore the extent to which such integration processes relying a concept map mapping instruction can be efficiently taught to 6th grade students. Specifically, we…
Enriching Didactic Similarity Measures of Concept Maps by a Deep Learning Based Approach
2021
Concept maps are significant tools able to support several tasks in the educational area such as curriculum design, knowledge organization and modeling, students' assessment and many others. They are also successfully used in learning activities in which students have to represent domain knowledge according to teacher's assignment. In this context, the development of Learning Analytics approaches would benefit of methods that automatically compare concept maps. Detecting concept maps similarities is relevant to identify how the same concepts are used in different knowledge representations. Algorithms for comparing graphs have been extensively studied in the literature, but they do not appea…
Online Mathematics With Interactive Concept Maps
2008
There has not been a free and easy-to-use utility to handle both authoring and presentation of large graphs online, especially with mathematical content. On one hand, concept map editors are ideal for authoring graphs, but publishing capabilities may be limited. On the other hand, numerous browsing and layout tools exist for publishing content generated elsewhere. We present a transformation tool Xcm2kg that tries to solve the problem by integrating authoring with IHMC CmapTools to publishing based on TouchGraph. GXL is used as an intermediate format to facilitate interoperability with other graph-based applications. The tool is demonstrated with concept maps drawn on an undergraduate mathe…
Automatic concept maps generation in support of educational processes
2014
A VLE is a system where three main actors can be devised: the teacher in the role of instructional designer, the tutor, and the stu- dent. Instructional designers need easy interaction for specifying the course domain structure to the system, and for controlling how well the learning materials agree to such a structure. Tutors need tools for having a holistic perception of the evolution of single students and/or groups in the VLE during the learning process. Finally, students need self regulation in terms of controlling their learning rate, reflect on their learning strategies, and comparing with other people in the class. In this work we claim that sharing an implicit representation of the…