Organização do Conhecimento para Aprendizagem Conjecturas e métodos de estudo Dagobert Soergel Department of Library and Information Studies Graduate School of Education University at Buffalo UFMG 23/06/2015 Ciclo de palestras 2015 - PPGCI
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Knowledge Organization for Learning Conjectures and methods of study Dagobert Soergel Department of Library and Information Studies Graduate School of Education University at Buffalo UFMG 2015-06-23 Information Architecture Class 2
Sumário Parte 1. Conjecturas 1 Introdução 2 Ferramentas para construir estruturas e representações externas de estrutura e suas utilizações 3 Utilizando estruturas de conhecimento como ferramentas para aprendizado. Exemplos: 3.1 Esquemas Entidade-Relacionamento (esquemas E-R) 3.2 Facetas e quadros 3.3 Organizadores gráficos, mapas conceituais 3.4 Arranjo significativo
Parte 2. Métodos de estudo 1 2 3 4 5
Questões de pesquisa / prenúncio de questões (aspectos do assunto) Impacto / importância. Prática, teórica Variáveis importantes Métodos Resultados (quando feito)
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Outline Part 1. Conjectures 1 2 3
Introduction Tools for building structures and external representations of structure and their uses Using knowledge structures as tools for learning: Examples 3.1 Entity-relationship schemas (E-R schemas) 3.2 Facets and frames 3.3 Graphic organizers, concept maps 3.4 Meaningful arrangement
Part 2. Methods of study 1 2 3 4 5
Research questions / foreshadowing questions (aspects of the topic) Impact / significance. Practical, theoretical Major variables Methods Results (when done)
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1 Introdução. Informação com Significado • Pessoas utilizam informação para buscar significado, dar sentido, aprender.
• Aprendizagem = construção e atualização de estruturas na mente para entender relacionamentos, causas e efeitos, implicações. • Estruturas relacionam entidades coisas, eventos, processos, conceitos abstratos. 5
1 Introduction. Information for Meaning • People use information to seek meaning, make sense, learn.
• Learning = building and updating structures in the mind to understand relationships, causes and effects, implications. • Structures relate entities things, events, processes, abstract concepts. 6
2 Ferramentas para construir estruturas e suas utilizações Três formas de auxiliary aprendizes 1 Esquemas Instanciados: Estruturas de conhecimento para comunicar conhecimento Apresentar o material em uma estrutura que permita aos leitores ver os relacionamentos e estruturas construidas na mente Projetar interfaces como estruturas significativas 2 Esquemas específicos para ser instanciados para estrutura de conhecimento própria do aprendiz
3 Princípios formais de OC para construção de esquemas de conhecimento pelo próprio aprendiz: reconhecer a estrutura de um domínio, organizer o conhecimento em suas mentes, e 11 criar suas próprias apresentações.
2 Tools for building structures and their uses Three ways to assist learners 1 Instantiated schemas: Knowledge structures to communicate knowledge Present material in a structure that enables readers to see relationships and build structures in the mind Design interfaces as meaningful structures 2 Specific schemas to be instantiated for learners' own structuring of knowledge 3 Formal KO principles for learners' own construction of knowledge schemas: discern the structure of a domain, organize knowledge in their minds, and create their own presentations. 12
Partindo de representações que comunicam conhecimento para os princípios formais de OC. Estruturas de conhecimento que comunicam conhecimento para aprendizes
Esquemas específicos para estruturação do conhecimento pelos aprendizes
Princípios formais de OC para construção de esquemas de conhecimento pelos aprendizes
Um esquema E-R que auxilie na compreensão do domínio. Pedaços de informação formulados neste esquema.
Tipos de entidade de alto nível que auxiliam o pensamento Tipos de relacionamento importantes que auxiliam o pensamento.
O que é uma entidade? O que é um relacionamento? Como discernir entidades e relacionamentos em um domínio.
Uma classificação facetada elaborada de um domínio
Facetas importantes de um domínio
O que é uma faceta? Como discernir facetas em um domínio? Quadros e aberturas para inserção
Um mapa conceitual elaborado ou conjunto de mapas conceituais transmitindo a estrutura de um domínio e partes específicas de informação do domínio.
Formato específico de mapa conceitual com convenções, por exemplo, tipos predefinidos de entidades distintos pela forma do nó. Tipos de relacionamento predefinidos representados por cores.
Ideia geral e formato de mapas conceituais e outros organizadores gráficos.
Uma classificação elaborada utilizando uma disposição significativa. Um texto utilizando disposição significativa.
Princípio de disposição em cada faceta (ex: cronológico, por causalidade, por complexidade, cores por comprimento de onda.
Princípios gerais de disposição significativa.
Software para organizadores gráficos.
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From representations that communicate knowledge to formal KO principles Knowledge structures that communicate knowledge to learners
Specific schemas for learners' own structuring of knowledge
Formal KO principles for learners' own construction of knowledge schemas
An E-R schema that helps with understanding a domain. Pieces of information formulated in that schema
High level entity types that help thinking Important relationship types that help thinking
What is an entity? What is a relationship? How to discern entities and relationships in a domain
A worked-out faceted classification of a domain
Important facets of a domain
What is a facet? How to discern facets in a domain? Frames and slots
A worked-out concept map or set of concept maps conveying the structure of a domain and specific pieces of information in the domain
Specific concept map format with conventions, for example predefined entity types distinguished by node shapes. Predefined relationship types represented by colors
General idea of and format for concept maps and other graphic organizers
A classification worked out using meaningful arrangement. A text using meaningful arrangement
Principle of arrangement in each General principles of facet (e.g., chronological, by meaningful arrangement causality, by complexity, colors by wavelength
Software for graphic organizers
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Outros aspectos de utilização • Aprendizagem colaborativa: Aprender por meio do trabalho de criação de estruturas de conhecimento em equipes.
• Por avaliação do estudante: Estudantes criam estruturas de conhecimento que são avaliadas. 15
Other aspects of use • Collaborative learning: Learning through working on creating knowledge structures in teams • For student assessment: Students create knowledge structures that are then evaluated
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3 Utilizando estruturas de conhecimento como ferramentas para aprendizagem: Exemplos 3.1 Modelagem Entidade-Relacionamento 3.2 Facetas e quadros 3.3 Organizadores gráficos, diversas formas de Mapas Conceituais e outros diagramas nó-conexão. 3.4 Disposição Significativa Outros (não garantido) Principio de componencialidade (conceitos combinados expressos como uma combinação de conceitos elementares) Principio de herança hierárquica Principio de inferência 19
3 Using knowledge structures as tools for learning: Examples 3.1 Entity-relationship modeling 3.2 Facets and frames 3.3 Graphic organizers, many forms Concept maps and other node-link diagrams 3.4 Meaningful arrangement Others (not covered) Principle of componentiality (compound concepts expressed as a combination of elemental concepts) Principle of hierarchical inheritance Principle of inference 20
3.1 Modelagem Entidade-relacionamento
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3.1 Entity-relationship modeling
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Esquema Entidade-relacionamento para informações sobre animais (parcial) Tipos de entidade supostamente a ser definidos
Indica que informação sobre animais procurar. Fornece um quadro para informação sobre animais. 23
Entity-relationship schema for information about animals (partial) Entity types assumed to be defined
Tells what information about animals to look for. Provides a frame for information about animals
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Tipos de relacionamento. Info sobre Animais Organismo
Taxonomia
Organismo
Tamanho
Organismo
Tamanho
Organismo
Tamanho
Organismo
Peso
Organismo
Cor
Organismo
Objeto
Organismo
TipoLocomoção
Organismo
TipoSom 25
Relationship types. Info on Animals Organism
Taxon
Organism
Length
Organism
Length
Organism
Length
Organism
Weight
Organism
Color
Organism
Object
Organism
LocomotionType
Organism
SoundType 26
Relevância de relacionamentos que ajudam as pessoas a pensar Tópico do Usuário ‘Alimentação em Auschwitz' para ilustrar Itens de informação (segmentos de entrevistas de sobreviventes ao Holocausto) pode relacionar ao tópico de formas diferentes: Relevância Direta : Evidencia direta ao que o usuário pergunta Exemplo: Em um segmento de entrevista um sobrevivente ao Holocausto fala sobre a comida disponível aos reclusos de Auschwitz. Relevância Indireta: A partir do qual pode-se inferir algo sobre o tópico Exemplo: Segmento fala sobre pessoas magérrimas em Auschwitz. Relevância em Contexto: Proporciona um fundo/contexto para o tópico Exemplo: Segmentos falam sobre trabalho físico dos reclusos em Auschwitz. Relevância de Comparação: Informação em uma situação similar ou contrastante. Exemplo: Segmento fala sobre alimentação no gueto Varsóvia. 29
Relevance relationships that help people think User topic 'Food in Auschwitz' for illustration Information items (segments of Holocaust survivor interviews) can relate to the topic in different ways: Direct relevance: Direct evidence for what the user asks for Example: In an interview segment a Holocaust survivor talks about food available to Auschwitz inmates. Indirect relevance: From which one can infer something about the topic Example: Segment talks about emaciated people in Auschwitz. Context relevance: Provides background/context for topic Example: Segment talks about physical labor of Auschwitz inmates. Comparison relevance: Information on a similar or contrasting situation Example: Segment talks about food in the Warsaw ghetto. 30
Relevância de relacionamentos que ajudam pessoas a pensar Relevância Direta
Relevância Indireta Relevância em Contexto
Relevância por Comparação
Hipótese Estudantes que entendem a relevância destes relacionamentos preparam descrições mais ricas e análises de eventos históricos utilizando mais e mais tipos de informação. 35
Relevance relationships that help people think Direct relevance Indirect relevance Context relevance
Comparison relevance
Hypothesis Student who understand these relevance relationships prepare richer descriptions and analyses of historical events using more and more types of information
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Relevância de relacionamentos que ajudam as pessoas a pensar
Relacionamentos de Comparação aplicados a eventos (1) Variação de tempo ou lugar do evento (1.1) Comparar com evento similar em um tempo diferente (1.2) Comparar com evento similar em um lugar diferente
(2) Variação de participante(s) no evento (2.1) Comparar com evento similar que tenha um ator diferente (2.2) Comparar com evento similar que tenha uma pessoa diferente ou objeto colocado em prática (3) Variação de ação / experiência (3.1) Comparar com um um ato diferente realizado por um ator similar. (3.2) Comparar com uma experiência diferente experimentada 37 por uma pessoa ou objeto similar
Relevance relationships that help people think Comparison relationship as applied to events (1) Varying time or place of the event (1.1) Compare with similar event at a different time (1.2) Compare with similar event at a different place
(2) Varying the participant(s) in the event (2.1) Compare with similar event that has a different actor (2.2) Compare with similar event that has a different person or object being acted upon (3) Varying the act / experience (3.1) Compare with a different act carried out by a similar actor (3.2) Compare with a different experience experienced by a similar person or object 38
Relevância de relacionamentos que ajudam as pessoas a pensar Hipótese Estudantes que entendem a relevância dos relacionamentos por comparação podem pensarão em mais eventos que podem ser comparados com um evento em destaque e preparer um relatório mais rico comparando e contrastando o evento em evidência com outros eventos.
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Relevance relationships that help people think Hypothesis Students who understand the relevance relationships related to comparison can think of more events that can be compared with an event in focus and prepare a richer report comparing and contrasting the event in focus with other events.
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Foundational Model of Anatomy: Entity types
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Foundational Model of Anatomy: Entity types
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Foundational Model of Anatomy: Relationship types
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Foundational Model of Anatomy: Relationship types
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Hipótese Estudantes que aprendem anatomia utilizando o Foundational Model of Anatomy (Modelo Fundamental de Anatomia) tem melhor compreensão da estrutura de um corpo.
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Hypothesis Students who are taught anatomy using the Foundational Model of Anatomy have a better grasp of the structure of the body.
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Facetas e quadros Um quadro facetado para descrição material de objetos de arte em 2-D a
Revestimento ou meio (como pintura, lápis, tinta)
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Sub-revestimento (na descrição “lapis sobre tinta", tinta é o sub-revestimento)
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Superfície na qual o meio é aplicado (tela, madeira, vidro, etc.)
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Subsuperfície na qual uma superfície é mondata.
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Técnica (como o revestimento é aplicado à superfície, como pintura, spray, processo de impressão) 49
Facets and frames A facet frame for material description of 2-D art objects a
Coating or medium (such as paint, pencil, ink)
b
Sub-coating (in the description "pencil over ink", ink is the sub-coating)
c
Surface to which the medium is applied (canvas, wood, glass, etc.)
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Subsurface on which the surface is mounted
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Technique (how the coating is applied to the surface, such as painting, spraying, printing process) 50
3.3 Organizadores Gráficos Um organizador gráfico é um display visual e gráfico que retrata os relacionamentos entre fatos, termos, ideias dentro de uma tarefa de aprendizado. Ajuda aprendizes a organizar informações sobre um tópico. Mesmo aprendizado profundo: alunos constroem seus próprios esquemas. Por exemplo, de a tarefa de comparar três animais a um grupo de estudantes de forma que eles devam trazer um esquema das características em que os animais possam ser comparados. 53
3.3 Graphic organizers A graphic organizer is a visual and graphic display that depicts the relationships between facts, terms, ideas within a learning task Helps learners to organize information about a topic.
Even deeper learning: have learners construct their own schema. For example, give a team of students the task of comparing three animals so they must come up with a schema of characteristics on which the animals can be compared 54
Ficha para um organizador gráfico de animais (lista detalhada) Nome do Estudante ___________ Nome do Animal ____________ Classificação Meu animal é um Esta classe de animais é conhecida por: Aparencia Com que se parece? Olhando o seu animal, o que você vê? Corpo forma | Tamanho, Altura |Peso | pele/penas | Cor(es) Partes do Corpo: Face, características faciais (incl. dentes, bico), Pernas — número e comprimento (incl. garras) Como o animal se movimenta? (ex: pula, escorrega) Como seu animal anda? Sons que ele faz
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Slots for a graphic organizer on animals (comprehensive list) Student Name ______________ Animal Name ______________ Classification My animal is a This class of animals is known for: Appearance What does it l look like? Looking at your animal, what do you see? Body shape | Size, Height |Weight | fur/feathers | Color(s) Body parts: Face, facial features (incl. teeth, beak), Legs — number and length (incl. claws) How does the animal move? (ex: hop, slither) How does your animal travel? Sounds it makes
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Ficha para um organizador gráfico de animais (lista detalhada) Casa (âmbito + Bioma + habitat) Onde o animal vive?: Descrição detalhada de sua casa (ex: parte do mundo, pluviosidade, temperatura, solo, plantas ) Variedade: As áreas do mundo onde seu animal é encontrado: Continente(s), país (es) Bioma (uma região que tem clima similar e plantas no todo). Marque uma: ___oceano ___floresta tropical ___tundra ___água doce ___floresta caduca ___floresta conífera ___pradaria Habitat (ambiente natural onde um animal vive. Isto inclui seu abrigo e a área em que ele obtém sua comida. Como o animal se adaptou ao habitat? (ex: coloração, hibernação, pelo pesado no inverno) 59
Slots for a graphic organizer on animals (comprehensive list) Home (range + Biome + habitat) Where does the animal live?: Detailed description of its home (ex: part of the world, rainfall, temperature, soil, plants ) Range: The areas of the world where your animal can be found: Continent(s), country (ies) Biome (a region that has similar climate and plants throughout). Check one: ___ocean ___rainforest ___tundra ___freshwater ___deciduous forest ___coniferous forest ___grassland Habitat (the natural environment where an animal lives. It includes its shelter and the area in which it gets its food. How has the animal adapted to its habitat? (ex: coloring, hibernation, heavy fur in winter) 60
3.3 Mapas Conceituais Ferramenta gráfica para organização e representação do conhecimento. Inclui
conceitos dentro de círculos ou caixas relacionamentos entre conceitos indicados por linhas
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3.3 Concept maps Graphic tools for organizing and representing knowledge. Include
concepts enclosed in circles or boxes relationships between concepts indicated by connecting lines
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Mapa conceitual sobre pássaros
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Concept map about birds
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3.4 Disposição Significativa •
Dispõe assuntos relacionados
•
Expressa relacionamentos intrínsecos no domínio do assunto • Sequência de tempo (por exemplo, evolução na biologia) • Níveis de complexidade • Condição prévia em sequência de importância para aprendizado.
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3.4 Meaningful arrangement •
Collocates related subjects
•
Expresses intrinsic relationships in the subject domain • time sequence (for example, evolution in biology) • levels of complexity • prerequisite sequence important for learning.
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Britannica Elementar: Menu para o Reino Animal Disposição irrefletida, desprovido de qualquer significado
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Britannica Elementary: Menu for Animal Kingdom Thoughtless arrangement, devoid of any meaning
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Reino Animal: Disposição Significativa baseado na ciência moderna Animais sem uma espinha dorsal (invertebrados) Caracóis, polvo, mexilhões (moluscos) Besouros (insetos), aranhas, caranguejos (artropodes) Animais com uma espinha dorsal (vertebrados) Peixe Rãs, sapos, salamandras (anfíbios) Lagartos & cobras, crocodilos, dinosauros, pássaros (répteis) Elefantes, baleias, vacas, cachorros, morcegos, ratos, macacos, humanos (mamíferos)
Nota: Poderia simplificar, adicionar fotos 76
Animal Kingdom: Meaningful arrangement based on modern science Animals without a spine (invertebrates) Snails, octopus, mussels (mollusks) Bugs (insects), spiders, crabs (arthropods) Animals with a spine (vertebrates) Fish Frogs, toads, salamanders (amphibians) Lizards&snakes, crocodiles, dinosaurs, birds Lizards&snakes, crocodiles, dinosaurs (reptiles) Birds Elephants, whales, cows, dogs, bats, mice, monkeys, apes, humans (mammals) Note: Could simplify, add pictures 77
Vertebrates cladogram
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Vertebrates cladogram
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Hipotese Jovens estudantes que utilizam uma página web de animais com disposição significativa irá com o tempo absorver a sequência e perceber a progressão. Quando mais tarde em biologia a estrutura do reino animal e a evolução dos animais for discutida, estes estudantes entenderão mais rapidamente.
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Hypothesis Young students who use the animal home page with the meaningful arrangement will over time absorb the sequence and perceive a progression. When much later in biology the structure of the animal kingdom and the evolution of animals are discussed, these students will understand more quickly
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Outline Part 1. Conjectures 1 2 3
Introduction Tools for building structures and external representations of structure and their uses Using knowledge structures as tools for learning: Examples 3.1 Entity-relationship schemas (E-R schemas) 3.2 Facets and frames 3.3 Graphic organizers, concept maps 3.4 Meaningful arrangement
Part 2. Methods of study 1 2 3 4 5
Research questions / foreshadowing questions (aspects of the topic) Impact / significance. Practical, theoretical Major variables Methods Results (when done)
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Outline Part 1. Conjectures 1 2 3
Introduction Tools for building structures and external representations of structure and their uses Using knowledge structures as tools for learning: Examples 3.1 Entity-relationship schemas (E-R schemas) 3.2 Facets and frames 3.3 Graphic organizers, concept maps 3.4 Meaningful arrangement
Part 2. Methods of study 1 2 3 4 5
Research questions / foreshadowing questions (aspects of the topic) Impact / significance. Practical, theoretical Major variables Methods Results (when done)
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Framework for analyzing a research topic 1 Research questions / foreshadowing questions (aspects of the topic) 2 Impact / significance Why do you care? Will other people care? (not to be confused with statistical significance) Practical significance Theoretical significance / significance for the discipline (basis for gaining more knowledge, relationship to other results, basis for generalization) 3 Major variables 4 Methods 5 Results (when done) 90
Framework for analyzing a research topic 1 Research questions / foreshadowing questions (aspects of the topic) 2 Impact / significance Why do you care? Will other people care? (not to be confused with statistical significance) Practical significance Theoretical significance / significance for the discipline (basis for gaining more knowledge, relationship to other results, basis for generalization) 3 Major variables 4 Methods 5 Results (when done) 91
1 Research question How do methods and tools for learning and instruction that are based on knowledge organization principles affect
learning
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1 Research question How do methods and tools for learning and instruction that are based on knowledge organization principles affect
learning
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2 Impact / significance Why do you care? Will other people care? (not to be confused with statistical significance) Practical significance Potential for better educational outcomes: • Students have a better grasp of subjects • Students have better cognitive strategies, critical thinking • Great benefit to the economy, government, society at large Theoretical significance / significance for the discipline or other disciplines (basis for gaining more knowledge, relationship to other results, basis for generalization) • Potential contribution to understanding how the mind works 94
2 Impact / significance Why do you care? Will other people care? (not to be confused with statistical significance) Practical significance Potential for better educational outcomes: • Students have a better grasp of subjects • Students have better cognitive strategies, critical thinking • Great benefit to the economy, government, society at large Theoretical significance / significance for the discipline or other disciplines (basis for gaining more knowledge, relationship to other results, basis for generalization) • Potential contribution to understanding how the mind works 95
3a Independent variables • • • • •
Domain / topic of learning Learning or production task. Difficulty of task. Learner characteristics Knowledge structure / tool used Type of use (presentation, fixed schema for student analysis of topic, student constructs schema) • Context of use (for example, individual versus collaborative learning) • Feedback given to students (from instructor, from peers)
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3a Independent variables • • • • •
Domain / topic of learning Learning or production task. Difficulty of task. Learner characteristics Knowledge structure / tool used Type of use (presentation, fixed schema for student analysis of topic, student constructs schema) • Context of use (for example, individual versus collaborative learning) • Feedback given to students (from instructor, from peers)
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3b Dependent variables Learning process (examples) • students engage in meaningful learning? including (a) revisiting and conceptualizing information, (b) reorganizing and differentiating concepts, (c) formulating connections between concepts, and (d) systematizing, integrating, and restructuring connections among concepts. • Students reflect about their learning
Learning outcomes (examples) • • • • •
Grasp of subject Quality of student products, such as essays or concept method Cognitive strategies, thinking skills Problem solving strategies Ability to solve problems in a subject domain. Structured versus unstructured problems 98
3b Dependent variables Learning process (examples) • students engage in meaningful learning? including (a) revisiting and conceptualizing information, (b) reorganizing and differentiating concepts, (c) formulating connections between concepts, and (d) systematizing, integrating, and restructuring connections among concepts. • Students reflect about their learning
Learning outcomes (examples) • • • • •
Grasp of subject Quality of student products, such as essays or concept method Cognitive strategies, thinking skills Problem solving strategies Ability to solve problems in a subject domain. Structured versus unstructured problems 99
1 Research question elaborated How does a given method / tool for learning and instruction that is based on knowledge organization principles In a situation characterized by • • • • •
Domain / topic of learning Learning or production task. Difficulty of task. Learner characteristics Knowledge structure / tool used Type of use (presentation, fixed schema for student analysis of topic, student constructs schema) • Context of use (for example, individual versus collaborative learning) • Feedback or no feedback
affect learning 100
1 Research question elaborated How does a given method / tool for learning and instruction that is based on knowledge organization principles In a situation characterized by • • • • •
Domain / topic of learning Learning or production task. Difficulty of task. Learner characteristics Knowledge structure / tool used Type of use (presentation, fixed schema for student analysis of topic, student constructs schema) • Context of use (for example, individual versus collaborative learning) • Feedback or no feedback
affect learning 101
Caveat: Many factors influence learning • • • •
the characteristics of the learners the type of knowledge the conceptual quality of representations the quality of the display or interaction with computer systems Aggregate results may show no effect when for individual students depending on their characteristics there may be an effect. The question is not Does a tool work? But: For whom, in what circumstances does a tool work? In education: Aptitude-Treatment Interaction Aptitude-Treatment Matching 102
Caveat: Many factors influence learning • • • •
the characteristics of the learners the type of knowledge the conceptual quality of representations the quality of the display or interaction with computer systems Aggregate results may show no effect when for individual students depending on their characteristics there may be an effect. The question is not Does a tool work? But: For whom, in what circumstances does a tool work? In education: Aptitude-Treatment Interaction Aptitude-Treatment Matching 103
4 Methods Sampling Special problem: Long-term effects Random sampling not always possible, may need to select learners that underwent the treatment. Then how to find control group? Important to collect data about individuals to be able to study interaction among many factors. Big data may help Measuring outcome variables Quality of concept maps – much literature Quality of essays – use program to abstract a concept map that captures the relationships covered in the essay Cognitive strategies and critical thinking hard to measure. 104
4 Methods Sampling Special problem: Long-term effects Random sampling not always possible, may need to select learners that underwent the treatment. Then how to find control group? Important to collect data about individuals to be able to study interaction among many factors. Big data may help Measuring outcome variables Quality of concept maps – much literature Quality of essays – use program to abstract a concept map that captures the relationships covered in the essay Cognitive strategies and critical thinking hard to measure. 105
5 Results (when done) Examples from the literature Many studies on concept maps show small effects. Collaborative construction of concept maps more effective. Most effective: Learners constructing their own schemas.
Feedback is important.
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5 Results (when done) Examples from the literature Many studies on concept maps show small effects. Collaborative construction of concept maps more effective. Most effective: Learners constructing their own schemas.
Feedback is important.
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Take home message • People seek meaning.
• Give them meaning through organization. • It takes work.
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Take home message • People seek meaning.
• Give them meaning through organization. • It takes work.
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Comments. Questions
[email protected] www.dsoergel.com 110
Comments. Questions
[email protected] www.dsoergel.com 111
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Figure 2. Entity-relationship schema for information about animals (partial)
Entity types Object Organism Taxon Length Weight Color LocomotionType SoundType GeographicLocation GeographicRange Biome TimeOfDay ActionType Duration CommunicationMethod
Relationship types Organism Organism Organism Organism Organism Organism Organism Organism Organism Organism Organism Organism Organism Organism Organism Organism Organism Note: implies
Taxon Length Weight Object LocomotionType SoundType GeographicRange Biome Habitat Object TimeOfDay ActionType Organism TimeOfDay CommuunicationMethod Organism Duratrion
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Figure 2. Entity-relationship schema for information about animals (partial)
Entity types Object Organism Taxon Length Weight Color LocomotionType SoundType GeographicLocation GeographicRange Biome TimeOfDay ActionType Duration CommunicationMethod
Relationship types Organism Organism Organism Organism Organism Organism Organism Organism Organism Organism Organism Organism Organism Organism Organism Organism Organism Note: implies
Taxon Length Weight Object LocomotionType SoundType GeographicRange Biome Habitat Object TimeOfDay ActionType Organism TimeOfDay CommuunicationMethod Organism Duratrion
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Relevance relationships that help people think User topic 'Food in Auschwitz' for illustration Information items (segments of Holocaust survivor interviews) can relate to the topic in different ways: Direct relevance: Direct evidence for what the user asks for Example: In an interview segment a Holocaust survivor talks about food available to Auschwitz inmates. Indirect relevance: From which one can infer something about the topic Example: Segment talks about emaciated people in Auschwitz. Context relevance: Provides background/context for topic Example: Segment talks about physical labor of Auschwitz inmates. Comparison relevance: Information on a similar or contrasting situation Example: Segment talks about food in the Warsaw ghetto. 118
Relevance relationships that help people think User topic 'Food in Auschwitz' for illustration Information items (segments of Holocaust survivor interviews) can relate to the topic in different ways: Direct relevance: Direct evidence for what the user asks for Example: In an interview segment a Holocaust survivor talks about food available to Auschwitz inmates. Indirect relevance: From which one can infer something about the topic Example: Segment talks about emaciated people in Auschwitz. Context relevance: Provides background/context for topic Example: Segment talks about physical labor of Auschwitz inmates. Comparison relevance: Information on a similar or contrasting situation Example: Segment talks about food in the Warsaw ghetto. 119
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Relevance relationships that help people think User topic 'Food in Auschwitz' for illustration Information items (segments of Holocaust survivor interviews) can relate to the topic in different ways: Direct relevance: Example:
Direct evidence for what the user asks for In an interview segment a Holocaust survivor talks about food available to Auschwitz inmates.
Indirect relevance: Example:
From which one can infer something about the topic Segment talks about emaciated people in Auschwitz.
Context relevance: Example:
Provides background/context for topic Sgm. talks about physical labor of Auschwitz inmates.
Comparison relevance: Information on a similar or contrasting situation Example: Segment talks about food in the Warsaw ghetto. 122
Relevance relationships that help people think User topic 'Food in Auschwitz' for illustration Information items (segments of Holocaust survivor interviews) can relate to the topic in different ways: Direct relevance: Example:
Direct evidence for what the user asks for In an interview segment a Holocaust survivor talks about food available to Auschwitz inmates.
Indirect relevance: Example:
From which one can infer something about the topic Segment talks about emaciated people in Auschwitz.
Context relevance: Example:
Provides background/context for topic Sgm. talks about physical labor of Auschwitz inmates.
Comparison relevance: Information on a similar or contrasting situation Example: Segment talks about food in the Warsaw ghetto. 123
