Knowledge Visualization by Doctus Knowledge Galaxy

In this paper, we present a meaningful learning environment to visually support e-book learners to effectively construct their knowledge framework. This personalized visualization support is intended to encourage learners to actively locate new knowledge in their own knowledge framework and check the logical consistency of their ideas for clearing up misunderstandings. On the other hand, we also propose to visually support e-book instructors to decide the group distribution for collaborative learning activities based on knowledge structure of learners. To facilitate those visualization supports, we present a method to semi-automatically construct a course-centered ontology to describe the required information in a map structure.

Academia Letters, 2021

The constant availability of huge repositories of professional and educational information, the continuous emergence of new educational resources leads to profound changes in educational processes and methods of obtaining and improving knowledge and skills. Intelligent educational portals should be built by forming an ontologically-oriented model of educational content, which provides formalization of information, ontological modeling of the subject area and didactic function, which provides presentation and visualization of the required educational information. In [1] the influence of visualization on the effectiveness of training in the field of computer science is investigated. Emphasis is placed on the importance of visualization tools and increasing user interest when visualization is involved. The method of visualization of professional and educational information in the form of concept maps of different types has become widespread [3]-[11]. In previous studies [12] it was proposed to build a didactic ontology based on the concept-thesis model (CTM), and also presented a way to visualize the ontology in the form of semantic-didactic maps. The aim of the work is to develop a method of automated construction of interactive concept maps in ontology-oriented web systems. The task is to provide a convenient display of graphs for users of the educational web system using content formalization based on the concept-thesis model [12]. The construction of interactive concept maps proposed in [2]-[8], [10] is based on the ontological modeling of the subject area, carried out by an expert in manual mode, and this involves significant labor and time costs. At the same time, the approach to domain modeling based on semantic networks and Semantic Web for educational systems has a number of difficulties [13]. In particular, this approach requires a complete detailed picture of the

Proceedings of the 22nd International Conference on Intelligent User Interfaces Companion, 2017

Mastery Grids is an intelligent interface that provides access to different kinds of practice content for an introductory programming course. A distinctive feature of the interface is a parallel topic-level visualization of student progress and the progress of their peers. This contribution presents an extended version of the original system that features a finegrained visualization of student knowledge on the level of the detailed concepts that are associated with the course. The student model is based on a Bayesian-network which is built using students performance history in the learning activities.

IEEE SOUTHEASTCON 2014, 2014

In today's digital age, a plethora of websites host knowledge related to various professions. Individuals working in different professions in turn consume this knowledge either to advance their skills or to accomplish their professional responsibilities. As this knowledge is continuously evolving, both in terms of size and content, the process used for acquiring the knowledge becomes important. Concept maps are proven to explicitly facilitate meaningful learning for all age groups. In this paper we propose a new knowledge integration process, implemented using a learning environment that facilitates meaningful learning by enabling the users to make a connection between newly gained and existing knowledge using concept maps. We also discuss an algorithm to construct a meta-map in order to represent collective information related to a topic and explain the various ways to extract valuable information from it.

The Web allows self-regulated learning through interaction with large amounts of learning resources. While enjoying the flexibility of learning, learners may suffer from cognitive overload and conceptual and navigational disorientation when faced with various information resources under disparate topics and complex knowledge structures. This study proposed a knowledge visualization (KV) approach to this problem in an online course. The investigation involved the design, development, and evaluation of an enhanced learning system for the course using the proposed approach. The focus was on visualization of domain knowledge structure and integrating the structure with curriculum design, learning resources, learning assessment, intellectual process, and social learning. Survey and interviews with students demonstrated high user satisfaction and acceptance with the developed system and its functions for KV. These findings lay the foundation for further exploration with the system to determine its impact on reducing cognitive load and improving the learning process.

In this study, the meta-cognitive tool development activities are highlighted to improve the e-learning platform. The spiral software development life cycle was taken into account and the learners' learning styles was evaluated as user requirements. After the development phase, the meta-cognitive tool integrated into the course management system of the history of civilization course at the Bahcesehir University. Then the students' achievements benchmarked with the classical power point based lessons with meta-cognitive based tool. Results show that students which are above average might benefit the tool most. INTRODUCTION Concept maps could be good tool to view the content and specify the requirements of the knowledge flow in the learning applications. Also the concepts and the relations can be seen at first glance. These benefits of the concept maps show that make the system view more apparent for learners. The concept map approach is categorizing knowledge in the information hierarchy. Learners may understand the knowledge domain which represented in a way that resamples the thinking of the subject matter experts (SMEs). This suggests that when developing an e-learning application, a pre–designed concept maps can be useful. Coffey, describes the usage of concept maps to create a course description based on the idea of an advance organizer. This method is different then linear sequences of topics which typically found in traditional ways [1]. Novak and Iuli claims that use of concept maps as meta-cognitive tools help to think easily [2]. In the higher education, engineering students have some difficulties when they have need structuring their thoughts in a knowledge domain that they are not used. They also often demanded to use their learning skills to create thinking processes and communicate the ideas using learning media that are not appropriate for all learners. When eliciting requirements of individuals in a learning environment and structuring knowledge representations in a well defined manner, concept maps serve a good tool to view the advance organization of the learning contents flow in the applications. A well designed concept map can be very helpful to improve and systemize the learning processes of these learners and support their learning in unaccustomed knowledge domains. But sometimes the concept maps can be too complex to understand. Thus students fail to follow all the relations on the nodes of the maps. So when taking the different learner requirements into account to provide the whole concepts at once cannot be a solution all the time. The usage of concept maps that serve learning styles is important to cover all the user requirements. Because, different learners have different learning preferences when study in these concepts. According to their learning styles some of them may prefer to see and learn the whole concepts at once but others may prefer to see and learn the concepts within steps. Another consideration point is that some of the learners needs the visual aids to learn the concepts but others not. In this study, meta-cognitive tool development stages are detailed to share some experiences.

SpringerPlus, 2013

In this paper a knowledge representation approach of an adaptive and/or personalized tutoring system is presented. The domain knowledge should be represented in a more realistic way in order to allow the adaptive and/or personalized tutoring system to deliver the learning material to each individual learner dynamically taking into account her/his learning needs and her/his different learning pace. To succeed this, the domain knowledge representation has to depict the possible increase or decrease of the learner's knowledge. Considering that the domain concepts that constitute the learning material are not independent from each other, the knowledge representation approach has to allow the system to recognize either the domain concepts that are already partly or completely known for a learner, or the domain concepts that s/he has forgotten, taking into account the learner's knowledge level of the related concepts. In other words, the system should be informed about the knowledge dependencies that exist among the domain concepts of the learning material, as well as the strength on impact of each domain concept on others. Fuzzy Cognitive Maps (FCMs) seem to be an ideal way for representing graphically this kind of information. The suggested knowledge representation approach has been implemented in an e-learning adaptive system for teaching computer programming. The particular system was used by the students of a postgraduate program in the field of Informatics in the University of Piraeus and was compared with a corresponding system, in which the domain knowledge was represented using the most common used technique of network of concepts. The results of the evaluation were very encouraging.

Information Design Journal, 2003

KPI Science News, 2020

Background. The hypermedia environment, which has received a powerful technical infrastructure thanks to the WWW, has led to the study and emergence of new forms and tools of information and educational content presentation. Various methods and means of visualization of educational information increase clarity and facilitate the process of new knowledge perception. Such tools include a wide range of concept maps that have become widespread in many areas related to information technology and education. The challenge here is to find comprehensive solutions that will reduce computing and labor costs for the multifunctional use of concept maps in information and learning systems. Objective. The work is focused on the review of concept maps, research of preconditions for their origin, analysis of their types and purposes of application in the educational process and learning systems. The main task is to analyze the requirements for interactive concept maps in ontology-oriented information systems to support lifelong learning. Methods. The use of concept maps in educational systems is based on knowledge modeling, graph theory, ontological modeling of educational content and methods of adaptive e-learning systems. The paper reviews and analyzes the application of concept maps and requirements for them within the information and learning systems. Results. Concept maps have significant foundation in cognitive and educational psychology, computational linguistics, knowledge engineering and have widespread application in computer supported learning. Concept maps are used as a means of meaningful learning when constructed by students, used to assess knowledge, as well as a means of navigating information resources. Concept maps in educational systems are used to present knowledge to users and serve as interfaces in the process of exploratory search and review of study areas. Information systems provide enrichment of concept maps by means of interactivity, which allows diversifying and expanding its use. Conclusions. The key requirements for interactive concept maps in information and learning systems are formed, including automation of interactive concept map construction, availability of wide navigation capabilities together with cognitive load control, implementation of interdisciplinary links, media annotation of map elements, complex application of graph interfaces for different parts of the system and adaptation to mobile devices.

… Council for Open and …, 2001

We are living in a world where everyday more and more information is being produced. One of today's challenge faced by developers in the field of Knowledge Management is research an the search of new paradigms to deal efficiently with large amount of knowledge and to ...

E-Learning and Digital Media, 2018

The aim of this research is to introduce a method of constructing knowledge structures which represent the relationships among the knowledge items in a pedagogically useful way. A prototype, “MyTeLeMap,” was implemented to support both learners and instructors. Learners could visualize the knowledge structures of different knowledge domains and obtain links to corresponding study materials. The system also offered learning paths and recommendations, for example, to related structures. Instructors could create and share their knowledge structures. An experiment compared the learning outcomes of learners using MyTeLeMap and those using a free-browsing mode. The results showed that MyTeLeMap helped learners more than free browsing. Future work includes the incorporation of a search application for learners and of management features for instructors to upload and share learning materials linked to specific knowledge domains.

In this paper, we present an ontology-based visualization support system which can provide a meaningful learning environment to help e-book learners to effectively construct their knowledge frameworks. In this personalized visualization support system, learners are encouraged to actively locate new knowledge in their own knowledge framework and check the logical consistency of their ideas for clearing up misunderstandings; on the other hand, instructors will be able to decide the group distribution for collaborative learning activities based on the knowledge structure of learners. For facilitating those visualization supports, a method to semi-automatically construct a course-centered ontology to describe the required information in a map structure is presented. To automatically manipulate this course-centered ontology to provide visualization learning supports, a prototype system is designed and developed.

2003

This paper presents an agent-based approach to semantic exploration and knowledge discovery in large information spaces by means of capturing, visualizing and making usable implicit knowledge structures of a group of users. The focus is on the developed conceptual model and system for creation and collaborative use of personalized learning knowledge maps. We use the paradigm of agents on the one hand as model for our approach, on the other hand it serves as a basis for an efficient implementation of the system. We present an unobtrusive model for profiling personalised user agents based on two dimensional semantic maps that provide 1) a medium of implicit communication between human users and the agents, 2) form of visual representation of resulting knowledge structures. Concerning the issues of implementation we present an agent architecture, consisting of two sets of asynchronously operating agents, which enables both sophisticated processing, as well as short respond times necessary for enabling interactive use in real-time.

Artificial Intelligence in Education, 2001

Intelligent information handling support is crucial for the efficiency of web-based learning. This paper presents an approach to information handling, which implies conceptual support for both learners and instructors engaged in openlearning and teaching tasks in a web-based course support environment. The proposed approach combines two powerful techniques to support web-based course learning -information retrieval and concept mapping. It involves conceptualisation of the subject domain and representation of the domain structure in an ontological way by a concept map, which is used for knowledge classification and indexing and allows for efficient information search. In addition, it includes strong visual presentation and graphical navigation of the subject domain and information search results and supports adaptive matching of the presentation to particular learners. AIMS -an intelligent tool for task-based information handling support in web-based learning/training/work environments demonstrates the main ideas of this approach. AIMS can help a learner adaptively in information retrieving and information visualisation by using a learner model. AIMS has been used in several pilot experiments focused on evaluating system's functionality and user interface. In this paper we discuss the important aspects of the proposed approach as implemented in AIMS from a learner's perspective -how do they help the learner in performing learning tasks in a web-based course environment.

Web-based instructions have grown strongly, in particular, in the education, and this explained the huge attempts for development various approaches to help and support learners during their learning process. The web-based intelligent tutoring systems are becoming mainstream area of research and development that attempts to offer individualized instructions based on learner's educational status. To pursuit such goal, many powerful personalized/adaptive guidance mechanisms have been proposed. However, using such methods/techniques for providing learning suggestions requires a great effort from the side of domain expert. Thus, this paper proposes a new model which combines both the concept maps and fuzzy cognitive maps. The proposed model takes the advantages of both mentioned maps. To provide learning suggestions, the adaptive navigation technique is selected as tool to illustrate the benefits of the proposed model. An experiment was conducted to evaluate performance of our approach. By analyzing the results of the experimental and control groups, it was found that the learning performance of the learners who received learning suggestions by applying the proposed approach was significantly better than those who did not receive them.