Concept Maps as Cognitive Visualizations of Writing Assignments
Writing assignments are ubiquitous in higher education. Writing develops not only communication skills, but also higher-level cognitive processes that facilitate deep learning. Cognitive visualizations, such as concept maps, can also be used as part of learning activities including as a form of scaf...
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| Veröffentlicht in: | Educational technology & society 2011-07, Vol.14 (3), p.16-27 |
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| creator | Villalon, Jorge Calvo, Rafael A |
| description | Writing assignments are ubiquitous in higher education. Writing develops not only communication skills, but also higher-level cognitive processes that facilitate deep learning. Cognitive visualizations, such as concept maps, can also be used as part of learning activities including as a form of scaffolding, or to trigger reflection by making conceptual understanding visible at different stages of the learning process. We present Concept Map Miner (CMM), a tool that automatically generates Concept Maps from student' compositions, and discuss its design and implementation, its integration to a writing support environment and its evaluation on a manually annotated corpora of university essays (N=43). Results show that complete CM, with concepts and labeled relationships, are possible and its precision depends the level of summarization (number of concepts) chosen. |
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Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the associated terms available at https://www.j-ets.net/ETS/guide.html</rights><lds50>peer_reviewed</lds50><oa>free_for_read</oa><woscitedreferencessubscribed>false</woscitedreferencessubscribed></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktopdf>$$Uhttps://www.jstor.org/stable/pdf/jeductechsoci.14.3.16$$EPDF$$P50$$Gjstor$$H</linktopdf><linktohtml>$$Uhttps://www.jstor.org/stable/jeductechsoci.14.3.16$$EHTML$$P50$$Gjstor$$H</linktohtml><link.rule.ids>314,776,780,799,57992,58225</link.rule.ids><backlink>$$Uhttp://eric.ed.gov/ERICWebPortal/detail?accno=EJ963169$$DView record in ERIC$$Hfree_for_read</backlink></links><search><creatorcontrib>Villalon, Jorge</creatorcontrib><creatorcontrib>Calvo, Rafael A</creatorcontrib><title>Concept Maps as Cognitive Visualizations of Writing Assignments</title><title>Educational technology & society</title><description>Writing assignments are ubiquitous in higher education. 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| source | Jstor Complete Legacy; Education Source (EBSCOhost); DOAJ Directory of Open Access Journals; EZB-FREE-00999 freely available EZB journals |
| subjects | Cognitive Processes College Students Colleges & universities Composition (Language arts) Computer Assisted Instruction Concept Mapping Data visualization Educational activities Educational aspects Educational software Essays Feedback (Response) Instructional Design Machine learning Metacognition Psychological aspects Scaffolding Scaffolding (Teaching Technique) Social aspects Special Issue Articles Student writing Study and teaching Summarization Teaching Methods Visualization Visualization (Mental images) Works Writing Writing Assignments Writing implements Writing Instruction Writing processes |
| title | Concept Maps as Cognitive Visualizations of Writing Assignments |
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