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LEARNING FROM DOCUMENTS USING MULTIPLE VIEWS PRESENTED AS CONCEPT MAPS

Kozminsky, Ely and Naveh, Roy LEARNING FROM DOCUMENTS USING MULTIPLE VIEWS PRESENTED AS CONCEPT MAPS.

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Abstract

Learning about a subject from multiple documents, either printed or in an online format can be taxing and confusing. Learning involves constructing a mental/cognitive representation about the information in the document and combining it with previous learner’s knowledge representations. When it comes to study multiple documents, in addition to constructing representations for each document, an additional representation, a documents model, is constructed, describing interrelations among documents and the situations they describe. Consider studying an historical subject, where numerous documents are available and (nowadays) easily accessible. But how these resources should be accessed and in what sequence, in order to promote their study and to contribute to the development of integrated knowledge representations about the subject? The common method of presenting documents is to list them, as in a library catalogue. The list can be alphabetical by authors, or another sequencing mode, available in the interface. Each list is a view about a subject, based on some organizing principles, which can guide the learner’s behavior. Generally, there are two classes of views: Metadata (e.g., author, publication, year) and Data (content aspects: title, key words, abstract, summary, outline, event list, etc.) views. An experienced learner, such as an expert historian, can use the available views, in the formats they are presented, in order to decide how to proceed with the documents, i.e., in what sequence to review them, what documents to compare and how. The expert is an autonomous learner, having available a learning management package developed from experience and evolved study methods. The novice student can be confused about the management of the learning situation. The student, and perhaps the seasoned learner, can benefit from a graphical presentation of available views, in order to reduce the cognitive load of the learning situation.

Item Type: Article
Subjects: UNSPECIFIED
Divisions: UNSPECIFIED
Depositing User: Claudia Martínez
Date Deposited: 12 Oct 2018 09:39
Last Modified: 12 Oct 2018 09:39
URI: http://eprint.ihmc.us/id/eprint/527

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