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Constructing and deconstructing concept maps using annotations in Concept&Go. Mimicking Open Coding, text paragraphs highlighted during readings (i.e., annotations) are abstracted into concepts and relationships during concept mapping.
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Teachers have successfully applied concept maps in educational settings. In particular, concept maps have been recognized as an effective tool for diagnosing students' misunderstandings. Frequently, students create concept maps from reading materials that teachers provide to develop the necessary background to draw the map. However, when it comes t...
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... 'The Standard Concept Map Construction Method' (Cañas et al., 2003). Focus Question definition. Through reading, students discover new concepts and relationships. This step involves defining which will be the topic of the concept map. The first time Concept&Go is activated, it asks to introduce the topic of the new concept map. In the example of Fig. 2, we will use 'Photosynthesis'. Once the student defines a topic, the topic concept is established as the root node of the concept map and it is displayed as a button in the ...
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... button. Then, Concept&Go opens a panel where the students can select the concepts that are involved in the relationship by selecting two concepts from the list of the current concepts. Concept&Go allows visualizing, editing, and deleting the relationships. Fig. 2.1 illustrates how the linking word "used by" is captured while reading in Wikipedia. Fig. 2.3 shows the visualization once exported to ...
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... reviewing. A set of annotations is not a concept map but ground a concept map. Annotations go through abstraction to end up in a (tentative) concept map. Concept&Go permits exporting annotations to CmapCloud. The exported folder contains both the concept map itself plus the associated annotation resources (URLs) (see Fig. 2.2). By supporting annotations as URLs rather than mere text, it is possible to navigate back to the reading material. Fig. 2 shows the case for "organisms". Concepts are now displayed together with their annotation counterparts. Click on the annotation icon ( ), for opening the annotations in subsequent browser tabs (see Fig. 2.3). ...
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... abstraction to end up in a (tentative) concept map. Concept&Go permits exporting annotations to CmapCloud. The exported folder contains both the concept map itself plus the associated annotation resources (URLs) (see Fig. 2.2). By supporting annotations as URLs rather than mere text, it is possible to navigate back to the reading material. Fig. 2 shows the case for "organisms". Concepts are now displayed together with their annotation counterparts. Click on the annotation icon ( ), for opening the annotations in subsequent browser tabs (see Fig. 2.3). Students can then go back to the reading sources where the annotation appears, check back their annotations, update as ...
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... (URLs) (see Fig. 2.2). By supporting annotations as URLs rather than mere text, it is possible to navigate back to the reading material. Fig. 2 shows the case for "organisms". Concepts are now displayed together with their annotation counterparts. Click on the annotation icon ( ), for opening the annotations in subsequent browser tabs (see Fig. 2.3). Students can then go back to the reading sources where the annotation appears, check back their annotations, update as appropriate, and when convenient, move back to see the whole picture again in CmapCloud. Fig. 2.4 illustrates the case of the student moving back to the annotations which underpin the 'organisms' concept in ...
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... with their annotation counterparts. Click on the annotation icon ( ), for opening the annotations in subsequent browser tabs (see Fig. 2.3). Students can then go back to the reading sources where the annotation appears, check back their annotations, update as appropriate, and when convenient, move back to see the whole picture again in CmapCloud. Fig. 2.4 illustrates the case of the student moving back to the annotations which underpin the 'organisms' concept in Wikipedia. She also decides to consult the Biolibre website where she finds out about 'Cyanobacteria' and 'Plants' as the only 'Organisms' that perform photosynthesis. This results in renaming 'organisms' (Fig. 2.5). Likewise, ...
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... again in CmapCloud. Fig. 2.4 illustrates the case of the student moving back to the annotations which underpin the 'organisms' concept in Wikipedia. She also decides to consult the Biolibre website where she finds out about 'Cyanobacteria' and 'Plants' as the only 'Organisms' that perform photosynthesis. This results in renaming 'organisms' (Fig. 2.5). Likewise, the student annotates two additional pieces of evidence for the 'store solar energy' concept and the relation with photosynthesis ( Fig. 2.5). This ends up being reflected in the concept map ( Fig. 2.6) where the text "is vital because" is abstracted in the relationship "important for" (Fig. ...
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... She also decides to consult the Biolibre website where she finds out about 'Cyanobacteria' and 'Plants' as the only 'Organisms' that perform photosynthesis. This results in renaming 'organisms' (Fig. 2.5). Likewise, the student annotates two additional pieces of evidence for the 'store solar energy' concept and the relation with photosynthesis ( Fig. 2.5). This ends up being reflected in the concept map ( Fig. 2.6) where the text "is vital because" is abstracted in the relationship "important for" (Fig. ...
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... out about 'Cyanobacteria' and 'Plants' as the only 'Organisms' that perform photosynthesis. This results in renaming 'organisms' (Fig. 2.5). Likewise, the student annotates two additional pieces of evidence for the 'store solar energy' concept and the relation with photosynthesis ( Fig. 2.5). This ends up being reflected in the concept map ( Fig. 2.6) where the text "is vital because" is abstracted in the relationship "important for" (Fig. ...
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... This results in renaming 'organisms' (Fig. 2.5). Likewise, the student annotates two additional pieces of evidence for the 'store solar energy' concept and the relation with photosynthesis ( Fig. 2.5). This ends up being reflected in the concept map ( Fig. 2.6) where the text "is vital because" is abstracted in the relationship "important for" (Fig. ...
