Concept Maps Supported by Knowledge Organization Structures

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Concept Maps Supported by Knowledge
Organization Structures

• Terence R. Smith
• University of California Santa Barbara
  
• Marcia Lei Zeng
• Kent State University

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Outline

• I. Basics of Concept Maps
• Definition
• components of concept maps
• Approaches of constructing concept maps
• Bottom-up
• Top-down
• Types of concept maps
• II. Concept maps supported by knowledge
  organization structures (KOS) in ADEPT DLE
• ADEPT (Alexandria Digital Earth Prototype)
  Digital Learning Environment (DLE)
• KOS models for DLE

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I. Basics of Concept Maps

• Definition
• Components of concept maps
• Approaches of constructing concept maps
• Bottom-up
• Top-down
• Types of concept maps

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Definition

• Concept maps are two-dimensional representations
  of a set of concepts and their relationships.
• Where a concept is defined as
• a perceived regularity in events or objects, or
  records of events or objects, designated by a
  label.
• (Novak Gowin, 1984, Novak, 199?)

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Components of a concept map

• A concept map typically consists of
• nodes (points/vertices) that represent concepts,
  items, or questions and
• links (arcs/edges) that represent the relations
  between concepts.
• The links can be labeled and denote direction
  with an arrow symbol (non-, uni- or
  bi-directional) that describes the direction of
  the relationship.
• Concepts and links may be simply associative,
  specified, or divided into categories such as
  causal or temporal relations (Lanzing, 1997).

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Example 1

• Analysis of Papers Submitted, NSF Workshop on
  Post Digital Library Futures, by Michael Spring
• Article
• http//www.sis.pitt.edu/dlwkshop/paper_analysis.h
  tml
• Workshop http//www.sis.pitt.edu/dlwkshop/index.
  html

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Participant Comments and Interests
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suggested breakout groups
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Bottom-up approach

• Concept maps are generated by individuals or
  groups of individuals based on their cognition to
  the subjects or entities they deal with.
• Concept maps are used as tools for assisting
  learning by individuals and for facilitating the
  communication and understanding among individuals
  or groups.
• The resulting concept maps may be highly diverse,
  but common elements and patterns can often be
  found in the concept maps of a given domain.

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Important functions of the bottom-up concept
maps

• developing an understanding of a body of
  knowledge,
• exploring new information and relationships,
• accessing prior knowledge,
• gathering new knowledge and information,
• sharing knowledge and information generated,
• designing structures or processes such as written
  documents, constructions, web sites, web search,
  multimedia presentations, and
• solving problems (Freeman, 199?).

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Use of concept maps at University of Virginia and
University of Arizona

• Over 100 students prepared a series of concept
  maps as homework assignments in two courses.
• The initial analysis of the links in the map
  collection at University of Arizona found that
• 39,000 analyzed links contained more than 5,300
  distinct names.
• These links could be clustered into 120
  semantically similar categories.
• More than half of the links indicate hierarchical
  or componential relationships. (Marshall et al.,
  2003).

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top-down approach

• A knowledge structure in a particular domain is
  selected as the model or framework for the
  representation of concepts and relationships.
• Numerous concept maps within a specific domain
  can be generated following the semantic types and
  relationships established by the model.

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Example 2

• UMLS Knowledge Sources
• http//www.nlm.nih.gov/research/umls/META3.HTML
• Current Semantic Types
• Current relations in the Semantic Network

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"Biologic Function" Hierarchy 
A Portion of the UMLS Semantic Network 
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relations
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Concept maps enable Knowledge and specifically
metadata to be represented according to the
semantics of the sources.
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Types of Concept Maps (1)
--organized by placing the central theme or
unifying factor in the center of the map.
Outwardly radiating sub-themes surround the
center of the map.
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Example 3. Current, Central and Related Concepts
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Types of Concept Maps (2)
-- presents information in a descending order of
importance. The most important information is
placed on the top. Distinguishing factors
determine the placement of the information.
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Types of Concept Maps (3)
-- organizes information in a linear format.
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Types of Concept Maps (4)
-- organizes information in a format which is
similar to a flowchart with the addition of
'INPUTS' and 'OUTPUTS'.
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II. Concept maps supported by knowledge
organization structures (KOS) in ADEPT DLE

• ADEPT (Alexandria Digital Earth Prototype)
  Digital Learning Environment (DLE)
• http//www.alexandria.ucsb.edu/research/learning/i
  ndex.htm
• ADEPT KOS models

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Concepts in Science Learning Spaces

• Concepts of science as basic knowledge granules
• Sets of concepts form bases for scientific
  representation.
• Digital libraries and KOS (Knowledge Organization
  System) technology can support organization of
  science learning materials in terms of concepts.

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ADEPT Project Digital Collections

• Collections of learning objects (LO) cataloged
  with concepts over 2000 items
• Knowledge bases (KB) containing collections of
  strongly-structured models (SSMs) of relevant
  scientific concepts (about 1200 concepts)
• Collections of instructional materials organized
  by concepts
• Organized learning materials as trajectory
  through concept space
• Lecture, lab, self-paced materials
• Services for creating/editing/displaying such
  materials

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1. Collections of learning objects (LO), over
2000 items
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2. Knowledge bases (KB) containing collections of
SSM of relevant scientific concepts (about 1200
concepts)
SSM for Scientific Concepts (1)
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SSM for Scientific Concepts (2)
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SSM for Scientific Concepts (3)
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3. Collections of instructional materials
organized by concepts

• The left-hand frame displays the structure of the
  lecture
• The right-hand frame displays the content of the
  lecture
• ADL icons (globe image) attached to a concept
  link to a display of concept properties in the
  concept window

Other icons attached to a concept link to a
display of concept examples in the illustration
window
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Application to learning environments
Introductory Physical Geography (F2002, S2003)

• Collections created
• Knowledge bases (KBs) of strongly structured
  concepts
• Structured lectures and labs
• Learning objects cataloged by ADN metadata (
  concepts)

• Services created
• For concepts
• Web-based concept input tool
• Graphic and text-based display tools
• For instructional materials
• Web-based lecture composer
• Conceptualization graphing tool
• For learning objects
• Metadata input tool

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Learning Environment (1)
Lecture windowDisplays the presentation
materials, (lecture, lab or self-guided
presentation.
Collection window Displays digital library
items, (images, maps, texts, animations)
Knowledge window Displays concepts and
interrelationships between them.
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Learning Environment (2)
Lecture window
Collection window
Knowledge window
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Organizing Subheads for a Lecture Model

• Identification of Scientific Phenomena 
• TOPIC, SUBTOPIC, SUB-SUBTOPIC
• OBSERVATIONAL PROCEDURE
• EXAMPLE
• Representation of Scientific Phenomena
• FACT
• CONCEPT
• THEORY

• Understanding of Scientific Phenomena
• QUESTION/ANSWER
• PROBLEM/SOLUTION
• HYPOTHESIS/EVALUATION
• STATEMENT/DERIVATION
• PREDICATION/TEST
• COMMENT

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Lecture window
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Collection Window Learning Objects
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Knowledge window View of learning material by
concepts
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Benefit of concept maps (1)

• Graphic displays of concept spaces visually
  indicate the relationships and important subsets
  of concepts, particularly subsets that constitute
  ontological commitments for representing given
  phenomena.
• In particular, such displays are intended to
  provide students with large-scale (and even
  global) views of the structure of concept spaces.

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Benefit of concept maps (2)

• The conceptualization operation allows users
  (instructors or students) to associate a given
  concept occurring in a presentation (such as
  Stream Velocity) with other concepts occurring in
  the presentation (such as Depth, Slope,
  Roughness), providing a network structure among
  the concepts.

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Features of the ADEPT concept maps

• dynamically generated,
• scalable, and
• particular concept-centered
• A top-down approach was used in generating the
  concept maps since it is reasonable to assume
  most scientific domains have (one or more)
  commonly accepted knowledge structures.

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Approaches of generating and presenting the
concept maps (1)

• The graphic representation of the
  conceptualizations is derived from the knowledge
  in SSMs of concepts represented in one or more
  KBs.
• Along with the visualized representation of
  concepts, an array of information related to the
  concept is accessible through the same interface.
  

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Approaches of generating and presenting the
concept maps (2)

• A conceptualization is naturally interrelated
  with all the other elements in the SSM.
• Components in the knowledge base allow students
  to zoom-in into the concept space, observing
  and studying the knowledge structure of a
  particular concept, while not losing the context
  of the concept, including its characteristics and
  relationship.
• A conceptualization allows students to zoom-out
  to see large-portions of the concept space and
  navigate to other concepts they may wish to
  explore.

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Current Model of science concepts

• ID
• TYPE and FACET
• CONTEXT (KNOWLEDGE DOMAIN)
• TERM(S) (P/NP)
• DESCRIPTION(S)
• HISTORICAL ORIGIN(S)
• EXAMPLE(S)
• HIERARCHICAL RELATIONS
• DEFINING OPERATIONS
• SCIENTIFIC REPRESENTATION(S)
• Scientific classifications
• Data/Graphical/Mathematical/Computational reps
• PROPERTIES
• CAUSAL RELATIONS
• CO-RELATIONS
• APPLICATION(S)

As displayed in the lecture mode
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SSMs, KOS, and other Semantic Tools

• The elements of the ADEPT model may be found in
  various conventional KOS and other semantic
  tools, including
• thesaurus,
• classification,
• semantic network,
• concept map,
• faceted analysis, and
• taxonomy.
• Many of the principles and elements used by
  various KOS provide the ADEPT model with sound
  foundations.

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Conclusions (1)

• The construction and display of elementary
  knowledge organization systems is insufficient
  for instructional purposes.
• Concept maps alone, we believe, are insufficient
  for effective teaching and learning when Internet
  resources are used as an important source of
  instructional material.
• SSMs focus on such attributes as the objective
  representations, operational semantics, use, and
  interrelationships of concepts. All of these
  play important roles in constructing
  representations of knowledge in most domains of
  science.

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Conclusions (2)

• With current DL technology, it is possible to
  develop
• SSMs for representing concepts and their
  interrelationships
• domain-specific knowledge bases of such
  representations
• associated DL collections of 'illustrative
  materials' concerning different aspects and
  attributes of the concepts
• services supporting the creation, modification,
  viewing, and use of concepts for various purposes
  in learning contexts.

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Bibliography

• Smith, Terrence R., Zeng, Marcia L. The ADEPT
  Knowledge Team. (2004). Building semantic tools
  for concept-based learning spaces -- Knowledge
  bases of Strongly-Structured Models for concepts
  in advanced DL. Journal of Digital Information
  4(4) Article No. 263. http//jodi.ecs.soton.ac.uk
  /Articles/v04/i04/Smith/. link