Concepts as Hypertext Nodes: The Ability to Learn While Navigating Through Hypertext Nets

McAleese, Ray

doi:10.1007/978-3-642-75945-1_6

Cited by 21 publications

(11 citation statements)

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“…The quotation by Wilson (above) indicates that this is not always the best approach. On the other hand, McAleese (1990) is concerned that too large a node size may discourage readers from traversing links, choosing instead to read text in the traditional sequential order. He sees this as a wasted opportunity.…”

Section: Nodesmentioning

confidence: 98%

Quotations in scholarly text: Converting existing documents to hypertext

Haas

1994

Comput Hum

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A crucial issue in hypertext design is how to give the reader new capabilities without taking any existing ones away. This paper discusses the conversion of traditional, printed scholarly text to hypertext, focusing on the presentation of the explicit links between texts that are represented by direct quotations. It first examines how quotations are used by the author and the reader in traditional text. It then considers the conversion of scholarly text to hypertext, concentrating on how direct quotations should be handled. Three specific areas are examined: (i) what kinds of links are necessary, and what they should link together, (ii) how the linked texts should be divided into sections or nodes, and (iii) how the links and nodes should be displayed to the reader. The paper concludes by listing some recommendations for the conversion of scholarly text to hypertext.

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Section: Nodesmentioning

confidence: 98%

Quotations in scholarly text: Converting existing documents to hypertext

Haas

1994

Comput Hum

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“…Algunos investigadores han afirmado que el hipertexto imita las redes asociativas de la memoria humana (Fiderio 1988;Jonassen, 1990Jonassen, , 1991aJonassen, , 1991bMcAleese, 1990;McDonald, Paap y McDonald, 1990). La teoría de los esquemas y las redes estructurales activas han proporcionado las bases fundamentales principales para el desarrollo de hipertextos asociativamente estructurados (Jonassen, 1989b).…”

Section: Redes Asociativasunclassified

“…Algunos investigadores y diseñadores de hipertextos creen que las estructuras de información de los hipertextos deberían reflejar las estructuras de la memoria humana y que, al derivar empíricamente y cartografiar la estructura semántica de la información sobre el hipertexto, y al ilustrar explícitamente esa estructura en la interfaz hipertextual, se efectuarán mayores cambios en las estructuras de conocimiento de los usuarios (Jonassen, 1990(Jonassen, , 1991bLambiotte et al, 1989;McAleese, 1990;McDonald, Paap y McDonald, 1990). Este capítulo presenta técnicas para averiguar la estructura del conocimiento de un experto y organizarla en un hipertexto.…”

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“…Some hypertext researchers and designers believe that hypertext information structures should reflect the structures of human memory and that by empirically deriving and then mapping the semantic structure of information onto hypertext and explicitly illustrating that structure in the hypertext interface will result in greater changes in the knowledge structures of the users (Jonassen, 1990(Jonassen, , 1991bLambiotte et al, 1989;McAleese, 1990;McDonald, Paap and McDonald, 1990). This chapter introduces techniques for ascertaining an expert's knowledge structure and mapping it onto hypertext.…”

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confidence: 99%

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Efectos de las bases de conocimiento hipertextuales semánticamente estructuradas en las estructuras de conocimiento de los usuarios

Jonassen¹

2017

CIC. Cuad. Inf. Comun.

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Algunos investigadores y diseñadores de hipertextos creen que las estructuras de información de los hipertextos deberían reflejar las estructuras de la memoria humana y que, al derivar empíricamente y cartografiar la estructura semántica de la información sobre el hipertexto, y al ilustrar explícitamente esa estructura en la interfaz hipertextual, se efectuarán mayores cambios en las estructuras de conocimiento de los usuarios (Jonassen, 1990, 1991b; Lambiotte et al., 1989; McAleese, 1990; McDonald, Paap y McDonald, 1990). Este capítulo presenta técnicas para averiguar la estructura del conocimiento de un experto y organizarla en un hipertexto. Después, se analizarán los resultados de una serie de estudios en curso que comprueban dichas ideas. Estos estudios muestran que el mero hecho de representar las estructuras de contenido en la interfaz no es suficiente para ayudar a los estudiantes a adquirir dicha estructura. Son la naturaleza de la tarea de procesamiento y los objetivos de aprendizaje al interactuar con un hipertexto los que en realidad determinan los efectos de su uso en las estructuras de conocimiento de los estudiantes.

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“…This paper sets out a theoretical base for thinking about concept maps. Earlier attempts have suggested some elements in the process (Deikhoff 1982;Gold 1984;McAleese 1985;McAleese 1987;McAleese 1990;McAleese 1992). The principal idea behind such tools is that of auto-monitoring -the ability of learners to develop thinking skills.…”

Section: Context and Backgroundmentioning

confidence: 99%

A theoretical view on concept mapping

McAleese¹

2011

Research in Learning Technology

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Auto-monitoring is the pivotal concept in understanding the operation of concept maps, which have been used to help learners make sense of their study and plan learning activities. Central to auto-monitoring is the idea of a 'learning arena' where individuals can manipulate concept representations and engage in the processes of checking, resolving and confirming understandings. The learner is assisted by familiar metaphors (for example, networks) and the possibility of thinking 'on action' while 'in action'. This paper discusses these concepts, and concludes by arguing that maps are part of the process of learning rather than a manifestation of learning itself. Auto-monitoring is suggested as an appropriate term to describe the process of engaging in the learning arena.'It is in these shimmering and incessant embraces that the infinite patterns, the infinite Maps of the Mind, are created, nurtured and grown. Radiant Thinking reflects your internal structure and processes. The Mind Map is your external mirror of your own Radiant Thinking and allows you to access this vast thinking powerhouse. ' Tony Buzan (1993). DefinitionAuto-monitoring is a technique of personal or group knowledge-presentation and re-presentation. Such techniques are often supported by computer applications that make graphical representations of knowledge structures. This process is at the core of what is called concept mapping. Context and backgroundLearning technology comprises a collection of pragmatic and theoretical positions on the way learners come to know and teachers provide the appropriate experiences. At its core is a developing design philosophy that uses instructional design theory or educational technology. Reader and Hammond 1993), but it is timely to consider the contribution that such techniques have made to learning technology. This paper sets out a theoretical base for thinking about concept maps. Earlier attempts have suggested some elements in the process (Deikhoff 1982;Gold 1984;McAleese 1985;McAleese 1987;McAleese 1990;McAleese 1992). The principal idea behind such tools is that of auto-monitoring -the ability of learners to develop thinking skills. The term auto-monitoring (A/M) will be used here to encompass components of Mindtools, mind maps, concept mapping, thinking skills, and so on.Before directly addressing the theory behind A/M, however, it will be useful to take as a springboard the current debate in higher education. The main strand to this background is the need for students to acquire study skills. The need for better learning and study skills in a significant sector of the student population is identified in the Howie Report (1992), the MacFarlane Report (1993), the Edinburgh University CRLI Report on the Transition from School to Higher Education in Scotland (Wall et al 1991) and the Report of the National Commission on Education {Learning to Succeed 1993). All these sources identify the need for students in higher education to be able to think and to develop critical thinking skills. Cognitive to...

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Concepts as Hypertext Nodes: The Ability to Learn While Navigating Through Hypertext Nets

Cited by 21 publications

References 3 publications

Quotations in scholarly text: Converting existing documents to hypertext

Quotations in scholarly text: Converting existing documents to hypertext

Efectos de las bases de conocimiento hipertextuales semánticamente estructuradas en las estructuras de conocimiento de los usuarios

A theoretical view on concept mapping

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