Visualizing concept space of course content

Aboalela, Rania; Khan, Javed

doi:10.1109/iceed.2015.7451512

Cited by 8 publications

(7 citation statements)

References 3 publications

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“…These definitions serve to identify the core lenses to be incorporated into our proposed framework: (1) why, (2) what (which includes context), (3) how and (4) for whom.…”

Section: Knowledge Visualisationmentioning

confidence: 99%

A Framework to Maximise the Communicative Power of Knowledge Visualisations

Renaud

Biljon

2019

Proceedings of the South African Institute of Computer Scientists and Information Technologists 2019

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Knowledge visualisation, in the field of information systems, is both a process and a product, and is informed by the closely aligned fields of information visualisation and knowledge management. Knowledge visualisation has untapped potential within the purview of knowledge communication. Even so, there is little evidence of knowledge visualisations being deployed. This might be due to a lack of evidence-based guidance to inform their creation. To improve this situation, we derived a number of "lenses" that can be used to reveal essential perspectives and feed into the visualisation production process.We propose a conceptual framework which incorporates these lenses to guide producers of knowledge visualisations. This framework uses the different lenses to reveal critical perspectives that need to be considered during the design process. We conclude by demonstrating how this framework could be used to produce an knowledge visualisation with maximum communicative power .

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“…These definitions serve to identify the core lenses to be incorporated into our proposed framework: (1) why, (2) what (which includes context), (3) how and (4) for whom.…”

Section: Knowledge Visualisationmentioning

confidence: 99%

A Framework to Maximise the Communicative Power of Knowledge Visualisations

Renaud

Biljon

2019

Proceedings of the South African Institute of Computer Scientists and Information Technologists 2019

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“…Once the proposed zones are considered then the number of questions would be minimized to test only the concepts in the VS zones. Visualizing the concepts of one domain by using cognitive level mapped concepts graphs accomplished in [9]. The idea of automatically discovering and extracting the Bloom's Taxonomy from the text in one knowledge space is studied by Nafa, Khan and their colleagues [10]- [12].…”

Section: The Complexiity Of Accessising the Knowledgementioning

confidence: 99%

“…The Blooms' Taxonomy arranges what the learner has to learn in a hierarchy of six levels. In 2001, the six major categories were changed from noun to verb forms and renamed [9]. In this research, the verbs of the revised Blooms' Taxonomy used to identify the prerequisite cognitive relation between the concepts in the domain.…”

Section: Introductionmentioning

confidence: 99%

Inferring of Cognitive Skill Zones in Concept Space of Knowledge Assessment

Aboalela¹,

Khan²

2018

ijacsa

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Abstract-In these research zones of the knowledge, the assessed domain is identified. Explicitly, these zones are known as Verified Skills, Derived Skills and Potential Skills. In detail, the Verified Skills Zone is the set of tested concepts in the knowledge domain, while Derived Skills Zone is the set of the prerequisite concepts to the tested concepts based on the cognitive skills relation, whereas Potential Skills Zone is the set in the domain that have never been tested or prerequisite to the tested concepts but they are related to the tested concept based on the cognitive relation skills. Identifying cognitive relations between the concepts in one domain simplifies the structure of the assessment, which helps to find the knowledge state of the assessed individual in a short time and minimum number of questions. The existence of the concepts in the assessment domain helps us to estimate the set of the concepts that are known or not known or ready to be known or not ready to be known. In addition, it provides the output of the assessment in concept centric values in addition to the quantity values. The assessment result gives binary values of the assessed domain. "1" implies knowing the concept, whereas "0" implies not knowing the concept. The output is six sets of concepts: 1) Verified Known Skills; 2) Verified Not Known Skills; 3) Derived Known Skills; 4) Derived Not Known Skills; 5) Potential Known Skills; and 6) Potential Not Known Skills. The experiment is conducted to show the binary output of the assessed domain based on the participants' answers to the asked questions. The results also highlight the efficiency of the assessment.

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“…They introduced Topic Dependency Graph (TDG). Some research works combining the revised Bloom's Taxonomy with Knowledge Space such as that [6][7][8]. In these works, they automatically discovering and extracting the Bloom's Taxonomy from the text in one knowledge space.…”

Section: Introductionmentioning

confidence: 99%

“…In these works, they automatically discovering and extracting the Bloom's Taxonomy from the text in one knowledge space. [8] visualized the concept space of course content by three dimensions: Syllabus, Ontological and Cognitive dimension. Moreover, the research work of [9,10] validate the efficiency and the importance of using the parameter of conative skill level to assess the knowledge in one domain.…”

Section: Introductionmentioning

confidence: 99%

Computation of Assessing the Knowledge in One Domain by using Cognitive Skills Levels

Aboalela¹,

Khan²

2018

IJCA

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Large number of questions are required to assess the knowing of the concepts in one domain. Novel methods are presented to map between the concepts in the domain and between the concepts and the questions of the assessment based on the cognitive skill prerequisite relation. The verbs of Bloom's Taxonomy are used to determine the cognitive skills levels. The cognitive skill levels refer to the levels such as if a learner has acquired the state at the level of understanding, or applying, or analyzing, or evaluating, or creating a concept. The state of achieving knowing or not knowing a certain concept state at certain skill level is called, concept state. Previously, three types of concept states proposed known as Verified Skills (VS), Derived Skills (DS) and Potential Skills (PS). VS and DS refers to the concept state that the concept is learned or not learned by the learner. PS refers to the concept state that the concept is ready to be learned or not ready to be learned. The experiment proved that using the cognitive relation between the concepts increases the amount of the estimated concepts, even though the number of tested concepts may be minimized and eliminated under the conditions laid down by the target cognitive skill levels. Also, the researchers compute the probability of knowing the concepts of two evaluated learners by using Bayes' Theorem.

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Visualizing concept space of course content

Cited by 8 publications

References 3 publications

A Framework to Maximise the Communicative Power of Knowledge Visualisations

A Framework to Maximise the Communicative Power of Knowledge Visualisations

Inferring of Cognitive Skill Zones in Concept Space of Knowledge Assessment

Computation of Assessing the Knowledge in One Domain by using Cognitive Skills Levels

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