Word Clouds and Tag Cloud for Learning

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Word Clouds and Tag Cloud for Learning

  1. 1. Getting Our Heads out of the Clouds Damian Gordon Deirdre Lawless School of Computing Dublin Institute of Technology
  2. 2. What is a Tag Cloud?
  3. 3. Tag Cloud <ul><li>A tag cloud is a visual depiction of the word content of a document, the importance of a tag is shown with font size . </li></ul>
  4. 4. Tag Cloud
  5. 5. Tag Cloud TEXT
  6. 6. Tag Cloud TEXT
  7. 7. Tag Cloud TEXT
  8. 8. Tag Cloud TEXT
  9. 9. A Bit of Context
  10. 10. MSc in Computing (Knowledge Management)
  11. 11. Knowledge Management Process People Technology
  12. 12. Knowledge Management Process People Technology 70% 10% 20% Source: Bhatt, 2001
  13. 13. eLearning Universal Design Web 2.0 Web 2.0
  14. 14. Web 2.0 <ul><li>There are some reasonably well explored technologies under the “Web 2.0” umbrella that are used in education… </li></ul>
  15. 15. Web 2.0
  16. 16. Web 2.0 <ul><li>But are we missing out on opportunities with other technologies?? </li></ul>
  17. 17. Web 2.0 – Other Apps
  18. 18. Web 2.0 – Other Apps
  19. 19. OK, Let’s get on with it…
  20. 20. Suggestion <ul><li>Despite your most incredible efforts during lectures, despite your penetrating insights, your profound reflections and your fundamental appreciation of a topic… </li></ul><ul><li>… for some students the first time they look at your PowerPoint slides will be the night before their exam… </li></ul><ul><li>… so we better make sure that our lecture notes send the ‘right’ messages… </li></ul><ul><li>… because sometimes it’s hard to keep an eye on the marco - when writing the micro - </li></ul>
  21. 21. Dataset MSc in Computing (Knowledge Management) Research Methods and Proposal Writing
  22. 22. Lecture 1: Introduction to Module
  23. 23. Lecture 1: Introduction to Module
  24. 24. Lecture 1: Introduction to Module
  25. 25. Lecture 1: Introduction to Module
  26. 26. Lecture 2: Overview of Research
  27. 27. Lecture 2: Overview of Research
  28. 28. Lecture 2: Overview of Research
  29. 29. Lecture 2: Overview of Research
  30. 30. Lecture 3: Literature Review
  31. 31. Lecture 3: Literature Review
  32. 32. Lecture 3: Literature Review
  33. 33. Lecture 3: Literature Review
  34. 34. Lecture 4: Research Methods
  35. 35. Lecture 4: Research Methods
  36. 36. Lecture 4: Research Methods
  37. 37. Lecture 4: Research Methods
  38. 38. Lecture 5: Statistics
  39. 39. Lecture 5: Statistics
  40. 40. Lecture 5: Statistics
  41. 41. Lecture 6: Qualitative Methods
  42. 42. Lecture 6: Qualitative Methods
  43. 43. Lecture 6: Qualitative Methods
  44. 44. Lecture 7: Surveys & Interviews
  45. 45. Lecture 7: Surveys & Interviews
  46. 46. Lecture 7: Surveys & Interviews
  47. 47. Lecture 8: Thesis Structure
  48. 48. Lecture 8: Thesis Structure
  49. 49. Lecture 8: Thesis Structure
  50. 50. Lecture 9: Citations
  51. 51. Lecture 9: Citations
  52. 52. Lecture 9: Citations
  53. 53. Lecture 10: Project Proposal
  54. 54. Lecture 10: Project Proposal
  55. 55. Lecture 10: Project Proposal
  56. 56. Combining Lectures
  57. 57. Combining Lectures
  58. 58. Combining Lectures
  59. 59. Combining Lectures Without “RESEARCH”
  60. 60. So what?
  61. 61. Compare Lecture Notes to Learning Outcomes
  62. 62. Learning Outcomes <ul><li>Identify relevant and feasible areas of research in knowledge management for the purpose of individual investigation </li></ul><ul><li>Select, develop and apply appropriate literature search strategies in relation to a chosen approved topic using relevant literature resources and ICT for purposes of literature review </li></ul><ul><li>Collect and critically evaluate research material from the literature in order to identify the current state of knowledge and key issues in a research topic </li></ul><ul><li>Present a critical and logical interpretation of the issues in the form of a written review of the literature relating to a chosen topic </li></ul><ul><li>Demonstrate an awareness of the ethical issues that may impinge on research in general including data collection and utilization </li></ul><ul><li>Employ appropriate data analysis techniques for specific sets of data </li></ul><ul><li>Critically evaluate research approaches and methods in the design and planning of a research programme </li></ul><ul><li>Make an informed choice of appropriate research methods for specific research questions </li></ul><ul><li>Formulate a simple research programme for a given research topic </li></ul><ul><li>Select a topic from the course and/or their own experience which will provide suitable scope for research in an MSc dissertation project </li></ul><ul><li>Prepare a detailed realistic research proposal supported by a preliminary review of the relevant literature </li></ul><ul><li>Demonstrate good technical writing skills </li></ul><ul><li>Critically analyse their own approaches to research. </li></ul>
  63. 63. Learning Outcomes
  64. 64. Comparing Learning Outcomes Lecture Notes
  65. 65. Comparing Learning Outcomes Lecture Notes
  66. 66. Comparing Lecture Notes Learning Outcomes Without “RESEARCH”
  67. 67. Comparing Learning Outcomes Lecture Notes Without “RESEARCH”
  68. 68. Comparing Learning Outcomes Lecture Notes Without “RESEARCH”
  69. 69. Comparing Learning Outcomes Lecture Notes Without “RESEARCH”
  70. 70. Anything else?
  71. 71. Compare Lecture Notes to Learning Outcomes to Assessments
  72. 72. Assessments
  73. 73. Learning Outcomes Lecture Notes Assessments
  74. 74. Hang on, this all seems a bit TEACHER-CENTRIC
  75. 75. what about STUDENT-CENTRED EDUCATION ???
  76. 76. Student is given an Assignment
  77. 77. Student is given an Assignment Student can convert Spec to TagCloud
  78. 78. Student Submission
  79. 79. Converted to TagCloud Student Submission
  80. 80. Student Submission Submission Specification
  81. 81. Students can… <ul><li>Reflect on how their assignment submissions compare to the assignment specification </li></ul><ul><li>Redraft their submissions if appropriate </li></ul><ul><li>Consider which learning outcomes of the module are covered in the assignment and which are not </li></ul>
  82. 82. O.K., but… Are there issues??
  83. 83. Yup, loads 
  84. 84. synonyms acronyms polysemy single-concept principle neologisms monosemy abbreviations quasi-synonyms, or near-synonyms pseudo-synonyms, or false synonyms antonyms phraseologism hyponyms hypernyms collocation Cross- references tautonyms Here are a few…
  85. 85. But, hey… <ul><li>… let’s not get all Wittgenstein about it </li></ul>
  86. 86. There may be some benefits to this stuff
  87. 87. Students feel that… <ul><li>Nice way to open a lecture, with the previous tag cloud, to ease into a discussion </li></ul>
  88. 88. Students feel that… <ul><li>Nice way to revise topic at the end of the year for students and lecturer </li></ul>
  89. 89. Students feel that… <ul><li>Speaking to digital natives in their own language ( not a direct quote ) </li></ul>
  90. 90. Students feel that… <ul><li>As they are KM students; </li></ul><ul><ul><li>Knowledge Management Metric </li></ul></ul><ul><ul><ul><li>Alignment </li></ul></ul></ul><ul><ul><ul><li>Traceability </li></ul></ul></ul><ul><ul><ul><li>Simplicity </li></ul></ul></ul>
  91. 91. … and there’s more
  92. 92. 3D Aligned Curriculum Horizontal Alignment Vertical Alignment Constructive Alignment (Source: O’Leary et al. , 2006) 3D Alignment Space
  93. 93. … and…
  94. 94. What about ?
  95. 95. And… VARK Dual Coding
  96. 96. Stuff for another day… <ul><li>Information Theory (Shannon, 1948) </li></ul><ul><li>Dewey’s Linguistic Flag (1905) </li></ul><ul><li>Folksonomy (Vander Wal, 2004) </li></ul><ul><li>Bibliometrics (Nalimov & Mulchenko, 1969) </li></ul><ul><li>Reflective Practice ( Schön, 1983 ) </li></ul>
  97. 97. Recommended Software
  98. 98. Convert PPT to TXT <ul><li>ConvertPowerPoint </li></ul>
  99. 99. Wordle
  100. 100. e: [email_address] w: http://www.comp.dit.ie/dgordon CHECK OUT: http://www.softinterface.com/Convert-PowerPoint/Convert-PowerPoint.htm http://www.wordle.net

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