Meaningful Concept Displays for thesis topic exploration
Upcoming SlideShare
Loading in...5
×
 

Meaningful Concept Displays for thesis topic exploration

on

  • 568 views

Research findings presented at the University at Buffalo Graduate School of Education Student Research Symposium, Buffalo, NY, April 14, 2011.

Research findings presented at the University at Buffalo Graduate School of Education Student Research Symposium, Buffalo, NY, April 14, 2011.

Statistics

Views

Total Views
568
Views on SlideShare
568
Embed Views
0

Actions

Likes
0
Downloads
2
Comments
0

0 Embeds 0

No embeds

Accessibility

Categories

Upload Details

Uploaded via as Microsoft PowerPoint

Usage Rights

© All Rights Reserved

Report content

Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
  • Full Name Full Name Comment goes here.
    Are you sure you want to
    Your message goes here
    Processing…
Post Comment
Edit your comment
  • The purpose of this project is to study how Meaningful Concept Displays, specifically concept maps, help users to explore a thesis or term paper topic and how this exploration may lead the user to gain a fuller understanding of the conceptual space surrounding their topic and how this understanding may lead to better retrieval of relevant literature. There are very few detailed studies regarding this topic from the user's perspective. Thus, this project will serve as a valuable contribution to the study of how knowledge organization systems, especially concept maps help users to understand the concepts needed while searching and where to find the knowledge needed, i.e. provide users with know-where in addition to know-how and know-what. The results will inform knowledge organization systems designers and managers about the advantages of concept map representation in knowledge organization systems.
  • A concept map is meant to demonstrate the relationships among concepts.
  • We have employed a qualitative research method for data collection, analysis, and writing. A total of 10 doctoral and master’s level students from the Graduate School of Education were recruited through email messages to student listservs to voluntarily participate in our study. Before the session, participants were asked to submit a summary of their topic, degree level, and program. From their summary, we would extract terms and concepts to create a skeleton concept map. At the beginning of the session, all of the participants were asked to read, and if they agree, sign a consent form before data collection starts and then again at the conclusion of the study.
  • We then worked with the participants to search thesauri, the GSE envisioning statement, and other knowledge organization systems for relevant terms. Using the terms found, a concept map using IHMC Cmap was constructed in order to visualize the conceptual schema of a participant’s topic. Through the search relevant education databases and the Web to find relevant literature; and take notes regarding what they have found in MS OneNote. The study employs several data-collection methods: recording of screen movements by screen capture software Camtasia, observational notes, and audio recording of semi-structured interviews.   The recordings of screen movements include all searching, note-taking, and concept map construction that occurs during the participant’s session. The post-session interview was designed to learn about the participant’s opinion of the overall experience during the study, how they regard the usefulness of creating the concept map to clarify and add terms to their topic, and the value of the search results. Each session, the searches, construction of a concept map, and interview, comprise the unit of analysis. The semi-structured interview is being transcribed in order to extract additional data
  • These images are of Participant 9’s Cmap. Paritipant 9’s topic focused on using technology in teaching and learning music. These images demonstrate the progression of the structure and amount of content added to the participant’s understanding of the topic through the construction of a concept map.
  • FROM ERIC: Teacher attidues Beliefs Educational practices Administrator attitudes
  • Session recordings are coded according to activity, sensemaking process, types of knowledge organization systems, and types of databases. -All interviews are being transcribed and coded -the interviews are coded according to tool helpfulness, degree of helpfulness, aspects of helpfulness, satisfaction on visual display, and learning about tools
  • More than what?

Meaningful Concept Displays for thesis topic exploration Meaningful Concept Displays for thesis topic exploration Presentation Transcript

  • Meaningful Concept Displays for thesis topic exploration Katherine Bertel [email_address] Jun Deng [email_address] Department of Library and Information Studies
  • Purpose
    • How do Meaningful Concept Displays , specifically concept maps , help users to explore a thesis or term paper topic?
    • Through this type of exploration, are users able to gain a fuller understanding of the conceptual space surrounding their topic?
    • Does this new understanding lead to better retrieval of relevant literature ?
  • View slide
  • Procedure
    • A total of 10 doctoral and master’s students from GSE were recruited through listserv email messages to voluntarily participate in one, 1-2 hour session.
    • All searching, note taking, and concept map construction was recorded using a voice recorder and screen capture software.
    • A post-session interview was designed to learn about:
      • the participant’s opinion of the overall experience during the study
      • how they regard the usefulness of creating the concept map
      • the value (if any) of the search results
    View slide
  • Process
    • Participants,
    • Search thesauri, the GSE envisioning statement, and other knowledge organization systems (KOS) for relevant terms
    • Construct and modify a concept map using IHMC CMap
    • Take notes regarding what they have found in Microsoft OneNote
    • Search education databases and the Web for relevant literature
  • Project description From KOS Concept ma p Take notes Search for documents Improved project description
  • Participant 9: Computer assisted instruction for music learning Beginning of session Middle of session End of session
  • Participant 9: Middle of session
  • Participant 9: End of session
  • Data analysis: Coding schema
  • Preliminary results
    • Using the concept map helped participants to develop and clarify their topics
      • “ Developed the structure of the whole thing” (P09)
      • Helps visualize the progression from concept map to outline to final paper
    • Thesauri and knowledge organization systems were useful for finding additional terms
      • Instead of using the first thing that comes to mind, the thesaurus helps to expand the topic (P12)
    • Participants were able to find more relevant literature using the found terms
  • Conclusions
    • Every participant was interested in installing and using the CMap software for future projects
    • CMap software is useful as a tool for developing a topic between advisor and student
    • Being able to talk about the topic to someone outside the field of interest helped to clarify and envision new directions
  • Questions? Katherine Bertel [email_address] Jun Deng [email_address] Meaningful Concept Displays for thesis topic exploration