Knowledge Mapping for Open Sensemaking Communities

Slide 1: Knowledge Mapping for Open Sensemaking Communities Simon Buckingham Shum & Alexandra Okada Knowledge Media Institute, Open University, UK OpenLearn 2007 Conference, Milton Keynes, UK, 30-31 Oct. 2007

Slide 2: Overview  Stepping out of Gutenberg’s shadow  Spatial maps  Knowledge Maps  Sensemaking infrastructure for structured discourse

Slide 3: In Gutenberg’s shadow (or standing on his shoulders) Newspapers + Invisible Colleges = Scholarly Journals Philosophical Transactions of the Royal Society of London Le Journal des Sçavans March 1665 January 1665

Slide 4: We want to change cognition The most reproduced photo in the world (?). Transformed how we saw ourselves.

Slide 5: We want to change cognition  One way to do this is through visualizations of thinking  Computer-supported knowledge mapping is one way to slow people down and get them to reflect on what they are thinking and saying

Slide 6: The power of maps (1)  Aesthetic appeal  Use of landmarks for shared orientation  Selective hiding and highlighting of detail for a specific purpose http://flickr.com/photos/hooly/473301482/

Slide 7: The power of maps (2)  User-controlled views and detail  Context + focus (Shneiderman) http://flickr.com/photos/revdancatt/40617383/

Slide 8: The power of maps (3)  Multiple points of entry  Topography not geography  A platform for collaboration in the digital world http://flickr.com/photos/wttw/14763924/

Slide 9: Geographical maps help…  transcend the limitations of private, individual representations of terrain in order to augment group planning, reasoning and memory  open new possibilities for collective attention, re- living the past, envisaging new scenarios, coordinating actions and making decisions  mediate the inner mental world and outer physical world  make sense of the universe at different scales, by overlaying meanings onto that world  remember what is important, and explore possible configurations of the unknown

Slide 10: Open Sensemaking Communities  OPEN to…  people and perspectives  SENSEMAKING…  Interpreting, patterning, redressing surprise, externalising understanding, constructing plausible narratives about the world (Karl Weick, 1995)  COMMUNITIES  learners and ‘professional’ analysts  predefined communities or emergent

Slide 11: Knowledge maps (1)  “Foundational concept, fragmented thinking, line of argument, blue skies research, peripheral work”… …we spatialise the world of ideas all the time  Maps can be used to make such configurations tangible, whether sketched on a napkin or modelled in software

Slide 12: The challenge  What sensemaking infrastructure will enable us to do something like this… …for intellectual landscapes over OERs?

Slide 13: Chaomei Chen: visualization of trends in a literature (terrorism) Q3: Turning point? Q2: Previous hot topic? Q4: Transition path? Q1: Current hot topic?

Slide 14: Knowledge maps (2)  information visualization: representing spatially, intellectual worlds that have no intrinsic spatial properties  mapping as an intrinsic part of personal and collective sensemaking  mapping the structure of  physical phenomena (e.g. a biological process)  intellectual artifacts (e.g. a curriculum)  intellectual processes of inquiry (e.g. a meeting discussion, or a scientific or public debate).

Slide 15: Knowledge mapping as sensemaking  Clarify the intellectual moves and commitments at different levels.  Incorporate further contributions from others, whether in agreement or not.  Provoke, mediate, capture and improve constructive discourse.  Maps are narratives

Slide 16: Web maps Web Map about mapping tools with Nestor Web Cartographer

Slide 17: Mindmaps Mind Map created with Buzan’s iMindmap

Slide 18: Concept maps Concept Map created with CMap Tools

Slide 19: Evidence maps Using SEAS to map the strength of evidential support for an answer to a question

Slide 20: Argument maps (Reason!Able)

Slide 21: Argument maps (Rationale) www.austhink.com

Slide 22: Literatures as discourse networks: Don’t try this in Google…

Slide 23: Don’t try this in Google…

Slide 24: What if we could get search results like this?… One of seven maps in the Mapping Great Debates: Can Computers Think? Series. MacroVU Press. www.macrovu.com (Horn, 2003; Yoshimi, 2006)

Slide 25: Horn (zoomed in) MacroVU Press. www.macrovu.com

Slide 26: Argument mapping Detailed argument map of an author’s article www.kmi.open.ac.uk/projects/compendium/iraq

Slide 27: Dialogue maps Dialogue Map created in Compendium (OpenLearn’s knowledge mapping tool)

Slide 28: Dialogue maps: JSB’s keynote http://kmi.open.ac.uk/people/sbs/news

Slide 29: Dialogue maps: JSB’s keynote http://kmi.open.ac.uk/people/sbs/news

Slide 30: Real time mapping to scaffold learning conversations… (e-PhD mentoring video)

Slide 31: KM Tool 1: Compendium  Desktop Java application, with active user community: CompendiumInstitute.org  Publishes read only HTML maps + XML to the OER web environment (Moodle)  Moodle PHP open source code to manage Compendium maps

Slide 32: Compendium + Moodle

Slide 33: Compendium + Moodle

Slide 34: Compendium + Moodle  Compendium software downloads: encouraging

Slide 35: Compendium + Moodle  XML downloads: small (not the same as just viewing a map)

Slide 36: Compendium + Moodle  Compendium map uploads: very small

Slide 37: Recent map upload stats

Slide 38: Example maps Cameron Esslemont: http://openlearn.open.ac.uk/file.php/2825/kmap/1183035112/Trachoma.html

Slide 39: Example maps Alan Farrar: http://openlearn.open.ac.uk/file.php/1646/kmap/1189665565/Natural%20Selection.html

Slide 40: Knowledge Maps by f-f Educators  Student assignments: lecture classes + homework  UC Berkeley example:

Slide 41: Knowledge Maps by f-f Educators  Student assignments: lecture classes + homework  UC Berkeley example:

Slide 42: Knowledge Maps by f-f Educators  Planning a new course on Corporate Social Responsibility  (Mark Aakhus, Rutgers University)

Slide 43: Knowledge Maps by f-f Educators  A professor dialogue maps the concept of a ‘disagreement space’ in conversation with a student  (Mark Aakhus, Rutgers University)

Slide 44: Knowledge Maps for Educators  Learning Design Patterns: mapping the learner’s workflow in e-learning activities (see OpenLearn’07 paper by Gráinne Conole, IET, Open University)

Slide 45: Knowledge Maps for Educators  Learning Design Patterns: mapping the learner’s workflow in e-learning activities (Gráinne Conole, IET, Open University)

Slide 46: Next steps…

Slide 47: Web Compendium initiatives  EU Project CoPe_it! has implemented a web- centric IBIS tool, interoperable with Compendium (see left)  http://copeit.cti.gr Also…  Conzilla now supports Dialogue Mapping  GlaxoSmithKline have piloted a web-centric extension to Compendium  Rutgers University is experimenting with Citrix to provide shared web access to Compendium

Slide 48: KM Tool 2:  Web tool for connecting ‘Ideas’  “From tag clouds to tag webs”  Generate maps from personal and the world’s connections  Embed maps in other websites  RSS feeds and URLs  cohereweb.net

Slide 49: Cohere Idea cloud  Created by the user, possibly seeded by a bookmark RSS feed (e.g. del.icio.us, CiteULike, etc.)

Slide 50: Editing a connection  Forging links between ideas

Slide 51: Cohere Connection Net  Self-organising graph generated from personal, or world’s, connections  Controls for adjusting scale, link-length and gravity  Click Ideas and Connections to edit  Can be filtered and searched by keyword, or connection structure on user-specified links

Slide 52: Cohere snippets Embedding Ideas/Maps in other websites for viral spread Click target icon to view Knowledge Map Full Screen Knowledge Map Get URL Get Snippet Code http://cohereweb.net/x/y/z <iframe>xyz</iframe> <> 8

Slide 53: Knowledge Cartography  Due 2008 (Springer)  Leading researchers and practitioners in mapping intellectual worlds  Shared focus on mapping as sensemaking  Conceptual foundations and practical tools with vibrant user communities

Slide 54: Conclusions  Knowledge mapping has a central role to play in weaving narrative connectio between OERs ns  Moreover, we currently lack infrastructures for large scale, structured discourse and visualization  We are working towards a social-semantic web environment for learners and other analysts to weave and contest the connections between ideas

Slide 55: To know more… KMi’s scholarly software R&D  Hypermedia Discourse project www.kmi.open.ac.uk/projects/hyperdiscourse  Open Sensemaking Communities project www.kmi.open.ac.uk/projects/osc