Automated Knowledge Visualization and Assessment

In this chapter we introduce a computer-based and highly automated measurement technique which enables us to analyze even large sets of data within a few seconds. Closely linked to the demand of new approaches for designing and developing up-to-date learning environments is the necessity of enhancing the design and delivery of assessment systems and automated computer-based diagnostics. In many settings, manual and therefore labor-intensive methods have limits. Hence, following a general assessment framework design, we introduce several automated and integrated tools which have helped us in many studies so far. The technologies which we discuss in this chapter aim at the assessment, re-representation, analysis, and comparison of knowledge. The tools were developed independently and then integrated step by step. The possible applications go beyond the structural and semantic analysis and comparison of knowledge. The tools also allow the development of self-assessment technologies which can be used directly by the learners.

[1]  Norbert M. Seel,et al.  Educational diagnosis of mental models: Assessment problems and technology-based solutions. , 1999 .

[2]  Kai Lai Chung,et al.  A Course in Probability Theory , 1949 .

[3]  Dirk Ifenthaler,et al.  Relational, structural, and semantic analysis of graphical representations and concept maps , 2010 .

[4]  Michael J. Hannafin,et al.  Emerging technologies, ISD, and learning environments: Critical perspectives , 1992 .

[5]  Dirk Ifenthaler,et al.  The mystery of cognitive structure and how we can detect it: tracking the development of cognitive structures over time , 2011 .

[6]  J. Novak,et al.  Concept maps: theory, methodology, technology : proceedings of the first International Conference on Concept Mapping , 2004 .

[7]  Dirk Ifenthaler,et al.  Understanding models for learning and instruction , 2008 .

[8]  J. Michael Spector,et al.  Using Concept Maps to Assess Individuals and Teams in Collaborative Learning Environments , 2009 .

[9]  Dirk Ifenthaler.  Learning and instruction in the digital age: Introduction , 2010 .

[10]  Linda Cloete,et al.  Handbook of Research on Collaborative Learning Using Concept Mapping , 2010 .

[11]  Dirk Ifenthaler,et al.  Diagnose lernabhängiger Veränderung mentaler Modelle : Entwicklung der SMD-Technologie als methodologisches Verfahren zur relationalen, strukturellen und semantischen Analyse individueller Modellkonstruktionen , 2006 .

[12]  Dirk Ifenthaler.  Model-based feedback for improving expertise and expert performance , 2009 .

[13]  Peter Tittmann.  Graphentheorie: Eine anwendungsorientierte Einführung , 2011 .

[14]  Dirk Ifenthaler.  Diagnose lernabhängiger veränderung mentaler modelle , 2006 .

[15]  P. Johnson-Laird.  Mental models , 1989 .

[16]  A. Tversky.  Features of Similarity , 1977 .

[17]  Pablo Pirnay-Dummer,et al.  Rendezvous with a Quantum of Learning , 2008 .

[18]  Dirk Ifenthaler,et al.  Practical Solutions for the Diagnosis of Progressing Mental Models , 2008 .

[19]  Gloria Gomez,et al.  CmapTools: A Knowledge Modeling and Sharing Environment , 2004 .

[20]  D. Jonassen,et al.  Externalizing Mental Models with Mindtools , 2008 .

[21]  Russell G. Almond,et al.  Enhancing the Design and Delivery of Assessment Systems: A Four-Process Architecture , 2002 .

[22]  Colin Tattersall,et al.  New directions for lifelong learning using network technologies , 2004, Br. J. Educ. Technol..

[23]  Emden R. Gansner,et al.  Graphviz and Dynagraph – Static and Dynamic Graph Drawing Tools , 2003 .

[24]  G. Chartrand.  Introductory Graph Theory , 1984 .

[25]  J. Michael Spector,et al.  Highly integrated model assessment technology and tools , 2010, CELDA 2008.

[26]  Paul A. Kirschner.  Introduction to part II of the special issue: Design, development and implementation of electronic learning environments for collaborative learning , 2004 .

[27]  P. Johnson-Laird,et al.  Mental Models: Towards a Cognitive Science of Language, Inference, and Consciousness , 1985 .