Cogprints

Collaborative Creation of Teaching-Learning Sequences and an Atlas of Knowledge

G., Nagarjuna (2009) Collaborative Creation of Teaching-Learning Sequences and an Atlas of Knowledge. [Preprint]

Full text available as:

[img]
Preview
PDF (Collaborative creation of teaching-learning sequences and an atlas of knowledge) - Draft Version
Available under License Creative Commons Attribution Share Alike.

793Kb

Abstract

The article is about a new online resource, a collaborative portal for teachers, which publishes a network of prerequisites for teaching/learning any concept or an activity. A simple and effective method of collaboratively constructing teaching­-learning sequences is presented. The special emergent properties of the dependency network and their didactic and epistemic implications are pointed. The article ends with an appeal to the global teaching community to contribute prerequisites of any subject to complete the global roadmap for an altas being built on similar lines as Wikipedia. The portal is launched and waiting for community participation at http://www.gnowledge.org.

Item Type:Preprint
Keywords:prerequisites, education, teaching-learning seqeunces, semantic networks, concept mapping, knowledge cartography, network theory of meaning, road map of knowledge, collaborative portals
Subjects:Psychology > Applied Cognitive Psychology
Philosophy > Epistemology
Linguistics > Semantics
Computer Science > Artificial Intelligence
ID Code:6588
Deposited By:G., Nagarjuna
Deposited On:13 Aug 2009 21:05
Last Modified:11 Mar 2011 08:57

References in Article

Select the SEEK icon to attempt to find the referenced article. If it does not appear to be in cogprints you will be forwarded to the paracite service. Poorly formated references will probably not work.

A. V. Aho, M. R. Garey, and J. D. Ullman. The transitive reduction of a directed graph. SIAM Journal on Computing, 1(2):131–137, 1972.

David Ausubel. The Psychology of Meaningful Verbal Learning. Grune & Stratton, Oxford, England, 1963.

Albert­Laszlo Barabasi. Linked: How Everything Is Connected to Everything Else and What It Means for Business, Science, and Everyday Life. Plume Books, 2003.

Christian Bizer, Jens Lehmann, Georgi Kobilarov, Soren Auer, Christian Becker, Richard Cyganiak, and Sebastian Hellmann. Dbpedia ­ a crystallization point for the web of data. Journal of Web Semantics (to appear in a forthcoming issue).

Yu­Liang Chi. Ontology­based curriculum content sequencing system with semantic rules. Expert Systems with Applications, 36:7838–7847, 2009.

Rosalind Driver, Hilary Asoko, John Leach, Eduardo Mortimer, and Philip Scott. Constructing scientific knowledge in the classroom. Educational Researcher, 23(7):5–12, 1994.

Peter Hylton. Quine. Arguments of the Philosophers. Routledge, New York, 2007.

Meena Kharatmal and Nagarjuna G. A proposal to refine concept mapping for effective science learning. In A. J. Canas and J. D. Novak, editors, Concept Maps: Theory, Methodology, Technology: Proceedings of the Second International Conference on Concept Mapping, pages 1–7, San Jose, Costa Rica, 2006. Universidad de Costa Rica.

Meena Kharatmal and Nagarjuna G. Exploring roots of rigor: A proposal of a methodology for analyzing the conceptual change from a novice to an expert. In A. J. Canas, P. Reiska, M. Ahlberg, and J. D. Novak, editors, Concept Mapping: Connecting Educators. 3rd International Conference on Concept Mapping, pages 391–398, Tallinn, Estonia & Helsinki, Finland, 2008. IHMC, Tallinn University, University of Helsinki.

Meena Kharatmal and Nagarjuna G. Refined concept maps for science education: A feasibility study. In K. Subramaniam and Anwesh Mazumdar, editors, Episteme 3: An International Conference to Review on Science, Technology and Mathematics Education, pages 76–80, Mumbai, India, 2009. Macmillan Publishers India Ltd.

T. S. Kuhn. The Structure of Scientific Revolutions. Chicago University Press, Chicago, 1970.

George Lakoff and Mark Johnson. Philosophy in the Flesh: The Embodied Mind and its Challenge to Western Thought. Basic Books, New York, 1999.

Douglas B. Lenat and R. V. Guha. Buuilding Large Knowledge Based Systems. Addison Wesley, Reading, Massachusetts, 1990.

Joel J. Mintzes, James H. Wandersee, and Joseph D. Novak. Teaching Science for Understanding: A Human Constructivist View. Academic Press, San Diego, 2004.

Arnab K. Ray, Nagarjuna G, Rajiv Nair. Semantic structure and finite­size saturation in scale­free dependency networks of free software. Preprint http://arxiv.org/abs/0901.4904

Eric Oberheim and Paul Hoyningen­Huene. The incommensurability of scientific theories. In Edward N. Zalta, editor, The Stanford Encyclopedia of Philosophy. Spring 2009 edition, 2009.

A. Okada, S. B. Shum, and T. Sherborne. Knowledge Cartography. Springer, London, 2008.

Michael Polanyi. Personal Knowledge: Towards a Post­Critical Philosophy. The University of Chicago Press, Chicago, USA, 1958.

John F. Sowa. Semantic networks. In Stuart C. Shapiro, editor, Encyclopedia of Artificial Intelligence. John Wiley & Sons, Inc., New York, 2 edition, 1992.

Stella Vosniadou and William F. Brewer. Theories of knowledge restructuring in development. Review of Educational Research, 57(1):51–67, 1997.

G. K. Zipf. Human Behavior and the Principle of Least Effort. Addison­Wesley, Cambridge, Massachusetts, 1949.

Metadata

Repository Staff Only: item control page