Alberto J. Cañas

The Origins of the Concept Mapping Tool and the Continuing Evolution of the Tool

A research program at Cornell University that sought to study the ability of children to acquire science concepts and the effect of this learning on later schooling led to the need for a new tool to describe explicit changes in childrens conceptual understanding. Concept mapping was invented in 1972 to meet this need, and subsequently numerous other uses have been found for this tool. Underlying the research program and the development of the concept mapping tool was an explicit cognitive psychology of learning and an explicit constructivist epistemology. In 1987, collaboration began between Novak and Cañas and others at the Florida Institute for Human and Machine Cognition, then part of the University of West Florida. Extending the use of concept mapping to other applications such as the integration of concept mapping with the World Wide Web (WWW) led to the development of software that enhanced the potential of concept mapping, evolving into the current version of CmapTools now used worldwide in schools, universities, corporations, and governmental and non-governmental agencies. Differences between concept maps and other knowledge representation tools are described. The integration of concept mapping software programs with the WWW and other new technologies permits a new kind of concept map-centred learning environment wherein learners build their own knowledge models, individually or collaboratively, and these can serve as a basis for life-long meaningful learning. Combined with other educational practices, use of CmapTools permits a New Model for Education. Preliminary studies are underway to assess the possibilities of this New Model.

Concept maps: integrating knowledge and information visualization

Information visualization has been a research topic for many years, leading to a mature field where guidelines and practices are well established. Knowledge visualization, in contrast, is a relatively new area of research that has received more attention recently due to the interest from the business community in Knowledge Management. In this paper we present the CmapTools software as an example of how concept maps, a knowledge visualization tool, can be combined with recent technology to provide integration between knowledge and information visualizations. We show how concept map-based knowledge models can be used to organize repositories of information in a way that makes them easily browsable, and how concept maps can improve searching algorithms for the Web. We also report on how information can be used to complement knowledge models and, based on the searching algorithms, improve the process of constructing concept maps.

ICONKAT: an integrated constructivist knowledge acquisition tool

Abstract In this paper, we report on a continuing research effort aimed at the development of an integrated knowledge acquisition system, ICONKAT. We describe the components of the tool and discuss how they may be used to facilitate the design, construction, testing, maintenance and explanation of knowledge bases. ICONKATs knowledge elicitation subsystem, based on both personal construct theory and assimilation theory, interactively assists the domain expert in the task of building a model of his or her expertise. ICONKAT employs a collection of modeling primitives (i.e. the glue) as the material basis for the construction of a conceptual domain model. The maintenance subsystem provides support tools for use by the knowledge engineering team, as well as the domain expert, when testing the systems performance, refining the knowledge base, and maintaining the overall system. The components of the maintenance subsystem employ a variety of mediating representations (e.g. concept maps, repertory grids) to furnish various perspectives of the evolving domain model as embodied in the modeling primitives. Moreover, the domain model that emerges from the knowledge acquisition process is subsequently exported from the development environment to the delivery environment where it serves as the foundation of the explanation capability for the deployed system. ICONKAT is currently employed in the design and construction of an expert system for the diagnosis of first pass functional cardiac images.

Using WordNet for word sense disambiguation to support concept map construction

The construction of a concept map consists of enumerating a list of concepts and – a more difficult task – determining the linking phrases that should connect the concepts to form meaningful propositions. Appropriate word selection, both for concepts and linking phrases, is key for an accurate knowledge representation of the user’s understanding of the domain. We present an algorithm that uses WordNet to disambiguate the sense of a word from a concept map, using the map itself to provide its context. Results of preliminary experimental evaluations of the algorithm are presented. We propose to use the algorithm to (a) enhance the ”understanding” of the concept map by modules in the CmapTools software that aide the user during map construction, and (b) sort the meanings of a word selected from a concept map according to their relevance within the map when the user navigates through WordNet’s hierarchies searching for more appropriate terms.

An Approach to the Linguistic Summarization of Data

We introduce a new approach to the summarization of data based upon the theory of fuzzy subsets. This new summarization allows for a linguistic summary of the data and is useful for both numeric and non-numeric data items. It summarizes the data in terms of three values: a summarizer, a quantity in agreement, and a truth value. We also discuss a procedure for investigating the informativeness of a summary. Finally, we describe Summarizer, an implementation of this new approach to the summarization of data.

Terraforming cyberspace

Like preterraformed Mars, cyberspace currently offers a lonely, dangerous, and relatively impoverished environment for software agents. Although promoted as collaborative, agents do not easily sustain rich, long-term, peer-to-peer relationships, let alone any semblance of meaningful community involvement. Rather than just building smarter and stronger agents, researchers must transform the wasteland of cyberspace itself, making it a safe and habitable environment for both agents and humans. The paper discusses how the basic infrastructure for beginning a terraforming effort is becoming more available. Designed specifically to exploit next-generation Internet capabilities, grid-based approaches provide a universal source of dynamically pluggable, pervasive, and dependable computing power, while guaranteeing levels of security and duality of service that will make new kinds of applications possible.

Knowledge modeling and the creation of El-Tech: a performance support and training system for electronic technicians

Abstract This paper contains a description of a unique approach to the creation of an expert system to provide performance support and training for electronics technicians. The starting point for development of the system was the creation of a semantically rich knowledge model comprised of Concept Maps and other digital media. The knowledge model was used to create the inference part of the system, and then retained to furnish explanation of the inference components behaviors, and as content for training. The paper starts with a survey of relevant approaches to knowledge elicitation and modeling for performance support, and a review of other systems that have been created to assist with electronics troubleshooting. Following this, El-Tech (Electronic Technician), an expert advisory and training system that was created as part of a joint research effort with the Chief of Naval Education and Training, Pensacola, FL, is described.

LEO: A Learning Environment Organizer to Support Computer-Mediated Instruction.

This article contains a description of a network-based Learning Environment Organizer entitled LEO, which takes its impetus from the Assimilation Theory of meaningful learning [1]. LEO represents a new approach to computer-mediated augmentation of face-to-face, or hybrid courses, and a different approach to distance learning course delivery. LEO provides the learner with a graphical advance organizer for the course, links to instructional content, various completion criteria for topics, and a visual representation of student progress. The organizer is non-linear in the sense that it maps only those prerequisites that are necessary for any given topic, creating many potential paths through the material. LEO is part of a software suite entitled “CmapTools” that provides a unique method of knowledge modeling or instructional content structuring. LEO can be used to organize CmapTools-type knowledge models or any other online instructional content. This work presents a description of the softwares rationale, basic functionality, look and feel, and a discussion of an example course organizer.

Concept Map-Based Knowledge Modeling: Perspectives from Information and Knowledge Visualization

This article explores the idea of knowledge modeling as defined at the Florida Institute for Human and Machine Cognition. The notion of knowledge modeling is described to illustrate a particular method by which concept maps might be employed to create a useful structure and organization of other information and knowledge resources. Knowledge model structuring and navigational schemes afforded by the approach are described and illustrated. An example of a knowledge model pertaining to weather forecasting on the Gulf coast of the United States is presented to illustrate these ideas. Examples of how information visualization techniques have been and might be applied to the knowledge modeling scheme are discussed. Ideas pertaining to how knowledge models might serve as learning resources are briefly presented throughout. The article concludes with additional discourse regarding specific ways in which the knowledge modeling approach might be employed to create, present, and organize effective electronic learning resources.

Concept Mapping Using CmapTools to Enhance Meaningful Learning

A. Okada et al. (eds.), Knowledge Cartography: Software Tools and Mapping Techniques, Advanced Information and Knowledge Processing, DOI 10.1007/978-1-4471-6470-8_2,