Qianyi Gu

Linking learning goals and educational resources through interactive concept map visualizations

Concept browsing interfaces can help educators and learners to locate and use learning resources that are aligned with recognized learning goals. The Strand Map Service enables users to navigate interactive visualizations of related learning goals and to request digital library resources aligned with learning goals. These interfaces are created using a programmatic Web service interface that dynamically generates interactive visual components. Preliminary findings suggest that these library interfaces appear to help users stay focused on the scientific content of their information discovery task, as opposed to focusing on the mechanics of searching.

Designing a language for creating conceptual browsing interfaces for digital libraries

Conceptual browsing interfaces can help educators and learners to locate and use learning resources in educational digital libraries; in particular, resources that are aligned with nationally-recognized learning goals. Towards this end, we are developing a strand map library service, based on the maps published by the American Association for the Advancement of Science (AAAS). This service includes two public interfaces: (1) a graphical user interface for use by teachers and learners and (2) a programmatic interface that enables developers to construct conceptual browsing interfaces using dynamically generated components. We describe our iterative, rapid prototyping design methodology, and the initial round of language type components that have been implemented and evaluated.

Dynamically generating conceptual browsing interfaces for digital libraries

A system is described that supports the dynamic generation of conceptual browsing interfaces. These interfaces are comprised of interacting visual components that contain different views onto a concept space that can be modeled as nodes and links. This algorithm uses a combined approach of tree-based processing with a grid-based drawing system to automatically generate the visual components. This algorithm is part of a larger digital library service, the NSDL Strand Map Service, which aims to provide educators and learners with conceptual browsing interfaces that help them to locate and use learning resources in educational digital libraries.

Improving Conceptual Learning through Customized Knowledge Visualization

This paper describes a customized scaffolding approach to improve learners conceptual understandings through knowledge visualization. We propose a framework to use natural language processing and graph based algorithms to automatic visualize individual learners prior knowledge states, domain knowledge, new encountered concepts and to reveal the semantic relationships between them. Thus, we are able to help learners to solve their uncertainties of new merging ideas and concepts in their learning process in order to integrate new knowledge with their preconceptions.

The Concept Space Interchange Protocol

The Concept Space Interchange Protocol supports the deployment of conceptual browsing interfaces in digital libraries. The protocol provides a programmatic interface to dynamically generate interactive visual components that enable users to navigate a concept space, request information about concepts, and request library resources aligned with concepts. The Concept Space Interchange Protocol has been implemented as part of the NSDL Strand Map Service, which enables digital library developers to create user interfaces and services based on nationally recognized K-12 science learning goals developed by the American Association for the Advancement of Science. The protocol, the principles underpinning its design, and the problem-centered design methodology used to create it are described.

A personalized learning environment

We report on the current research activities and results obtained through the Concept Learning service for Concept Knowledge (CLICK) and present a demonstration of the system. This poster session will focus on a demonstration of the CLICK system and the results of the learning study