在知識建構與分享環境中發展概念覺察 developing conceptual awareness in a knowledge...

在知識建構與分享環境中發展概念覺察

Developing Conceptual Awareness in a Knowledge Construction and Sharing Environment

Department of Information Communication, Yuan Ze University (元智資訊傳播系 )

Gloria Yi Ming Kao (高宜敏 )

[email protected]

2009/5/1 發展概念覺察高宜敏2/31

Outline

Introduction Creative thinking with ICMSys Future extension


Shrek (by Dreamworks) Once upon a time in a land not so far, far away…

History was made shrek.mpg


Shrek Information & Knowledge construction

Disney cartoon: what have we learned?

A very evil stepmotherA brave and charming prince saves a sweet princess

and they live happily ever after

A very evil stepmotherA brave and charming prince saves a sweet princess

and they live happily ever after


Prince

Charming Gentle

Traditional fairy tale

… …

Shrek

Prince charming Ogre

Ugly

Shrek’s screenplay (1/2)

Competitor

Ugly BraveEvil

Creative thinkingCreative thinking

make sense?

Princess-saving


Prince

Charming Palace

A king-sized beddelicacies

A fairy tale

… …

Little Red riding hood

Little Red Big Wolf

Bed

?

Shrek’s screenplay (2/2)Creative thinkingCreative thinking


Outline



Breaking concept boundaries to enhance creative potential

Avoid "habitual thinking" and embrace "creative thinking" (Ford, 1996; Finke, Ward,

& Smith, 1992) Self-awareness by self disclosure, peer

feedbacks avoid imaginary self

Aware of virtual conceptual boundaries visualization


Self-awareness-> creative potential (1/2)

As Burleson (2005) observes, awareness and reflective technologies can be instrumental in developing meta-cognitive skills that enhance learning, expertise, creativity, and self-actualization

Selker’s (2005) suggestion that productive and non-intrusive interfaces allow individuals to focus on creative tasks

2009/5/1 發展概念覺察高宜敏10/31

Self-awareness-> creative potential (2/2)

Enhancing conceptual awareness alone may

not result in more creative products, but instead serve as an initial step for achieving greater creative potential

Human tendency is to think within concept boundaries constrained by personal backgrounds, educations, living environments, etc.

The goal is to use various concepts or leads generated by peers to stimulate creative associations to avoid inflexibility in utilizing prior knowledge

2009/5/1 發展概念覺察高宜敏11/31

Externalize ideas (1/3) Concept map (Novak & Gowin, 1984)

a diagram showing the relationships among concepts

Users internally reconstruct concepts and consider ways of visually representing their conceptual structures

Leaf

Oxygen Water

needs needs

2009/5/1 發展概念覺察高宜敏12/31

Externalize ideas (2/3)

Media Paper & pencil, computer supported environment,

interactive tabletop CmapTools.mpeg

2009/5/1 發展概念覺察高宜敏13/31

Externalize ideas (3/3)

Forms personal concept map, group concept map, …

Group concept map’s drawbacks hitchhiking and dominance tendencies

Integrated Concept Map System (ICMSys) externalize all users’ viewpoints facilitate individual awareness of concept

boundaries

2009/5/1 發展概念覺察高宜敏14/31

Self awarenessSelf awareness

2009/5/1 發展概念覺察高宜敏15/31

Concept boundaries

Virtual concept boundaries are detectable when students become aware of conceptual differences between their own and integrated concept maps

Initial unaware zones are reduced while students’ conceptual awareness levels are increased

2009/5/1 發展概念覺察高宜敏16/31

Concept boundariesConcept boundaries

2009/5/1 發展概念覺察高宜敏17/31

ICMSys design principles (1/2)

Certain default concept words Concept word lists are expanded in runtime Lexical database for the targeted subject

ICMSys takes synonyms into account when integrating similar terms

Individual’s work as default for integration Numbers next to concepts: frequency

2009/5/1 發展概念覺察高宜敏18/31

ICMSys design principles (2/2)

3 Proposition integration categories two propositions are completely identical11

22

33

2009/5/1 發展概念覺察高宜敏19/31

Alternative integration approaches

Users decide to accept the concept word integration or not for flexibility

An expert system behind the ICMSys provides the flexibility to adjust the rules of merging maps

…

2009/5/1 發展概念覺察高宜敏20/31

Study procedure

Participants 32 information management freshmen enrolled in a

computer hardware course

Course content focused on (but was not limited to) basic computer infrastructure, PC components, and

storage processes

Instructor explained to students/experts the concept mapping technique, concept map assessment criteria, and how to use the ICMSys

Three experts as concept map quality raters

2009/5/1 發展概念覺察高宜敏21/31

Study research framework

Q1. Can learner conceptual self-awareness be promoted using the ICMSys?

Q1. Can learner conceptual self-awareness be promoted using the ICMSys?

Q2. Do revised concept maps contain evidence of conceptual improvements? Q2. Do revised concept maps contain evidence of conceptual improvements?

Q3. Does ICMap viewing frequency affect the level of conceptual self-awareness?

Q3. Does ICMap viewing frequency affect the level of conceptual self-awareness?

Q4. Do students with higher levels of conceptual self-awareness make better quality and larger numbers of improvements

when redrawing their concept maps?

Q4. Do students with higher levels of conceptual self-awareness make better quality and larger numbers of improvements

when redrawing their concept maps?

#1 Conceptual

self-awareness

#1 Conceptual

self-awareness

#2 Conceptual

self-awareness

#2 Conceptual

self-awareness

2009/5/1 發展概念覺察高宜敏22/31

First map Revised map t Significance Assessment

source M SD M SD

Student 28.72 3.26 29.69 3.11

Expert 22.88 4.65 25.31 4.90

Student/expert 5.84 3.61 4.38 2.96 2.31 p < 0.05

Does the ICMSys promote conceptual self-awareness?

2009/5/1 發展概念覺察高宜敏23/31

Student/expert score

First map Revised map t Significance

Criterion

M SD M SD

Examples 1.84 1.42 1.18 1.03 2.52 p < 0.05

Relationships 1.87 1.64 1.37 0.97 2.18 p < 0.05

Hierarchies 1.53 0.80 1.31 0.98 1.05 ns

Cross-links 0.60 0.53 0.52 0.31 1.67 ns

ICMSys promote conceptual self-awareness in…

2009/5/1 發展概念覺察高宜敏24/31

Experts (average from three)

First map Revised map t Significance

Criterion

M SD M SD

Examples 5.50 1.40 6.41 1.63 3.22 p < 0.01

Relationships 9.53 2.05 10.48 2.20 2.35 p < 0.05

Hierarchies 6.64 1.43 6.95 1.50 1.47 ns

Cross-links 1.23 0.62 1.45 0.76 2.10 p < 0.05

Does the ICMSys help learners make positive conceptual

changes? •Inter-rater reliability (original maps: W = 0.82, p < 0.01; revised maps: W = 0.73, p < 0.01)

2009/5/1 發展概念覺察高宜敏25/31

Group 1 (N = 16) Group 2 (N = 16) t Significance Student/expert score

M SD M SD

First map 5.31 3.07 6.38 4.11 -0.83 ns

Revised map 3.13 2.45 5.63 3.12 -2.52 p < 0.05

t 2.95 0.70

Significance p<0.05 ns

Does ICMap viewing frequency affect conceptual self-awareness level?

•ICMap viewing frequency (group 1 = high and group 2 = low)

2009/5/1 發展概念覺察高宜敏26/31

A correlation between conceptual self-awareness level in the revised map and

conceptual improvements?

A significant Pearson correlation was found

(r = 0.38, p < 0.05)

2009/5/1 發展概念覺察高宜敏27/31

Contribution

Use information technology wisely to facilitate learning and enhance creativity potential

Occasion: Conceptual understanding, design task

2009/5/1 發展概念覺察高宜敏28/31

Outline


2009/5/1 發展概念覺察高宜敏29/31

Pervasive computing (1/2) TouchLight.mpeg

2009/5/1 發展概念覺察高宜敏30/31

Pervasive computing (2/2) PlayAnywhere 2005.mpeg

2009/5/1 發展概念覺察高宜敏31/31

Thank you！

Q & A

在知識建構與分享環境中發展概念覺察 developing conceptual awareness in a knowledge...

Documents