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In this article, Novak's concept mapping technique is compared to three other types of visualization formats, namely mind maps, conceptual diagrams, and visual metaphors. The application parameters and the respective advantages and disadvantages of each format for learning and knowledge sharing are reviewed and discussed. It is argued that the combination of these four visualization types can play to the strength of each one. The article then provides real-life examples from such a use in undergraduate and graduate university teaching. The results provide first indications that the different visualization formats can be used in complementary ways to enhance motivation, attention, understanding and recall. The implications for a complementary use of these visualization formats in class room and meeting contexts are discussed and a future research agenda in this domain is articulated.

The purpose of this article is to explore the potential of visualization for corporate knowledge management. The employed methodology consists of a taxonomy of visualization formats that are embedded in a conceptual framework to guide the application of visualization in knowledge management according to the type of knowledge that is visualized, the knowledge management objective, the target group, and the application situation. This conceptual framework is illustrated through real-life examples. Our findings show that there is much room for knowledge management applications based on visualization beyond the mere referencing of experts or documents through knowledge maps. The research implications thus consist of experimenting actively with new forms of visual knowledge representation and evaluating their benefits or potential drawbacks rigorously. In terms of practical implications, the authors encourage managers to look beyond simple diagrammatic representations of knowledge and explore alternative visual languages, such as visual metaphors or graphic narratives. The originality and value of this paper consists of two elements: first, the systematic, descriptive and prescriptive approach towards visualization in knowledge management, and second the innovative examples of how to harness the power of visualization in knowledge management

This article puts forward a three related case study series, using a Virtual Reality Learning Environment (VRLE) with a view to supporting the development of students' ideation skills in conventional primary and secondary education. Since this learning environment is fairly new it is necessary to examine its educational uses and determine if the new learning environment will meet teachers' expectations. Therefore, the overall goal for this research was twofold: a) to explore the ways in which idea generation was developed during students' work in an enjoyable environment b) to assess the way VRLE affects students' ability to generate new ideas and pass on knowledge. The data collected was qualitative and the analysis was based on grounded theory principles and an interpretive paradigm.