Increasing the flexibility of automated concept map based knowledge assessment

Strautmane, Maija

doi:10.1145/2659532.2659621

Cited by 3 publications

(3 citation statements)

References 11 publications

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“…Second, there is a seemingly endless number of measures that could be used to characterize networks at the level of individual elements, groups, or for the whole network. For instance, other studies have reported the "ruggedness" (i.e., number of components) (Strautmane, 2012), the number of paths (Ifenthaler, 2010), or custom measures (e.g., percentage of nodes with in-and out-degree larger than one in Plate ( 2010)). It was recently shown that many of these measures are related, hence using more measures does not necessarily yield more insight (Wang and Giabbanelli, 2023).…”

Section: Discussionmentioning

confidence: 99%

Guiding prevention initiatives by applying network analysis to systems maps of adverse childhood experiences and adolescent suicide

Maldonado,

Schuerkamp,

Martin

et al. 2024

Net Sci

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Suicide is a leading cause of death in the United States, particularly among adolescents. In recent years, suicidal ideation, attempts, and fatalities have increased. Systems maps can effectively represent complex issues such as suicide, thus providing decision-support tools for policymakers to identify and evaluate interventions. While network science has served to examine systems maps in fields such as obesity, there is limited research at the intersection of suicidology and network science. In this paper, we apply network science to a large causal map of adverse childhood experiences (ACEs) and suicide to address this gap. The National Center for Injury Prevention and Control (NCIPC) within the Centers for Disease Control and Prevention recently created a causal map that encapsulates ACEs and adolescent suicide in 361 concept nodes and 946 directed relationships. In this study, we examine this map and three similar models through three related questions: (Q1) how do existing network-based models of suicide differ in terms of node- and network-level characteristics? (Q2) Using the NCIPC model as a unifying framework, how do current suicide intervention strategies align with prevailing theories of suicide? (Q3) How can the use of network science on the NCIPC model guide suicide interventions?

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Section: Discussionmentioning

confidence: 99%

Guiding prevention initiatives by applying network analysis to systems maps of adverse childhood experiences and adolescent suicide

Maldonado,

Schuerkamp,

Martin

et al. 2024

Net Sci

View full text Add to dashboard Cite

show abstract

“…Both of the above examples also demonstrate that, currently, concept map grading software is unable to detect when a learner's choice of words does not precisely match the expert's preferred term but are still valid and correct, or when the inverse relationship is presented (e.g., "cows eat grass" rather than "grass is eaten by cows"). This could be improved with the development and use of a catalogue of relationships possible in concept maps, allowing the recognition of relationship symmetry and transitivity (Strautmane, 2014), or the incorporation of online dictionary and thesaurus software that can recognise synonyms and misspellings (Luckie et al, 2011).…”

Section: Online Concept Maps For Assessment and Feedbackmentioning

confidence: 99%

Online concept maps in medical education: Are we there yet?

Velan

2016

FoHPE

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Background: Concept maps are widely used in education to promote meaningful learning, critical thinking and problem-solving skills. Such maps are of particular interest within medical education because concept mapping is a form of active learning, which can foster the life-long learning medical students require to manage an everincreasing body of knowledge.Issues: Despite these benefits, the introduction of concept maps in curricula can often be met with resistance. To overcome this obstacle, providing varying levels of guidance, i.e., scaffolded versus self-constructed concept maps, may be more suited to novice and experienced students, respectively. Furthermore, immediate feedback (known to enhance student learning and motivation) is difficult and time-consuming to provide.Conclusions: As such, future research into concept mapping would benefit from the development and validation of automated tools for their assessment. Although concept maps are effectively utilised within limited contexts in medical education, consideration of how they can be most effectively employed is needed.

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“…Practically, they offered instructors the opportunity to better evaluate where students conceptualizations began and understand how students retained constructed knowledge over the course of the semester. For additional examples of how to use and assess concept maps, Strautmane (2012) provides an excellent overview.…”

Section: Implications Of Conceptual Change Learning In Leadership Edu...mentioning

confidence: 99%

How Does Learning in Leadership Work? A Conceptual Change Perspective

Grimes¹

2015

Journal of Leadership Education

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As the field of leadership education continues to prioritize learning in leadership, it is important to ask the question: What do we know about the learning process itself? Conceptual change, a learning framework used in educational psychology, can help to explain learning in leadership. Research on conceptual change in the social sciences is emergent and ripe for further exploration. Until the results of such research are readily available, there are some pedagogical tools produced by conceptual change researchers that leadership educators might find valuable in curriculum design. This paper introduces conceptual change theory and research to leadership educators as a viable framework from which to research learning in leadership, and presents pedagogical tools that encourage deeper learning through conceptual change.

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Increasing the flexibility of automated concept map based knowledge assessment

Cited by 3 publications

References 11 publications

Guiding prevention initiatives by applying network analysis to systems maps of adverse childhood experiences and adolescent suicide

Guiding prevention initiatives by applying network analysis to systems maps of adverse childhood experiences and adolescent suicide

Online concept maps in medical education: Are we there yet?

How Does Learning in Leadership Work? A Conceptual Change Perspective

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