Integration of a Concept Map Generator and a Knowledge-Portal-Based E-learning System

Abstract

Knowledge management (KM) is the research field aimed to create, organize, and store explicit knowledge for easy access and manipulation, whereas e-learning is concerned with delivering a suite of knowledge contents to a group of learners via the Internet. Since e-learning techniques have grown quickly nowadays to complement the conventional learning system, integration of KM and elearning has been a tendency to improve the creation, organization, and delivery of a learner-oriented knowledge management system. Particularly, knowledge portal systems are usually efficient vehicles to realize this integration for we can create new content types on the portal sites to serve e-learning purpose. Nevertheless, a knowledge portal site allows the members to create and share their knowledge objects; implying that the website containing group knowledge grows itself unlimitedly and unexpectedly. To display the sitemap of a knowledge portal and observe the concept map of group knowledge, we have developed a visualization tool referred to as the Site-And-Concept (SAC) map generator. In this paper, we apply this map generator on a knowledge-portal-based e-learning system. Users can convert the generated concept maps into SCORM-compliant course packages with sequencing and navigation supports. They can further edit the learning content and share it to peer learners, and thus establish a collaborative learning environment.

Course delivery and module learning via learning objects (knowledge map) in mobile learning environment

“…The concept level is similar to ontology which presents the domain concepts and concepts' relations. The knowledge unit level (Wei et al, 2009) comprises knowledge units and knowledge units' cognitive associations, i.e., the "pre-order", "analogy" or "illustration" relationship between knowledge units. The knowledge unit level also bridges the gap between concepts and resources, as knowledge units are connected to their core concepts in the concept level, and connected to their occurrences at the resource level.…”

“…Authors acquire feedback from the concept maps made by learners to improve their instructions. Learning tier emphasised that the better learning qualities are based on the five attributes of meaningful learning (Wei et al, 2009). In terms of learners, they use the concept maps to study knowledge, facilitate thinking, clarify misconception and evaluate learning effort.…”

“…In the technology tier, the learners emphasised that using existing technology of learning to support the above three tiers can be implemented successfully. Therefore, the unified process (UP) was adopted to realise the KMLS in practice (Wei et al, 2009). In this section, we focus on a specific knowledge domain, Java Programming and use concept mapping to identify key concept, sub-concept, generalised concept, non-generalised concept and show the relationships between them, which are formed concept maps of a specific domain.…”

Construction of Intelligence Knowledge Map for Complex Product Development

“…To solve these problems, it's important to organize the knowledge reasonable and make sure what kinds of knowledge is useful to which tasks and which people, who know it and who use it and etc.. Knowledge map, as a form of knowledge management, has the function of knowledge navigation and tacit knowledge acquisition [2][3][4]. It is playing an important role in the knowledge management system [5] to express the knowledgehierarchy and knowledge connection.…”