ABSTRACT
In this article, we propose a new method TKVM (Teacher’s Knowledge Visualization Method) to map school teachers’ knowledge and this by using their school website content. We use then this generated knowledge to create knowledge-driven cartographies. School websites are essential to share information and data between users, but the knowledge contained in these websites are often informal and difficult to locate. This is due to the large amount of existing pages which make navigation more complex. Then, to simplify knowledge localization, we map the school website content and generate ontology-driven visual cartographies where users can find the school teachers’ skills and knowledge. Our automatic method and tool enables us to process a large collection of web pages in a short time. Our method comprises four steps: data preparation, ontology domain construction, mapping and visualization.
KEYWORDS
Knowledge cartography, visualization, ontology, e-learning, school website, teacher skills.
1. INTRODUCTION
Schools are increasingly overwhelmed by the growing number of information and documents they have to control to carry out their activities. In order to process efficiently this information and documents, they can use knowledge management techniques and tools, which enable them to capture, represent classify and recover their knowledge. This knowledge is increasingly located in the internet (school websites, intranets, wikis, blogs…) where we can find relevant school information and knowledge.
In this paper we focus in the schools teachers’ knowledge localization and we propose a new method TKVM (Teacher’s Knowledge Visualization Method) to map this knowledge by using their school website content. We use then this...
... middle of paper ...
...ganizing, and Visualizing Collections of Topically Related Web Resources, ACM Transactions on Computer-Human Interaction (TOCHI), Vol. 6, N° 1, pp. 67-94.
TRICOT, C., 2006. La cartographie sémantique : Des connaissances à la carte. Phd these. Équipe
Condillac « ingénierie des connaissances », Universite de savoie, France, 24/11/2006.
WEBER, G. et al., 2007. Topological landscapes: A terrain metaphor for scientific data. IEEE Transactions
on Visualization and Computer Graphics, 1416–1423.
YOUNESY, J. et al., 2005. Visualization of time-varying volumetric data using differential time-histogram
table. Fourth International Workshop on Volume Graphics, 2005, 21–224.
YI, J.S. et al., 2007. Toward a deeper understanding of the role of interaction in information visualization.
IEEE Transactions on Visualization and Computer Graphics 13, 6 (2007), 1224–1231.
Štorga, M., Mostashari, A., & Stankovic, T., (2013). Visualization of the organization knowledge structure evolution, Journal of Knowledge Management, 17(5), 724-740, dol: 10.1108/JKM-02-2013-0058
Most users will find what they are looking for the first times when conducting searches due to the database sufficiently being able to decode natural language. As users navigate through the website they will find many icons and tabs to help them through their searches. One does not have to be an expert to conduct searches using this database and will be able to use the simple search index to retrieve a desirable number of sources if the user knows exactly what they are trying to retrieve. This database would be an essential tool for students, teachers, or any patron to meet their informational
One of the most widely used technologies is the Internet, or also known as the World Wide Web. “In August 1981 about 200 computers hosted Web servers. By July 1998 there were over 36 million Web servers, that are hosts to approximately 150 million people” (Strauss). The Internet proves to be very beneficial to education, since students have unlimited access to millions of websites with tons of information. There are only so many newspapers, journals and magazines that you can find in libraries or subscribe to. Therefore, the Internet offers an unlimited pile of information that students can always have. Moreover, students are enriched with the most current information in any subject, along with regular updates. Students are able to use the Internet anytime of day, as long as they have a computer at hand. The research process will not have to end when the school day is over (Wissick, 82).
Wheeler, S., Yeomans, P., & Wheeler, D. (2008). The good, the bad and the wiki: Evaluatingstudent-generated content for collaborative learning. British Journal for Educational Technology, 39(6), 987-995.
To implement knowledge management system, it requires an organizational change and knowledge management inevitably acts a catalyst to transform the organizations culture (Bixler). The operations process must be coordinated with the vision and goals to have the ability to change the organizations’ structure. In addition, highly skilled people combined with the job complexity and the information available on the internet allows dynamic changes and contributing to the organization to implement knowledge management system.
J B Harley, 1989, Deconstructing The Map, Ann Arbor, Michigan: MPublishing, University of Michigan Library.
Most of the organizations are turning towards knowledge management solutions to help them organize their growing mountain of information. One of the key areas of focus is searching information hidden in myriad systems, applications and databases. This information if made available in organized manner can result in improved user experience which can be a differentiating factor in the world of commoditized products.
The Internet has encyclopedic capabilities that surpass any previous knowledge collecting endeavors. The pages that we move through seem almost infinite, offering different perspectives and intersecting accounts. These qualities lend a feeling of omniscience to the surfer. “The limitless expanse of gigabytes presents itself to the storyteller as a vast tabula rasa crying out to be filled with all the matter of life” (84). Filling this “limitless expanse” is not without complication. “The reality is much more chaotic and fragmented: networked information is often incomplete or misleading, search routines are often unbearably cumbersome and frustrating, and the information we desire often seems to be tantalizingly out of reach” (84).
In 1990 the World Wide Web was invented, creating a new and never before seen information outlet. Along with the creation of the World Wide Web came the simple to use, never ending access to information. This created a new way for educators and students to achieve information. Now students, instead of researching through books and news articles, and reading the entirety of the literary work, students are able to use a computer, and type in the keywords for the subject they wished to know about.
...e in retrieval of knowledge. The author cites the example of Buckman Laboratories, which successfully used the interactive approach to knowledge management. This organization, which originally sold chemical products, chose to offer solutions to its customers’ chemical treatment problems. It used innumerable “field associates” across the world, who had several years experience in solving such problems. Their tacit knowledge, based on experience and expertise was harnessed through interactive knowledge management. An online knowledge management infrastructure was created that was independent of time zones, location, language and even computer proficiency. The field associates interacted on a common platform, and their conversations, contributions and information exchanges were recorded, preserved and made available to all via K’Netix, The Buckman Knowledge Network.
Ways of effectively communicating information to the use can be accomplished by different methods (verbal, images, tactile). Directions should be legible by having contrast between essential information and nonessential infor...
Students, like everyone else, used VKontakte for different purposes. First of all, it's an easy way to connect with another person. So, they share personal experiences, ideas and opinions. Furthermore, they can share information, files and documents that give teachers, and not worry about the ...
Dooly (2008) suggests that “collaborative learning is aimed at getting the students to take almost full responsibility for working together, building knowledge together, changing and evolving together and of course, improving together.” The creation of a Wiki tool will augment what Dooly has postulated. The Wiki is a web 2.0 tool that promotes learning and collaboration among learners, for it allows the learners to make contribution on learning task in a collaborative mode, comment on their peers’ contributions and be respectful of others in the learning environment, (Kingsley & Brinkrhoff, 2011, p.
The diffusion of online tools in education is increasing exponentially. Sener (2010) cites an increase of online class enrollees from 1.6 million in 2002 to 5.6 million in 2009. Moloney and Oakley (2010) predict an annual increase of 20% over the next few years of participants in online education. In order to meet the needs of a changing student population, educators must be aware of the myriad of tools available to enhance learning. This paper presents the use of wikis in education and evaluates the wiki’s effectiveness according to Chickering and Gamson’s Seven Principles of Good Practice (as cited in Hoskins, 2010).
It is a method of collecting and cataloging of information, and it been process to generate knowledge from a large amount of data. Many teachers and students nowadays can enjoy to use unusual teaching process that different from what they traditionally practice in classroom. By using educational digital libraries this will encourage the interest of learners in developing information. With the rapid growth of e-learning environments and information networks, the founder must be able to ensure the efforts and expenditures resources to built library digital can give benefit and get positive feedback from the target