Mind Mapping Tool Research Articles

FreePub: Collecting and Organizing Scienti*c Material Using Mindmaps

AbstractThis paper presents a creativity support tool, called FreePub,to collect and organize scientifi*c material using mindmaps. Mindmaps are visual, graph-based representations of concepts, ideas, notes, tasks, etc. They generally take a hierarchical or tree branch format, with ideas branching into their subsections. FreePub supports creativity cycles. A user starts such a cycle by setting up her domain of interest using mindmaps. Then, she can browse mindmaps and launch search tasks to gather relevant publications from several data sources. FreePub, besides publications, identifies helpful supporting material (e.g., blog posts, presentations). All retrieved information from FreePub can be imported and organized in mindmaps. FreePub has been fully implemented on top of FreeMind, a popular open-source, mindmapping tool.

FreePub: Collecting and Organizing Scienti*c Material Using Mindmaps

This paper presents a creativity support tool, called FreePub,to collect and organize scientifi*c material using mindmaps. Mindmaps are visual, graph-based representations of concepts, ideas, notes, tasks, etc. They generally take a hierarchical or tree branch format, with ideas branching into their subsections. FreePub supports creativity cycles. A user starts such a cycle by setting up her domain of interest using mindmaps. Then, she can browse mindmaps and launch search tasks to gather relevant publications from several data sources. FreePub, besides publications, identifies helpful supporting material (e.g., blog posts, presentations). All retrieved information from FreePub can be imported and organized in mindmaps. FreePub has been fully implemented on top of FreeMind, a popular open-source, mindmapping tool.

FACILITATING LEARNING FROM COMPUTER-SUPPORTED COLLABORATIVE INQUIRY: THE CHALLENGE OF DIRECTING LEARNERS' INTERACTIONS TO USEFUL ENDS

Chemistry problems can be tough nuts to crack for students, particularly when the problems are of a mathematical type. Collaborative inquiry activities that are embedded in computer-supported learning environments can provide students with opportunities to construct the kind of knowledge required to solve complex chemistry problems. Yet, directing learners' collaborative inquiry in computer-supported learning environments to such useful ends remains a challenge. In this article, we introduce a new approach to facilitating learning from computer-supported collaborative inquiry. The approach we present is a collaboration script that guides pairs of learners through a sequence of inquiry activities and prompts effective interactions in an adaptive fashion. We developed an initial version of a learning environment that included the collaboration script, a simulated chemistry laboratory and a note-taking and mind-mapping tool. In an experimental study involving two conditions (scripted collaboration, unscripted collaboration), we had pairs of students work on a stoichiometry problem using the learning environment. We compared the learning outcomes and learning experiences of the two conditions, and explored learner-learner and learner-system interactions employing a case study methodology. Based on the quantitative and qualitative results, we derived a set of design recommendations for the next development cycle. Our main recommendations are to (a) inform learners about the value of the script support, (b) add algebra practice items and some general chemistry instruction to the learning environment as well as support for interrelating the multiple external representations in the simulated chemistry laboratory, (c) develop tools for assessing learners' prior knowledge and skills in collaborative inquiry learning, general chemistry and basic algebra, (d) increase the degree to which the learning environment can adapt to different learner needs, and (e) improve the interface and interaction design of the simulated chemistry laboratory.

'SciPlore MindMapping' : A Tool for Creating Mind Maps Combined with PDF and Reference Management

Mind maps are useful tools for researchers. They can use mind maps, for example, to manage their literature or to draft research papers. Dozens of tools exist to create mind maps, for instance, FreeMind, MindManager, and XMind. However, researchers need special features such as the possibility of accessing their bibliographic databases (e.g., BibTeX) directly from within the mind mapping software. Therefore, we developed SciPlore MindMapping, the first mind mapping tool solely focusing on researchers' needs. It offers all the features one would expect from a standard mind mapping software, plus three additional features for researchers.

The role of graphical and text based argumentation tools in hypermedia learning

In this study, the effects of visualization tools on argumentation skills, knowledge acquisition, and motivation during learning with a hypermedia learning environment were examined. Participants in this experiment had to complete an argumentation task on environmental issues by using a hypermedia learning environment as resource. In one condition, participants were provided with a graphical mind mapping tool in order to complete an argumentation task. In a second condition, a two-columned text editor has been given. A control group received no argumentation task and no corresponding support device. Results suggest that a graphical argumentation support device can enhance learners’ motivation, but has no influence on knowledge acquisition or quality of arguments, whereas both argumentation support devices led to superior results compared to the control group. Overall, results reveal that the assignment of an argumentation task to hypermedia learning environments was an effective instructional strategy that led to enhanced knowledge acquisition compared to learning without an argumentation task.

Using learning design as a framework for supporting the design and reuse of OER

The paper will argue that adopting a learning design methodology may provide a vehicle for enabling better design and reuse of Open Educational Resources (OERs). It will describe a learning design methodology, which is being developed and implemented at the Open University in the UK. The aim is to develop a 'pick and mix' learning design toolbox of different resources and tools to help designers/teachers make informed decisions about creating new or adapting existing learning activities. The methodology is applicable for designers/teachers designing in a traditional context – such as creation of materials as part of a formal curriculum, but also has value for those wanting to create OERs or adapt and repurpose existing OERs. With the increasing range of OERs now available through initiatives as part of the Open Courseware movement, we believe that methodologies, such as the one we describe in this paper, which can help guide reuse and adaptation will become increasingly important and arguably are an important aspect of ensuring longer term sustainability and uptake of OERs. Our approach adopts an empirically based approach to understanding and representing the design process. This includes a range of evaluation studies (capturing of case studies, interviews with designers/teachers, in-depth course evaluation and focus groups/workshops), which are helping to develop our understanding of how designers/teachers go about creating new learning activities. Alongside this we are collating an extensive set of tools and resources to support the design process, as well as developing a new Learning Design tool that helps teachers articulate and represent their design ideas. The paper will describe how we have adapted a mind mapping and argumentation tool, Compendium, for this purpose and how it is being used to help designers and teachers create and share learning activities. It will consider how initial evaluation of the use of the tool for learning design has been positive; users report that the tool is easy to use and helps them organise and articulate their learning designs. Importantly the tool also enables them to share and discuss their thinking about the design process. However it is also clear that visualising the design process is only one aspect of design, which is complex and multi-faceted. Editors: Alexandra Okada (Open University, UK). Reviewers: Teresa Conolly (Open University, UK), Rose Luckin (Institute of Education, UK), and Alexandra Okada (Open University, UK)

Some observations on mind map and ontology building tools for knowledge management

Ontology is a fundamental data object for organizing knowledge in a structured way in many areas ranging from philosophy to Knowledge Management. Knowledge capture, knowledge integration and knowledge delivery are the essential parts of dynamic knowledge management. E-Learning is considered to be an integral part of knowledge delivery system. Information architect plays an important role in developing the system, and are primarily responsible for capturing and modeling knowledge from various Information sources as a part of eLearning. Ontology is found to be useful and efficient as a basis to capture the knowledge, model it in a structured way and disseminate it for further processing from various information sources. In this paper, we present a brief description on the role of ontology in e-learning and review the ontology building tools. The purpose for reviewing ontology building tools is to determine the toolkit most suitable for ontology creation, editing, and mind/concept mapping from the view points of Information Architects (IAs) who play a significant role in designing knowledge management systems. The paper also gives a fundamental understanding of ontology tools available on the market as open source products as well as commercial products in terms of their capability, availability, enhancement and further development. We provide a ranked list of the tools based on our needs and suitability for the IAs.

How Pictorial Knowledge Representations Mediate Collaborative Knowledge Construction In Groups

This study investigates the process of collaborative knowledge construction when technology and pictorial knowledge representations are used for visualizing individual and groups’ shared ideas. The focus of the study is on how teacher-students contribute to the group’s collaborative knowledge construction and use each other’s ideas and tools as an affordance for their jointly evolving cognitive systems. The context of the study is a teacher-student (N=13) educational technology course. The data involved students’ videotaped face-to-face group activities (mind-mapping with paper and pen and mind-mapping with a Mobile Mind Map Tool and pictorial knowledge representations) as well as stimulated recall interviews. The data-driven qualitative content analysis revealed that students were engaged in knowledge level and transactivity level activities and they processed their own ideas as well as others’ ideas in their group interactions.

Problem analysis and thinking tools: an empirical study of non-hierarchical mind mapping

A review of the problem-solving literature related to design-thinking processes revealed that the problem-solving framework utilised by novice designers is missing some significant aspects when compared to the design-thinking framework utilised by expert designers. The central theme of this paper focuses on an early phase of the design process, more specifically, problem analysis and thinking tools that assist in problem analysis. Drawing on educational constructivist theory and concept mapping research found within the domain of cognitive psychology, this paper empirically investigates and discusses why non-hierarchical mind mapping tools are useful as design tools when introduced to a group of first year industrial design students. It illustrates how non-hierarchical mind mapping techniques can guide novice designers (students) in adopting the design problem-solving processes/framework of expert designers. Further, the experiments revealed statistically significant correlations and relationships between the analysis phase and the resultant creative output.