Abstract
Concept maps are widely used in education and business. They are reckoned to stimulate the generation of ideas, facilitate requirement elicitation, and serve as the first step in ontology building, and as such, they are used by a wide variety of practitioners, including designers, engineers, instructors, and others, to organize and structure knowledge. However, the rationales that drive the creation of the map’s concepts and relations are often implicit in the practitioners’ heads. These rationales should be often sought in the reading material, provided by instructors or stakeholders, and ‘processed’ by the learners or designers to deliver the concept map. This poses a traceability issue where concepts can not always be traced back to the document excerpts that originated the concepts in the first place. However, the existence of such traces is envisioned to bring two major gains. Concept-to-excerpt traceability would facilitate third-party observers (e.g., stakeholders, instructors) checking out the source of possible misunderstandings in the concept map. Excerpt-to-concept traceability would enable document reading to be strategic, i.e., framed by the concept map. This work pursues the synergy between Concept Mapping and Strategic Reading by means of highlighted annotations. This results in annotation-driven concept mapping, a process where concept maps unfold in tandem with the annotations derived from the readings. Through the interplay of annotation and mapping, learners get a headstart on both activities. As mappers, learners no longer have to resort to their reminders but text annotations provide the raw material to build up the concept and relations. As readers, learners no longer wander around the readings but concepts and relations might serve as focus drivers. This work proves the feasibility of this vision by making a popular tool for concept mapping, CmapTools, annotation-driven. A focus group (n=5) is used to anticipate its utility. The results identified two moderating variables: the level of elaboration of the reading material and the degree of abstraction of the assignment topic.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Similar content being viewed by others
Notes
- 1.
- 2.
- 3.
- 4.
In addition, W3C provides properties to indicate the annotation’s provenance (“dcterms:creator”)(see footnote 5), when the annotation is created (“dcterms:created”) or the reasons why the annotation was created (“oa:motivatedBy”). W3C includes a predefined list of motivations, which is possible to extend with new, more precise motivation definitions.
- 5.
dcterms: This alias identifies the namespace of Dublin Core Schema. This schema defines a set of vocabulary terms that can be used to describe digital or physical resources.
References
Arnicans, G., Straujums, U.: Transformation of the software testing glossary into a browsable concept map. In: Sobh, T., Elleithy, K. (eds.) Innovations and Advances in Computing, Informatics, Systems Sciences, Networking and Engineering. LNEE, vol. 313, pp. 349–356. Springer, Cham (2015). https://doi.org/10.1007/978-3-319-06773-5_47
Ausubel, D.P., Novak, J.D., Hanesian, H., et al.: Educational Psychology: A Cognitive View, vol. 6. New York (1968)
Bellomarini, L., Fakhoury, D., Gottlob, G., Sallinger, E.: Knowledge graphs and enterprise AI: the promise of an enabling technology. In: ICDE, pp. 26–37. IEEE (2019). https://doi.org/10.1109/ICDE.2019.00011
Boguski, R.R., Cury, D., Gava, T.: Tom: an intelligent tutor for the construction of knowledge represented in concept maps. In: 2019 IEEE Frontiers in Education Conference (FIE), pp. 1–7. IEEE (2019). https://doi.org/10.1109/FIE43999.2019.9028615
Cañas, A.J., et al.: CmapTools: a knowledge modeling and sharing environment. In: Proceedings of the 1st International Conference on Concept Mapping, vol. 1, pp. 125–134 (2004)
Cañas, A.J., Novak, J.D.: Re-examining the foundations for effective use of concept maps. In: Proceedings of the 2nd International Conference on Concept Mapping, vol. 1, pp. 494–502 (2006)
Castro, A.G., Rocca-Serra, P., Stevens, R., Taylor, C., Nashar, K., Ragan, M.A., Sansone, S.A.: The use of concept maps during knowledge elicitation in ontology development processes-the nutrigenomics use case. BMC Bioinform. 7(1), 1–14 (2006). https://doi.org/10.1186/1471-2105-7-267
Chacón Ramírez, S.: La pregunta pedagógica como instrumento de mediación en la elaboración de mapas conceptuales. In: Proceedings of the 2nd International Conference on Concept Mapping. Universidad de Costa Rica (2006)
Cruzes, D.S., Dybå, T.: Recommended steps for thematic synthesis in software engineering. In: ESEM, pp. 275–284. IEEE Computer Society (2011). https://doi.org/10.1109/ESEM.2011.36
Daley, B.J., Lovell, M.R., Perez, R.A., Stern, N.E.: Using concept maps within the product design process in engineering: a case study. In: Applied Concept Mapping: Capturing, Analyzing, and Organizing Knowledge, pp. 317–326 (2011)
Dhakal, K.: Nvivo. J. Med. Libr. Assoc. 110(2), 270–272 (2022)
Díaz, O., Arellano, C.: The augmented web: rationales, opportunities, and challenges on browser-side transcoding. ACM Trans. Web (TWEB) 9(2), 1–30 (2015). https://doi.org/10.1145/2735633
Eppler, M.J.: A comparison between concept maps, mind maps, conceptual diagrams, and visual metaphors as complementary tools for knowledge construction and sharing. Inf. Vis. 5(3), 202–210 (2006). https://doi.org/10.1057/palgrave.ivs.9500131
Faily, S., Lyle, J., Paul, A., Atzeni, A., Blomme, D., Desruelle, H., Bangalore, K.: Requirements sensemaking using concept maps. In: Winckler, M., Forbrig, P., Bernhaupt, R. (eds.) HCSE 2012. LNCS, vol. 7623, pp. 217–232. Springer, Heidelberg (2012). https://doi.org/10.1007/978-3-642-34347-6_13
Franze, J., Marriott, K., Wybrow, M.: What academics want when reading digitally. In: ACM Symposium on Document Engineering, pp. 199–202. ACM (2014). https://doi.org/10.1145/2644866.2644894
Gemino, A., Wand, Y.: Complexity and clarity in conceptual modeling: comparison of mandatory and optional properties. Data Knowl. Eng. 55(3), 301–326 (2005). https://doi.org/10.1016/j.datak.2004.12.009
George, T.: What Is a Focus Group? | Step-by-Step Guide & Examples (2022). https://www.scribbr.com/methodology/focus-group/
Guarino, N., Guizzardi, G.: In the defense of ontological foundations for conceptual modeling. Scand. J. Inf. Syst. 18(1), 1 (2006). https://aisel.aisnet.org/sjis/vol18/iss1/1
Hubbard, T., Stafford, J.A.: Using concept maps to enhance system view navigation. In: Proceedings of the 3rd International Conference on Concept Mapping. Citeseer (2008)
Hughes, G., Hay, D.: Use of concept mapping to integrate the different perspectives of designers and other stakeholders in the development of e-learning materials. Br. J. Edu. Technol. 32(5), 557–569 (2001). https://doi.org/10.1111/1467-8535.00225
Hypothes.is project: We’ve Reached 40 Million Annotations (2022). https://web.hypothes.is/blog/celebrating-nearly-40-million-annotations/
Johannesson, P., Perjons, E.: An Introduction to Design Science. Springer, Cham (2014). https://doi.org/10.1007/978-3-319-10632-8
Kawase, R., Herder, E., Nejdl, W.: A comparison of paper-based and online annotations in the workplace. In: Cress, U., Dimitrova, V., Specht, M. (eds.) EC-TEL 2009. LNCS, vol. 5794, pp. 240–253. Springer, Heidelberg (2009). https://doi.org/10.1007/978-3-642-04636-0_23
Kontio, J., Bragge, J., Lehtola, L.: The focus group method as an empirical tool in software engineering. In: Shull, F., Singer, J., Sjoberg, D.I.K. (eds.) Guide to Advanced Empirical Software Engineering, pp. 93–116. Springer, London (2008). https://doi.org/10.1007/978-1-84800-044-5_4
Maxwell, J.: Understanding and validity in qualitative research. Harvard Educ. Rev. 62(3), 279–301 (1992). https://doi.org/10.17763/haer.62.3.8323320856251826
McEwan, E.K.: Seven strategies of highly effective readers: using cognitive research to boost K-8 achievement. Corwin Press (2004)
Murphy, P.: Using picture books to engage middle school students. Middle Sch. J. 40(4), 20–24 (2009). https://doi.org/10.1080/00940771.2009.11461677
Navarrete, C.B., Malverde, M.G.M., Lagos, P.S., Mujica, A.D.: BUHOS: a web-based systematic literature review management software. SoftwareX 7, 360–372 (2018). https://doi.org/10.1016/j.softx.2018.10.004
Novak, J.D., Gowin, D.B.: Learning How To Learn. Cambridge University Press (1984). https://doi.org/10.1017/CBO9781139173469
Porter-O’Donnell, C.: Beyond the yellow highlighter: teaching annotation skills to improve reading comprehension. The English J. 93(5), 82–89 (2004). https://doi.org/10.2307/4128941
Smajevic, M., Bork, D.: From conceptual models to knowledge graphs: a generic model transformation platform. In: MoDELS (Companion), pp. 610–614. IEEE (2021). https://doi.org/10.1109/MODELS-C53483.2021.00093
Soyibo, K.: Using concept maps to analyze textbook presentations of respiration. The American Biology Teacher, pp. 344–351 (1995). https://doi.org/10.2307/4450013
Surber, J.R.: Mapping as a testing and diagnostic device. In: Spatial Learning Strategies, pp. 213–233. Elsevier (1984). https://doi.org/10.1016/B978-0-12-352620-5.50016-3
Acknowledgements
Research supported by MCIN/AEI/10.13039/501100011033 and the “European Union NextGenerationEU/PRTR” under contract PID2021-125438OB-I00. Xabier Garmendia enjoys a grant from the University of the Basque Country - PIF20/236.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2023 The Author(s), under exclusive license to Springer Nature Switzerland AG
About this paper
Cite this paper
Díaz, O., Garmendia, X. (2023). Where Are the Readings Behind Your Concept Maps? Annotation-driven Concept Mapping. In: Indulska, M., Reinhartz-Berger, I., Cetina, C., Pastor, O. (eds) Advanced Information Systems Engineering. CAiSE 2023. Lecture Notes in Computer Science, vol 13901. Springer, Cham. https://doi.org/10.1007/978-3-031-34560-9_15
Download citation
DOI: https://doi.org/10.1007/978-3-031-34560-9_15
Published:
Publisher Name: Springer, Cham
Print ISBN: 978-3-031-34559-3
Online ISBN: 978-3-031-34560-9
eBook Packages: Computer ScienceComputer Science (R0)