Getting the Big Picture: Visual Advance Organizers in Computer Science Course Presentation
John Coffey, Dept. of Computer Science and Institute for Human and Machine Cognition, United States
EdMedia + Innovate Learning, in Orlando, FL USA ISBN 978-1-880094-60-0 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC
The impetus for this work is the potential utility of visual advance organizers such as Concept Maps to foster global, conceptual understanding of the central concepts and their interrelationships in a University-level Computer Science course. A recurring problem in technical courses is that students learn many details but fail to understand the “big picture” that ties everything together. This article contains a description of a method of creating visual models of knowledge that are used to convey the overall organization of the content of a course of study. A Knowledge Model based upon Concept Maps and pertaining to Data Structures, a central course in most Computer Science curricula was created and used as an advance organizer in an offering of the course. Additionally, students were required to make their own Concept Maps pertaining to course content. This article describes the results of the pilot study including the results of a survey that provided feedback from students regarding the utility of the Knowledge Model.
Coffey, J. (2006). Getting the Big Picture: Visual Advance Organizers in Computer Science Course Presentation. In E. Pearson & P. Bohman (Eds.), Proceedings of ED-MEDIA 2006--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 1785-1791). Orlando, FL USA: Association for the Advancement of Computing in Education (AACE). Retrieved February 17, 2019 from https://www.learntechlib.org/primary/p/23248/.
© 2006 Association for the Advancement of Computing in Education (AACE)
- Ackerman, F., & Eden, C. (2001). Contrasting single user and networked group decision support systems for strategy making. Group Decision and Negotiation, 10, 47-66.
- Ausubel, D.P. (1968). Educational psychology: A cognitive view. New York: Holt, Rinehart and Winston.
- Bahr, S., & Dansereau, D. (2001). Bilingual Knowledge Maps (BiK-Maps) in Second Language Vocabulary Learning. Journal of Experimental Education, 70(1), 5-24.
- Buzan, T., & Buzan, B. (1996). The Mind Map Book: How to Use Radiant Thinking to Maximize Your Brain's Untapped Potential: New York: Plume. CmapTools: A Knowledge Modeling and Sharing Environment. Proceedings of CMC2004, the First International Conference on Concept Mapping. Pamplona, Spain, Sept 14-17, 2004.
- Coffey, J.W. (2004). LEO: A Concept Map-based Course Visualization Tool for Instructors and Students. In Tergan S, and Keller T (Eds). Knowledge and information visualization: Searching for Synergies. LNCS 3426. Springer: Heidelberg, Germany. 2005. 285-301.
- Coffey, J.W. & Cañas, A.J. (2003). LEO: A Learning Environment Organizer to support computer mediated Instruction. Journal of Educational Technology Systems. 31(3). Pp 275-290.
- DaRos, D., & Onwuegbuzie, A.J. (1999). The Effect of Advance Organizers on Achievement in Graduate-Level Research Methodology Courses. National Forum of Applied Educational Research Journal-Electronic, 12(3), 83-91.
- Dansereau, D. (2004). Node-Link Mapping principles for visualizing information and knowledge. A Presentation at the International Workshop on Visual Artifacts for the Organization of Information and knowledge. May 13-14, 2004. Tubingen, Germany.
- Eden, C. (1992). On the nature of cognitive maps. Journal of Management Studies, 29, 261-265.
- Fisher, K.M. (1990). Semantic Networking: The New Kid on the Block. Journal of Research in Science Teaching, 27(10), 1001-1018.
- Ford, K.M., Cañas, A.J., & Coffey, J.W. (1993). Participatory Explanation. Proceedings of the Sixth Florida AI Research Symposium (FLAIRS '93), Ft. Lauderdale, FL, April, 1993.
- Ford, K.M., Cañas, A.J., Jones, J.C., Stahl, H., Novak, J., & Adams-Webber, J. (1991). ICONKAT: An integrated constructivist knowledge acquisition tool. Knowledge Acquisition Journal, 3, 215-236.
- Jonassen, D. (2000). Computers a s Mindtools for Schools (2nd ed.). Columbus OH: Merrill.
- Jones, M.G., Farquhar, J.D., & Surry, D.D. (1995). Using metacogintive theories to design user interfaces for computer-based learning. Educational Technology. July-August. 12-22.
- Kang, S. (1996). The effects of using an advance organizer on students' learning in a computer simulation environment. Journal of Educational Technology Systems. 25(1), 57-65.
- Krawchuk, C.A. (1996). Pictorial graphic organizers, navigation, and hypermedia: Converging constructivist and cognitive views. Doctoral Dissertation. West Virginia University.
- Novak, J.D. (1998). Learning, creating, and using knowledge: Concept Maps(R) as facilitative tools in schools and corporations. Mahweh, NJ: Lawrence Erlbaum Associates.
- Novak, J.D., & Gowin, D.B. (1984). Learning how to learn. New York: Cambridge University Press. Novak, J.D., & Cañas, A.J., (2004). Building on new constructivist ideas and CmapTools to create a new model for education. Proceedings of CMC2004, the First International Conference on Concept Mapping. Pamplona, Spain, Sept 14-17, 2004. 469-476.
- Peterson, D. & Bean, J.C. (1998). Using a Conceptual Matrix to Organize a Course in the History of Economic Thought. Journal of Economic Education. (29)3, 262-273.
- Shapiro, A.M. (1999). The Relationship between Prior Knowledge and Interactive Overviews During Hypermedia-Aided Learning. Journal of Educational Computing Research, 20 (2), 143-167.
- Tergan, S. & Keller, T. (2005). The International Workshop on Visual Artifacts for the Organization of Information and knowledge. May 13-14, 2004. Tubingen, Germany.
- Wilberschied, L., & Berman, P.M. (2004). Effect of Using Photos from Authentic Video as Advance Organizers on
These references have been extracted automatically and may have some errors. If you see a mistake in the references above, please contact firstname.lastname@example.org.