ALA-Reader: Difference between revisions
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(Created page with "{{Data mining and learning analytics tools |field_logo= |field_screenshot= |field_name=ALA-Reader |field_developers= |field_website=http://www.personal.psu.edu/rbc4/score.htm ...") |
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|field_screenshot= | |field_screenshot= | ||
|field_name=ALA-Reader | |field_name=ALA-Reader | ||
|field_developers= | |field_developers=Roy B. Clariana, College of Education, Penn State University | ||
|field_website=http://www.personal.psu.edu/rbc4/score.htm | |field_website=http://www.personal.psu.edu/rbc4/score.htm | ||
|field_data_tool_type= | |field_data_tool_type=Application software | ||
|field_plugin_of= | |field_plugin_of= | ||
|field_language= | |field_language= | ||
|field_license_type= | |field_license_type=Free&Closed source | ||
|field_free_software_licence= | |field_free_software_licence= | ||
|field_last_release= | |field_last_release=2005/04/01 | ||
|field_last_version= | |field_last_version=v1.01 | ||
|field_description=Quote: Here is a software tool that can translate written text summaries directly into proximity files (prx) that can be analyzed by Pathfinder KNOT. It also generates text proposition files that can be imported by CMAP Tools to automatically form concept maps from the text. It should be of use to researchers who want to visualize "text" for various instructional and research-related reasons. Also it should work with different languages. | |field_description=Quote from the [http://www.personal.psu.edu/rbc4/score.htm software home page] (11/2014): Here is a software tool that can translate written text summaries directly into proximity files (prx) that can be analyzed by [http://interlinkinc.net/KNOT.html Pathfinder KNOT]. It also generates text proposition files that can be imported by [http://cmap.ihmc.us/download/ CMAP Tools] to automatically form concept maps from the text. It should be of use to researchers who want to visualize "text" for various instructional and research-related reasons. Also it should work with different languages. | ||
ALA-Reader contains a rudimentary scoring system. Essentially, this tool converts the written summary into a cognitive map and then scores the cognitive map using an approach that we developed for scoring concept maps. The "score" produced is percent agreement with an expert referent. As I narrow down what algorithms work, then I plan to release updated versions periodically. | ALA-Reader contains a rudimentary scoring system. Essentially, this tool converts the written summary into a cognitive map and then scores the cognitive map using an approach that we developed for scoring concept maps. The "score" produced is percent agreement with an expert referent. As I narrow down what algorithms work, then I plan to release updated versions periodically. | ||
|field_analysis_orientation= | |field_analysis_orientation=Learning Sciences analysis | ||
|field_data_analysis_objective= | |field_data_analysis_objective=Analysis & Visualisation of data | ||
|field_mining_tool_type=Text mining | |field_mining_tool_type=Text mining | ||
|field_data_manipulation_type=Data analysis | |field_data_manipulation_type=Data analysis | ||
|field_import_format= | |field_import_format= | ||
|field_export_format= | |field_export_format= | ||
|field_extraction_type= | |field_extraction_type= | ||
|field_data_transformation_capabilities= | |field_data_transformation_capabilities= | ||
|field_tool_usability= | |field_visualisation_type= | ||
|field_visualisation_characteristic= | |||
|field_tool_usability=somewhat difficult to use | |||
|field_end_user_type=Researchers | |field_end_user_type=Researchers | ||
|field_statistics_level=Basic | |field_statistics_level=Basic | ||
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|field_last_edition=2014/11/11 | |field_last_edition=2014/11/11 | ||
}} | }} | ||
== Constraintings and limitations == | |||
This tool requires: | |||
* A files that includes a structured definition of 30 terms (max). | |||
* Writing 2 expert files | |||
* Essay files can only include 30 sentences | |||
== Other tools == | |||
As explained in the introduction, this tool produces a proximity matrix and two other tools are needed for analysis: | |||
* [[KNOT]] ([http://interlinkinc.net/KNOT.html Pathfinder KNOT]). The Knowledge Network Organizing Tool (KNOT) is built around the Pathfinder network generation algorithm and includes several tools. | |||
* [http://cmap.ihmc.us/download/ CMAP Tools] Concept mapping software. | |||
== Links == | |||
http://www.personal.psu.edu/rbc4/ | |||
== Bibliography == | |||
The author of this package used this software for several studies, for example: | |||
* [http://www.personal.psu.edu/rbc4/CMC_2006.htm Using Pathfinder Knot Analytic Tools For Comparing And Combining Concept Maps], by Roy Clariana, Ravinder Koul, and Kristen Albright | |||
* Clariana, R.B., & Koul, R. (2004). A computer-based approach for translating text into concept map-like representations. In A.J.Canas, J.D.Novak, and F.M.Gonzales, Eds., Concept maps: theory, methodology, technology, vol. 2, in the Proceedings of the First International Conference on Concept Mapping, Pamplona, Spain, Sep 14-17, pp.131-134. See http://cmc.ihmc.us/papers/cmc2004-045.pdf. | |||
* Clariana, R. B., Wallace, P. E., & Godshalk, V. M. (2009). Deriving and measuring group knowledge structure from essays: The effects of anaphoric reference. Educational Technology Research and Development, 57, 725–737. | |||
* Clariana, R. B., & Taricani, E. M. (2010). The consequences of increasing the number of terms used to score open-ended concept maps. International Journal of Instructional Media, 37, 163–173. | |||
* Roy B. Clariana, Michael B. Wolfe, Kyung Kim (2014). The influence of narrative and expository lesson text structures on knowledge structures: alternate measures of knowledge structure, ''Educational Technology Research and Development'' 62 (5), http://dx.doi.org/10.1007/s11423-014-9348-3 | |||
Other studies using the software: | |||
* Draper, D. (2010). The instructional effects of knowledge-based community of practice learning environments on student achievement and knowledge convergence. Doctoral dissertation retrieved July 22, 2014, from https://etda.libraries.psu.edu/paper/10629/. | |||
* Klois, S. S., Segers, E., Clariana, R. B., & Verhoeven, L. (2013). Effects of links in children’s digital text comprehension. A presentation with paper at the Twentieth Annual Meeting Society for the Scientific Study of Reading, Hong Kong (July). | |||
About Pathfinder: | |||
* Schvaneveldt, R. W. (Ed.). (1990). Pathfinder associative networks: Studies in knowledge organization. Norwood, NJ: Ablex. | |||
