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Analysis & Visualisation of data Providing feedback for supporting instructors Predicting student performance Recommendations for students Student modelling Grouping students Social Network Analysis (SNA) Developing concept maps Constructing courseware Planning/scheduling/monitoring Experimentation/observation
Once registered form, specified format(s) will appear in the selection list above and will become available for every users Add format(s):
Web crawler Screen scraping Flat file database/Logfile extractor Structured database extractor
Simple data format conversion Simple data transformation operations Advanced data transformation operations Mathematical transformation of data for analysis
Basic statistics and data summarization Data mining methods and algorithms
Sequential Graphic Slide Show Chart/Diagram Map Tag Cloud Model Drawing Video/Animation Photograph Poster Game
Visualisation is interactive Visualisation is updated in "real time"
Students/Learners/Consumers Teachers/Tutors/Managers Developers/Designers Researchers Organisations/Institutions/Firms Others
== 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 ==
== 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).
* Schvaneveldt, R. W. (Ed.). (1990). Pathfinder associative networks: Studies in knowledge organization. Norwood, NJ: Ablex.
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