Word Clouds and Tag Cloud for Learning
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The document discusses using tag clouds to analyze lecture materials and student assignments. It suggests tag clouds can help students reflect on how their assignments address the learning outcomes and course topics. The document also notes some potential issues with tag clouds, such as ambiguities from synonyms and multiple meanings, but suggests they may still be useful for opening lectures or revising at the end of a course in a way that speaks to digital natives.
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Word Clouds and Tag Cloud for Learning
- 1. Getting Our Heads out of the Clouds Damian Gordon Deirdre Lawless School of Computing Dublin Institute of Technology
- 2. What is a Tag Cloud?
- 3. Tag Cloud A tag cloud is a visual depiction of the word content of a document, the importance of a tag is shown with font size .
- 4. Tag Cloud
- 9. A Bit of Context
- 10. MSc in Computing (Knowledge Management)
- 11. Knowledge Management Process People Technology
- 12. Knowledge Management Process People Technology 70% 10% 20% Source: Bhatt, 2001
- 13. eLearning Universal Design Web 2.0 Web 2.0
- 14. Web 2.0 There are some reasonably well explored technologies under the “Web 2.0” umbrella that are used in education…
- 15. Web 2.0
- 16. Web 2.0 But are we missing out on opportunities with other technologies??
- 17. Web 2.0 – Other Apps
- 18. Web 2.0 – Other Apps
- 19. OK, Let’s get on with it…
- 20. Suggestion Despite your most incredible efforts during lectures, despite your penetrating insights, your profound reflections and your fundamental appreciation of a topic… … for some students the first time they look at your PowerPoint slides will be the night before their exam… … so we better make sure that our lecture notes send the ‘right’ messages… … because sometimes it’s hard to keep an eye on the marco - when writing the micro -
- 21. Dataset MSc in Computing (Knowledge Management) Research Methods and Proposal Writing
- 22. Lecture 1: Introduction to Module
- 23. Lecture 1: Introduction to Module
- 24. Lecture 1: Introduction to Module
- 25. Lecture 1: Introduction to Module
- 26. Lecture 2: Overview of Research
- 27. Lecture 2: Overview of Research
- 28. Lecture 2: Overview of Research
- 29. Lecture 2: Overview of Research
- 30. Lecture 3: Literature Review
- 31. Lecture 3: Literature Review
- 32. Lecture 3: Literature Review
- 33. Lecture 3: Literature Review
- 34. Lecture 4: Research Methods
- 35. Lecture 4: Research Methods
- 36. Lecture 4: Research Methods
- 37. Lecture 4: Research Methods
- 41. Lecture 6: Qualitative Methods
- 42. Lecture 6: Qualitative Methods
- 43. Lecture 6: Qualitative Methods
- 44. Lecture 7: Surveys & Interviews
- 45. Lecture 7: Surveys & Interviews
- 46. Lecture 7: Surveys & Interviews
- 47. Lecture 8: Thesis Structure
- 48. Lecture 8: Thesis Structure
- 49. Lecture 8: Thesis Structure
- 53. Lecture 10: Project Proposal
- 54. Lecture 10: Project Proposal
- 55. Lecture 10: Project Proposal
- 59. Combining Lectures Without “RESEARCH”
- 60. So what?
- 61. Compare Lecture Notes to Learning Outcomes
- 62. Learning Outcomes Identify relevant and feasible areas of research in knowledge management for the purpose of individual investigation Select, develop and apply appropriate literature search strategies in relation to a chosen approved topic using relevant literature resources and ICT for purposes of literature review Collect and critically evaluate research material from the literature in order to identify the current state of knowledge and key issues in a research topic Present a critical and logical interpretation of the issues in the form of a written review of the literature relating to a chosen topic Demonstrate an awareness of the ethical issues that may impinge on research in general including data collection and utilization Employ appropriate data analysis techniques for specific sets of data Critically evaluate research approaches and methods in the design and planning of a research programme Make an informed choice of appropriate research methods for specific research questions Formulate a simple research programme for a given research topic Select a topic from the course and/or their own experience which will provide suitable scope for research in an MSc dissertation project Prepare a detailed realistic research proposal supported by a preliminary review of the relevant literature Demonstrate good technical writing skills Critically analyse their own approaches to research.
- 64. Comparing Learning Outcomes Lecture Notes
- 65. Comparing Learning Outcomes Lecture Notes
- 66. Comparing Lecture Notes Learning Outcomes Without “RESEARCH”
- 67. Comparing Learning Outcomes Lecture Notes Without “RESEARCH”
- 68. Comparing Learning Outcomes Lecture Notes Without “RESEARCH”
- 69. Comparing Learning Outcomes Lecture Notes Without “RESEARCH”
- 70. Anything else?
- 71. Compare Lecture Notes to Learning Outcomes to Assessments
- 72. Assessments
- 73. Learning Outcomes Lecture Notes Assessments
- 74. Hang on, this all seems a bit TEACHER-CENTRIC
- 75. what about STUDENT-CENTRED EDUCATION ???
- 76. Student is given an Assignment
- 77. Student is given an Assignment Student can convert Spec to TagCloud
- 79. Converted to TagCloud Student Submission
- 80. Student Submission Submission Specification
- 81. Students can… Reflect on how their assignment submissions compare to the assignment specification Redraft their submissions if appropriate Consider which learning outcomes of the module are covered in the assignment and which are not
- 82. O.K., but… Are there issues??
- 83. Yup, loads
- 84. synonyms acronyms polysemy single-concept principle neologisms monosemy abbreviations quasi-synonyms, or near-synonyms pseudo-synonyms, or false synonyms antonyms phraseologism hyponyms hypernyms collocation Cross- references tautonyms Here are a few…
- 85. But, hey… … let’s not get all Wittgenstein about it
- 86. There may be some benefits to this stuff
- 87. Students feel that… Nice way to open a lecture, with the previous tag cloud, to ease into a discussion
- 88. Students feel that… Nice way to revise topic at the end of the year for students and lecturer
- 89. Students feel that… Speaking to digital natives in their own language ( not a direct quote )
- 90. Students feel that… As they are KM students; Knowledge Management Metric Alignment Traceability Simplicity
- 91. … and there’s more
- 92. 3D Aligned Curriculum Horizontal Alignment Vertical Alignment Constructive Alignment (Source: O’Leary et al. , 2006) 3D Alignment Space
- 93. … and…
- 94. What about ?
- 95. And… VARK Dual Coding
- 96. Stuff for another day… Information Theory (Shannon, 1948) Dewey’s Linguistic Flag (1905) Folksonomy (Vander Wal, 2004) Bibliometrics (Nalimov & Mulchenko, 1969) Reflective Practice ( Schön, 1983 )
- 98. Convert PPT to TXT ConvertPowerPoint
- 99. Wordle
- 100. e: [email_address] w: http://www.comp.dit.ie/dgordon CHECK OUT: http://www.softinterface.com/Convert-PowerPoint/Convert-PowerPoint.htm http://www.wordle.net