A Mathematical Analysis of Semantic Maps, with Theoretical and Applied Implications for Blended Learning Software

Autor/inn/en	Tang, Michael; David, Hyerle; Byrne, Roxanne; Tran, John
Titel	A Mathematical Analysis of Semantic Maps, with Theoretical and Applied Implications for Blended Learning Software
Quelle	In: International Journal on E-Learning, 11 (2012) 1, S.95-105 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1537-2456
Schlagwörter	Cognitive Mapping; Computer Science; Semiotics; Mathematical Concepts; Computational Linguistics; Educational Technology; Instructional Design; Computer System Design; Theories; Visual Aids; Concept Mapping; Blended Learning; Computer Software; Web Based Instruction; Multimedia Instruction; Web 2.0 Technologies + Suchen Sie Ihr Suchwort? Informatik; Semiotik; Linguistics; Computerlinguistik; Unterrichtsmedien; Lesson concept; Lessonplan; Unterrichtsentwurf; Theory; Theorie; Anschauungsmaterial; Concept Map; Web Based Training; Multimediales Lernen
Abstract	This paper is a mathematical (Boolean) analysis a set of cognitive maps called Thinking Maps[R], based on Albert Upton's semantic principles developed in his seminal works, Design for Thinking (1961) and Creative Analysis (1961). Albert Upton can be seen as a brilliant thinker who was before his time or after his time depending on the future of learning in education on all levels. From one point of view he was behind his times because in the 1960's semantic analysis was passe in academic circles having been replaced by modern linguistics (Smith, 2004, Chomsky, 1968). On the other hand, Upton could be considered ahead of his time because of the emergence of the importance of semantics and formal logic in computer science and other disciplines (Auwera, 2008; Hoenig; 2008; Yamashiro, 2006, Ma, 2004; Ploux, 2003, Lakoff, 1978). The purpose of this analysis is to determine if the reduction of Thinking Maps (TMs), based on Upton's semantic theory to mathematical expressions can give insight into why they have been so successful for learning. In this paper, the question is not if these maps work, but why and how they work. It is suggested that a formal analysis of a set of maps proven to work, David Hyerle's semantic maps ( 1996, 2004, 2006, 2009), will clarify and determine reasons behind their effectiveness. This analysis will help in the better understanding of the use of visual diagrams in teaching and other areas. It is also suggested that this understanding of the why and how of semantic maps will help in the design interactive eLearning software. (Contains 8 figures.) (As Provided).
Anmerkungen	Association for the Advancement of Computing in Education. P.O. Box 1545, Chesapeake, VA 23327. Tel: 757-366-5606; Fax: 703-997-8760; e-mail: info@aace.org; Web site: http://www.aace.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10