ViLO: A Visual Interactive Resource for Supporting Self-Guided Learning

Dharini Balasubramaniam, Uta Hinrichs, Martynas Noreika, Alasdair Macindoe

Abstract


Traditional module delivery in higher education often follows a linear structure, which is not always conducive to understanding concepts and the many possible relationships between them. In this paper we introduce an online visual interactive learning resource called ViLO designed to address this problem. We describe the principles guiding the development of ViLO, early evaluation results and our plans for future work.


Keywords


Visual learning; Self-guided learning; Concept graphs

Full Text:

PDF

References


Kinchin, I.M., Hay, D.B. & Adams, A. (2000). How a qualitative approach to concept map analysis can be used to aid learning by illustrating patterns of conceptual development. Educational research, 42(1), pp.43-57. DOI: 10.1080/001318800363908

Marchionini, G. (2006). Exploratory search: from finding to understanding. Communications of the ACM, 49(4), pp.41-46. DOI: 10.1145/1121949.1121979

Novak, J.D. & Canas, A.J. (2007). Theoretical origins of concept maps, how to construct them, and uses in education. Reflecting Education, 3(1), pp.29-42.

Schwab, M., Strobelt, H., Tompkin, J., Fredericks, C., Huff, C., Higgins, D., Strezhnev, A., Komisarchik, M., King, G. & Pfister, H. (2017). booc. io: An Education System with Hierarchical Concept Maps. IEEE Transactions on Visualization & Computer Graphics, (1), pp.1-1. DOI: 10.1109/TVCG.2016.259851




DOI: https://doi.org/10.29311/ndtps.v0i13.2899

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.
We use both functional and performance cookies to improve visitor experience. Continue browsing if you are happy to accept cookies. Please see our Privacy Policy for more information.
OK


New Directions in the Teaching of Physical Sciences

eISSN: 2051-3615