Limiting writing task freedom by constraining Cmap link type

1. Limiting writing task freedombyconstraining Cmap link type Lawrie Hunter Kochi University of Technology http://www.core.kochi-tech.ac.jp/hunter/

2. BACKGROUND: 2 ‘PASSIONS’ HAWW How Academic Writing Works (Information strategy and readability) MAPPING Foundation Information Structures (Knowledge Structures)

3. BACKGROUND: 2 ‘PASSIONS’ 1. HAWW 2. MAPPING

4. BACKGROUND: 2 ‘PASSIONS’ 1. HAWW 2. MAPPING

5. BACKGROUND: 2 ‘PASSIONS’ 1. HAWW 2. MAPPING

6. FOREGROUND: 'Tensions' Typical tensions in CALL work Learner – PC Learner – software Learner – target content Learner – interface Instructor intervention – learner performance Content presentation style – learner performance Ubiquity – learner motivation

7. FOREGROUND: 'Tensions' Hunter's tensions of interest Interface/task – learner perception of curriculum Representation – message comprehension Processing type – learner persistence Processing variation – learning effectiveness/efficiency Use of metalanguage – learner attack style Representation type – cognitive load in task scenario Representation type – degree of abstraction – curriculum transparency Representation type – degree of abstraction – task success

8. FOREGROUND: 'Tensions' Hunter's tensions of interest Interface/task – learner perception of curriculum Representation – message comprehension Processing type – learner persistence Processing variation – learning effectiveness/efficiency Use of metalanguage – learner attack style Representation type – cognitive load in task scenario Representation type – degree of abstraction – curriculum transparency Representation type – degree of abstraction – task success

9. FOREGROUND: 'Tensions' Global tension in Hunter’s mapping work: When is mapping more effective/efficient than text in task presentation/performance?

10. FOREGROUND: 'Tensions' • Uses of Concept Mapping (really) • In scenarios where text is too dense or too clumsy for easy learner access to information structures. • 2. For abstraction. • 3. For a focus on information-linking functions. • 4. To downplay text orchestration.

11. Found application: Constructivist L2 learning task

12. Found application: Constructivist L2 learning task Open-ended and ‘expressive’ tasksfree the learner to use language that is immediately, personally relevant.

13. Found application: Constructivist L2 learning task Open-ended and ‘expressive’ tasksfree the learner to use language that is immediately, personally relevant. “My favorite game.” “A day in my life.” “How I would reduce Japan’s CO2 emissions.”

14. Found application: Constructivist L2 learning task Open-ended and ‘expressive’ tasksfree the learner to use language that is immediately, personally relevant. BUT they also allow the learner to write freely in terms of -content -information structure and -rhetorical structure.

15. Found application: Constructivist L2 learning task Open-ended and ‘expressive’ tasksfree the learner to use language that is immediately, personally relevant. BUT they also allow the learner to write freely in terms of -content -information structure and -rhetorical structure. Not alwaysa good thing

16. How can we present taskso as to forcecertain* language behaviors? *e.g. use of certain structures e.g. use of certain types of cohesion device e.g. use of certain register

17. How can we present taskso as to force certain* language behaviors?Information mapping systemsallow us to usefully present task content in a low-text manner. *e.g. use of certain structures e.g. use of certain types of cohesion device e.g. use of certain register

18. Many information mapping systems Mind mapping Directed link maps Textured-link maps Horn’s argument mapping AusThink’s argument mapping Rationale argument mapping RST* maps *Rhetorical Structure Theory

19. Quantum levels of mapping Argument mapping Information structure mapping Syntactic mapping Grammatical mapping (pseudo) Association mapping

20. Mind mapping á la Tony Buzan

21. Mind mapping The links are all associations -i.e. zero granularity

22. Directed-link maps http://www.inspiration.com/

23. Textured-link* maps Boil a liquid Make steam Rotate turbines Generate electricity seawater heat fossil or N-heat boil NH3 boil H2O ! OTEC plants older type plants ! steam 20C steam 500C ! low power high power zero energy cost high energy cost *graphically textured

24. Textured-link* maps *textually textured

25. Textured-link maps (directed links) v

26. Novakian maps “The basic Novakian concept map... usually starts with a general concept at the top of the map, and then works its way down ... to more specific concepts. Abrams, R. An Overview of Concept Mapping. In Meaningful Learning: A Collaborative Literature Review of Concept Mapping. Retrieved March 18, 2008 at http://www2.ucsc.edu/mlrg/clr-conceptmapping.html

27. When is a map Novakian? “The basic Novakian concept map... usually starts with a general concept at the top of the map, and then works its way down ... to more specific concepts. Concepts are placed in [boxes]... Abrams, R. An Overview of Concept Mapping. In Meaningful Learning: A Collaborative Literature Review of Concept Mapping. Retrieved March 18, 2008 at http://www2.ucsc.edu/mlrg/clr-conceptmapping.html

28. When is a map Novakian? “The basic Novakian concept map... usually starts with a general concept at the top of the map, and then works its way down ... to more specific concepts. Concepts are placed in [boxes]... Lines are drawn from a concept to a linking word to a concept. Abrams, R. An Overview of Concept Mapping. In Meaningful Learning: A Collaborative Literature Review of Concept Mapping. Retrieved March 18, 2008 at http://www2.ucsc.edu/mlrg/clr-conceptmapping.html

29. When is a map Novakian? “The basic Novakian concept map... usually starts with a general concept at the top of the map, and then works its way down ... to more specific concepts. Concepts are placed in [boxes]... Lines are drawn from a concept to a linking word to a concept. Sequences of concepts and linking words do not always form grammatically correct sentences.” Abrams, R. An Overview of Concept Mapping. In Meaningful Learning: A Collaborative Literature Review of Concept Mapping. Retrieved March 18, 2008 at http://www2.ucsc.edu/mlrg/clr-conceptmapping.html

30. Novakian maps http://cmap.ihmc.us/

31. Many information mapping systems Mind mapping Directed link maps Textured link maps Horn’s argument mapping AusThink’s argument mapping Rationale argument mapping RST* maps *Rhetorical Structure Theory Mind mapping Directed link maps Textured link maps Horn’s argument mapping AusThink’s argument mapping Rationale argument mapping RST* maps

32. Novakian maps (Novak & Cañas, 2006) are type 3 maps, having textured link dyadic elements. Associational Directed link Textured, somehow directed link

33. Novakian maps, with their textured link dyadic elements, can be used to represent arguments. The rules of operation for Novakian maps may be defined as: Rectangles (nodes) contain concepts. Rectangles are joined by labeled lines (propositions). Propositions are usually uni-directional. The label in the middle of a proposition is called a linking phrase.

34. Clarify this study’s purpose in terms of content: Aim of this design process: -to create tasks and devices that aid the TAW learner in perceiving/using information structures: -argument structure, -knowledge structure (following Mohan (1986) and Hunter (2002)) and -message type (central message, background information).

35. Clarify this study’s purpose in terms of form of language/information

36. Novakian maps are suitable for low-text representations of rhetorical moves in logical argument. The rules of operation for Novakian maps may be defined as: Rectangles (nodes) contain nouns/noun phrases. Rectangles are joined by labeled lines (rhetorical device signals). Propositions are usually uni-directional. The label in the middle of a proposition is called a linking phrase.

37. Argument mapping Information structure mapping Syntactic mapping Grammatical mapping (pseudo) Association mapping Argument mappingas an inroad to task constraint-an extreme case ofsummarizing-persuasive rhetoric filtered out

38. Important levels of mapping Argument mapping Information structure mapping

39. Horn’s argument mapping http://www.stanford.edu/~rhorn/index.html http://www.macrovu.com/

40. AusThink argument mapping http://www.austhink.com/

41. Rationale argument mapping http://www.austhink.com/

42. RSTmapping Bill Mann’s Rhetorical Structure Theory (RST) uses various sorts of "building blocks" to describe texts. The principal block type deals with "nuclearity" and "relations" (often called coherence relations in the linguistic literature.) www.sil.org/~mannb/rst/ RST links are rhetorical devices.

43. Cmap tools http://cmap.ihmc.us/ Novakian links are syntactic devices.

44. Study: task constraint work Constraining learner behavior

45. Study: task constraint work Using link labels to constrain learner behavior Allow only links which signal the information structures which constitute the register* *Here the register is TAW, and the degree of abstraction is maximum, i.e. argument.

46. Study: task constraint work Using link labels to constrain learner behavior Allow only links which signal the information structures which constitute the register:

47. Study: task constraint work Phase 1: unconstrained associative mapping Learners made association type concept maps of the content of a text. To force summarization, a limit of 10 nodes was imposed. Performance was strongly uniform in terms of node content. Generally the learners used the lexical units (e.g. subject-verb) found in the text. ppt 1: associational mapping

48. Study: task constraint work Phase 2: unconstrained Novakian mapping Learners map the same text again, using Cmap software. Object: "try to represent the argument in the Niiho paper," which was described in the article. Maps were highly varied (chaotic variation) in content and in link type.

49. Study: task constraint work Phase 3: constrained Novakian mapping Learners mapped the text a third time, again using Cmap software, but with only the argumentation links shown below.

50. Study: task constraint work Phase 3: constrained Novakian mapping Learners mapped the text a third time, again using Cmap software, but with only prescribed argumentation links. Learner product was quite uniform in choice of links from the array above. Map structure and content varied relatively little. ppt 2: argument mapping