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Bloom’s Taxonomy Re-imagine & Digital Blooms: different ways to approach learning

Bloom’s Taxonomy Re-imagine & Digital Blooms: different ways to approach learning | Representando el conocimiento | Scoop.it

I’ve long been a fan of Bloom’s Taxonomy…not necessarily for all the ways it has been pushed into different fads throughout the years, but instead for the way that it helps me (and my students) think about the learning process. It helps me approach the learning process in a more holistic way, ensuring that I don’t camp out in one way of thinking and evidencing learning for too long. I think it is human nature to get excited about one way of thinking and suddenly everything we do falls into that. It can be a little bit like the new car that you purchased, you begin to see that car everywhere because you have a new awareness of it. I’ve noticed myself doing the same in teaching. Bloom’s Taxonomy helps me to keep myself cognizant of all the different ways to approach learning.


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Representando el conocimiento
Distintas maneras de representar el conocimiento de forma gráfica
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20 herramientas para mejorar la visualización del contenido

20 herramientas para mejorar la visualización del contenido | Representando el conocimiento | Scoop.it

La revista virtual Netmagazine ha sugerido el uso de 20 herramientas para mejorar la visualización del contenido que publiques en tu sitio web: gráficas simples y complejas, mapas e infografías, y más.


Via evangelina chavez
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evangelina chavez's curator insight, September 1, 7:43 PM

La mayoría de sitios que presentamos a continuación están disponibles de forma gratuita, y algunos probablemente ya los hayas instalado en tu pc o laptop.

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A survey on knowledge representation in materials science and engineering: An ontological perspective

A survey on knowledge representation in materials science and engineering: An ontological perspective | Representando el conocimiento | Scoop.it

Zhang, X., Zhao, C., & Wang, X. (n.d.). A survey on knowledge representation in materials science and engineering: An ontological perspective. Computers in Industry, 73 IS -, 8–22.

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Developing and Implementing an Assessment Technique To Measure Linked Concepts

Developing and Implementing an Assessment Technique To Measure Linked Concepts | Representando el conocimiento | Scoop.it

Ye, L., Oueini, R., & Lewis, S. E. (2015). Developing and Implementing an Assessment Technique To Measure Linked Concepts. J. Chem. Educ., 150817142724001. http://doi.org/10.1021/acs.jchemed.5b00161

Abstract

The links students make among chemistry content is considered essential for a robust, enduring understanding in multiple learning theories. This article describes the development and implementation of an assessment technique, termed a Measure of Linked Concepts, designed to inform instructors on students? understanding of linking content throughout General Chemistry. Student performance on the assessment technique has provided unique insights relevant for instruction. For example, a substantial proportion of students could not identify when a model was used beyond its intended limit or show proficiency in tasks that the course assumed was prior knowledge. The use of these assessments also provides a means for instruction to show the relevance for topics such as periodic trends or ionic/molecular classification in a variety of subsequent topics throughout the course.

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Mind Mapping and Concept Mapping (PDF)

Wittkower, D. E. (2011). Mind Mapping and Concept Mapping. In R. T. Scholz (Ed.), Learning Through Digital Media Experiments in Technology and Pedagogy (pp. 221–229). New York.

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Análisis de interfaces navegacionales a partir del uso de esquemas de representación de conocimiento

Gaona-garcía, P. A., Montenegro-marín, C. E., & Gaona-garcía, E. E. (2015). Análisis de interfaces navegacionales a partir del uso de esquemas de representación de conocimiento. Ingeniería Y Competitividad, 17(2), 65–76.

Resumen

Actualmente la mayoría de repositorios digitales incluyen esquemas de representación de conocimiento como ontologías y tesauros para ofrecer a creadores y expertos varias alternativas que permitan gestionar, clasificar y organizar objetos de aprendizaje dentro de un repositorio; así como facilitar el uso del repositorio para ayudar a los usuarios a localizar objetos de aprendizaje, desplegar información complementaria, identificar sus relaciones, categorías, áreas de conocimiento, etc. Sin embargo, estos esquemas de clasificación a veces no son utilizados y aprovechados en la medida que sería deseable debido a: i) los usuarios no están familiarizados con los complejos sistemas de representación de conocimiento, que los expertos y creadores de repositorios utilizan para clasificar los recursos, y ii) las interfaces de usuario actuales no siempre facilitan las tareas esenciales de los usuarios que visitan el repositorio: búsqueda y localización de recursos digitales. La motivación de este artículo se centra en el segundo factor, presentando un análisis de las deficiencias de las actividades de búsqueda y navegación mediante el diseño e implementación de interfaces navegacionales a partir del uso de esquemas de representación de conocimiento. 

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The Effectiveness of Concept Mapping on Learning: A Study in a Saudi College-Level Context

Abdullah M.A. Alhomaidan, “The Effectiveness of Concept Mapping on Learning: A Study in a Saudi College-Level Context.” American Journal of Educational Research, vol. 3, no. 8 (2015): 1010- 1014. doi: 10.12691/education-3-8-10.

 

Abstract Concepts play a key role at the teaching and learning processes of different disciplines, and due to the importance of concepts many researches such as Ausubel [3], Gowin [12], Skinner [25], Piaget [21] and Gagne, [11] believe that concepts and the clarity of them are considered to be the essence of any discipline This study aims to investigate the effect of using concepts mapping on developing the learning outcome of college-level students studying at the College of Technology at Arrass. In order to achieve this objective two groups (experimental and control) were randomly assigned by the researcher; the experimental group has been asked to employ concepts mapping in their learning, while the control group members were not given instructions to do so. Both groups were tested before and after the study. The posttests results showed that the experimental group members scored higher grades compared to counterparts in the control group. Keywords: concept mapping, speaking, english, college of technology, TVTC, Saudi Arabia

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USO DO CMAPTOOLS COMO FERRAMENTA VISUAL DE APRENDIZAGEM

USO DO CMAPTOOLS COMO FERRAMENTA VISUAL DE APRENDIZAGEM

Claudio Ferretti, Ivone Georg

Resumo

As perspetivas educacionais bilingues (Libras/Português) marcam profundamente a criação dos materiais didáticos e ferramentas de interação digitais para alunos surdos. Expõem-se neste artigo, algumas orientações relativas ao emprego de mapas conceituais no processo de ensino-aprendizagem, estabelecidas a partir da experiência bilíngue em turmas de especialização em educação de surdos. O Cmaptools apresenta-se como alternativa didática de interação presencial, instrumento de intervenções pedagógicas, elaboração de aulas, exposição de trabalhos e avaliação. Em contrapartida, apresentam dificuldades de domínio e o grau de aceitação pelos alunos

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Learning: It's All About the Connections

Learning: It's All About the Connections | Representando el conocimiento | Scoop.it

Connection and all of its implications is one of the most important concepts in understanding, engaging in, and facilitating powerful learning experiences.


Via Andrea Zeitz
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Julie Cumming-Debrot's curator insight, July 7, 2:38 AM

Thanks for sharing Marco.  Brilliant.

Carolyn Williams's curator insight, July 10, 6:37 AM

It is ..

Ron McIntyre's curator insight, July 11, 9:49 AM

It is really true, learning is totally about connections.

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Diagnosis and Treatment of Students’ Misconceptions with an Intelligent Concept Mapping Tool

 

 

 

This paper focuses on a new intelligent concept mapping tool that has been created in order to diagnose and treat students’ misconceptions. This tool enables the teacher to: (a)create a detailed digital concept map of thelearning concept in question, (b) create a closed-ended interactive questionnaire attached to each node of the aforementioned concept map to evaluate students’ knowledge about each specific sub-concept, (c) diagnose the misconceptions of each student and the class as a whole (d) attach appropriate learning materials for the learning of each sub-concept, and (e) automatically assign appropriate learning materials to each student, based on the automatic diagnosis of her/his misconceptions. An example of the use of said intelligent concept mapping tool is also given.

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Use of Evernote for the Creation and Management of e-Portfolios in Higher Education | Grupo de Tecnología Educativa


Via Grupo de Tecnología Educativa, Jesús Salinas
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La utilización de mapas conceptuales y mentales en el aprendizaje significativo

Soto Carrión, C., Mamani Chata, H., & iménez Mendoza, W. (2014). La utilización de mapas conceptuales y mentales en el aprendizaje significativo. Revista de Investigaciones de La UNAD, 13(2), 63–77.

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El presente trabajo es una investigación de tipo aplicada, de nivel experimental y de diseño cuasi-experimental.

La selección de la muestra fue no probabilística, el tipo de muestreo fue intencional, distribuidos en dos grupos, uno de control y otro experimental, a quienes se les aplicó la lista de cotejo y la prueba objetiva de conocimientos pre-test, pos-test. Se determinó que la aplicación de la técnica de mapas conceptuales y mentales influyó
elevando el nivel de aprendizaje significativo.

 
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Josi Sierra's curator insight, June 13, 2:57 AM
Siempre aprendemos mas organizando, jerarquizando y resumiendo ;-)
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Eduteka - CmapTools in the Cloud: Mapas conceptuales en línea

Eduteka - CmapTools in the Cloud: Mapas conceptuales en línea | Representando el conocimiento | Scoop.it
CmapTools in the Cloud es el nombre de la versión en línea del programa CmapTools, del IHMC, que permite crear Mapas Conceptuales sin necesidad de instalar un software en el computador, pues simplemente se utiliza una conexión a Internet. Cmappers ofrece una nueva interfaz, no solo con características Web 2.0, sino con facilidades para manipular los mapas y compartirlos con otras personas. En este tutorial presentamos los primeros pasos para iniciarse en el uso de esta la herramienta.

Via Ramon Aragon
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Mapas cognitivos aplicados ao proceso de arendizagem significativa

Araújo, L. P. de. (2014). Mapas cognitivos aplicados ao proceso de arendizagem significativa. Universidade de Sao Paulo.


Este trabalho discute a teoria cognitiva da aprendizagem significativa desenvolvida por David Ausubel, onde se pretende explicar o processamento cognitivo interno que ocorre na aprendizagem. Novas informações são processadas e conceitos são ancorados, de forma relevante, durante o processo de aquisição do conhecimento. Assim, este trabalho enfatiza o papel da estrutura cognitiva do aluno na aquisição de novas informações através da utilização de mapas conceituais. A teoria de David Ausubel propõe que a experiência presente é sempre montada no que o aluno já sabe, e ressalta que a estrutura cognitiva existente, que é a organização, a estabilidade de um indivíduo, a clareza de conhecimento em um campo determinado e em determinado momento é o principal fator que influencia a aprendizagem e a retenção significativa de um novo material. A estrutura cognitiva que é clara e bem organizada facilita a aprendizagem e a retenção desses conhecimentos. Assim, um mapa conceitual proporciona uma visão idiossincrática do criador sobre o fato a que se alude, ideia desenvolvida por Joseph Novak (2010). Quando o sujeito concebe um mapa, ele expressa a sua visão madura e clara sobre um tema. Dessa forma, quando um aluno ou professor constrói o seu mapa cognitivo, ele amplia e experimenta a sua capacidade de apreender as generalidades e distinções do ponto escolhido. Ele pode construir uma hierarquia conceitual, desde as características mais gerais até as mais específicas, tornando visível a diferenciação progressiva. Dessa forma, a teoria da aprendizagem significativa de Ausubel e a elaboração de mapas conceituais de Novak tornam-se um estudo de referência no campo da aprendizagem e da inteligência, que formam a base da integração de pensamentos construtivos, sentimentos e ações.

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Cinco propuestas para utilizar mapas conceptuales en el aula -aulaPlaneta

Cinco propuestas para utilizar mapas conceptuales en el aula -aulaPlaneta | Representando el conocimiento | Scoop.it
Recopilamos ideas para que tus alumnos practiquen la creación y la interpretación de mapas conceptuales para estudiar u organizar ideas.

Via Clara Alazraki, Javier Sánchez Bolado, En el núvol
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En el núvol's curator insight, August 24, 2:00 AM

Cinco propuestas para utilizar mapas conceptuales en el aula

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Êtes-vous un Concept Mapper, un Mind-Mapper ?

Êtes-vous un Concept Mapper, un Mind-Mapper ? | Representando el conocimiento | Scoop.it

"

Posons les bases du dilemme

Depuis que j'utilise ces 2 méthodes de formalisation des connaissances, je suis confronté aux visions partisanes des utilisateurs de chacune des communautés. Pour les différencier dans cet article, je vous propose de les distinguer en leur attribuant un nom particulier.

 

les Concept Mappers (partisans des cartes conceptuelles)les Mind-Mappers (partisans des cartes mentales)


Pour ma part, je participe aux 2 communautés et j'utilise les 2 démarches.


Via pbernardon, Jean-Pierre THELEN, Louis Levy, FrancoisMagnan
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pbernardon's curator insight, August 10, 9:56 AM

Bonjour à toutes et à tous,

 

Je vous propose de partager ma vision des démarches de cartographie que j'utilise au quotidien.

 

Excellente lecture estivale

 

Pascal.

Ronan Larvor's curator insight, August 23, 2:57 PM

bon résumé de ces deux outils

Willem Kuypers's curator insight, August 24, 8:27 AM

En réunion ou en classe, les deux techniques sont utilisables. 

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The “Big Picture” of Thematic Multimedia Information Representation in Enhancing Learners’ Critical Thinking and History Reasoning

Weay, A. L., & Masood, M. (2015). The “Big Picture” of Thematic Multimedia Information Representation in Enhancing Learners’ Critical Thinking and History Reasoning. Procedia - Social and Behavioral Sciences, 197 IS -, 2058–2065.

 

This paper discusses the implementation of interactive multimedia and concept map as the thematic information representation to enhance students’ critical thinking and history reasoning. We designed a structured thematic representation of history learning with an interactive concept map based on the cognitive theory of multimedia learning and cognitive information processing theory as the underlying theories. The six components in history reasoning theoretical framework and concept map strategy are implemented in the development of web-based multimedia learning system. Multimedia information representation with visual and verbal information compensates for the massive load of history information, which is presented with an interactive knowledge structure. Learning history in-depth is not just fully accepting the facts and data from the past but also to conduct a historical analysis and interpretation as well as to rephrase and represent the historical concept with one's own point of view in a well-structured form. Thus, in this study, we discuss the strategy of how the integration of a concept map provides the “big picture” to organize, restructure, and convey the learning content thematically. This interactive concept map incorporates multimedia information representation with regard to learners’ emergent cognitive processes for history reasoning in themes. This thematic approach of the concept map provides a forecast to improve conceptual understanding, relate history to a broader context, and implement it for future events.

  
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CMC2016: 7th International Conference on Concept Mapping

CMC2016: 7th International Conference on Concept Mapping | Representando el conocimiento | Scoop.it

7th International Conference on Concept Mapping

Tallinn, Estonia - September 5-9, 2016 
(including cruise to Stockholm, Sweden)

 

Exciting Agenda for CMC2016, the 7th International Conference on Concept Mapping. In addition to a great academic program, don't miss 3 days in Tallinn, Estonia, plus a cruise to Stockholm, Sweden included as part of the conference.

Agenda includes:

Sept. 5-6: Conference days in Tallinn (Nordic Hotel Forum)Sept. 7: Conference morning in Tallinn, afternoon in cruise ship (ship leaves ~6pm to Stockholm)Sept. 7: Evening Conference event at cruise shipSept. 8: "Mapping" StockholmSept. 8: Evening Conference event at cruise shipSept. 9: Arrive back in Tallinn ~ 10am
ernestprats's insight:

Nos vemos en Tallin!

Via @cmaptools @acanas

#CMC2016

 

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Scrivener / Evernote: Link Scrivener to Evernote Notebooks

If you’re like me, and use Scrivener for your writing tasks and Evernote for collecting research, then you might find this technique to be helpful.

When working in Scrivener, there are a number of ways to refer to research that you've collected and stored in Evernote. You can copy and paste notes. You can export notes from Evernote and import them into Scrivener. You can create links to specific notes.

However, this technique is a little different. It creates a live link from Scrivener to an entire Evernote notebook.

In this video, I demonstrate the technique. You'll learn how to create the link in Evernote, and use the link in a Scrivener binder.

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Flexible Learning Itineraries Based on Conceptual Maps

Flexible Learning Itineraries Based on Conceptual Maps | Representando el conocimiento | Scoop.it
Olga Lucía Agudelo, Jesús Salinas DOI: 10.7821/naer.2015.7.130 Conference: NEW APPROACHES IN EDUCATIONAL RESEARCH Vol. 4. No. 2. July 2015 pp. 70-76 ISSN: 2254-7399

ABSTRACT The use of learning itineraries based on conceptual maps is studied in order to propose a more flexible instructional design that strengthens the learning process focused on the student, generating non-linear processes, characterising its elements, setting up relationships between them and shaping a general model with specifications for each educational level. Through a methodology built on the Successive Approximation Model (SAM), this article studies learning itinerary design, implementation and assessment process, representing, through non-linear organised conceptual maps, sets of activities leading to the development of competencies that must be understood, mastered and demonstrated. Obtained results show the adequacy of a learning itinerary based on conceptual maps of the subjects' characteristics, solving real situations through the construction and creation of new schemes and knowledge management methods while contributing to a reflection on curricular design principles using ICT and generating learning-process autonomy.


Flexible Learning Itineraries Based on Conceptual Maps - ResearchGate. Available from: http://www.researchgate.net/publication/280307861_Flexible_Learning_Itineraries_Based_on_Conceptual_Maps [accessed Jul 25, 2015].

 

 

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The different curriculum innovations from Finland for preparing our students for the twenty-first century

Ari Myllyviita
MSc (Chemistry Education), BSc (Chemistry), BEd (socialpedagogy) Lecturer, Chemistry and Mathematics, Teacher Educator Project Coordinator (Teacher's in-service ICT-training)
Viikki Teacher Training School of Helsinki University Kevätkatu 2, 00790 Helsinki

This article is a collection of different approaches how to use new technology and social media to answer coming needs of modern society. The school is changing, the teaching is facing a new era, and the old paradigms of pedagogy are falling. Students and pupils are using more and more ICT-tools (smartphones, laptops) especially outside the school. In general, ICT- tools are used for different purposes in everyday and working life. The working and learning environments are complex and there is new dimension: virtual environment and augmented reality. Moreover, we have to find out how we could make visible and useful the formal, nonformal and informal learning. The new era demands to empower students to think critically, communicate widely and work collaboratively with new tools. Therefore, these changes in everyday and working life and, moreover in learning and working environments are forcing teachers to learn how to use ICT tools in teaching and learning. 

ernestprats's insight:

Los mapas conceptuales, creados con CmapTools, juegan un papel iimportante en la formación en Finlandia.

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Aidez vos étudiants à reprendre confiance en eux-mêmes grâce à la théorie des intelligences multiples

Aidez vos étudiants à reprendre confiance en eux-mêmes grâce à la théorie des intelligences multiples | Representando el conocimiento | Scoop.it
Dans le cadre de mon travail à l'université, je suis responsable d'un dispositif d'aide à la réussite à destination des étudiants de première année.

Via Louis Levy
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Marie Jouault's curator insight, July 6, 7:16 AM

Démarche d'"employabilité" oblige ou d'"efficacité et de bien-être" pour pouvoir apprendre et se développer "tout au long de sa vie", autant "apprendre à apprendre" et capitaliser sr ses différentes intelligence.

 

Gust MEES's curator insight, July 26, 9:54 AM
Dans le cadre de mon travail à l'université, je suis responsable d'un dispositif d'aide à la réussite à destination des étudiants de première année.


En savoir plus / Learn more:



Sue Myburgh's curator insight, August 1, 7:27 PM
Dans le cadre de mon travail à l'université, je suis responsable d'un dispositif d'aide à la réussite à destination des étudiants de première année.


En savoir plus / Learn more:



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The Effects of Technology-Supported Mind and Concept Mapping on Students’ Construction of Science Concepts The Effect of Mind Mapping in Science Education

Aydin, G. (2015). The Effects of Technology-Supported Mind and Concept Mapping on Students ’ Construction of Science Concepts The Effect of Mind Mapping in Science Education. Anthropologist, 20(2013), 166–176.

 

KEYWORDS Mind Map. Concept Map. Science Concepts

 

ABSTRACT The paper investigates the effect of technology-supported mind and concept mapping on learning science concepts, student opinions on preparing mind and concept maps,and the practices used. This paper, in which a quasi-experimental design with a pre test-post test control group was used, was carried out on 62 sixth graders during the “Systems in Our Body” unit. In experimental group 1 courses were conducted through technology supported mind mapping activities, while courses in experimental group 2 were conducted through technology supported concept mapping activities. The courses in the control group were conducted through activities in the science and technology curriculum. The results revealed that the students in experimental group 1 had a higher level of understanding concepts than the other groups. Students in experimental group 1 stated that it was fun and instructive to prepare mind maps; students in experimental group 2 stated that the concept maps were fun and instructive.

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An Introduction to Design Thinking (Part Two)

An Introduction to Design Thinking (Part Two) | Representando el conocimiento | Scoop.it
In the constructivist-learning model, engagement and experience combine
with immersive environments and self-organisation of knowledge to establish
a context in which learning occurs naturally. Constructivism has since the
time of Dewey become closely affiliated with Project Based Learning and yet
despite years of efforts to refine the process the result does not always
match the promise (Scheer, Noweski and Meinel. 2012). Scheer et al. argue
that ‘Design Thinking’ is capable of providing

Via Tom D'Amico (@TDOttawa)
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Maree Whiteley's curator insight, June 10, 7:14 PM

Taking Action begins by 'identifying a problem/issue'...and the investigation begins.

Helen Teague's curator insight, June 11, 4:37 PM

In the constructivist-learning model, engagement and experience combine with immersive environments and self-organisation of knowledge to establish a context in which learning occurs naturally. Constructivism has since the time of Dewey become closely affiliated with Project Based Learning and yet despite years of efforts to refine the process the result does not always match the promise (Scheer, Noweski and Meinel. 2012). Scheer et al. argue that ‘Design Thinking’ is capable of providing

Willem Kuypers's curator insight, June 15, 3:04 AM

Un article intéressant sur le lien entre constructivisme et l'apprentissage par projet. Cela ne marche pas toujours, et l'apprentissage par conception conviendrait mieux.

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Evolution of knowledge representation and retrieval techniques

Malhotra, M., & Nair, T. R. G. (2015). Evolution of knowledge representation and retrieval techniques. I.J. Intelligent Systems and Applications, (07), 18-28. doi:10.5815/ijisa.2015.07.0

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Abstract— Existing knowledge systems incorporate knowledge retrieval techniques that represent knowledge as rules, facts or a hierarchical classification of objects. Knowledge representation techniques govern validity and precision of knowledge retrieved. There is a vital need to bring intelligence as part of knowledge retrieval techniques to improve existing knowledge systems. Researchers have been putting tremendous efforts to develop knowledge-based system that can support functionalities of the human brain. The intention of this paper is to provide a reference for further research into the field of knowledge representation to provide improved techniques for knowledge retrieval. This review paper attempts to provide a broad overview of early knowledge representation and retrieval techniques along with discussion on prime challenges and issues faced by those systems. Also, state-of-the-art technique is discussed to gather advantages and the constraints leading to further research work. Finally, an emerging knowledge system that deals with constraints of existing knowledge systems and incorporates intelligence at nodes, as well as links, is proposed. 

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