Transcript
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Enhancing Collaborative Distance Learningthrough Wiki and Cognitive Mapping

Federico [email protected]

Dipartimento di Informatica e ComunicazioneUniversita degli Studi dell’Insubria, Varese

(cc) Some rights reserved.

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Good questions our students we expect to learn

Consider to have a course for master-degree students in CS. Theydo not have any previous exposure to philosophy in their curriculumand you want to force them think about critical questions, such as:

Is computer science really a science?

How should an empirical experiment in computer science becarried out?

What is the status of knowledge gained from conducting anexperiment in evolutionary or genetic programming?

How should an empirical experiment in computer science becarried out?

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A relatively new and fragmented discipline

Putting together philosophy and computing is a challenge, for twomain reasons:

1 the di!erent backgrounds and conceptual frameworks ofresearchers;

2 the quantity of topics among which to choose.

Our main goal is to make students aware of the scientific core oftheir discipline and the implications of their future profession.

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Introduction Remediation of writing Wiki and LATEX Cognitive Mapping Wikimaps Conclusions

A relatively new and fragmented discipline

Putting together philosophy and computing is a challenge, for twomain reasons:

1 the di!erent backgrounds and conceptual frameworks ofresearchers;

2 the quantity of topics among which to choose.

Our main goal is to make students aware of the scientific core oftheir discipline and the implications of their future profession.

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Introduction Remediation of writing Wiki and LATEX Cognitive Mapping Wikimaps Conclusions

A relatively new and fragmented discipline

Putting together philosophy and computing is a challenge, for twomain reasons:

1 the di!erent backgrounds and conceptual frameworks ofresearchers;

2 the quantity of topics among which to choose.

Our main goal is to make students aware of the scientific core oftheir discipline and the implications of their future profession.

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What our course includes

This course, lead by prof. G.A. Lanzarone and me as the tutor, isnew in the Italian University context.

1 a historical survey of logical thinking;

2 a historical survey about the development of computingmachines;

3 a presentation of ontology and the main approaches to themind since the “computational turn”;

4 computer ethics;

5 deontology of CS professionals.

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The Main Question I started from

What is the best way to conveyinformation of lecture notes,

assignments and essays?

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The naif technical rationalism view...

CS students also share the most common view of technology,where technological artifacts are “seen as objective and neutral‘technical things’ (separate from us) that we can draw upon, ornot, to achieve our particular ends” (Introna 2006).

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...and the biotechnological evolutionism view

For us, technological tools are single occurences of many potentialuses, social outcomes depending on factors like purposes of(human) agents, economic costraints and historical context.

Today, human and artificial agents work in the same environment,co-operate and co-evolve as a unique human-machine systemsituated both socially and historically.

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What is re-mediation?

The re-mediation process by Grusin and Bolter (1999)

It happens when social contexts change, e.g. for the introductionof a new technological occurrence, existing media are forced toprofoundly transform themselves.

Meanwhile, the new media have to hide to get accepted. The naiftechnical rationalism perceives them only as a more e"cientsubstitute for some old medium.

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What is re-mediation?

The horseless carriage rule by McLuhan (1964)

The new media have to conceal from the others to get accepted.For instance, mobile phones were perceived simply as more e"cientnon-fixed telephones, while they remediate the whole telephonemedium, since with mobile phones people do far more things thanphone calls (e.g. taking photos, PIM, etc.).

The name of this rule comes from the first analysis by McLuhan(1964), with respect to the evolution of automobiles.

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A carriage, museum of science and technology, Milan

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Alfa Romeo 2300 Spider Sport, also in Milan

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Remediation of writing

Writing is the most important technology we have

As shown by the anthropological researches of Ong (1982) andGoody (1982), the alphabet and the notion of natural number –zero excluded – were born together, deeply transforming society.

We show our students that the so-called two cultures, humanitiesbased on alphabet vs. sciences-technologies based on number, arehistorically determined. This helps to go beyond the naif technicalrationalism view.

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Remediation of writing

A first remediation of writing: the typographic space

As shown by Eisenstein (1983) the concepts of authorship,copyright and book as known today were born in the Modern Era.We call this the typographic space, putting emphasis on the firstproblems of standardization and the innovative user interface ofthe book as organized by Aldo Manuzio: page numbers, indexes,bibliography.

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Remediation of writing

A second remediation of writing: videographic space

After the “computational turn”, new forms of non-sequentialreading were introduced, collectively called ‘hypertext’ (Bolter1990, Nelson 1989). Such second remediation produced aspecialized form of writing, both machine-understandable andhuman-readable: coding through programming languages.

Thus the “digital literates” should have solid knowledge in thecultures of both alphabet and number.

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A constructivist learning approach

In the advanced educational setting we are trying to set up (inpassing, our course is given in teleconference between the twocities of Varese and Como), our students are encouraged to usedi!erent writing spaces and to understand their advantages anddisadvantages.

What Landow (2006) did in the humanities, introducing a newalphabetization for the new technologies in order to perform apostmodern literary and cultural critique, we are doing in a CScontext, i.e. to re-introduce the old alphabetization –argumentative writing – in the new writing spaces, in order toperform a philosophical reflection.

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On writing a philosophy and computing essay

During the course we discuss the use of a Gedankenexperiment asa literary genre (Turing 1950, Searle 1980, Floridi 2006). Ourstudents are required to write:

1 some assignments, i.e. short argumentative texts written oncurrent topics of lectures;

2 a final essay, i.e. a longer elaboration on a topic of theirchoice, previously approved by the teacher and the tutor.

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On writing a philosophy and computing essay

During the course we discuss the use of a Gedankenexperiment asa literary genre (Turing 1950, Searle 1980, Floridi 2006). Ourstudents are required to write:

1 some assignments, i.e. short argumentative texts written oncurrent topics of lectures;

2 a final essay, i.e. a longer elaboration on a topic of theirchoice, previously approved by the teacher and the tutor.

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Introduction Remediation of writing Wiki and LATEX Cognitive Mapping Wikimaps Conclusions

On writing a philosophy and computing essay

During the course we discuss the use of a Gedankenexperiment asa literary genre (Turing 1950, Searle 1980, Floridi 2006). Ourstudents are required to write:

1 some assignments, i.e. short argumentative texts written oncurrent topics of lectures;

2 a final essay, i.e. a longer elaboration on a topic of theirchoice, previously approved by the teacher and the tutor.

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While a strong typografic space is perfect for the essay...

We enforce rigorousness in writing by providing a simple stylesheetof LATEX.

After three years of adoption, we noticed a general improvement inquality, both in structure and in form, since a strong typographicwriting space helps students to concentrate on content.

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...videographic space is better for lecture notes!

The implications of using ‘new texts’, such as blogs, wikis andfolksonomies (e.g. del.icio.us) is also a topic discussed. Last yearwe decided to ‘wikify’ our lecture notes. Our current wiki format,called TiddlyWiki, records authorship of every “tiddler” (Landow’s‘lexia’).

Actual lecture notes have about 500 lexias, for approximately55,000 words. Students can follow our reading paths or createtheir own – their tiddlers being shared across academic years, sothat contributions may grow without repetitions and encourageoriginality.

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Lecture notes in wiki integrated in a traditional CMS

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How we ‘wikified’ our lecture notes

Demo time

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The limits of a pure wiki model

While in writing an essay students emphasize their convergentthinking, in annotating a wiki they make more use of divergentthinking.

The risk of disorientation is high, as it is not always easy tounderstand the relevance and importance of every singleinformation unit – ‘lexia’ in Landow’s terms.

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How to overcome the limits of wikis

Cognitive mapping considers thinking as a self-organizinginformation system, i.e. informations grow and change, while itmaintains accuracy and relevance.

When a wiki is started from scratch without supervision – e.g. ifwe let students build and share their study paths – the risk ofchaos is very high. Cognitive maps can give the necessarylightweight structure to a wiki in order to avoid this risk.

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Why cognitive mapping?

Empirical evidences. Our brain process complex informationconveyed visually in a very e!ective way, we typically identify visualpatterns easier than not-visual (e.g. words as concepts).Furthermore, visual images can overcome language barriers.

Knowledge elicitation. Information visualization doesn’t merelycommunicate ideas but it actively, organizes, concises, and clarifiesinfo chunks (Dawkins’ memes) revealing hidden patterns, gaininginsights and discovering new ideas and relations.

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Introduction Remediation of writing Wiki and LATEX Cognitive Mapping Wikimaps Conclusions

Why cognitive mapping?

Empirical evidences. Our brain process complex informationconveyed visually in a very e!ective way, we typically identify visualpatterns easier than not-visual (e.g. words as concepts).Furthermore, visual images can overcome language barriers.

Knowledge elicitation. Information visualization doesn’t merelycommunicate ideas but it actively, organizes, concises, and clarifiesinfo chunks (Dawkins’ memes) revealing hidden patterns, gaininginsights and discovering new ideas and relations.

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Introduction Remediation of writing Wiki and LATEX Cognitive Mapping Wikimaps Conclusions

Three di!erent paradigms for cognitive mapping

Cognitive mapping became popular in the 1980s-90s, where it wasuses esp. for educational and self-coaching purposes, e.g.note-taking, brainstorming, time management, etc.

Concept mapping. Initiated by J. D. Novak (and Canas,2006) and developed in the Institute for Human and MachineCognition (IHMC) over Ausubel’s works on psychology.O"cial software: CmapTools (free).

Mind mapping. Discovered and spread by Tony Buzan(2007) and his own international associations.O"cial software: MindManager (proprietary).

Dialogue mapping. Fully explored by Je! Conklin (2006)through the CogNexus Institute and the Open University.O"cial software: Compendium (free).

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Introduction Remediation of writing Wiki and LATEX Cognitive Mapping Wikimaps Conclusions

Three di!erent paradigms for cognitive mapping

Cognitive mapping became popular in the 1980s-90s, where it wasuses esp. for educational and self-coaching purposes, e.g.note-taking, brainstorming, time management, etc.

Concept mapping. Initiated by J. D. Novak (and Canas,2006) and developed in the Institute for Human and MachineCognition (IHMC) over Ausubel’s works on psychology.

O"cial software: CmapTools (free).

Mind mapping. Discovered and spread by Tony Buzan(2007) and his own international associations.O"cial software: MindManager (proprietary).

Dialogue mapping. Fully explored by Je! Conklin (2006)through the CogNexus Institute and the Open University.O"cial software: Compendium (free).

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Introduction Remediation of writing Wiki and LATEX Cognitive Mapping Wikimaps Conclusions

Three di!erent paradigms for cognitive mapping

Cognitive mapping became popular in the 1980s-90s, where it wasuses esp. for educational and self-coaching purposes, e.g.note-taking, brainstorming, time management, etc.

Concept mapping. Initiated by J. D. Novak (and Canas,2006) and developed in the Institute for Human and MachineCognition (IHMC) over Ausubel’s works on psychology.O"cial software: CmapTools (free).

Mind mapping. Discovered and spread by Tony Buzan(2007) and his own international associations.O"cial software: MindManager (proprietary).

Dialogue mapping. Fully explored by Je! Conklin (2006)through the CogNexus Institute and the Open University.O"cial software: Compendium (free).

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Introduction Remediation of writing Wiki and LATEX Cognitive Mapping Wikimaps Conclusions

Three di!erent paradigms for cognitive mapping

Cognitive mapping became popular in the 1980s-90s, where it wasuses esp. for educational and self-coaching purposes, e.g.note-taking, brainstorming, time management, etc.

Concept mapping. Initiated by J. D. Novak (and Canas,2006) and developed in the Institute for Human and MachineCognition (IHMC) over Ausubel’s works on psychology.O"cial software: CmapTools (free).

Mind mapping. Discovered and spread by Tony Buzan(2007) and his own international associations.

O"cial software: MindManager (proprietary).

Dialogue mapping. Fully explored by Je! Conklin (2006)through the CogNexus Institute and the Open University.O"cial software: Compendium (free).

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Introduction Remediation of writing Wiki and LATEX Cognitive Mapping Wikimaps Conclusions

Three di!erent paradigms for cognitive mapping

Cognitive mapping became popular in the 1980s-90s, where it wasuses esp. for educational and self-coaching purposes, e.g.note-taking, brainstorming, time management, etc.

Concept mapping. Initiated by J. D. Novak (and Canas,2006) and developed in the Institute for Human and MachineCognition (IHMC) over Ausubel’s works on psychology.O"cial software: CmapTools (free).

Mind mapping. Discovered and spread by Tony Buzan(2007) and his own international associations.O"cial software: MindManager (proprietary).

Dialogue mapping. Fully explored by Je! Conklin (2006)through the CogNexus Institute and the Open University.O"cial software: Compendium (free).

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Introduction Remediation of writing Wiki and LATEX Cognitive Mapping Wikimaps Conclusions

Three di!erent paradigms for cognitive mapping

Cognitive mapping became popular in the 1980s-90s, where it wasuses esp. for educational and self-coaching purposes, e.g.note-taking, brainstorming, time management, etc.

Concept mapping. Initiated by J. D. Novak (and Canas,2006) and developed in the Institute for Human and MachineCognition (IHMC) over Ausubel’s works on psychology.O"cial software: CmapTools (free).

Mind mapping. Discovered and spread by Tony Buzan(2007) and his own international associations.O"cial software: MindManager (proprietary).

Dialogue mapping. Fully explored by Je! Conklin (2006)through the CogNexus Institute and the Open University.

O"cial software: Compendium (free).

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Introduction Remediation of writing Wiki and LATEX Cognitive Mapping Wikimaps Conclusions

Three di!erent paradigms for cognitive mapping

Cognitive mapping became popular in the 1980s-90s, where it wasuses esp. for educational and self-coaching purposes, e.g.note-taking, brainstorming, time management, etc.

Concept mapping. Initiated by J. D. Novak (and Canas,2006) and developed in the Institute for Human and MachineCognition (IHMC) over Ausubel’s works on psychology.O"cial software: CmapTools (free).

Mind mapping. Discovered and spread by Tony Buzan(2007) and his own international associations.O"cial software: MindManager (proprietary).

Dialogue mapping. Fully explored by Je! Conklin (2006)through the CogNexus Institute and the Open University.O"cial software: Compendium (free).

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Introduction Remediation of writing Wiki and LATEX Cognitive Mapping Wikimaps Conclusions

Mind maps

Radiant thinking is the base of mind mapping

Mind mapping (trademarked by Tony Buzan) begins from acentral idea.

Then related ideas radiate out from the center as branches.They are called Basic Ordering Ideas (BOIs).

Some branches give birth to minor branches, as minor themesor particular and detailed ideas.

Like neurons.

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Introduction Remediation of writing Wiki and LATEX Cognitive Mapping Wikimaps Conclusions

Mind maps

Radiant thinking is the base of mind mapping

Mind mapping (trademarked by Tony Buzan) begins from acentral idea.

Then related ideas radiate out from the center as branches.They are called Basic Ordering Ideas (BOIs).

Some branches give birth to minor branches, as minor themesor particular and detailed ideas.

Like neurons.

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Introduction Remediation of writing Wiki and LATEX Cognitive Mapping Wikimaps Conclusions

Mind maps

Radiant thinking is the base of mind mapping

Mind mapping (trademarked by Tony Buzan) begins from acentral idea.

Then related ideas radiate out from the center as branches.They are called Basic Ordering Ideas (BOIs).

Some branches give birth to minor branches, as minor themesor particular and detailed ideas.

Like neurons.

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Introduction Remediation of writing Wiki and LATEX Cognitive Mapping Wikimaps Conclusions

Mind maps

Radiant thinking is the base of mind mapping

Mind mapping (trademarked by Tony Buzan) begins from acentral idea.

Then related ideas radiate out from the center as branches.They are called Basic Ordering Ideas (BOIs).

Some branches give birth to minor branches, as minor themesor particular and detailed ideas.

Like neurons.

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An example: a mind map about the summer school ESSAP

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Mind maps

Mind mapping is fast and easy

A mind map is a tree structure of keywords and they relations. Ithas a radiant shape and is much more rich in colours, pictures, anddrawings compared with concept or dialogue maps.

Human brains recognize shapes and drawings better than wordsand numbers, so if you want to remember ideas give them a goodlook.

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Dialogue Mapping

Dialogue maps as solutions to wicked problems

Mind maps work well for singles, but they can be di"cult to beshared or to be created by gropus, as they have no structure at all.Dialogue mapping try to overcome these limits with a lightweightstructure. Unlike mind mapping, links (arcs) may be tagged.

Compendium is based on the conversational or dialogue mappingapproach and derived from Issue-Based Information System (IBIS).Horst Rittel developed IBIS in the 1970s as a method to solvewicked problems. Unlike tame problems, in the case of wickedproblems the problem solving approach doesn’t fit.

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Dialogue Mapping

Dialogue maps as group support

Dialogue mapping is particulary useful in groups, i.e. supportingthe continous dialogue among stakeholders in the problem in orderto reframe.

Every misunderstanding or disagreement should be reframed as anissue or in an inquiry, avoiding the so-called “answer reflex” (theloop question-justification).

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Dialogue Mapping

The Bohr model of the rhetoric atom (Conklin 2006)

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We want you (as developers!)

http://wikimaps.rubyforge.org

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Wikimaps: the prototypical application

Demo time

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Introduction Remediation of writing Wiki and LATEX Cognitive Mapping Wikimaps Conclusions

Some remarks

In this paper it was presented:

1 our starting point in the teaching of philosophy andcomputing;

2 how to use di!erent writing spaces, delving into other fields.

What it is still in the todo list:

1 a test phase of wikimaps as an integrated engine for lecturenotes by the developer team (i.e. Lanzarone and me);

2 a first release for the final users (i.e. students) as anintegrated engine for lecture notes where they can add theystudy paths.

3 a non-prototypical release of wikimaps.

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Introduction Remediation of writing Wiki and LATEX Cognitive Mapping Wikimaps Conclusions

Some remarks

In this paper it was presented:

1 our starting point in the teaching of philosophy andcomputing;

2 how to use di!erent writing spaces, delving into other fields.

What it is still in the todo list:

1 a test phase of wikimaps as an integrated engine for lecturenotes by the developer team (i.e. Lanzarone and me);

2 a first release for the final users (i.e. students) as anintegrated engine for lecture notes where they can add theystudy paths.

3 a non-prototypical release of wikimaps.

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Introduction Remediation of writing Wiki and LATEX Cognitive Mapping Wikimaps Conclusions

Some remarks

In this paper it was presented:

1 our starting point in the teaching of philosophy andcomputing;

2 how to use di!erent writing spaces, delving into other fields.

What it is still in the todo list:

1 a test phase of wikimaps as an integrated engine for lecturenotes by the developer team (i.e. Lanzarone and me);

2 a first release for the final users (i.e. students) as anintegrated engine for lecture notes where they can add theystudy paths.

3 a non-prototypical release of wikimaps.

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Introduction Remediation of writing Wiki and LATEX Cognitive Mapping Wikimaps Conclusions

Some remarks

In this paper it was presented:

1 our starting point in the teaching of philosophy andcomputing;

2 how to use di!erent writing spaces, delving into other fields.

What it is still in the todo list:

1 a test phase of wikimaps as an integrated engine for lecturenotes by the developer team (i.e. Lanzarone and me);

2 a first release for the final users (i.e. students) as anintegrated engine for lecture notes where they can add theystudy paths.

3 a non-prototypical release of wikimaps.

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Introduction Remediation of writing Wiki and LATEX Cognitive Mapping Wikimaps Conclusions

Some remarks

In this paper it was presented:

1 our starting point in the teaching of philosophy andcomputing;

2 how to use di!erent writing spaces, delving into other fields.

What it is still in the todo list:

1 a test phase of wikimaps as an integrated engine for lecturenotes by the developer team (i.e. Lanzarone and me);

2 a first release for the final users (i.e. students) as anintegrated engine for lecture notes where they can add theystudy paths.

3 a non-prototypical release of wikimaps.

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Introduction Remediation of writing Wiki and LATEX Cognitive Mapping Wikimaps Conclusions

Some remarks

In this paper it was presented:

1 our starting point in the teaching of philosophy andcomputing;

2 how to use di!erent writing spaces, delving into other fields.

What it is still in the todo list:

1 a test phase of wikimaps as an integrated engine for lecturenotes by the developer team (i.e. Lanzarone and me);

2 a first release for the final users (i.e. students) as anintegrated engine for lecture notes where they can add theystudy paths.

3 a non-prototypical release of wikimaps.

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Introduction Remediation of writing Wiki and LATEX Cognitive Mapping Wikimaps Conclusions

Some remarks

In this paper it was presented:

1 our starting point in the teaching of philosophy andcomputing;

2 how to use di!erent writing spaces, delving into other fields.

What it is still in the todo list:

1 a test phase of wikimaps as an integrated engine for lecturenotes by the developer team (i.e. Lanzarone and me);

2 a first release for the final users (i.e. students) as anintegrated engine for lecture notes where they can add theystudy paths.

3 a non-prototypical release of wikimaps.

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Introduction Remediation of writing Wiki and LATEX Cognitive Mapping Wikimaps Conclusions

Thank you for your kind attention.

Download these slides at the following permalink:

http://slideshare.net/goberiko

(cc) F. Gobbo 2007. Published in Italy.Attribuzione – Non commerciale – Condividi allo stesso modo 2.5.


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