This is a response to the E-Learning 3.0 task for course participants created by Matthias Melcher. See https://x28newblog.wordpress.com/2018/11/09/el30-graph-task/
The task requires that we select from one of the topics of this course, and create a map from the list of keywords for the topic provided by Matthias. Matthias took the keywords from the synopsis for each topic written by Stephen Downes. The task is to connect and annotate the keywords.
Matthias provided links to two types of mapping tool – cmap.ihmc.us and a tool he has created himself – http://condensr.de/download-page/ . I have used both tools in the past, but I am more familiar with Matthias’ tool, so I used that.
I selected the ‘Cloud’ list of keywords, to create this map.
- server virtualization
- amazon web services
- redefine textbooks
Creating the map
Since I have used this tool before (see A new mapping tool: useful for research purposes) I did not find it technically difficult.
And here is a link to the interactive map, which is much more interesting, because by clicking on a node you can see the annotations – http://x28hd.de/tool/samples/JM%20Cloud%20Map.htm
(I contacted Matthias to ask him to create this link for me. WordPress does not host .htm files; at least, as far as I am aware it does not)
Despite the lack of serious technical difficulties, I did somehow manage to inadvertently make 4 copies of my map, one under the other. I found that it took a while to delete each node and link individually. And at another stage I managed to lose the map entirely (I think I swiped it off the screen). I have done this before, but I couldn’t remember how to get it back. I had saved the xml file though, so just uploaded it again. I know that Matthias is refining this tool all the time, so a block delete function sometime in the future would be great. (Update 13-11-18 – See http://condensr.de/2018/11/12/a-user-question/ for Matthias’s video explanation of how to overcome these minor difficulties that I had)
I created the map using the text from Stephen’s synopsis. This revealed the aspects of the topic that I still haven’t understood. I made a note of these in the text annotations (in italics). I did look up definitions and explanations of some terms and added text if an explanation wasn’t evident in Stephen’s text, e.g. algorithm. If I were to continue to develop the map, I would do more of this.
Thinking of knowledge as a graph
This is the real challenge, i.e. moving from thinking and seeing knowledge in a linear way to thinking and seeing knowledge as a network/graph. I like lists, but in recent years I have come to appreciate that when you organise and categorise terms in lists you miss the richness of connections. Some terms need to be in more that one category. A map shows us how ideas are interconnected. A list cannot do this. Matthias explains this really well at the start of his video, which is posted on his website download page – http://condensr.de/download-page/
I know from my experience of using this tool, that my tendency is to use it as a repository for resources. It is actually great for this. I have used it for research purposes, as a place to store information and thoughts about related articles, but as Stephen writes –
The graph, properly constructed, is not merely a knowledge repository, but a perceptual system that draws on the individual experiences and contributions of each node. This informs not only what we learn, but how we learn.
To develop my knowledge of the Cloud, to learn and understand more about it, I need to grow my connections and the links between them. The state of my knowledge can then be represented by the map. A key affordance of Matthias’ Think Tool is that it is easy to ‘grow’ the map, adding nodes and links, and storing information about them, as this growth occurs.
A graph is a distributed representation of a state of affairs created by our interactions with each other. The graph is at once the outcome of these interactions and the source of truth about those states of affairs. The graph, properly constructed, is not merely a knowledge repository, but a perceptual system that draws on the individual experiences and contributions of each node. This informs not only what we learn, but how we learn. (Stephen Downes – https://el30.mooc.ca/cgi-bin/page.cgi?post=68472)
I do not yet fully understand the link that Stephen makes between graphs and the “source of truth”. I have yet to read the article he links to – Epistemology in the Cloud, which I think might help. Stephen has written
The source of truth, if there is any, lies in how those links are created and maintained ….. and that …. it’s not the individual idea that’s important, but rather how the entire graph grows and develops. It protects us from categorization errors and helps prevent things like confirmation bias.
This links to what Matthias says, at the beginning of his video, about the dangers of pigeon-holing things.
These ideas go beyond what Matthias asked for in his task, but I do see that in order to start thinking of knowledge as a graph, we probably need to start by creating graphs, and his Think Tool helps to make the shift from thinking of knowledge as a representational system to thinking of knowledge as a perceptual system.
And finally, I now realise, more than before, that I have already been thinking about this, implicitly, in my search for understanding what Iain McGilchrist means by ‘betweenness’, which I was writing about last month on this blog. See
‘Betweenness’ : a way of being in the world – https://jennymackness.wordpress.com/2018/10/02/betweenness-a-way-of-being-in-the-world/
Understanding ‘Betweenness’ – seeing beyond the parts – https://jennymackness.wordpress.com/2018/10/10/understanding-betweenness-seeing-beyond-the-parts/
Edusemiotics, the Divided Brain and Connectivism https://jennymackness.wordpress.com/2018/09/17/4436/
Matthias Melcher Thought Condensr website – http://condensr.de/