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We utilized cross tabulation statistics, word frequency counts, and content analysis of research output to conduct a bibliometric study, and used CiteSpace software to depict a knowledge map for research on entrepreneurship education in China from 2004 to 2013. The study shows that, in this duration, the study of Chinese entrepreneurship education experienced a progression through three stages, an "exploratory stage of learning from foreign models," a "developmental stage geared toward employment problems," and a "transformative stage promoting cultivation of student abilities," and featured three primary characteristics, "multidisciplinary fusion," "imbalanced regional distribution," and "policy orientation." In the future, popular fields in the study of entrepreneurship education are to be concentrated in the three areas, namely "entrepreneurship education and talent cultivation," "entrepreneurship education and entrepreneurial environments," and "entrepreneurship education and innovation education."

Student-generated tagclouds provided an intuitive overview of a group of learners' collective knowledge. Although such tagclouds may have the potential to be used as effective learning tools, it has not been clear how students use this tool for knowledge construction. In this paper, we report a two-stage study that investigated college students' experiences of using tagclouds for developing their domain knowledge, culminating in individual concept maps and research papers. Based on the results of the qualitative analyses of students' reflections from the first stage, an intervention was introduced: group discussions on tagclouds generated from different groups. The result of Study Stage II showed that group discussions highlighted the utility of the tagclouds. Treatment group participants were more likely to use tagclouds as metacognitive strategies for planning, searching, retrieving, and organizing their learning. The two-stage study also underscored the importance of collecting students' reflections earlier in the learning process when introducing a new technology tool to promote learning.

Extracting and formally representing the knowledge embedded in textbooks, such as the concepts explained and the relations between them, can support the provision of advanced knowledge-based services for learning environments and digital libraries. In this paper, we consider a specific type of relation in textbooks referred to as "prerequisite relations" (PR). PRs represent precedence relations between concepts aimed to provide the reader with the knowledge needed to understand a further concept(s). Their annotation in educational texts produces datasets that can be represented as a graph of concepts connected by PRs. However, building good-quality and reliable datasets of PRs from a textbook is still an open issue, not just for automated annotation methods but even for manual annotation. In turn, the lack of good-quality datasets and well-defined criteria to identify PRs affect the development and validation of automated methods for prerequisite identification. As a contribution to this issue, in this paper, we propose PREAP, a protocol for the annotation of prerequisite relations in textbooks aimed at obtaining reliable annotated data that can be shared, compared, and reused in the research community. PREAP defines a novel textbook-driven annotation method aimed to capture the structure of prerequisites underlying the text. The protocol has been evaluated against baseline methods for manual and automatic annotation. The findings show that PREAP enables the creation of prerequisite knowledge graphs that have higher inter-annotator agreement, accuracy, and alignment with text than the baseline methods. This suggests that the protocol is able to accurately capture the PRs expressed in the text. Furthermore, the findings show that the time required to complete the annotation using PREAP are significantly shorter than with the other manual baseline methods. The paper includes also guidelines for using PREAP in three annotation scenarios, experimentally tested. We also provide example datasets and a user interface that we developed to support prerequisite annotation.

Like many higher education institutions, amplifying experiential learning (EL) is a priority for the University of Calgary. In order to capture the extent and complexity of EL that exists in an institution, it is crucial to have a common understanding of the concept. In 2018, the University of Calgary created the EL Working Group, tasked with creating a definition of EL and framework unique to our institutional context. One way to capture EL across a program of study is through curriculum mapping. By identifying where EL already exists, a group can determine current strengths as well as how to improve EL offerings in future. In the example provided in our paper, we show the results of one such mapping process and provide recommendations for others considering using this process for capturing EL across a program of study. [Articles in this journal were presented at the University of Calgary Conference on Postsecondary Learning and Teaching.]

An alternative to insert history of science (HS) in teacher formation programs is the use of concept maps (CM), which may be very useful to represent the historical elaboration dimension of science concepts, laws, and principles. This paper presents the results of a study that identifies the conceptions of pre-service physics teachers about the relationships between CM hierarchical organization and knowledge elaboration in HS. In the first stage of the research, the content analysis methodology was used to analyze and categorize the students' answers to questions concerning the relationships between CM hierarchical organization and HS. In the second stage, the answers of a different group of pre-service teachers were analyzed concerning the level of agreement with the categories previously elaborated. The students associated CM hierarchical organization with knowledge improvement, elucidation of the importance level of the concepts, and the relationships between more general and more specific contents. We point out that the use of CM in HS subjects may contribute to the pre-service teachers associating HS concepts not in a chronological way, but in hierarchical order, from the most general to the most specific ones.

The authors, through a consultancy with the Caribbean Child Development Centre, the University of the West Indies Open Campus, sought to identify comprehensive parent support programmes and policies in the healthcare sector in non-Spanish-speaking Caribbean countries. As mapping researchers, the authors were contracted to map policies and programmes in the healthcare sector whose aims were to support both family wellbeing and children's healthy development. A review of the existing literature about parenting practices and parenting support programming in the Caribbean was conducted. A catalogue of existing programmes and policies in non-Spanish speaking Caribbean countries was compiled using relevant documents and interviews from primary sources involved in the programmes and the development and implementation of policies. This article outlines the trends identified during the interviews and mapping exercise.

Early Childhood Education and Care (ECEC) services are critical points of intervention for children impacted by trauma. Intervention Mapping was utilised to develop an initiative for trauma-informed organisational change in ECEC. This paper describes how the research team understood the need and opportunity for the program using Intervention Mapping Step 1. This included: (i) convening a planning group, (ii) conducting needs assessment, (iii) describing the context for intervention, and (iv) establishing program goals. Benefits, challenges, and recommendations on using Intervention Mapping for program development in ECEC settings are discussed.

This paper illustrates the use of curriculum mapping as a process that can support productive boundary encounters between lecturers in an initial teacher education (ITE) programme as part of curriculum review. Using mathematics as the context, lecturers in a 1-year primary graduate ITE programme developed a curriculum map to identify the mathematical thinking opportunities available to their pre-service teachers in their courses and across the programme. The coordinated approach to curriculum analysis/mapping expanded lecturers' definition of mathematical skills and reasoning and their awareness of opportunities their students had to engage with mathematical ideas. The mapping process included collaborative discussions, document analysis and iterative development of a curriculum map. In an overcrowded curriculum, which responds to government policies and university initiatives such as embedding critical literacy, mathematical foundations and cross-disciplinary study, the mapping process has potential to meet multiple demands and agendas. In our study, the mapping process and the map offered purposeful and productive grounds for learning and development. They were central to facilitating dialogic boundary encounters between programme lecturers resulting in the re-conceptualisation of course and programme curriculum boundaries. We expect study findings will be of interest to programme leaders, lecturers and researchers facing the challenge of identifying and supporting the development of competencies and multi-literacies that span courses and programmes.

There is growing interest in the adoption of open educational resources (OER) and open educational practices (OEP) in a variety of contexts. Continuing professional development (CPD) among practitioners in the effective adoption of OER and OEP is critical in this scenario. Massive open online courses (MOOCs), which also grew as part of the open education movement, provide a feasible means for this purpose. MOOCs are considered a 'disruptive innovation' in making free and open learning opportunities accessible to large numbers. Yet, the design of an effective massive online course that is as robust as a great online course with smaller student numbers where good principles of teaching and learning are maintained, is very challenging. Most contemporary MOOCs tend to have a content-driven focus of knowledge transmission, deviating from its original focus of knowledge generation. With the intention of providing learning experiences to promote learner engagement with OER, rather than presenting content about OER, we designed four CPD MOOCs to support the integration of OER and adoption OEP by practitioners based on a scenario-based learning (SBL) approach. This paper presents the analysis and design phases of this process, discussing the challenges faced and innovative strategies adopted in our pursuit to answer the question, "How best to design effective MOOCs on OER and OEP for continuing professional development of practitioners?" [This paper was presented at the 2018 Open Education Consortium Global Conference, held in Delft (The Netherlands) April 24th-26th, 2018.]

With growing internationalism, there is a shift in research patterns in developing countries, especially China and India, generating vital and contemporary research areas that are beginning to challenge the existing Western‐dominated research literature in social sciences. Yet, many of the new ideas within conceptual papers by the social sciences are not empirically validated, let alone operationalized. This is where the group concept mapping method can play a role in bridging the gap between phenomenal conceptualization and having an empirically valid model that can then be operationalized. The group concept mapping process involves five steps: create statements, sort statements, run multidimensional scaling (MDS) of sorted units, run cluster analysis, and label the clusters. This approach allows for the collective thoughts of a pre‐defined group to be collected and organized into a tangible output with academic rigor. This paper offers an overview of the group concept mapping methodology, discussing the processes of the method, how the method can be utilized fully within the business and broader social science context, and the strengths, weaknesses, and practical implications of group concept mapping. [ABSTRACT FROM AUTHOR]

This paper presents a cartography of the digital literacy academic field. Such cartography is comprised of two sections: a categorization of the field through literature review and analysis, and an exploration of its main issues through thematic and network analysis. On the one hand, five conceptual categories of digital literacies are found: functional, sociocultural, critical, transformative, and sociomaterial. On the other, main issues are described with 21 recurring themes of digital literacy and a few networks depicting its most salient matters of concern, concluding with an interpretation of these in the composition of 8 encompassing issue spaces: digital literacies conceptions and practices, digital literacy in education, access and digital divide, digital texts and literacy, websites and social networks, digital technologies at the workplace and healthcare, digital technologies users and uses, and information issues. Finally, a few paragraphs are dedicated to the limitations of categorizing and issue mapping.

Background: Right hemisphere communication disorders are neither consistently labelled nor adequately defined. Labels associated with right hemisphere brain damage (RHD) are broad and fail to capture the essence of communication challenges needed for stroke-related service provisions. Determination of rehabilitation needs and best-practice guidelines for the education, management and functional improvement of communication disorders after RHD are all predicated on an apt diagnostic label and disorder characteristics. Aims: In this paper "apragmatism" is proposed as a potential communication-specific diagnostic label for the impairments in communication that occur after RHD. In particular, the researchers aimed: (1) to establish an operational definition of apragmatism; and (2) to describe the linguistic, paralinguistic and extralinguistic communication deficits under the umbrella term "apragmatism." Methods & Procedures: An international collaborative of researchers with expertise in RHD followed a multilevel approach to consider the utility of apragmatism as a diagnostic label. Adopting the relational approach to concept mapping, the researchers engaged in a series of group meetings to complete four levels of mapping: (1) identify and review, (2) define, (3) expert discussion and (4) label determination. Main Contribution: Apragmatism was established as a suitable diagnostic label for the impairments in communication associated with RHD. The paper offers an operational definition and description of the linguistic, paralinguistic and extralinguistic features of apragmatism through evidence summaries and examples from people with RHD retrieved from the RHDBank. Conclusions & Implications: The adoption of the term apragmatism offers an opportunity to capture the hallmark of RHD communication deficits. The use of the term is recommended when referencing the pragmatic language impairments in this population. Apragmatism, which may co-occur with or be exacerbated by cognitive impairments, can interfere with the ability to interpret and convey intended meaning and impact the lives of right hemisphere stroke survivors and their families.

Concept maps help detect misconceptions and provide revision exercises to assess comprehension once a topic has been introduced. A concept map is a schematic drawing used to show the connection among the concepts in propositional form. A concept map is a helpful tool for illustrating the relationships between main concepts and sub-concepts. The main objective of the study was to identify misconceptions about the human digestive system among higher secondary students using concept maps. The data was collected from higher secondary students XI class students) (N = 388) with the help of students' preliminary concept maps and researcher-made concept map tools. Findings of the study showed that secondary school students hold misconceptions related to the human digestive system, i.e. few (22.68%) students have misconceptions such as 'Human Digestive System is the process by which hard food is converted into simple diffusible assimilable nutrients', few (19.32%) students have misconceptions such as 'Alimentary Canal starts with the throat," etc. The present paper will help use concept maps for the identification and remediation of students' misconceptions.

This paper reports on the findings from the use of concept maps in a mathematics foundation course at a university in Kuwait. The study sample consisted of 130 freshmen students from a mathematics foundation course. Through a case-study design, concept maps and assessment tests were utilized to assess and monitor students' mathematical understanding and achievement at various points of the course. The findings of the study showed that concept maps can be effective as a tool to assess, monitor, and improve students' mathematical understanding, particularly their conceptual understanding when they are used systematically and when their use is followed-up by discussions that encourage students to reflect and talk about their maps and the links they have made. The improved understanding was found to contribute to the enhancement of mathematical achievement. The paper reports details on the use of concept maps in mathematics lessons and makes recommendations for practice and future research.

Using data to generate a deeper understanding of collaborative learning is not new, but automatically analyzing log data has enabled new means of identifying key indicators of effective collaboration and teamwork that can be used to predict outcomes and personalize feedback. Collaboration analytics is emerging as a new term to refer to computational methods for identifying salient aspects of collaboration from multiple group data sources for learners, educators, or other stakeholders to gain and act upon insights. Yet, it remains unclear how collaboration analytics go beyond previous work focused on modelling group interactions for the purpose of adapting instruction. This paper provides a conceptual model of collaboration analytics to help researchers and designers identify the opportunities enabled by such innovations to advance knowledge in, and provide enhanced support for, collaborative learning and teamwork. We argue that mapping from low-level data to higher-order constructs that are educationally meaningful, and that can be understood by educators and learners, is essential to assessing the validity of collaboration analytics. Through four cases, the paper illustrates the critical role of theory, task design, and human factors in the design of interfaces that inform actionable insights for improving collaboration and group learning.

This paper draws on the breadth of Forest School research literature spanning the past ten years in order to categorise theorisations across the papers. As Forest Schools in the UK are still a fairly recent development research is still limited in quantity and can lack theorisation at a broader level of abstraction. The systematic literature review draws largely on the framework produced by the Evidence for Policy and Practice Information and Co-ordinating Centre (EPPI-Centre) ([2019b]. What is a Systematic Review? Accessed: 13 August 2020. http://eppi.ioe.ac.uk/cms/Default.aspx?tabid=67). The paper highlights a set of overarching themes for Forest School research as well as providing a conceptual map representing three distinct contexts: early years, special education needs and disability, and formal education. In addition, a set of more abstract themes emerged from work associated with the Forest School space.

This paper examines the contributions of mapping research to critical qualitative research methodology. Mapping research is introduced, along with its history, the prevalence of geo- and socio-spatial theoretical frameworks used with the methodology, and the predominant framing of mapping research in the field of education. The main goal of this paper is to share some of the wide variety of approaches to mapping research to help scholars understand where the methodology comes from, where it is going, as well as its scope, strengths, limitations, and possibilities for critical qualitative research. Three diverse examples of mapping research are analysed in detail with attention given to their theoretical and methodological contexts, prompts and generated artefacts, as well as strengths and limitations.

The term open education has recently been used to refer to topics such as Open Educational Resources (OERs) and Massive Open Online Courses (MOOCs). Historically its roots lie in civil approaches to education and open universities, but this research is rarely referenced or acknowledged in current interpretations. In this article the antecedents of the modern open educational movement are examined, as the basis for connecting the various strands of research. Using a citation analysis method the key references are extracted and their relationships mapped. This work reveals eight distinct sub-topics within the broad open education area, with relatively little overlap. The implications for this are discussed and methods of improving inter-topic research are proposed. [This paper was presented at the 2018 Open Education Consortium Global Conference, held in Delft (The Netherlands) April 24th-26th, 2018.]

Gamification in education presents a number of benefits that can theoretically facilitate higher engagement and motivation among students when learning complex, technical concepts. As an innovative, high-potential educational tool, many educators and researchers are attempting to implement more effective gamification into undergraduate coursework. Cyber Security Operations (CSO) education is no exception. CSO education traditionally requires comprehension of complex concepts requiring a high level of technical and abstract thinking. By properly applying gamification to complex CSO concepts, engagement in students should see an increase. While an increase is expected, no comprehensive study of CSO gamification applications (GA) has yet been undertaken to fully synthesize the use and outcomes of existing implementations. To better understand and explore gamification in CSO education, a deeper analysis of current gamification applications is needed. This research outlines and conducts a methodical, comprehensive literature review using the Systematic Mapping Study process to identify implemented and evaluated GAs in undergraduate CSO education. This research serves as both a comprehensive repository and synthesis of existing GAs in cybersecurity, and as a starting point for further CSO GA research. With such a review, future studies can be undertaken to better understand CSO GAs. A total of 74 papers were discovered which evaluated GAs undergraduate CSO education, through literature published between 2007 and June 2022. Some publications discussed multiple GAs, resulting in a total of 80 undergraduate CSO GAs listing at https://bit.ly/3S260GS. The study outlines each GA identified and provides a short overview of each GA. It also provides a summary of engagement-level characteristics currently exhibited in existing CSO education GAs and discusses common themes and findings discovered in the course of the study.

Information technology is a significant action to promote education informatization. Currently, there are numerous literature studies on information technology education, but existing research lacks a comparative summary of the research status, research hot spots, and research trend of information technology in China and abroad from an overall perspective. Therefore, this paper selected the information technology education literature collected by China National Knowledge Infrastructure (CNKI) and Web of Science Core Collection (WoS) from 2000 to 2021 as the research object and used bibliometrics to analyze the literature characteristics, core forces, research hot spot, and frontier trend of information technology education in China and abroad. The results showed that: (1) The discipline literature of information technology education showed a fluctuating growth trend, in which the growth rate of foreign literature was faster, and the scale of Chinese literature was slightly smaller; Both Chinese and foreign literature involved pedagogy, computer, and other disciplines, with the characteristics of multi-disciplinary integration. (2) The United States was the leading country in this field, followed by China, with the total literature accounting for more than 50%, ranking the leading position in the world; China Audio-Visual Education and Computers & Education were representative journals in China and abroad. (3) Foreign research focused on information technology, education, science, attitude, model, perception, experience, self-efficacy, Internet, etc. China's hotspots included information literacy, computational thinking, curriculum standards, application contexts, teaching models, subject integration, etc. Foreign research focused on both theory and practice, while China focused on the theoretical nature of the subject, but the degree of practice was insufficient. (4) Student participation, technology integration, teaching innovation, Internet +, core literacy, and artificial intelligence (AI) have been popular until now, constituting the discipline frontier in information technology education.

In this paper, to handle the problem of the quick evolution of cyber-security attacks, we developed the iMonsters board game and proposed the attack and defense knowledge self-evolving algorithm. Three versions of the iMonsters were launched in 2013, 2017, and 2019, respectively. Accordingly, the cyber-security ontology can be refined by the ontology fusion-or-splitting procedure for the newly collected cyber-security incidents, as well as the roles and rules of the iMonsters can be refined by the gaming portfolio mining procedure for the collected portfolio. Furthermore, we conducted game-based learning (GBL), a quasi-experiment of pre/post-testing, and concept map testing using the iMonsters board game in a children's summer camp. The experimental results indicate that the students can acquire up-to-date cyber-security knowledge with the iMonsters better than students who learn in a traditional classroom setting, and the students' satisfaction with acquiring cyber-security knowledge with the instructional design of the iMonsters is better compared with learning in a traditional classroom setting. Satisfaction with the new version has continuously increased. Besides, the results of the in-depth interviews show that the new version was easier to learn. Thus, we may conclude that using the self-evolving iMonsters can improve learning effectiveness and participation in GBL.

Research, primarily from pre-service teachers' perspectives, has found that teacher education programmes are not providing adequate preparation for constructivist pedagogy using information technology. This subject is pronounced in Ghana's teacher education programmes, where local research that investigates knowledge patterns in technology training methods and competencies pre-service teachers mainly acquire is also scarce. In addressing this gap, this paper describes a qualitative study that examined the reflective views and experiences of 20 in-service teachers regarding what was offered and missing in their pre-service training for digital pedagogy. Findings revealed teachers benefit from standalone educational technology courses, teacher educators modelling technology use, and curriculum activities requiring technology use. The knowledge pattern in these training methods suggests a prioritisation of technical skills acquisition that mostly supports traditional, teacher-centred teaching tasks. Factors impeding pedagogical development training are unpacked, along with the reasons behind misalignments between teacher education policy requirements, and actual pre-service technology training practices.

The purpose of this research is to analyse the evolution and trends of research into digital pedagogy in higher education through the application of bibliometric analysis and systematic review of scientific output. For the bibliometric analysis, the built-in functions of WoS were used, including "Analyze results" and "Citation report." The VOSviewer software was employed to construct bibliometric maps. The analysis focuses on studies about digitalisation, university education and education quality, three categories that are grouped around digital pedagogies and methodologies. The sample contains 242 scientific publications, including articles (65.7%), publications published in the United States (17.7%) and publications financed by the European Commission (3.71%). Barber, W., and Lewin, C., are the authors with the greatest impact. The scientific output forms three networks: the "social network" (2000-2010), the "digitalisation network" (2011-2015) and the "network of the expansion of digital pedagogy" (2016-2023). The most-mature research (2005-2009) concerns the integration of technologies in education. The research with the greatest impact (2020-2022) looks at digital pedagogy and its implementation during the situation created by COVID-19. This research shows that digital pedagogy has come a long way over the last twenty years, but it is at the same time a topical area today. The paper opens up future paths for research such as the development of more-flexible pedagogies that can be adapted to different pedagogical scenarios.

This paper introduces constructivist dialogue mapping (CDM), a new type of concept mapping. CDM encodes what people learn during a non-goal directed learning activity. CDM is a practical means to outline the mini theories users fluidly construct as they explore open-ended learning environments. To demonstrate the method, in this paper we use CDM to track how two modelers elaborate understandings during use of a constructionist learning game, Ant Adaptation. Using the method, we show how two users contest and construct their idea of self-organization in ant colonies. The method is rooted in constructionism, constructivism, concept mapping, and conceptual change.

This paper introduces constructivist dialogue mapping (CDM), a new type of concept mapping. CDM encodes what people learn during a non-goal directed learning activity. CDM is a practical means to outline the mini theories users fluidly construct as they explore open-ended learning environments. To demonstrate the method, in this paper we use CDM to track how two modelers elaborate understandings during use of a constructionist learning game, Ant Adaptation. Using the method, we show how two users contest and construct their idea of self-organization in ant colonies. The method is rooted in constructionism, constructivism, concept mapping, and conceptual change. [This article was published in "Informatics in Education" (EJ1248112).]