Concept Maps: Theory, Methodology, Technology Proc. of the First Int. Conference on Concept Mapping A. J. Cañas, J. D. Novak, F. M. González, Eds. Pamplona, Spain 2004 APPLICATIONS OF A CONCEPT MAPPING TOOL Urko Rueda, Mikel Larrañaga, Ana Arruarte, Jon A. Elorriaga University of the Basque Country (UPV/EHU) 649 P.K. , E-20080 Donostia E-mail: {jibrumou, jiplaolm, arruarte, elorriaga}@si.ehu.es Abstract. In this paper a general purpose tool for editing Concept Maps (CM-ED) is presented. This tool exhibits the following features: templates, views and facilities for multilingual concept maps. The tool has been used in different tasks of the Computer Aided Teaching/Learning area. Concretely: domain representation, exercise design and student model visualization. 1 Introduction In recent years it has become apparent to many educational researchers that representing knowledge in a visual format allows one to better recognize and/or understand incoming information. It is easier for the brain to interpret data when information is presented in visual formats; visual symbols are quickly and easily recognized. Since Novak (Novak, 1977) placed concept mapping on the educational agenda, it has become an increasingly popular advanced teaching and learning tool (Bruillard & Baron, 2000). Over the last years, and due mainly to the innovation of visual design software (Dabbagh, 2001), a number of products have emerged to support computer-based concept mapping. This kind of software enables much easier production and modification of Concept Maps (CMs) (Jonassen et al., 1997). Even more, some authors (Chang et al., 2001) argue that, as a result of their studies comparing the effectiveness of constructing CMs by paper and pencil (p&p) or by using a software product, constructing maps with a computer might be easier than constructing a map using p&p. Moreover, maintaining and revising CMs developed using p&p requires considerable amounts of time and effort Chiu et al. (2000), Anderson et al. (1998) argue that the practical advantages of constructing CMs electronically are similar to those of using a word processing program for writing. There is an ease of construction, an ease of revision, and the ability to customise maps in ways that are not possible with p&p. In this paper a concept map editor (CM-ED) is presented together with its applications in different tasks of the Computer Aided Teaching/Learning area. Concretely: domain representation, exercise design and student model visualization. 2 CM-ED Tool CM-ED (Concept Map EDitor) is a general purpose tool for editing CMs. The aim of the tool, implemented in Java, is to be useful in different contexts and uses of the educational agenda, concretely inside the computer- based teaching and learning area. On the one hand, it is a common concept mapping editor in which the user can draw nodes and relations generating different CMs. On the other hand, the tool can be adapted to specific purposes. The interface of the tool (see figure 1) is composed of a working area in which the CM is shown and modified. The operations are included in the menu bar, in tool bars and in contextual menus. Thus, the user can choose his/her preferred way of working. The editor also includes a notes area. The tool allows the user to work with templates, which specify the kind of nodes, relations and operations that are going to be used in a set of CMs. The editor shares the same treatment for designing a CM and a template. Thus, the user defines in the template concept map the graphical characteristics of the nodes and relationships. Regarding the operations, it is also possible to restrict the operations allowed in the CM that are constructed using a concrete template. The available operations are selected also in the template concept map. CM-ED can be specialised by means of templates. Specializing the tool means that the final tool is adapted to a template and provides less functionality but a simpler interface. This is useful, for example, when the teacher plans a concrete task for the learners. The specialized tool is restricted to the resources (types of nodes, relations and operations) specified in the template.