Monday, July 16, 2012

Related Field on Knowledge Visualization

Today i m study about related field on KV (basically from Robert Meyer journal)










Monday, July 9, 2012

Citation Management Tools - End Note course - FTSM Dr Zurina Muda

A good things about EndNote.
1.       Editable author-date to UKM format
2.       Clickable on MS Word and PDF to the original links.
3.       Ask PPS (either they have Gaya Penulisan UKM digital – template)
4.       Start using EndNote from now
5.       Nowadays EndNote have version 6 but if you are download it from FTSM, only can get version 4.
6.       Another alternative and the comparative study between those is available here;
Comparison of citation management tools (2011)

Refworks
Endnote
Endnote Web
Zotero
Papers
Mendeley
Basics
Where do I get it?
Purchase or use in most campus computing labs
Via any ISI database or www.myendnoteweb.com
Where can I use it?
Anywhere with web access
On a computer with Endnote installed
Anywhere with web access
On the Firefox browser with Zotero extension installed. Saved citations & files may be accessed from anywhere.
Software client on your personal computer, iPhone, or iTouch
Software client on your personal computer, and access Web account anywhere
Does it cost anything?
No (campus site license)
Yes
No (campus site license)
No (free)
Yes
No (free)

This is how End Note looks like.


Please change the setting at Google Scholar


Ini  ialah KV (Ware 2001)

Ini ialah citation yang kedua (Eppler and Burkhard 2005)

Endnote membuatkan hidup saya sangat bahagia (Burkhard and Meier 2005)

Esok Airis berusia 11 bulan.. horay!!









Study memory and brain on 9 July 2012







Sunday, July 8, 2012

25 Principles of Learning - please look back with the point highlighted in green. Especially something with organizing and segmentizing (tribute to http://www.psyc.memphis.edu/learning/whatweknow/index.shtml)
1. Contiguity Effects. Ideas that need to be associated should be presented contiguously in space and time.
2. Perceptual-motor Grounding. Concepts benefit from being grounded in perceptual motor experiences, particularly at early stages of learning.
3. Dual Code and Multimedia Effects. Materials presented in verbal, visual, and multimedia form richer representations than a single medium.
4. Testing Effect. Testing enhances learning, particularly when the tests are aligned with important content.
5. Spacing Effect. Spaced schedules of studying and testing produce better long-term retention than a single study session or test.
6. Exam Expectations. Students benefit more from repeated testing when they expect a final exam.
7. Generation Effect. Learning is enhanced when learners produce answers compared to having them recognize answers.
8. Organization Effects. Outlining, integrating, and synthesizing information produces better learning than rereading materials or other more passive strategies.
9. Coherence Effect. Materials and multimedia should explicitly link related ideas and minimize distracting irrelevant material.
10. Stories and Example Cases. Stories and example cases tend to be remembered better than didactic facts and abstract principles.
11. Multiple Examples. An understanding of an abstract concept improves with multiple and varied examples.
12. Feedback Effects. Students benefit from feedback on their performance in a learning task, but the timing of the feedback depends on the task.
13. Negative Suggestion Effects. Learning wrong information can be reduced when feedback is immediate.
14. Desirable difficulties. Challenges make learning and retrieval effortful and thereby have positive effects on long-term retention.
15. Manageable Cognitive Load. The information presented to the learner should not overload working memory.
16. Segmentation Principle. A complex lesson should be broken down into manageable subparts.
17. Explanation Effects. Students benefit more from constructing deep coherent explanations (mental models) of the material than memorizing shallow isolated facts.
18. Deep questions. Students benefit more from asking and answering deep questions that elicit explanations (e.g., why, why not, how, what-if) than shallow questions (e.g., who, what, when, where).
19. Cognitive Disequilibrium. Deep reasoning and learning is stimulated by problems that create cognitive disequilibrium, such as obstacles to goals, contradictions, conflict, and anomalies.
20. Cognitive Flexibility. Cognitive flexibility improves with multiple viewpoints that link facts, skills, procedures, and deep conceptual principles.
21. Goldilocks Principle. Assignments should not be too hard or too easy, but at the right level of difficulty for the student’s level of skill or prior knowledge.
22. Imperfect Metacognition. Students rarely have an accurate knowledge of their cognition so their ability to calibrate their comprehension, learning, and memory should not be trusted.
23. Discovery Learning. Most students have trouble discovering important principles on their own, without careful guidance, scaffolding, or materials with well-crafted affordances.
24. Self-regulated Learning. Most students need training on how to self-regulate their learning and other cognitive processes.
25. Anchored Learning. Learning is deeper and students are more motivated when the materials and skills are anchored in real world problems that matter to the learner.

Timeline Zahra & Airis Julai 2012

Conversation with Zara;



(April 2012)
Ibu Fairuz: wah ada lotion barbie. kenapa tak pakai?
Zara: nanti la zara pakai, tunggu kawin.

Zara: Sarah, meh meh. meh la dekat kakak.. kakakkan best!
mama dengan papa Sarah pun tak tahan nak gelak.

Mama: Zara.. oo zara kambing
Zara: eh, zara bukan kambing la. zara dah mandi.
Mama: ye ke bila zara mandi.
Zara: semalam tu zara mandi.

Mama: Zara.. oo zara kambing
Zara : eh, zara bukang kambing la, zara kucing
Mama: zara.. oo zara kucing
Zara : miau, miau

We are searching her baju inside the box, and stumbled on her barbie panties.
Zara: oo.. inilah dia spender zara.
taking the panties and talking to it..
Zara: oh spender, kemanakah engkau pergi? dah lama aku mencari awak!

Four of us having lunch with Atuk & Nenet (7 Julai 2012)
Atuk T: Tolong hulurkan tissue
Abah menghulur tissue.
Zara   : Kenapa atuk nak tisu, comotke?
Everybody laughing, she continues..
Zara   : orang dewasa makan pun comot, kanak-kanak takpe la.

 (7 Julai 2012)
Zara : mama boleh tak zara baring sini?, zara bosanla
Mama: bosan tu apa zara?
Zara : bosan tu bosan la..
Mama: ye la, tapi bosan tu macamana?
Zara : bosan tu kan kalau kita rasa macam penat ke, pening ke, ngantuk ke, nak termuntah ke.. ha tu bosanla.

Airis Timeline (9 Julai 2012)
1. She's smiling - sengih sangat panjang kalau diagah.
2. babai - she waves her hand
3. tepuk tangan, clap your hand - she claps. (mama cuma ajar sekali aje, a day before. lepastu terus pandai).
4. berak sangat susah - macam orang nak beranak untuk nangis pooh pooh
5. Airis loves to be hugged, cuddled, gomol semua dia tak marah - sengih aje.
Motivasi Pagi di radio ikim - umur yang berkat.

Umur yang berkat bukanlah umur yang panjang semata tetapi diberi keluasan dalam setiap waktu yang ada.

Bagaimana imam shafiee boleh menghabiskan hafalan al-quran 7 kali dalam 7 kali tawafnya? berkat umur walaupun mati berusia 52 tahun.

5 Julai 2012
1. data telah banyak disiapkan sehingga 29Jun. but the data vanish from prezi. Allah replace with downloading Prezi for desktop version. Until now, i m working in that lagi.
2. Study mind map (coding and looking at mind map) lead me to a few things:
2.1. Working Memory
2.2. Information Processing System
2.3. Knowledge
2.4. Type of knowledge
2.5. Perception
2.6. NLP dan perception
2.7. Automative Human Information Perception Process (C. Ware) dan Computational Efficiency - Larkin&Simon(1987)
2.8. Bottom Up and Top Down
3. Continue with paper tanja keller to prezi

27 Jun 2012

1. Hasilkan peta minda dalam Prezi. masukkan semua bahan yang telah dipelajari - siapkan sebelum 29 Jun 2012 (Jumaat)

2. study peta minda semula (3 julai) dan cari apa yang perlu study seterusnya.

3. Buat board dan tampal semua fizikal ke dinding.

Thursday, July 5, 2012

Perbualan lurus bendul penuh berliku dengan Zara (3 tahun)




Zara       : Shampoo kepala yang kita beli haritu dah habis.
Mama   : kan baru beli 2 hari lepas, zara buat apa?
Zara       : Ye la.. zara buat shampoo pintu.
Abah     :  Tak boleh buat shampoo pintu, dinding semua tak boleh.
Zara       : Eh, zara tak shampoo dinding la. Zara cuma shampoo pintu, kerusi dengan lantai bilik air    
                
nenek aje.
Abah     : kerusi dengan lantai pun tak boleh. Kenapa zara buat macam tu?
Zara       :  Ye la.. abestu kotor, zara shampoo la.
Mama   : Mama sedih la. Kan tak elok membazir. Kalau zara tak behave, tak dapat Barbie.
Zara       : Ye lah. Nanti zara tak buat lagi.
Abah     : Ha.. lain kali jangan buat lagi tau. Jadi shampoo rambut untuk apa?
Zara       : Shampoo rambut untuk rambut aje la. Pintu, lantai dengan kerusi zara pakai    shampoo badan.
                

Tuesday, July 3, 2012

Either my Dahlia az Zahra Tauhid binti Mohammad Bakhtiar is gifted or being given a good environmental for learning development?

From prescholar bulletin - Signs of giftedness in a preschooler

Your 2- to 4-year-old may be gifted if she has some of these characteristics:
  • Has a specific talent, such as artistic ability or an unusual ease with numbers. For example, children who draw unusually realistic pictures or who can manipulate numbers in their head may be gifted - melukis gambar family dengan realistic

  • Reaches developmental milestones well ahead of peers - 1 tahun 7 bulan, buat ayat 5 perkataan.
  • Has advanced language development, such as an extensive vocabulary or the ability to speak in sentences much earlier than other children of the same age  - kerana itulah mama selalu bergaduh dengannya, kerana zara bercakap standard acha dan hawa. Ingatkan diorang sebaya tetapi zara baru 3 tahun.
  • Is relentlessly curious and never seems to stop asking questions - atuk dengan nenet sampai tak larat nak melayan. Diantara dialog;
    • atuk "zara makan la jemput-jemput ni, mana ada sayur"
    • zara "tapi ada bawang, kanak-kanak tak makan bawang"
  • Is unusually active (though not hyperactive). While hyperactive children often have a short attention span, gifted children can concentrate on one task for long periods of time, are passionate about their interests, and like to be challenged by difficult activities - haha! ingatkan yang ini sangat mengikut mama.. PBSM di hari sukan.
  • Has a vivid imagination. Gifted children often create a vast and intricate network of imaginary friends with whom they become very involved - oh my zara! shakila si mata biru, khalila yang duduk di hulu klang dan shakir yang nak share makan donut.
  • Is able to memorize facts easily and can recall arcane information learned from television shows, movies, or books - tehehe.. one day mamanem demam dan dok berehat dirumah mamade, videocall with her.. suddenly she shouted.. nak ikut pergi rumah bibik!, only because terpandang langsir octapus di belakang.

Monday, June 25, 2012


25 June 2012


Today me in my office - hanging out with friends with some resolutions:

1. Stop blog hunting! - especially on emotional blog. I need my energy for my study, self improvement, kiddos and mr hubby.

2. Record good things in my life. Hee.. fully utilize the lovely galaxy note - record and capture the moments of kiddos, food, friends, studies and self improvement.

3. Utilize my time - surah al-asr.

4. Good idea for minimalist:




On my study:
1. Timeline to Disscuss with Dr Nazlena: 20 July 2012.

- KV; lack of theory.
- thinking of doing framework, looking visualization from kognitive and perceptual side. But how to relate with ICT? Somehow im doing Doctorate in Computer.
- mental model puhliss!

2. Based on Constructive Theory - Jean Piaget. Early education is very important. On their early years, childrens mind are empty. So a good schema (mental model) must be put in. This schema will permanently stay there and any new knowledge will only being filtered by this schema. The children will actively change/construct/deny or accept the new knowledge based on the first schema. Bravo Wati for introducing early education.

3. Somehow as a mother, i must play an important role to make sure my children have a really good schema in their mind. :D Thank you Allah for making me realize this thing

Sunday, June 24, 2012

20-22Jun 2012
Airis' flu continue until today.. It takes plus minus 4 weeks :(



Anyway, for my study.. i m hunting for cognitive, perception and the relationship with visual - then how to relate with KV.

Visual Thinking for Design - Colin Ware Chapter 1.

Elaborate about all those things, but when it comes to top-down and bottom-up perception.. i m a bit confused. Then start to dig from internet. A bunch of references regarding on cognitive and perception came from psychology, especially on education.



23 - 24 Jun 2012

Abah was here. We went to KLCC and makan durian at sungai tekali. The chicken wings was awesome! sedap sangat. I ate 6 of them.. oh my diet!

Tuesday, June 19, 2012

19 Jun 2012

Start from 3.00 am, i studied on Chapter 4- Color. Colin Ware. visual thinking for design.

Somehow, color is interesting part to learn, besides, i also love to study about how color influenced human life. Things to ponder, Allah make white as exclusive color. Which is must be balance from mix all RGB colors. Iam thinking of focus on color in my research. but it is too early to decide. Lets me study another thing first.

Colin Ware explain about Rod and cone in our retina and how HSL (Hue, Saturation and luminance) play a big role in make color difference.


Shiny idea from Mr Husband
Fibonachi or something related to 7 in develop framework in visualization.

18 Jun 2012
from today onward, I will use English to increase my skill and vocabulary (Thank You, Allah)

The impact of Dimensionality and color coding of Information Visualization for Knowledge Acquisition. Tanja Keller, 2005, Germany.

1. Sambung study LR IV for color coding & dimensionally.

basically this paper is good on representing modeling. Several cognitive, memory and processing model been discussed tarally but narrowing to enhance learning.

2. That's why i have to study more on;

- Cognitive Theory of Multimedia Learning - Mayer, 2001
- Theory of Visuospatioal Working memory - Logie, 1995
- Working memory Model - Baddleys, 1998
- Cognitive Load Theory - Sweller, 1998
- Automative Human Informatin Perception Process - Ware

3. There are three things for this paper conclusion:
- IV is better than the baseline. IV using multi cognitive system  
      (textual, spatial and colors) compared to single cognitive

system. So the cognitive load were divide tarally, giving 
more free load for germane cognitive.

- 2D is better than 3D for knowledge acquisition

- color doesnt play much role on this research.

4. Looking for LEO - learning environment software.


PHD

always put so what... to what..


A. First Meeting - Dr Nazlena (20 April 2012)

1. Google

- Problem statement

- Research Gap

- phD mind map

dl - http://www.edrawsoft.com/download.php

2. Anchor Journal - Dagstuhl Conference Papers (2007)

3. Presentation timeline - done @ 3.30 pm 18 April 2012

- every year kena ada publication


What to do next? (20 April 2012)

1. Continue reading papers.... dagstuhl - done

2. FIND jOURNAL - ON DASHBOARD

(general ideas) - dashboard is under Data visualisation.

- at least get some rough ideas on dashboard

3. Indexed journal - ISI? (Impact factor journal) - how to find?

4. Problem statement

- hypothetically based (phD - novelty)

- Connection between subject & object.

- Focus? - on object or on context (applied)?

5. Ask JPA - how much they will cover for data collection obersi?


What to do next? (21 April 2012) - go for knowledge visualization?

1. Read papers get from IEEE - done

2. print yang mana berkenan? - done


7 Mei 2012 (full day home)

1. Print paper Robert Kosara - get the definition of Visualization.

2. Get papers about cognition / system cognitive


7 Mei 2012 (Shah Alam)

1. Looking generally at Sabrina Bresciani - management KV

2. Discussion with Linda; Shah Alam (2.00pm - 6.00 pm)

2.1. Better choose domain quickly, so you not shoot randomly.

2.2. Do design/model/engines instead of application.

3. Thinking about domain;

A. Management

B. BioInformatics

C. Architectures


9 Mei 2012 (PTSL, UKM)

1. Find books - colin ware & tuffe

2. Looking deeply on Sabrina's paper - best paper award

3. Thinking of doing MANAGEMENT/MEETING/ORGANIZATION as a domain.


10 Mei 2012 (@home with my little zara & Airisi :D)

Study start at 2.00 pm

1. Looking at Prezi - awesome!. So me having prezi account - done

surayayaacob@gmail.com, pwd: same goes to gmail. V^2

2. Studying on Sabrina's paper - good - done


11 Mei 2012 (FTSM, UKM) - meet old friend - Faridah Hani

1. Finish Sabrina's paper - managers view - done

- Now i know about manager cognitive task

- managers KV artefacts

- adequate Viz for individual & collaborative tasks.

- TTF (Task Technology Fit) - Zigurs Theory

- divergent (1 to keluar) and convergent (keluar to 1) task

2. Thinking of do summarization on her paper

3. Organisation/management?


19 Mei 2012

1st presentation with prezi to Dr Naz - :) - done


21 Mei 2012

1. Learn more about 12th International Conference on Knowledge Management and Knowledge Technologies | 5 to 7 September 2012 | Messe Congress Graz, Austria


23 Mei 2012

1. Analytical Process - study more!

2. Study about iKnow

3. iknow - A-plan: integrating interactive visualization with automated planning for cooperative resource scheduling


25 Mei 2012

1. Study on What is KV - martin Eppler

2. Visual Programming languages.


26 mei - 6 Jun 2012

1. masukkan semua summary dalam prezi


5 Jun 2012.

1. Study Journal IV2011 - 1550-60371/11

Martin Eppler: What is an Effective KV? - Insights from a review

of seminal concepts.


8 Jun 2012

1. Key in 5 jun dalam prezi

2. study on infographics.blogspot.com <- menarik! banyak infographics yang sesuai untuk digunapakai.

3. Study on Marshall Clemen - juga guna KV + DV


 

11 Jun 2012

1. Berada di UKM untuk journal

2. 9.00 - 10.30 - study on IV Tools. Menariks! find out visualization thesaurus & visuwords.

3. Sebarkan ilmu -10.30 - 11.15 - belajar dan sebarkan ilmu tentang Jmol dan Gapminder kepada Kak Eus dan Dr Naz.

4.12.00 - 4.00 pm Jurnal: visualizing knowledge and information: An introduction

5. 4.00 pm - 4.30 pm - reorganize journal - cari lagi 3 journal.


 

12 Jun 2012

1. Plan: Study more on mental model

2. Bookmark shortcoming and synergies dalam perkara 4 11 Jun 2012.