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Too often, the average surfing session becomes a mind-numbing blur of re-load, where was I, and why didn't I bookmark . . .
Dr.'s Brian Gaines and Mildred Shaw, of the University of Calgary have worked to implement K-map, a unique mapping/feedback/bookmarking utility. K-map resides on your server and sends, upon request, a hot-linked gif of where you've been on the server's webs. You can save and re-use it, or even edit it online. Best of all, it's free . . .
Intro Theory
http://ksi.cpsc.ucalgary.ca/articles/WWW/WWW4WM/
This article describes the integration of concept mapping tools with World Wide Web browsers and
servers, as client helpers on the one hand and gatewayed clickable image servers on the other.
Abstractly, concept maps are sorted graphs visually represented as nodes having a type, name and
content, some of which are linked by arcs. Each type of node has associated visual attributes, such
as shape and color scheme, and the arcs may be non-directional, directional or bidirectional. Links
between nodes may also be labeled and typed by constructing them from a pair of arcs with an
intervening node whose name is the link name and whose type is the link type. Figure 1 shows a
typical concept map from a knowledge-based system that solves a room allocation problem (Gaines,
1994b). The map in Figure 1 is a semantic network (Sowa, 1991) with a formal logical
interpretation that allows it to be automatically compiled for a KL-ONE inference engine (Gaines,
1991b). This is typical of artificial intelligence, engineering and mathematical applications of
concept maps. In these disciplines various forms of concept map are used as formal knowledge
representation systems, for example: bond graphs in mechanical and electrical engineering
(Karnopp, Rosenberg and van Dixhorn, 1989), Petri nets in communications (Reisig, 1985), and
category graphs in mathematics (Mac Lane, 1971). More generally, concept maps have been used in
education (Novak and Gowin, 1984; Lambiotte, Dansereau, Cross and Reynolds, 1989), policy
studies (Axelrod, 1976; Eden, Jones and Sims, 1979) and the philosophy of science (Toulmin,
1958; Thadgard, 1992) to provide a visual representation of knowledge structures and argument
forms. They provide visual languages as complementary alternatives to natural languages as a
means of communicating knowledge.
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