Figure 2 shows a concept map in VUE along with the tools and windows that enable creation and searching repository. VUE not only includes basic set of tools for creating elements of concept maps such as nodes and links but also tools to inspect and organize them with the content. A window is used to display or interact with concept map or content while a tool allows actions to be performed. VUE provides a rich suite of tools and windows that enables users to create concept maps using the content they can access. The default version of VUE comes with OSID implementations to access local drives, perform search, connect to Fedora (Staples, 2000) based digital repositories while users can acquire additional OSIDs from the providers. These mapping interfaces are supported by OKI OSID (Coppeto, 2005) implementations which provide access to digital repositories as shown in Figure 1. It contains flexible set of interfaces for mapping, which contain methods that provide basic operations that are performed on concept maps and has implementations to render them. The modular architecture of VUE along with flexible interface to access and present content eases the process of access content and creating concept Map Simple modular approach was used to develop VUE and the code is organized based on the functionality it provides. It can provide alternative representations of digital collections and curricular materials and the means by which these can be organized into personally meaningful structures. A complex map of linked resources can be made more accessible to domain novices by offering explicit guidance or a single set of resources that takes on multiple meanings depending upon which pathways are created. It provides a means for users to construct clear pathways through the resources linked together on a concept map and the ability to control the sequence in which resources are viewed. It allows users to search, browse, retrieve content from digital repositories, and upload resources into these systems. VUE is a concept mapping application designed as an integrated digital library application (Kumar, 2005). To address the needs of faculty and students in organizing content from digital resources VUE was developed. While some students prefer to study textual outlines and narratives to grasp an understanding of a specific topic, other students prefer pictorial forms of representation to help ground the ideas. In addition to general cognitive capacity, there are also significant cognitive differences among people that influence their approach to learning (Rose, 2002). There is a great need for tools that manage digital information within educational contexts without overloading human working memory capacity. The amount of online curricular information has increased tremendously over past decade. Memory experiments conducted by Miller (1956) demonstrated that humans are capable of holding only a limited amount of information in working memory, about seven plus or minus two distinct units. In the information-processing model of memory forwarded by Baddeley & Hitch (1974), working memory plays a critical role in processing new information and relating it to preexisting knowledge drawn from long-term memory. Research in cognitive and educational psychology as well as in the field of neuroscience reveals the important role that both individual differences and shared cognitive abilities among humans play in learning. By encouraging students to establish their own connections between materials and/or permitting them to add additional resources to concept maps, students can personalize the original curricular presentation and better relate new information to preexisting knowledge. Implicit in constructivism is the idea that learning should engage students as active participants in the structuring and re-structuring of information. ![]() Curriculum and supporting technologies that encourage or scaffold students’ active exploration, manipulation and construction of content and connections among ideas have had a positive impact on information retention and the ability to transfer this knowledge to new situations (Hyde, 1973 Schwartz, 1995). This theory of learning, called Constructivism, suggests that instructional approaches and tools that place students in a solely passive role, one of receiving static information rather than supporting their construction of new understandings from information, are of limited effectiveness. Piaget, 1970 Bruner, 1960 Duffy, 1996) that learning occurs best when students are actively engaged in constructing their own knowledge. is widely accepted by educators and well-established in research conducted by educational psychologists (e.g.
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