Hierarchical Mind Map Generation from Video Lectures With a steep increase in awareness and advancement in technologies over the past decade the standards and content of curriculum receives constant upgradation. In the current scenario, students often find it exhausting to learn the voluminous matter presented to them. In these cases, it is essential to find an approach beyond conventional means to prove as an aid while studying. One such tool is a Mind Map. Although the tool is proven to be effective, the process of creating a Mind Map is found to be laborious. Our inventive software is designed to obtain useful information from a video lecture. This is done by utilizing the content obtained by crowd sourcing, splitting the video into multiple subtopics and then transcribing the same. The tool then processes this data and extracts keywords relevant to the area of discussion. Following this, the tool organizes these key phrases so that it can be represented as a hierarchical Mind Map. Each node contains necessary phrases and all nodes and these nodes are carefully ordered. Additionally, the Map is made interactive and dynamic in order to enhance the studentsu0027 experience.

Effects of a multilevel concept mappingbased questionposing approach on studentsxe2x80x99 ubiquitous learning performance and perceptions Abstract   The literature indicates that the use of mobile devices, wireless communication and sensing techniques can enhance studentsu0027 learning in authentic environments and improve their learning effectiveness. Good learning strategy guides are essential for successful inquiry learning, and the questionposing strategy has been acknowledged as a type of highlevel cognitive strategy that plays an important role in facilitating studentsu0027 knowledge integration in the inquiry learning process. However, question posing seems challenging for many students and may lead to heavy cognitive load when appropriate scaffolding is not available. To solve this problem, the present research imported a concept mapping knowledge representation model as an auxiliary strategy for questionposing activities based on the research finding that visual knowledge representations are conducive to highorder thinking. It also developed a ubiquitous learning system which integrated multilevel concept mapping and questionposing strategy guidance to investigate the application effects of this learning model. A quasiexperimental design was applied, and an experiment was conducted to measure 5th gradersxe2x80x99 learning of a plant unit of the natural science curriculum. Students in the experimental group learned with the proposed ubiquitous learning system based on the multilevel concept mapping and questionposing approach, while those in the control group learned with the ubiquitous learning system based on the questionposing approach. The results showed that the students in the experimental group significantly outperformed those in the control group from the perspectives of learning achievement and questionposing performance, but no significance was found in their cognitive load, metacognitive awareness, and science learning strategies.