Discussion about the application of topic maps technology on knowledge organization of traditional Chinese medicine with the example ofShanghanlun / 国际中医中药杂志

Literature of TCM contains abundant information of Chinese medicine. Traditional Chinese medicine information is characterized by its high degree of knowledge-intensive and complex inter-knowledge, so it is difficult to integrate and share knowledge. TheShanghanlun is one of the Chinese medical classics, and it includes the rules and methods of syndrome differentiation and treatment and it showed good effects in the clinical application. However, it is difficult to master for beginners. As a kind of knowledge organization tool, topic maps can flexibly define the relationship between knowledge, which realizes the visualization of knowledge network, and integrates and shares the distributed knowledge. This paper focused on the current situation of topic maps researches. The topic maps was used to organize the original content ofShanghanlun, construct the concept model of it and explore the specific application of topic maps technology in the field of traditional Chinese medicine.

A multi-layer map-oriented resource organization system for web-based self-directed learning combined with community-based learning.

The main issue addressed in this paper is how to improve the learning situation of self-directed learning in resource search and organization from the web. In this paper, we have firstly proposed a multi-layer map model that visualizes basic learning behaviors when using the web for locating and organizing learning resources. It provides learners with the structures of the found resources, the tools for their semantic management, and also a simplified method to share the resources via the map representation. A system based on the proposed model has also been developed, that enables individual learners to easily locate suitable learning resources from the web by referring resource maps and also to organize them as personal topic maps. As community-based learning, by referring to a community topic map which merges all the personal topic maps created by individual self-directed learners, the learners can share their own resources and select those of other learners into their learning topics. As a result, the learners re-organize their personal topic maps by taking the resources from the community topic maps and at the same time contribute to the community topic map through their personal topic maps. A case study conducted to evaluate the effectiveness of the system showed several positive results which validated our proposal.