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OKADA A. 1 Knowledge Cartography for Young Thinkers Sustainability Issues, Mapping Techniques and AI Tools Funded by The European Union OPEN ACCESS SpringerBriefs in Advanced Information and Knowledge Processing Dr Alexandra OkadaWelcome Okada, A. (2024). Knowledge Cartography for Young Thinkers[Video]. YouTube. https://www.youtube.com/watch?v=-XDvCGOod4Y&t=2s CCBY-SA This video presents the book, which integrates sustainability issues, mapping techniques, and AI tools. It provides conceptual foundations, engaging examples, and case studies with real-world applications.Sustainability Issues, Mapping Techniques and AI Tools OKADA A. 3 Knowledge Cartography for Young Thinkers Sustainability Issues, Mapping Techniques and AI Tools Join our CONNECTnetwork This work was funded by the European Commission No.318499, no. 612269 and no. 872814 Dr.Alexandra Okada supports the Sustainable Development Goals Knowledge Cartography for Young Thinkers (Copy of the peer-reviewed book in print) OKADA A.–page 4 To cite: Okada Alexandra (2024). Knowledge Cartography for Young Thinkers Sustainability Issues, Mapping Techniques and AI Tools. SpringerCC BY. https://link.springer.com/book/9783031546761 eBook ISBN978-3-031-54677-8 This e-bookcan be accessed in English Language https://7a0a0732.flowpaper.com/okada2024/ Itcan be also accessed in Portuguese Language https://7a0a0732.flowpaper.com/okada2024br/ For accessibility and offline use, download the eBookPDF. https://oro.open.ac.uk/95849/ Topics: User Interfaces and Human Computer Interaction;Sustainable Development Goals;Artificial Intelligencein Education. Notes: This work for educational and research purposes is licenced under the Creative Commons Attributions 4.0 International Licence. This license allows you and others to reuse and remix this work, as long as you credit the author. http://creativecommons.org/licenses/by/4. The views expressed in this document are those of the author alone and do not necessarily represent the official views of the Funder.Sustainability Issues, Mapping Techniques and AI Tools OKADA A. 5 To Young Thinkers, who brought me a lot of inspiration even before they were born and since they were little have been teaching me many things about mapping, learning, having fun and purpose in life. Alexandra OkadaKnowledge Cartography for Young Thinkers (Copy of the peer-reviewed book in print) OKADA A.–page 6 CONNECT –Inclusive open schooling with engaging and future-oriented science CONNECT project Scientific Committee Dr. Alexandra Okada, Open University, UK Dr. Eva Jaho, Exus AI Lab, UK Dr. Georgios Kolionis, Exus AI Lab, UK Dr. Tony Sherborne, Mastery Science, UK Ms. Ana Beatriz Rocha, MSc., consultant, UK Ms. Gemma Young, consultant, UK Ms. Jude Sanders, MSc., consultant, UK Prof John Oates, UK Dr. Patricia Lupion Torres, Pontificia Universidade Católica Paraná, Brazil Dr. Raquel Glitz Kowalski, Pontificia Universidade Católica Paraná, Brazil Dr. Silvar Ribeiro, Universidade do Estado da Bahia, Brazil Dr. Ana Karine Rocha, Universidade do Estado da Bahia, Brazil Dr. Sonia Maria Pinto, Universidade do Estado da Bahia, Brazil Dr. Carmem Silva de Souza Lima, Fatec Prudente, Brazil Ms. Rosina Malagrida, MSc., IRSI Living Lab, Spain Ms. Laia Vives, MSc., IRSI Living Lab, Spain Mr. Bjorn Bedsted, MA, The Danish Board of Technology, DBT, Denmark Ms. Sigrid Vedel Neuhaus, MA, The Danish Board of Technology, DBT, Denmark Dr. Giorgos Panselinas, Hellenic Open University, Greece Dr. Yolanda Koulouri, Hellenic Centre for Marine Research, Greece Mr. Alexandros Koukovinis, MA, Loba, Portugal Ms. Candela Bravo, Loba, Portugal Dr. Gabriel Gorghiu, Valahia University of Targovishte, Romania Dr. Mihai Bizoi, Valahia University of Targovishte, Romania CONNECT project Scientific Advisors Dr. Peter Gray, consultant, UK Dr. Eszter Salamon, Parents International –Stichting, IPA Brussels, Belgium Mr.LarsKlüver, MSc., The Danish Board of Technology, DBT, Denmark Mr. Giuseppe Mossuti, MSc., European Schoolnet (EUN) Brussels, Belgium Ms. Greta Alliaj, MA, European Network of Science Centres and Museums (ECSITE) Brussels, Belgium Dr. Gultekin Cakmakci, Hacettepe University and Turkish STEM Alliance, Turkey Dr. Alexandre Marino, Universidade Federal de Santa Catarina, Brazil Dr. Marcio Vieira, Universidade Federal de Santa Catarina, Brazil Dr. Claudia Da Matta, Universidade Federal de Itajubá, Minas Gerais, Brazil Dr. Cíntia Rabello, Universidade Federal Fluminense, Brazil Dr. Klaus Schlünzen Junior, Universidade Estadua Paulista Dr. Maria Elisabeth Almeida, Pontificia Universidade Católica São Paulo, Brazil Dr. Miriam Struchiner, Universidade Federal do Rio de Janeiro, Brazil Dr. Karine Pinheiro Souza, Universidade Federal do Cariri, Brazil Dr. Thais Castro, Universidade Federal do Amazonas, Brazil Ms. Rossana Moura, MA, Anjos Digitais & IBICT, MCTI Gov, Brazil Knowledge Cartography CollectionSustainability Issues, Mapping Techniques and AI Tools OKADA A. 7 FOREWORDS Once again, Alexandra Okada brings to educators a new book illustrating how various forms of knowledge representation maps can be used to enhance teaching, research and learning, focusing this volume on sustainability education to shape the future. The book shows many examples of young students’ work and provides an abundance of suggestions on how to use mapping tools to improve socioscientific thinking. My experience with concept maps dates back to the early 1970s at Cornell University, where we faced the task of understanding how children developed science concepts in the course of audio-tutorial instruction. While modified Piagetian clinical interviews were useful and showed that children were gaining understanding of basic science concepts, such as the particulate nature of matter, energy and energy transformations, it was difficult to explicitly demonstrate how their knowledge was changing. Our research team, working with ideas from Ausubel et al.’s (1978) assimilation theory of learning and our views on the conceptual and propositional nature of knowledge, developed the idea of transforming interview transcripts into a hierarchical set of concepts and propositions. We referred to this structure as a concept map. Subsequently, others have used the term for various kinds of representations, but most of these differ in terms of the underlying theoretical foundations and/or the explicitness with which they capture the conceptual knowledge gained by individual learners and stored in their cognitive structures. Thus, it is gratifying to see many examples of knowledge maps in Okada’s new book, along with suggestions for using these tools to effect meaningful learning, problem solving and decision making. There is now a general consensus that to be meaningful and useful to learners,knowledge must build on what they already know, help them remediate misconceptions, and connect their learning with real-world examples that matter for them. Learning is also recognised as a social activity and can be more meaningful when students collaborate on learning projects involving real-life issues such as the open schooling approach. Okada’s CARE-KNOW-DO framework provides a practical approach for those using research toenrich education. This book, ‘Knowledge Cartography for Young Thinkers: Sustainability Issues, Mapping Techniques and AI Tools’, provides valuable scaffolding for learners, offering a way to develop and enhancepractical socioscientific thinking for future generations. Imagine the transformative power of this book in your hands: an essential guide for young thinkers, innovative educators, and research practitioners who are dedicated to creating impactful knowledge mapping with emerging technologies for a sustainable world. The author and Joseph D. Novak American educator,Professor Emeritus 1932-2023 References Ausubel, D.P., Novak, J.D., & Hanesian, H. (1978). Educational psychology: A cognitive view. New York: Holt, Rinehart + Winston.Knowledge Cartography for Young Thinkers (Copy of the peer-reviewed book in print) OKADA A.–page 8 PREFACE My fascination with visual thinking began in childhood, but it was not until after my doctoral studies that its true value crystallised. This perception occurred during a transformative workshop at an international conference—a workshop I had the privilegeto contribute to. This event redefined my understanding of knowledge mapping, incorporating playful activities and using physical games, crafting materials, and emerging technologies to facilitate learning. This hands-on approach not only built meaningfulconnections among participants but also sparked crucial dialogues about socioscientific issues, paving new paths for innovative educational methods. What set these knowledge maps apart? They were dynamic, using the workshop floor as a canvas and participants from diverse backgrounds and interests who came as active agents of change. This approach transformed mapping into a visual and tactile exploration of our collective sustainability goals—covering environmental, social, and economic aspects. We engaged in data-driven discussions about pressing issues such as climate action, environmental protection, green jobs, economic resilience, social equality, health and wellbeing, education futures, digital equity, and information integrity. The workshop's playful spirit nurtured our energy, evoking the freedom, imagination, and inquisitive nature often experienced in childhood. This blend of fun and interactive learning created an environment ripe for creative and critical engagement. Participants felt a sense of well-being and flexibility, which was crucial as we delved into complex discussions.We discussed comprehensive strategies focusing on renewable energy, sustainable land use, and reforestation for environmental sustainability. Social initiatives aimed at reducing income inequality and improving education and healthcare access to empower communities. Economically, we evaluated reforms in financial regulation, student loans, and job training programs to reduce unemployment. Our approach emphasised interdisciplinary education, robust public‒private partnerships, and a commitment to long-term sustainability in policymaking. The dynamic setting allowed us to use the floor as a canvas, where smart technologies facilitated the flow of ideas, enhancing our ability to visualise and map issues and solutions collaboratively. Holding hands for agreements or reviewing decisions, both literally and figuratively, we connected deeply with one another. Each touch was a sensory embodiment of our socioscientific thinking, fostering collective knowledge in action that had a significant impact on all participants. The wide dissemination of artificial intelligence (AI) systems has facilitated the process of generating, evaluating, and refining content. Similarly, swarm intelligence (SI) offers a distinct approach to solving complex problems through collective and self-organising effort. However, neither AI nor SI can generate the genuine, sensory, lived human experiences that are fundamental to creating impactful knowledge. The power of intelligent narratives is deeply rooted in lived actions and embodied experiences.The essence of human critical and creative thought lies in our ability to experience ideas, develop contextual understanding, and engage emotionally with others. These elements are crucial for transformative outcomes that embody ethical, inclusive, and fair values and attitudes. In this context, human creativity and critical insight are more vital than ever. AI and SI can enhance knowledge mapping, problem solving, and decision making, but they must be firmly underpinned by ethical, socioemotional, political, and agentic human values that support a sustainable future for individuals, communities, and the global network. This book is an extension of my dedication to visual thinking, approached in a holistic and transdisciplinary manner. It builds on the foundations laid by the 'Knowledge Cartography: Software Tools and Mapping Techniques' editions of 2008 and 2014 and other books launched in Brazil. Representing a culmination of decades of research across Europe and South America, this work pushes the boundaries of visual thinking. It uniquely integrates perspectives from multiple disciplines to enhance wellbeing and sustainability. Through this comprehensive approach, the book demonstrates how visual thinking can explore complex global challenges by drawing on and synthesising diverse fields of knowledge with combined techniques and AI apps. The knowledge maps we developed collaboratively in these research projects are practical tools addressed in real-world issues and are integral to open schooling initiatives supported by emerging technologies. Since 2020, the CONNECT network, which includes the Green Forum community and the Colearn Living Lab Group, has enabled open schooling activities involving sustainability issues and some AI-supported knowledge mapping. Designed for educators, researchers, practitioners, and beginners alike, this book explores a wide array of mapping techniques and their application in today’s rapidly evolving educational landscape. It charts an emancipatory path for those aspiring to usemapping not only as a tool but also as a catalyst for CARE-KNOW-DO, aiming to transform education through responsible research and innovation. This book is an invitation to empower creative, responsible, and ethically critical agents of change with emerging principles, technologies, and practices, providing actionable knowledge and fostering knowledgeable actions that we all care about.Sustainability Issues, Mapping Techniques and AI Tools OKADA A. 9 ACKNOWLEDGEMENTS The open research presented in this book is part of the CONNECT project, funded by the European Union’s Horizon 2020 Research and Innovation Programme (grant no. 872814). Earlier phases were conducted during the ENGAGE project (grant no. 612269) and the WeSPOT project (grant no. 318499) under Open Licence CC 4.0, adhering to the Declaration of Helsinki, and approved by the Ethics Committees in the UK, various European countries, and Brazil. I extend my heartfelt gratitude to all the colleagues involved in these extensive consortia, particularly to the CONNECT Scientific Committee and Advisors. Over the past decade, these projects—anchored in sustainability, the CARE-KNOW-DO framework, and mapping techniques developed with and for young learners—have significantly influenced sustainability initiatives, research methodologies, and our professionaljourneys. The mentorship provided by experienced educators and the creative contributions of young minds have been instrumental in aligning our endeavours with the principles of responsible research and innovation. It is truly an honour to both support and be supported by such a dedicated community. Our journey of learning transforms our understanding of human relationships and subjects, especially supported by research, education mentorship, and reflective practices with emerging technologies toward the 2030 and 2050 goals for healthy lives and planet. Inspired by both formal and informal educational practices, I am deeply grateful to Simon Buckingham Shum and Tony Sherborne for their invaluable support during the book series of Knowledge Cartography (2008, 2014) and for opening doors to various projects such as OpenLearn and Science UpD8. I am profoundly grateful for Paulo Freire's pioneering ideas on critical pedagogy and transformative education, which have deeply influenced my approach to education. As a member of his research group at PUC-SP Brazil, I had the privilege of engaging with his revolutionary concepts, applying them first-hand in knowledge mapping for transformative practice (Freire, 1967). Heartfelt thanks to his work and all the professors at the PUC-SP Education Curriculum Faculty for this enriching journey. I also extend profound gratitude to Joseph Novak for his brilliant and enduring contributions to education. His work, like Freire's, continues to enrich the way learners feel, think, and act—a true gift to generations (Novak, 2011). His insights and dedication have impacted the field of knowledge and will continue to transform educational practices. We stand on the shoulders of giants like them, and it is with a deep sense of honor and responsibility that we carry forward their torch, illuminating the path of learning anddiscovery for every young mapper. Their legacies will forever be a beacon guiding our efforts to nurture the curious minds of our future. The authorand young thinkers, knowledgecartographers References Freire, P. (1967) Education as a practice of freedom. Rio de Janeiro: Peace and Earth. Novak, J. D. (2011). Education theory: Meaningful learning underlies the constructive integration of thinking, feeling, and acting, leading to empowerment for commitment and responsibility. Meaningful Learning Review,1(2), 1-14. Okada, A., Buckingham Shum, S., & Sherborne, T. Ed. (2008; 2014). Knowledge cartography. Software tools and mapping techniques. London: Springer.Next >