#Cmaptools mapas conceptuales online software
#Cmaptools mapas conceptuales online professional

It is estimated to be between 5.000 and 8.000 distinct RDs, which may be affecting between 6% and 8% of the population through the course of their lives. Health Perspective for RD Affected StudentsĪccording to EUCERD (European Union Community of Experts on Rare Diseases) State of Art Activities 2013, RDs are diseases with a particularly low prevalence the European Union considers diseases to be rare when they affect not more than 5 per 10.000 persons in the European Union. Finally, the use of Cmap Tools provides items to measure what students knew previously about a particular topic and also helps them appreciate how their cognitive structure has changed and developed regarding their previous knowledge, stimulating a meaningful and long life learning and avoiding conceptual misconceptions.

#Cmaptools mapas conceptuales online professional

By promoting this type of activities, teachers will manage a creative tool which help them in both emotional and professional aspects, since they do not have to adapt the curriculum to a particular student because Knowledge models allow the continuation of the learning process.

In the other side, by means of this teaching-learning process, RD affected students feel the main characters and also more valuable for society, which increases their self-esteem. We show an educative intervention in a primary school in Navarra in which one of the students is affected by Treacher Collins and through the presentation of her disease, the rest of the students will get to know the characteristics of this particular disease and will make them be more empathic with her and her immediate reality, making RDs sound less rare. Once they learn the basis for creating basic concept maps, RD affected students and their mates may learn some of the symptoms, difficulties of diagnostic, treatment possibilities, foundations and research groups of the most common RDs held in Navarra (Spain), through concept maps. In the context of a natural science class addressing health and illnesses, we suggest the possibility of using concept maps and V diagrams as tools for getting meaningful and long life learning.

#Cmaptools mapas conceptuales online software

During this period and in these cases, we suggest the possibility of using the software Cmap Tools in order to create knowledge models, so that RD affected students who may miss classes due to their health status, can reach their fellows and follow their teachers’ explanations without any particular curriculum adaptation. However, there are some less serious conditions which are compatible with a better quality of life during childhood and youth and which allow students attend classes in a more regular way.

Since most RDs incur disabling conditions, a few patients seldom reach adult life or attend class regularly. We demonstrate this argument with a set of smart tools that have been implemented in the CmapTools software kit.Rare diseases (RDs) are considered all diseases affecting to less than or equal to 5 in 10.000 citizens, criteria followed by most European Countries. Our claim is that the compromise in the formalism in lieu of flexibility proposed by concept maps can be compensated, with the help of AI and smart tools, to help bring the best of both worlds to knowledge elicitation and representation. In this paper we propose that despite the free-style format that concept maps can take, specific characteristics of well-constructed concept maps (structure, semantics, context, etc.) provide an abundance of information on which to develop smart tools that aid the user in the process of constructing concept maps. However, the Artificial Intelligence (AI) community frowns on the use of the term 'knowledge representation' to refer to concept maps, because they cannot be readily translated to a formal representation for inference or other AI techniques. As such, it can be considered a knowledge representation scheme. Concept maps are a graphical representation of a person's (or group of persons') understanding of a domain.