By Dirk Ifenthaler
Digital wisdom maps are ‘at a look’ visible representations that let enriching, resourceful and transformative methods for educating and studying, with the capability to augment optimistic academic results. using such maps has generated a lot consciousness and curiosity between tertiary schooling practitioners and researchers during the last few years as greater schooling associations world wide start to make investments seriously into new applied sciences designed to supply on-line areas in which to construct assets and behavior actions. the major parts of this edited quantity will contain unique and leading edge contributions to latest scholarship during this box, with examples of pedagogical probabilities as they're presently practiced throughout a variety of contexts. it's going to comprise chapters that tackle, conception, examine and sensible concerns with regards to using electronic wisdom maps in all facets of tertiary schooling and attracts predominantly on overseas views with a various staff of invited participants. stories on empirical experiences in addition to theoretical/conceptual chapters that have interaction deeply with pertinent questions and matters raised from a pedagogical, social, cultural, philosophical, and/or moral viewpoint are incorporated. Systematic literature reports facing electronic wisdom mapping in schooling also are a vital part of the volume.
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Additional info for Digital Knowledge Maps in Education: Technology-Enhanced Support for Teachers and Learners
2005), for example knowledge structure and crossconnections. However, the commonly used quantitative propositional method of analysis does not capture changes in the overall network structure. Network analysis uses the frequency of usage of essential concepts as indicators for a more integrated understanding.
Ifenthaler and R. A. Schwendimann Introduction Concept maps are rich sources of information about students’ understanding and can be used as complementary assessment items in the pretest and posttest (Rice, Ryan, & Samson, 1998). Concept maps can serve as sources for several different forms of information: presence or absence of connections, quality of connections, different types of link labels, different types of networks, and spatial placement of concepts. Many existing analysis methods do not capture the manifold alternative concepts students represent in a concept map and tend to lose information by representing concept map scores as a single number, for example by scoring components of the concept map qualitatively by counting the number of concepts, links, hierarchy levels, and examples (Novak & Gowin, 1984); by qualitatively evaluating propositions (McClure, Sonak, & Suen, 1999); or by comparing the students’ concept map with a benchmark map (for an overview of concept mapping analysis methods see Cathcart, Stieff, Marbach-Ad, Smith, & Frauwirth, 2010).
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