Use of concept mapping to integrate the different perspectives of designers and other stakeholders in the development of e-learning materials (original) (raw)
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Evaluation of educational design methodology utilizing concept mapping
2012
One goal of educational design research is to provide guidelines for the design process. This paper reports on our on-going work on the development of such guidelines by evaluating the design procedure of a pre-service chemistry teacher education course on models and visualization. In the design of the course, the concept maps were utilized as interactive road maps for coordination and documentation of the co-operative development of the design solution. Description of the roles and collaboration between the developers in the design process are presented as a design narrative based on the analysis of semi-structure interviews of three course developers. The evaluated design process had six phases: (i) establishing goals for the design procedure, (ii) evaluation of the initial design solutions, (iii) collaborative construction of the design solution, (iv) implementation of the design solution, (v) evaluation of the design solution, and (vi) evaluation of the design procedure. During ...
Mapping Pedagogy and Tools for Effective Learning Design
Computers and Education, 2004
A number of pedagogies and approaches are often quoted in the e-learning literature – constructivism, communities of practice, collaboration – but we suggest that much of what is described could more easily be explained in terms of didactic and behaviourist approaches to learning. In this paper we propose a model that supports the development of pedagogically driven approaches to e-learning. The paper begins by explaining how models can be used to represent theoretical approaches and to support practitioners' engagement with these. After outlining the method through which this can be achieved, a model of pedagogies is developed. This process begins with a review of learning theories, from which key components of learning are distilled. This abstraction is used as an analytical tool, allowing components of learning scenarios to be described and related to appropriate theoretical approaches through the use of specific tools and resources. Our assertion is that a better articulation and mapping of different pedagogical processes, tools and techniques will provide a pedagogic approach that is more reflexive and consistent with practitioners' theoretical perspective on learning and teaching.
e-Learning use of concept maps
Conceptual maps can be considered as a multi-resource in e-learning environments. Conceptual maps present a strong power of integration, navigable and meaningful representation. Under this point of view, a student centred framework can be approached, as the European Higher Education Area (EHEA) requires. In the present work, we present five types of different significant uses of conceptual maps for learning purposes: a) as a guide for navigation inside the virtual environment; b) as a learning activity; c) as an expert model of knowledge representation; d) as an evaluation tool; and e) as facilitators of the construction of collaborative work
2018
The present study aims to identify standards of interactive digital concepts maps design and their measurement indicators as a tool to develop, organize and administer e-learning content in the light of Meaningful Learning Theory and Constructivist Learning Theory. To achieve the objective of the research, the author prepared a list of E-learning content design standards based on interactive digital concepts maps. It involved (11) general standards and (40) performance indicators. It was investigated by 21 teaching staff members who are experts in educational technology and e-learning to ration the list and its performance indicators. Results illustrated that standards are too significant and appropriate for the purpose of the study. Results were discussed in the light of theoretical background results of researches and literature review in the field. The study provided recommendations and suggestions that can be used as practical applications in the field of developing E-learning c...
Journal of Technology and Science Education
The present study aims to identify standards of interactive digital concepts maps design and their measurement indicators as a tool to develop, oraganize and administer e-learning content in the light of Meaningful Learning Theory and Constructivist Learning Theory. To achieve the objective of the research, the author prepared a list of E-learning content design standards based on interactive digital concepts maps. It involved (11) general standards and (40) performance indicators. It was investigated by 21 teaching staff members who are experts in educational technology and e-learning to ration the list and its performance indicators. Results illustrated that standards are too significant and appropriate for the purpose of the study. Results were discussed in the light of theoretical background results of researches and literature review in the field. The study provided recomendations and suggestions that can be used as practical applications in the field of developing E-learning c...
E-Learning Uses of Concept Maps
Concept maps can be considered as a multi-resource in e-learning environments. Concept maps present a strong power of integration, navigable and meaningful representation. Under this point of view, a student centred framework can be approached, as the European Higher Education Area (EHEA) requires. In the present work, we show five types of different significant uses of concept maps for learning purposes: a) as a guide for navigation inside the virtual environment; b) as a learning activity; c) as an expert model of knowledge representation; d) as an evaluation tool; and e) as facilitators of the construction of collaborative work.
cmc.ihmc.us
The results of a 6-year period of field testing of concept mapping are described. Very few long-term series of concept mapping experiments have been published. Most publications report very short experiments. Our research was conducted over two 3-year experimental periods, and included partial replications. During each period, two intact school classes with 20 pupils each were tested. The pupils were from grade levels 4 -6 (10-12 years old). Concept mapping clearly revealed that pupils did learn during each learning project. Number of relevant concepts and number of relevant propositions were used as indicators of meaningful learning. Statistically significant differences between those indicators at the beginning and at the end of learning projects were found for both experimental periods. Pupils were happy to see for themselves that they really learned during the learning projects. Moreover, it seemed to increase their self-esteem and happiness with the teaching-studying-learning process. For the teacher, this was constructivism at its best. She could easily and clearly monitor and promote her pupils' metalearning and metathinking. Qualitative research results of this project include the teacher's observations as well as her tentative theory of the benefits and drawbacks of concept mapping after 6 years of experimenting. Reliability was estimated in the preliminary quantitative analysis. Statistical tests were performed to determine the relationship between the two indicators of meaningful learning and variables including: 1) shared teaching-studying-learning time, 2) sex of pupil, and 3) earlier school achievement levels.
CONCEPT MAPPING IN INSTRUCTIONAL DESIGN OF EDUCATIONAL SOFTWARE
dasconference.ro
This article emphasizes the application of the map technique concept in the first phase of instruction design of computer software. The main aim of this paper is to identify criteria to serve as guidelines in outlining the methods used in concept mapping
unilorin.edu.ng
In the recent time, achieving sustainable development and excellence in higher education is anchored on effective development of courseware and its application in a web-enabled environment. The development of interactive e-learning courseware has focused largely on the instructional design approach of multimedia applications and has brought about a substantial amount of success in producing engaging multimedia educational resources. However, challenges associated with early stages of e-learning courseware development are significant when compared to those at the later stages. Addressing these challenges requires sensitivity to the process dynamics, besides the technical know-how. This paper is based on an in-progress project to develop courseware material for online learning. The project is carried by Centre for Research and Development, University of Ilorin, Nigeria in conjunction with all the academic staff of the University. In this project, prototyping is adopted as the developmental model to navigate the project through the early challenges, with the intention of securing incremental small-step successes. Within this developmental model, the paper then describes the intricacies of integrating instructional design principles and evaluation techniques to tackle the challenges of the evolving prototypes. This paper represents the reflection of the author as practicing instructional designer, and it should interest readers who want to see a stronger connection between the theory and practice of courseware development. The general reader may also find the concept of prototyping helpful, given the constant demand to innovate in the learning contexts, and may well find some applicability for it in their own contexts.