Digital knowledge maps are aat a glancea visual representations that enable enriching, imaginative and transformative ways for teaching and learning, with the potential to enhance positive educational outcomes. The use of such maps has generated much attention and interest among tertiary education practitioners and researchers over the last few years as higher education institutions around the world begin to invest heavily into new technologies designed to provide online spaces within which to build resources and conduct activities. The key elements of this edited volume will comprise original and innovative contributions to existing scholarship in this field, with examples of pedagogical possibilities as they are currently practiced across a range of contexts. It will contain chapters that address, theory, research and practical issues related to the use of digital knowledge maps in all aspects of tertiary education and draws predominantly on international perspectives with a diverse group of invited contributors. Reports on empirical studies as well as theoretical/conceptual chapters that engage deeply with pertinent questions and issues raised from a pedagogical, social, cultural, philosophical, and/or ethical standpoint are included. Systematic literature reviews dealing with digital knowledge mapping in education are also an integral part of the volume.In this context, it is easy to make self-judgments about the need to delve deeper into explanations about specific parts of the system ... Of the several types of node-link diagrams, the concept mapping technique developed by Joseph Novak has been our ... purposes and have changed the way we manage knowledge and information (Hoffman, Coffey, Ford, aamp; Novak, 2006; ... students (Novak, 2002, 2005).
|Title||:||Digital Knowledge Maps in Education|
|Author||:||Dirk Ifenthaler, Ria Hanewald|
|Publisher||:||Springer Science & Business Media - 2013-11-01|