Digital Knowledge Maps in Education : Technology-Enhanced Support for Teachers and Learners
By: Ifenthaler, Dirk.
Contributor(s): Hanewald, Ria.Material type: TextSeries: eBooks on Demand.Publisher: Dordrecht : Springer, 2013Description: 1 online resource (414 p.).ISBN: 9781461431787.Genre/Form: Electronic books.Additional physical formats: Print version:: Digital Knowledge Maps in Education : Technology-Enhanced Support for Teachers and LearnersDDC classification: 378.1734 LOC classification: LB2331.D54 20Online resources: Click here to view this ebook.
|Item type||Current location||Call number||URL||Status||Date due||Barcode|
|Electronic Book||UT Tyler Online Online||LB2331.D54 20 (Browse shelf)||http://uttyler.eblib.com/patron/FullRecord.aspx?p=1592676||Available||EBL1592676|
Preface; About the Authors; Reviewers; Acknowledgements; Contents; Part I: Digital Knowledge Maps in Open,Distance, and Flexible Learning Contexts; Chapter 1: Digital Knowledge Mapping in Educational Contexts; 1 History of Concept Maps; 2 Various Types of Maps, Characteristics and Definitions; 3 Anatomy and Terminology of a Map; 4 Guidelines for Creating Knowledge Maps; 5 Approaches to Mapping; 6 Individual Mapping Versus Collaborative Mapping; 7 Comparison of Manual Versus Digital Maps; 8 Examples of Mapping Software; 9 The Current Knowledge Base; 10 Conclusion; References
Chapter 2: Making Sense of Knowledge Integration Maps1 Introduction; 1.1 Concept Maps and Knowledge Integration; 2 Knowledge Integration Map; 2.1 Forms of KIM Analysis; 2.2 Quantitative Concept Map Analysis; 2.2.1 Benchmark KIM; 2.2.2 Indicator Concepts; 2.2.3 Essential Connections; 2.2.4 KI-Rubric for Concept Maps; 2.2.5 Concept Placement Analysis; 2.2.6 Primary Analysis Variables; 2.2.7 KIM Secondary Analysis Variables; 2.3 KIM Network Analysis; 2.4 Qualitative KIM Analysis; 2.4.1 KIM Topological Analysis; 2.4.2 Qualitative Proposition-Type Analysis; 3 Discussion and Implications
3.1 KIM Analysis and Benchmark MapsReferences; Chapter 3: Concept Maps for Comprehension and Navigation of Hypertexts; 1 Introduction; 2 Concept Maps and Theoretical Backgrounds Used in Hypertexts; 2.1 Diversity of Concept Maps in Hypertexts; 2.2 Theoretical Frameworks; 3 Functions and Criteria of Effective Concept Maps to Support Learning from Hypertexts; 3.1 Concept Maps as Content Overviews Supporting the Organization of Mental Representations; 3.2 Concept Maps Reduce the Navigation Requirements While Guiding Learners Within the Semantic Space
4 Conditions Under Which Concept Maps Are Effective4.1 Concept Maps Should Convey Semantic Organization of Hypertext Content; 4.2 Hierarchical Structures Are More Effective than Network Structures; 4.3 Processing Concept Maps Early During the Learning Task; 4.4 Individual Differences and Concept Maps; 4.4.1 Prior Domain Knowledge; 4.4.2 Other Abilities; 5 Discussion and Conclusion; 5.1 Educational Implications; 5.2 Further Research; References; Chapter 4: Using Digital Knowledge Maps for Supporting Tutors Giving Effective Explanations; 1 Introduction
2 Tutors' Expertise and the Effectiveness of Instructional Explanations3 Effective Instructional Explanations; 4 Assessment of Tutor's Explanations with Knowledge Maps; 4.1 Analysis of Explanatory Generality; 4.1.1 Omission of Concepts; 4.1.2 Structural Complexity; 4.2 Coherence; 4.2.1 Interrelatedness of Concepts; 4.2.2 Fragmentation; 5 Empirical Findings for the Effectiveness of Knowledge Maps for Assessing Tutors' Explanations; 5.1 Using Knowledge Maps for Investigating Expertise-Related Features of Explanations; 5.1.1 Participants and Research Design; 5.1.2 Materials and Procedure
5.1.3 Summary of Results
Description based upon print version of record.