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Digital Knowledge Maps in Education

Technology-Enhanced Support for Teachers and Learners

  • Book
  • © 2014

Overview

Editors:
  1. Dirk Ifenthaler

    1. Open Universities Australia, Melbourne, Australia

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  2. Ria Hanewald

    1. CfBT Education Trust, Maktab Rendah Sains Mara Felda (Trolak), Sungkai, Perak, Malaysia

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  • Provides the only cross-disciplinary model for creating digital knowledge maps in higher education

  • Includes concrete examples of technology enhanced curriculum design prototypes utilizing digital knowledge maps

  • Facilitates transformative teaching and learning through the use of digital knowledge maps

  • Includes supplementary material: sn.pub/extras

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Table of contents (19 chapters)

  1. Front Matter

    Pages i-xxv
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  2. Digital Knowledge Maps in Open, Distance, and Flexible Learning Contexts

    1. Front Matter

      Pages 1-1
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    2. Digital Knowledge Mapping in Educational Contexts

      • Ria Hanewald, Dirk Ifenthaler
      Pages 3-15

    3. Making Sense of Knowledge Integration Maps

      • Beat A. Schwendimann
      Pages 17-40

    4. Concept Maps for Comprehension and Navigation of Hypertexts

      • Franck Amadieu, Ladislao Salmerón
      Pages 41-59

    5. Using Digital Knowledge Maps for Supporting Tutors Giving Effective Explanations

      • Andreas Lachner, Matthias Nückles
      Pages 61-81

    6. Investigating Through Concept Mapping Pre-service Teachers’ Thinking Progression About “e-Learning” and Its Integration into Teaching

      • Wan Ng
      Pages 83-101

    7. Concept Mapping in Graduate Education

      • Scott R. Garrigan
      Pages 103-119

  3. Digital Knowledge Maps in Collaborative Learning Contexts

    1. Front Matter

      Pages 121-121
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    2. Collaborative Work with Digital Knowledge Maps on Improving ESL Learners’ Reading Skills

      • Pei-Lin Liu
      Pages 123-138

    3. Researching Individual and Collaborative Pair Learning in Primary School Students Using Digital Knowledge Maps for Science Education

      • Andreanna K. Koufou, Marida I. Ergazaki, Vassilis I. Komis, Vassiliki P. Zogza
      Pages 139-159

    4. Towards a Cultural Historical Theory of Knowledge Mapping: Collaboration and Activity in the Zone of Proximal Development

      • John Cripps Clark
      Pages 161-174

    5. Developing Australian Undergraduate Students’ Science Communication Skills Through Collaboratively Created Digital Knowledge Maps

      • Ria Hanewald, Dirk Ifenthaler
      Pages 175-193

    6. Using Novakian Concept Maps to Foster Peer Collaboration in Higher Education

      • Paulo Correia, Camila Cicuto, Joana Aguiar
      Pages 195-217

  4. Advances in Assessment Using Digital Knowledge Maps

    1. Front Matter

      Pages 219-219
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    2. Assessment for Learning Using Digital Knowledge Maps

      • David L. Trumpower, Mehmet Filiz, Gul Shahzad Sarwar
      Pages 221-237

    3. Sequentially Analyzing and Modeling Causal Mapping Processes that Support Causal Understanding and Systems Thinking

      • Allan Jeong
      Pages 239-251

    4. Gainfully Guided Misconception

      • Pablo Pirnay-Dummer
      Pages 253-273

    5. Digital Concept Mapping for Formative Assessment

      • Heiko Krabbe
      Pages 275-297

    6. Digital Knowledge Maps: The Foundation for Learning Analytics Through Instructional Games

      • Debbie Denise Reese
      Pages 299-327
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Keywords

About this book

Digital knowledge maps are ‘at a glance’ 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.

Editors and Affiliations

  • Open Universities Australia, Melbourne, Australia

    Dirk Ifenthaler

  • CfBT Education Trust, Maktab Rendah Sains Mara Felda (Trolak), Sungkai, Perak, Malaysia

    Ria Hanewald

About the editors

Dr. Ifenthaler’s research interests focus on the learning-dependent progression of mental models, problem solving, decision making, situational awareness, game-based learning, and emotions. He developed an automated and computer-based methodology for the assessment and analysis of graphical and natural language representations (SMD Technology, HIMATT, AKOVIA). Additionally, he developed components of course management software and an educational simulation games (DIVOSA, SEsim). He is also interested in the development of educational software and learning management systems (LMS). Dr. Hanewald has worked on funded research projects investigating ’Pedagogical Agents for Modelling On-Line and Computer-Interactive Learning’ (PEDANT) and ‘Reusable Learning Objects’ (RELO). She has also conducted research into the use of ICT in education, including online and mobile technologies with several grants for projects in these areas. Her contribution to the wider community includes being co-editor for the ICT in Education Journal (2007-2010), serving as a state council committee member of the Computer in Education Group of Victoria (2006-2010), a Consulting Editor for the Australian Journal of Teacher Education (2007-present)and an Editorial Advisory Board Member for the Handbook on Collaborative Learning using Concept Mapping (2010).

Bibliographic Information

  • Book Title: Digital Knowledge Maps in Education

  • Book Subtitle: Technology-Enhanced Support for Teachers and Learners

  • Editors: Dirk Ifenthaler, Ria Hanewald

  • DOI: https://doi.org/10.1007/978-1-4614-3178-7

  • Publisher: Springer New York, NY

  • eBook Packages: Humanities, Social Sciences and Law, Education (R0)

  • Copyright Information: Springer Science+Business Media New York 2014

  • Hardcover ISBN: 978-1-4614-3177-0Published: 02 November 2013

  • Softcover ISBN: 978-1-4939-5293-9Published: 23 August 2016

  • eBook ISBN: 978-1-4614-3178-7Published: 01 November 2013

  • Edition Number: 1

  • Number of Pages: XXV, 405

  • Number of Illustrations: 53 b/w illustrations, 43 illustrations in colour

  • Topics: Educational Technology, Learning & Instruction, Computers and Education, Pedagogic Psychology

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