Titlebook: Digital Knowledge Maps in Education; Technology-Enhanced Dirk Ifenthaler,Ria Hanewald Book 2014 Springer Science+Business Media New York 2

萌芽的心

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赦免

Making Sense of Knowledge Integration MapsUsing multiple quantitative and qualitative methods in combination allows triangulating of changes in students’ understanding. This chapter introduces a novel form of concept map, called knowledge integration map (KIM), and uses KIMs as examples for an overview of concept map analysis methods. KIMs

visual-cortex

Chauvinistic

NOVA

Investigating Through Concept Mapping Pre-service Teachers’ Thinking Progression About “e-Learning” about the concept of “e-learning” before and after the completion of the course .. It sought to understand what the students selected as keywords that were associated with e-learning for their pre-course concept maps and how they shifted them in the post-course concept maps to demonstrate their unde

Melodrama

Melodrama

Collaborative Work with Digital Knowledge Maps on Improving ESL Learners’ Reading Skillsve learning for English as Second Language (ESL) learners. First, when learners discuss one text without representing their ideas visually, it is difficult to communicate or share their ideas with each other. Second, when learners work collaboratively, it is hard to determine each learner’s existing

STING

Researching Individual and Collaborative Pair Learning in Primary School Students Using Digital Knowely or individually formed, but also requires investigating equally the learning process as well as the learning outcomes. The dynamic nature of knowledge maps, their potential as a life-long learning strategy, and their evaluation through a valid assessment protocol could serve those requirements.

保留

Restenosis

Developing Australian Undergraduate Students’ Science Communication Skills Through Collaboratively C metropolitan campus—with the view of increasing learning outcomes in future years. It explores the impact and extent of the students’ learning, especially their prior knowledge, their attitude about working collaboratively in small groups, their perspective on using technology rich learning in gene