Titlebook: Innovating with Concept Mapping; 7th International Co Alberto Cañas,Priit Reiska,Joseph Novak Conference proceedings 2016 Springer Internat

Motilin

The Function of Concept Mapping in Hypermedia-Based Tutoring,es between tutor and student. This research contributes to document and develop new instructional approaches for universitary tutoring within CM. It is also suggested ideas for a new function for CmapTools.

巧思

Tortuous

多嘴多舌

Concept Mapping in High School: An Experience on Teaching Geography to Measure Deep, Surface and No high school can change the future of our students. The results show that students need more time to practice concept maps, we observed progress in the development of concept maps, but no student achieved deep learning.

闲逛

Formative and Summative Assessment of Concept Maps,A Table was tested, improved and applied along the semesters of each of the 7 courses. The data gathered as well as the researcher’s observation on students’ pieces of work and assessments allows us to conclude that the FSA Table suggested can be a very useful tool to assist in the teaching and learning process.

得罪

Bumble

Odyssey

,The Educational Multimedia Clip as a Tool for Students’ Self-learning on Concept Mapping,ormative assessment of structural knowledge in one of the author’s taught study courses. Content requirements and their further implementation in the clip are specified in detail. An empirical study based on students’ evaluation of easiness of perception, internal value, and sufficiency of the content presented in the clip is discussed as well.

唤醒

Conference proceedings 2016on of learning; eliciting, capturing, archiving, and using “expert” knowledge; planning instruction; assessment of “deep” understandings; research planning; collaborative knowledge modeling; creation of “knowledge portfolios”; curriculum design; eLearning, and administrative and strategic planning and monitoring..

猛击

1865-0929 2016, held in Tallinn, Estonia, in September 2016...The 25 revised full papers presented were carefully reviewed and selected from 135 submissions. The papers address issues such as facilitation of learning; eliciting, capturing, archiving, and using “expert” knowledge; planning instruction; assess