Using concept maps to navigate complex learning environments

ABSTRACT

A concept map is a graphical representation of relationships among concepts. Willis and Miertschin suggested the use of technology-based concept mapping as an active learning strategy that can enhance learning and thinking skills, particularly among students native to a digital environment [16]. In addition, modern concept mapping software tools enable instructors and students to create visual navigation structures through complex knowledge domains. The authors find value in visual navigation structures for their relevance to organizing and simplifying learning environments and for their appeal to visual learners. This paper investigates different ways to develop digital interactive concept maps (CMaps) to help students navigate complex knowledge domains, such as the content of a course or a curriculum. CMaps can be used to present information in a nonsequential way or in several different ways, depending on the need. Interactivity enables students to easily locate digital information artifacts pertinent to a concept (media files, slide presentations, web pages, etc.) by clicking on links associated with a CMap node representing the course concept or category. A review of recent literature is provided, different software tools are compared, and the authors document their personal experience. This material is based upon work supported by the National Science Foundation under Grant No. 0511672.

REFERENCES

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INDEX TERMS

Primary Classification:
  K. Computing Milieux
  K.3 COMPUTERS AND EDUCATION
      K.3.1 Computer Uses in Education
          Subjects: Computer-managed instruction (CMI)

Additional Classification:
  K. Computing Milieux
  K.3 COMPUTERS AND EDUCATION
      K.3.1 Computer Uses in Education
          Subjects: Distance learning

General Terms:
Human Factors, Management

Keywords:
concept map, mapping knowledge domains, resource-based learning