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    Digital knowledge mapping in educational contexts

    Access Status
    Fulltext not available
    Authors
    Hanewald, R.
    Ifenthaler, Dirk
    Date
    2014
    Type
    Book Chapter
    
    Metadata
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    Citation
    Hanewald, R. and Ifenthaler, D. 2014. Digital knowledge mapping in educational contexts, in Hanewald, R. and Ifenthaler, D. (ed), Digital Knowledge Maps in Education: Technology-Enhanced Support for Teachers and Learners, pp. 3-15.
    Source Title
    Digital Knowledge Maps in Education: Technology-Enhanced Support for Teachers and Learners
    DOI
    10.1007/9781461431787_1
    ISBN
    9781461431787
    School
    DVC Education
    URI
    http://hdl.handle.net/20.500.11937/33088
    Collection
    • Curtin Research Publications
    Abstract

    This chapter provides an introduction to knowledge mapping for the novice reader. It will start with a brief overview of the historical origins of concept maps and the learning theories that underpin them. It is followed with a discussion on the various definitions of maps by the authors who are postulating their own definition. Additional terminology is presented in the section explaining the anatomy of a knowledge map, while a simple ten-step process guides readers through the creation of their own map. This can either be a concept or a mind map, with the digitally, with a short explanation of the advantages and disadvantages of each approach before launching into a section that provides an indication of various mapping software and their main features. The chapter concludes with a synopsis of the current knowledge base in the research literature on knowledge maps in educational contexts. It will enable familiarisation with the field and provide a foundation for the following chapters containing empirical and theoretical work, which form the remainder of the book.

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