We found concept mapping and CmapTools to be more efficient because of the speed with which collective knowledge could be captured and, in particular, for its dynamics that allowed the documentation of previous knowledge collaboratively. In the second edition of the conference we used the tools for the collective knowledge capture of conversations in the World Café, replacing the original graphic registry used in this methodology. Since then we have applied them in our work we began with the organization and hosting of the 1 st International Conference on Knowledge Management and Organizational Learning in 2008, where we offered several talks on the use of the tools in Knowledge Management.
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To evaluate the use of concept maps as a Learning Folder, followup will take place at the beginning, middle, and end of the course, which will include an analysis of the concept maps and their contents, and students are asked to respond to an evaluation survey.Įxperience with Concept Maps at CESOFT ColombiaĪt CESOFT Colombia we got initiated with concept maps and CmapTools through our participation at the 2 nd International Concept Mapping Conference in San José, Costa Rica in 2006, where we comprehended the utility and reach of this methodology, as well as the benefits of the software tool.
To evaluate the use of concept maps for the development of the Learning Folder, undergraduate elementary-education students from the third course (Technological and Media Resources in the Teaching-Learning Process in Elementary School), working in groups, will choose the tool to use for the development of the Learning Folder from a set that includes CmapTools. The objective of the project is to develop and evaluate learning strategies based on the personal learning environment and the personal learning network beginning with the creation of contents, collaboration, and information management.
Jesús Salinas, proposes the Learning Folder as a tool to promote the creation and dissemination of knowledge and for learning assessment. Universitat de les Illes Balears: Use of Concept Maps as Learning FoldersĪs a research project within the Innovative Teaching Project “Student-Centered Learning and Assessment Strategies using Technology as a Bridge for the Transfer of Knowledge and to Connect Formal and Informal Learning” being carried out at the Universitat de les Illes Balears in Mallorca, Spain, the ‘Grupo de Tecnología Educativa’ (Educational Technology Group) led by Prof. The research group is investigating which are the most suitable structural and semantic features of these Cmaps to foster cognitive processes related to learning. They can prepare expert Cmaps to be used in classroom before the instruction (e.g., advance organizers), during the instruction (e.g., to set up learning activities) and after the instruction (e.g., to evaluate students’ conceptual understanding). Cmaps made by teachers: Being experts on the taught subject, teachers need to gain experience on concept mapping.Student-centered activities involving Cmaps can easily place students under cognitive overload. The research group has developed training activities to help students produce good Cmaps, i.e., representative external representation of their internal mental models. Cmaps made by students: Most students are novices at both concept mapping and on the taught subject.Ongoing projects focus on Cmaps made by students and teachers. They are investigating Cognitive Load Theory as a means to better understand critical aspects that need to be overcome implementation obstacles found when Cmaps are used in everyday classrooms. Paulo Correia, focuses on understanding how concept maps can foster meaningful learning and collaborative processes. The “Grupo de Pesquisa Mapas Conceituais” at the Universidade de São Paulo, Brasil, lead by Prof. Universidade de São Paulo (USP), Brasil: Research Group on Concept Mapping
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