Synthesis: What We've Learned
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A Summary of Literature Pertaining to the Use of Concept Mapping Techniques and Technologies for Education and Performance Support
A Summary of Literature Pertaining to the Use of Concept Mapping Techniques and Technologies for Education and Performance Support The Institute for Human and Machine Cognition 40 S. Alcaniz St. Pensacola FL 32502 www.ihmc.us prepared for The Chief of Naval Education and Training Pensacola FL 32500 July 2003 Principal Investigator: Alberto J. Cañas Research Team: John. W. Coffey Mary Jo Carnot Paul Feltovich Robert R. Hoffman Joan Feltovich Joseph D. Novak Table of Contents List of Figures 1. Executive Summary 1.1. Background and Theory Pertaining to Concept Maps 1.2. Educational, Business, and Governmental Uses of Concept Mapping 1.3. Limits on Our Ability to Report 1.4. Major Conclusions of this Report 2. Construction Methods and Styles for Concept Maps 2.1 Distinguishing Characteristics of Concept Maps 2.2 An Example Concept Map 2.3 A Basic Concept Map Construction Method 2.4. Variations on the Basic Method 2.5 Collaboration in the Construction of Concept Maps. 2.6 Facilitation in Map Construction: Human Facilitators and Computer Support 3. Applications in Educational Settings 3.1 Uses of Concept Maps as a Tool for Support of Learning 3.1.1 Identifying current understanding, misconceptions, conceptual change 3.1.2 Collaboration and Cooperative Learning 3.2 Assessment of Learning Using Concept Maps 3.2.1 The Utility of Using Concept Maps for Assessment 3.2.2. Methods of Scoring Concept Maps 3.2.3 Reliability and Validity of Concept Maps for Assessment 3.3 Uses of Concept Maps to Organize and Present Information 3.3.1 Concept Maps as -
Concept Mapping As a Tool for Enhancing Self-Paced Learning in a Distance Scenario
Walden University ScholarWorks Walden Dissertations and Doctoral Studies Walden Dissertations and Doctoral Studies Collection 2015 Concept Mapping as a Tool for Enhancing Self- Paced Learning in a Distance Scenario John Allen Richbourg Walden University Follow this and additional works at: https://scholarworks.waldenu.edu/dissertations Part of the Chemistry Commons, Elementary and Middle and Secondary Education Administration Commons, Instructional Media Design Commons, and the Secondary Education and Teaching Commons This Dissertation is brought to you for free and open access by the Walden Dissertations and Doctoral Studies Collection at ScholarWorks. It has been accepted for inclusion in Walden Dissertations and Doctoral Studies by an authorized administrator of ScholarWorks. For more information, please contact [email protected]. Walden University College of Education This is to certify that the doctoral dissertation by John Richbourg has been found to be complete and satisfactory in all respects, and that any and all revisions required by the review committee have been made. Review Committee Dr. Leslie Moller, Committee Chairperson, Education Faculty Dr. Wellesley Foshay, Committee Member, Education Faculty Dr. Christina Dawson, University Reviewer, Education Faculty Chief Academic Officer Eric Riedel, Ph.D. Walden University 2015 Concept Mapping as a Tool for Enhancing Self-Paced Learning in a Distance Scenario by John A. Richbourg, Jr. MA, University of Texas at San Antonio, 1991 BS, The Citadel, Charleston, SC, 1974 Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy Educational Technology Walden University May 2015 Abstract Researchers have determined that concept maps serve as effective tools in the traditional science classroom. -
A Bibliometric Study on Learning Analytics Bertha Adeniji
Long Island University Digital Commons @ LIU Selected Full Text Dissertations, 2011- LIU Post 2019 A Bibliometric Study on Learning Analytics Bertha Adeniji Follow this and additional works at: https://digitalcommons.liu.edu/post_fultext_dis A Bibliometric Study on Learning Analytics A Dissertation Submitted to the Faculty of The Palmer School of Library and Information Science at Long Island University by Bertha (Abby) Adeniji Advisor: Professor Qiping Zhang May 3, 2019 i Table of Contents List of Figures .................................................................................................................... iv List of Tables ..................................................................................................................... v Dedication ................................................................................................................... vii Acknowledgment ............................................................................................................. viii Abstract .................................................................................................................... ix Chapter 1: Introduction ..................................................................................................... 10 1.1 Theoretical Positioning of Learning Analytics (LA) .......................................... 10 1.2 Motivation and Objective ............................................................................................ 12 1.3 Significance ...................................................................................................................... -
Mind Maps and Network Analysis to Evaluate Conceptualization of Complex T Issues: a Case Example Evaluating Systems Science Workshops for Childhood Obesity Prevention
Mind maps and network analysis to evaluate conceptualization of complex T issues: A case example evaluating systems science workshops for childhood obesity prevention ⁎ Leah Frerichsa, ,Tiffany L. Younga, Gaurav Davea, Doris Stithb, Giselle Corbie-Smitha, Kristen Hassmiller Licha a University of North Carolina at Chapel Hill, NC, United States b Community Enrichment Organization, Tarboro, NC, United States ARTICLE INFO ABSTRACT Keywords: Across disciplines, it is common practice to bring together groups to solve complex problems. Facilitators are Concept mapping often asked to help groups organize information about and better understand the problem in order to develop Mental models and prioritize solutions. However, despite existence of several methods to elicit and characterize how individuals Network analysis and groups think about and conceptualize an issue, many are difficult to implement in practice-based settings Systems science where resources such as technology and participant time are limited and research questions shift over time. This paper describes an easy-to-implement diagramming technique for eliciting conceptualization and a flexible network analysis method for characterizing changes in both individual and group conceptualization. We use a case example to illustrate how we used the methods to evaluate African American adolescent’s conceptual un- derstanding of obesity before and after participating in a series of four systems thinking workshops. The methods produced results that were sensitive to changes in conceptualization that were likely driven by the specific activities employed during the workshop sessions. The methods appear strong for capturing salient levels of conceptualization at both individual and collective levels. The paper concludes with a critical examination of strengths and weaknesses of the methods and implications for future practice and research. -
A Summary of Literature Pertaining to the Use of Concept Mapping Techniques and Technologies for Education and Performance Support
A Summary of Literature Pertaining to the Use of Concept Mapping Techniques and Technologies for Education and Performance Support The Institute for Human and Machine Cognition 40 S. Alcaniz St. Pensacola FL 32502 www.ihmc.us prepared for The Chief of Naval Education and Training Pensacola FL 32500 July 2003 Principal Investigator: Alberto J. Cañas Research Team: John. W. Coffey Mary Jo Carnot Paul Feltovich Robert R. Hoffman Joan Feltovich Joseph D. Novak Table of Contents List of Figures 1. Executive Summary 1.1. Background and Theory Pertaining to Concept Maps 1.2. Educational, Business, and Governmental Uses of Concept Mapping 1.3. Limits on Our Ability to Report 1.4. Major Conclusions of this Report 2. Construction Methods and Styles for Concept Maps 2.1 Distinguishing Characteristics of Concept Maps 2.2 An Example Concept Map 2.3 A Basic Concept Map Construction Method 2.4. Variations on the Basic Method 2.5 Collaboration in the Construction of Concept Maps. 2.6 Facilitation in Map Construction: Human Facilitators and Computer Support 3. Applications in Educational Settings 3.1 Uses of Concept Maps as a Tool for Support of Learning 3.1.1 Identifying current understanding, misconceptions, conceptual change 3.1.2 Collaboration and Cooperative Learning 3.2 Assessment of Learning Using Concept Maps 3.2.1 The Utility of Using Concept Maps for Assessment 3.2.2. Methods of Scoring Concept Maps 3.2.3 Reliability and Validity of Concept Maps for Assessment 3.3 Uses of Concept Maps to Organize and Present Information 3.3.1 Concept Maps as