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Situated Evaluation of Concept Mapping Software with Bookmarking Function for Supporting Reflection and Dialogue: Interaction Analysis of Collaborative Learning Processes
PROCEEDINGS

, Graduate school of cultural studies and human science, Kobe University, Japan ; , Faculty of Human Development, Kobe University, Japan ; , Faculty of Education and Culture, University of Miyazaki, Japan ; , Graduate School of Engineering, Hiroshima University, Japan

EdMedia + Innovate Learning, in Orlando, FL USA ISBN 978-1-880094-60-0 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC

Abstract

In this study, we examined how the bookmarking function of our concept mapping software was used in an actual school environment and how the function supported learners f reflection on their thinking process and dialogue with others in collaborative learning. Using an interaction analysis methodology, we conducted a situated evaluation. The results revealed that the bookmarking function is able to support awareness of the learners thinking process, and explanation of their thinking process to others. And it also became evident that awareness and explanation enabled by bookmarking facilitated reflection on thinking process and dialogue with others.

Citation

Deguchi, A., Inagaki, S., Yamaguchi, E. & Funaoi, H. (2006). Situated Evaluation of Concept Mapping Software with Bookmarking Function for Supporting Reflection and Dialogue: Interaction Analysis of Collaborative Learning Processes. In E. Pearson & P. Bohman (Eds.), Proceedings of ED-MEDIA 2006--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 2111-2118). Orlando, FL USA: Association for the Advancement of Computing in Education (AACE). Retrieved July 18, 2019 from .

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