You are here:

Mapping and Managing Knowledge and Information in Resource-Based Learning
ARTICLE

, ,

IETI Volume 43, Number 4, ISSN 1470-3297

Abstract

In resource-based learning scenarios, students are often overwhelmed by the complexity of task-relevant knowledge and information. Techniques for the external interactive representation of individual knowledge in graphical format may help them to cope with complex problem situations. Advanced computer-based concept-mapping tools have the potential to foster spatial learning strategies and processes of individual knowledge management. In addition, they have the potential to represent not only conceptual knowledge, but also content knowledge about a domain, as well as knowledge resources. The paper analyzes the potential of digital concept maps for supporting processes of individual knowledge management in resource-based learning. After a brief review of the structural, representational, processing, and usability features of digital concept maps, results of empirical research related to the following main management processes are considered: knowledge identification/evaluation, information search, knowledge generation, knowledge representation/organization, knowledge communication, and knowledge use. (Contains 1 table and 1 figure.)

Citation

Tergan, S.O., Graber, W. & Neumann, A. (2006). Mapping and Managing Knowledge and Information in Resource-Based Learning. Innovations in Education and Teaching International, 43(4), 327-336. Retrieved March 28, 2020 from .

This record was imported from ERIC on April 18, 2013. [Original Record]

ERIC is sponsored by the Institute of Education Sciences (IES) of the U.S. Department of Education.

Copyright for this record is held by the content creator. For more details see ERIC's copyright policy.

Keywords

Cited By

View References & Citations Map

These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact info@learntechlib.org.