Mapping and Managing Knowledge and Information in Resource-Based Learning
IETI Volume 43, Number 4, ISSN 1470-3297
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.)
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.
Cited ByView References & Citations Map
Kevin Oliver, North Carolina State University, United States
EdMedia + Innovate Learning 2007 (Jun 25, 2007) pp. 2593–2602
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