DEVELOPING A MASSIVE OPEN ONLINE COURSE BY CMAP-TOOL

Education, 2012

Information and communication technology (ICT) has been integrated as an educational tool in the late 1950’s and the beginnings of 1960’s. Many research and conceptual papers over the past decades have documented its importance on enhancing students’ education and learning across all subject areas and grade levels. Our twenty-first century modern life is dominated by ICT, yet education has not been able to use ICT as an enabler and tool to foster effective learning fully. Concept mapping and visual learning software is a graphical application used to show and represent the relationship and connections among concepts. This study reviews the literature on the application of Inspiration software, a concept mapping tool that has been used with more than 25 million users worldwide. The study investigates the opinions of undergraduate students at Kuwait University (KU), their perceptions and willingness, for using concept mapping software to aid in learning. The study examines and identifies the usefulness of the application on students’ learning and thinking. It also provides valuable contribution regarding the level of awareness, utilization, satisfaction, and difficulties faced by the uses of concept mapping software at KU. Furthermore, it explores beliefs of undergraduate students concerning the usefulness of this type of software on students’ learning and thinking process. Findings of this research provide a profile and reference for policy and decision makers as well as professionals, working in the field of education and at the Ministry of Education and Higher Learning, regarding the integration of concept mapping and visual learning application software into education.

Journal for new generation sciences, 2005

Concept maps, when used to improve factual recall from written material or verbal communication, have the potential to enhance effective learning. The use of concept mapping allow higher education learners to create an understanding of information by making associations and by creating and exploring links, skills that establish the basic process of problem solving and creative thinking during problem based-and reflective-learning. The mind map as learning facilitation method offer educators several advantages, for example to stimulate interest, to enhance concentration and to increase understanding. It facilitates improved memory in learners since mind mapping serves as a method to help learners learn, record, and recall information. To explore mind mapping as an approach to optimise learning holds potential since it is an invitation to creative thought.

Journal for Educators, Teachers and Trainers, 2013

Results and underpinning of over twenty years of research and development program of concept mapping is presented. Different graphical knowledge presentation tools, especially concept mapping and mind mapping, are compared. There are two main dimensions that differentiate graphical knowledge presentation methods: The first dimension is conceptual explicitness: from mere concepts to flexibly named links and clear propositions in concept maps. The second dimension in the classification system I am suggesting is whether there are pictures or not. Ahlberg's and his research group's applications and developments of Novakian concept maps are compared to traditional Novakian concept maps. The main innovations include always using arrowheads to show direction of reading the concept map. Centrality of each concept is estimated from number of links to other concepts. In our empirical research over two decades, number of relevant concepts, and number of relevant propositions in student...

Applied Concept Mapping, 2011

2006

2007

The aim of this paper is to discuss the conceptual framework and principles to guide knowledge mapping to foster critical and creative thinking in open content environments. We introduce knowledge mapping techniques and tools and present examples of knowledge maps applied to open learning. Then we present some principles to develop thinking skills, highlighting the importance of mapping techniques to organise knowledge. At the end of this paper, we discuss important issues required? to foster critical and creative thinking through open educational resources and knowledge mapping.

2018 XIII Latin American Conference on Learning Technologies (LACLO), 2018

Concept Maps (CMs) have been used as an evaluation tool in learning processes since they allow the representation and analysis of the knowledge developed by a student regarding a specific subject. In order to properly evaluate and grade CMs developed by students, it is necessary to define a set of criteria in relation to for instance, the structure, size and quality of the CMs. The process of creation, submission, analysis, evaluation and grading of CM according to these criteria can be complex and time-consuming for tutors. In this context, this paper presents an implementation of the CMapTEC tool to support the semiautomated evaluation of CMs within TEC Digital – the elearning platform of the Costa Rica Institute of Technology (TEC). The proposed approach is based on the integration of the CmapServer and CmapAnalysis software from the Institute for Human and Machine Cognition with the evaluation package of .LRN learning management system. Therefore, the achieved solution is comple...

2000

This text is devoted to a literature review of concept maps and concept mapping. An overall idea emerges : on the one hand, concept maps are useful tools for designers, to structure their products, but, on the other hand, ready-made concept maps might not be so useful for learning. For the learner, the process of creating and/or modifying concept maps seems to be much better. Evidence is collected from different studies about advanced organisers and about hypertext design and use for learning. According to these results, computer-based concept mapping tools provide very interesting possibilities.

Studies in Higher Education, 2008

International Journal of Trendy Research in Engineering and Technology, 2022

The study is a descriptive survey research designed to investigate concept mapping in education: benefits and challenges in higher institutions. The area of the study is the Federal college of education (Technical), Omoku. The population of the study comprises all teaching practice students in the Faculty of Science. A sample of 100 students was involved in the study. Purposive and stratified sampling technique was applied in the selection process. The Instrument used for the study to collect data from respondents is a structured questionnaire titled concept mapping in education: benefits and challenges in the higher institution (CMEBCHI) with 30-item questions. The reliability coefficient of 0.72 was gotten. Mean and Standard Deviation were used to answer the research questions while the Z test was used to answer the hypotheses. The study found that concept maps can be used to increase learning by relating new and old knowledge and concept mapping helps students to make meaningful connections between the main idea and other information. Based on the conclusion, the researcher recommended that Teachers should use concept mapping as a useful cognitive tool for enhancing students' critical thinking by encouraging students to process information deeply for understanding