標(biāo)題: Titlebook: Digital Knowledge Maps in Education; Technology-Enhanced Dirk Ifenthaler,Ria Hanewald Book 2014 Springer Science+Business Media New York 2 [打印本頁] 作者: 萌芽的心 時間: 2025-3-21 16:29
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書目名稱Digital Knowledge Maps in Education讀者反饋
書目名稱Digital Knowledge Maps in Education讀者反饋學(xué)科排名
作者: 赦免 時間: 2025-3-21 23:23
Making Sense of Knowledge Integration MapsUsing multiple quantitative and qualitative methods in combination allows triangulating of changes in students’ understanding. This chapter introduces a novel form of concept map, called knowledge integration map (KIM), and uses KIMs as examples for an overview of concept map analysis methods. KIMs 作者: visual-cortex 時間: 2025-3-22 03:37 作者: Chauvinistic 時間: 2025-3-22 07:11 作者: NOVA 時間: 2025-3-22 10:09
Investigating Through Concept Mapping Pre-service Teachers’ Thinking Progression About “e-Learning” about the concept of “e-learning” before and after the completion of the course .. It sought to understand what the students selected as keywords that were associated with e-learning for their pre-course concept maps and how they shifted them in the post-course concept maps to demonstrate their unde作者: Melodrama 時間: 2025-3-22 15:22 作者: Melodrama 時間: 2025-3-22 18:37
Collaborative Work with Digital Knowledge Maps on Improving ESL Learners’ Reading Skillsve learning for English as Second Language (ESL) learners. First, when learners discuss one text without representing their ideas visually, it is difficult to communicate or share their ideas with each other. Second, when learners work collaboratively, it is hard to determine each learner’s existing作者: STING 時間: 2025-3-23 00:28
Researching Individual and Collaborative Pair Learning in Primary School Students Using Digital Knowely or individually formed, but also requires investigating equally the learning process as well as the learning outcomes. The dynamic nature of knowledge maps, their potential as a life-long learning strategy, and their evaluation through a valid assessment protocol could serve those requirements. 作者: 保留 時間: 2025-3-23 02:34 作者: Restenosis 時間: 2025-3-23 06:27
Developing Australian Undergraduate Students’ Science Communication Skills Through Collaboratively C metropolitan campus—with the view of increasing learning outcomes in future years. It explores the impact and extent of the students’ learning, especially their prior knowledge, their attitude about working collaboratively in small groups, their perspective on using technology rich learning in gene作者: 指數(shù) 時間: 2025-3-23 12:21 作者: 喃喃訴苦 時間: 2025-3-23 14:10 作者: 倔強(qiáng)不能 時間: 2025-3-23 21:11 作者: Discrete 時間: 2025-3-24 01:48 作者: CHIP 時間: 2025-3-24 02:59
Digital Concept Mapping for Formative Assessmentr evaluation is regarded to be too time consuming and of lower reliability compared to written tests. Therefore, different computer-based approaches are reviewed which have the opportunity to improve the reliability and to reduce the effort of evaluation. Their options for formative assessment on an作者: 驚奇 時間: 2025-3-24 10:34 作者: 強(qiáng)所 時間: 2025-3-24 11:32 作者: patella 時間: 2025-3-24 17:56
Marshall Freimer,Myron J. Gordonocuments, which already exist within companies. The described approach will be useful for project managers, heads of organizational units, to improve team communication and ultimately performance (not sure if this is true but it needs a summative/conclusion/benefit statement).作者: pacific 時間: 2025-3-24 21:29
Reinhard Selten,Klaus G. Schusterlable software solutions are derived. For this chapter especially research on digital concept mapping published in the German language has been reviewed in order to make this body of knowledge accessible to the international community作者: exhilaration 時間: 2025-3-25 02:12
Assessment for Learning Using Digital Knowledge Mapsve learning, and can be user friendly for both students and teachers. We conclude the chapter with a discussion of several recently developed formative assessment systems meeting these criteria that rely extensively on the use of digital knowledge maps.作者: pulmonary-edema 時間: 2025-3-25 06:30 作者: Foolproof 時間: 2025-3-25 09:12
Digital Concept Mapping for Formative Assessmentlable software solutions are derived. For this chapter especially research on digital concept mapping published in the German language has been reviewed in order to make this body of knowledge accessible to the international community作者: 膝蓋 時間: 2025-3-25 15:20
enhanced curriculum design prototypes utilizing digital know.Digital knowledge maps are ‘a(chǎn)t a glance’ visual?representations that enable enriching, imaginative and transformative ways for teaching and?learning, with the potential to enhance positive educational?outcomes. The use of such maps has?gen作者: Celiac-Plexus 時間: 2025-3-25 17:22
Book 2014 with the potential to enhance positive educational?outcomes. The use of such maps has?generated much attention and interest among tertiary education?practitioners and researchers over the last few years as?higher education institutions around the world begin to?invest?heavily into new technologies 作者: CLOT 時間: 2025-3-25 21:56
https://doi.org/10.1007/978-1-4614-3178-7Concept mapping in higher education; Concept maps in higher education; Digital knowledge maps in highe作者: 附錄 時間: 2025-3-26 04:00
978-1-4939-5293-9Springer Science+Business Media New York 2014作者: 不吉祥的女人 時間: 2025-3-26 05:37 作者: 有惡意 時間: 2025-3-26 12:32 作者: GAVEL 時間: 2025-3-26 14:43
Risk and Return in Asian Emerging Marketstion and comprehension problems, leading learners to cognitive overhead. Concept maps have been added to hypertexts to reduce the cognitive requirements of navigation and comprehension. This chapter explores the literature to examine the effects of concept maps on navigation, comprehension, and lear作者: 珍奇 時間: 2025-3-26 17:51 作者: GLIDE 時間: 2025-3-26 23:24 作者: NICE 時間: 2025-3-27 01:08 作者: 分開 時間: 2025-3-27 07:34
https://doi.org/10.1007/978-3-319-91385-8ve learning for English as Second Language (ESL) learners. First, when learners discuss one text without representing their ideas visually, it is difficult to communicate or share their ideas with each other. Second, when learners work collaboratively, it is hard to determine each learner’s existing作者: 陰險 時間: 2025-3-27 13:04 作者: FACET 時間: 2025-3-27 17:25 作者: AMBI 時間: 2025-3-27 21:16
Play Strategies with Card Counting metropolitan campus—with the view of increasing learning outcomes in future years. It explores the impact and extent of the students’ learning, especially their prior knowledge, their attitude about working collaboratively in small groups, their perspective on using technology rich learning in gene作者: Atmosphere 時間: 2025-3-27 22:21 作者: MELD 時間: 2025-3-28 03:01 作者: FOR 時間: 2025-3-28 07:19 作者: 訓(xùn)誡 時間: 2025-3-28 10:58
Marshall Freimer,Myron J. Gordonies trust this key aspect to everyday conversation heuristics that essentially only search for plausibility where the conversations then end. Automatically generated knowledge maps can help to guide existing misconceptions back to the conversation within and between different kinds of expertise, thu作者: Flatus 時間: 2025-3-28 15:06 作者: 江湖騙子 時間: 2025-3-28 20:12 作者: 新娘 時間: 2025-3-29 02:47
Dirk Ifenthaler,Ria HanewaldProvides the only cross-disciplinary model for creating digital knowledge maps in higher education.Includes concrete examples of technology enhanced curriculum design prototypes utilizing digital know作者: indoctrinate 時間: 2025-3-29 06:54
http://image.papertrans.cn/d/image/279476.jpg作者: coagulation 時間: 2025-3-29 07:18
Intractability of Climate Changeent knowledge base in the research literature on knowledge maps in educational contexts. It will enable familiarisation with the field and provide a foundation for the following chapters containing empirical and theoretical work, which form the remainder of the book.作者: Salivary-Gland 時間: 2025-3-29 15:06 作者: Arctic 時間: 2025-3-29 16:49
Risk and Return in Asian Emerging Marketssupports more coherent navigation and promotes the construction of a mental representation of the information structure of hypertexts. In practice, concept maps are only beneficial for learners with low skills or low prior domain knowledge. Studies have shown that different strategies in processing 作者: 喚起 時間: 2025-3-29 22:49 作者: 郊外 時間: 2025-3-30 02:15
https://doi.org/10.1007/978-1-4419-0253-5 in more detail for nine cases, three in each of the high-, middle- and low-scoring groups. The chapter presents and discusses the variations in the students’ thinking as demonstrated by their concept maps, and discusses the benefits and limitations of using concept maps in capturing pre-service tea作者: 可行 時間: 2025-3-30 04:10 作者: 駭人 時間: 2025-3-30 09:16
https://doi.org/10.1007/978-3-319-91385-8nd language (ESL) students (. = 100) enrolled in a Bachelor of Chinese Literature Degree at a university in Taiwan. Participants were randomly assigned to heterogeneous-pair or homogeneous-pair groups, and students worked in pairs to complete digital knowledge mapping assignments. All participants h作者: 種族被根除 時間: 2025-3-30 16:02 作者: profligate 時間: 2025-3-30 19:38 作者: Germinate 時間: 2025-3-30 22:05
Play Strategies with Card Countingemistry and the earth sciences. Most students had little and some even no prior knowledge of knowledge mapping. Although taught by five different tutors across two campuses, the differences in learning outcomes between the rural and metropolitan setting were negligible. More than half of the student作者: BRUNT 時間: 2025-3-31 02:10
On the Public Perception of Nuclear Riskructional design, we present a case study involving the collaborative creation of a KM to characterise the interdisciplinary connections among six undergraduate courses offered at the School of Arts, Sciences and Humanities (University of S?o Paulo, Brazil). Fifty-two students worked collaboratively作者: 詼諧 時間: 2025-3-31 06:31 作者: 不感興趣 時間: 2025-3-31 10:36
Programmes for Human Decision-Makingntify and trace trajectories of learning and achievement. The approach is one way to address design for alignment and shortcomings and limitations documented in the literature that plague current learning game design, embedded assessment, and research. Chapter discussion introduces the national init作者: 維持 時間: 2025-3-31 13:28 作者: Harpoon 時間: 2025-3-31 19:50 作者: crumble 時間: 2025-3-31 22:31
Concept Maps for Comprehension and Navigation of Hypertextssupports more coherent navigation and promotes the construction of a mental representation of the information structure of hypertexts. In practice, concept maps are only beneficial for learners with low skills or low prior domain knowledge. Studies have shown that different strategies in processing
