Titlebook: Digital Knowledge Maps in Education; Technology-Enhanced Dirk Ifenthaler,Ria Hanewald Book 2014 Springer Science+Business Media New York 2

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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

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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

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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

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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

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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