Veröffentlichung: 2003 August
Art der Veröffentlichung: Paper presented at the 10th Biennial Conference of the European Association for Research on Learning and Instruction
Whereas traditional concept mapping tools only offer possibilities to map conceptual knowledge, more advanced computerized mapping tools also allow for the efficient organization, representation, and localization of knowledge about contents and resources. It is suggested that these tools may augment the capacity of the human brain and may support students in managing knowledge in complex cognitive processing tasks, e.g. complex problem solving, web-based studying, or hypertext writing.
The goal of this presentation is to analyze the rationale and the potential of using computerized mapping tools for supporting aspects of individual knowledge management in complex self-regulated learning scenarios as well as the conditions under which they may be successfully applied. In this analysis we will focus on three types of mapping tools: Concept Mapping, Mind Mapping, and Spatial Hypertext. Firstly, the theoretical basis and the conceptual rationale for the use of mapping tools in e-learning scenarios are presented and the requirements for a cognitive mapping of conceptual, content, and resource knowledge are outlined. Secondly, the different types of computer-based mapping tools are analyzed with respect to their potential to meet requirements for effective knowledge organization, representation, and localization. Thirdly, the rationale of different tools as well as their functions for fostering aspects of knowledge management are juxtaposed, compared, and discussed with respect to their contribution to support students in coping with complex and knowledge-rich cognitive processing tasks. Finally, shortcomings in using computerized mapping tools as well as requirements for empirical research are highlighted. Recommendations for the use of computerized mapping tools in e-learning scenarios are given.
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