Pedagogically-Informed Knowledge Mapping: Representing Contextualised Competences and Technology Implemented

Autor/inn/en	Nitchot, Athitaya; Gilbert, Lester; Wettayaprasit, Wiphada
Titel	Pedagogically-Informed Knowledge Mapping: Representing Contextualised Competences and Technology Implemented
Quelle	In: Electronic Journal of e-Learning, 19 (2021) 5, S.308-320 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1479-4403
Schlagwörter	Knowledge Level; Visual Aids; Concept Mapping; Educational Technology; Technology Uses in Education; College Students; Student Attitudes; Program Effectiveness; Foreign Countries; Thailand + Suchen Sie Ihr Suchwort? Wissensbasis; Anschauungsmaterial; Concept Map; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Collegestudent; Schülerverhalten; Ausland
Abstract	Knowledge can be represented as concept maps or directed graphs. Our research focuses on the use of knowledge mapping within the educational technology domain. The purposes of using knowledge mapping can be varied such as for self-learning, visualizing individual knowledge and sharing knowledge mapping. Knowledge mapping tools in the educational technology domain currently support learners and teachers in creating and visualizing a knowledge repository, usually of subject matter content or links to such content. However, when we consider the context of learning and teaching, none of the tools are based upon a pedagogically informed approach to knowledge in such a context. In our research, we identify contexts as, at the least, the situation, the resources, and the tools involved or required for the knowledge to be effectively demonstrated. We propose a pedagogically-informed knowledge mapping design, where knowledge is conceptualised as a contextualized learner competence or intended learning outcome, and proposes a tool called Mytelemap for creating and visualizing knowledge and recommending appropriate learning and teaching materials. The research question was set as "Does the use of knowledge mapping and Mytelemap correlate with performance on the final project?" Academic performance was operationalized as the final project mark, and the explanatory path for identifying its correlates was particularly interesting. The experiment suggested that satisfaction in using, and the motivation given by using the Mytelemap tool for knowledge mapping and visualization were significant predictors of engagement which was in turn the significant predictor of academic achievement. We hence conclude that the use of knowledge mapping and the tool significantly correlated with academic performance. However, the suggested results were limited to the knowledge domain of web technology, where the academic contexts referred to tools used in developing web site prototypes in an undergraduate curriculum. Future work will investigate contextualized competences in different domains and different contexts. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01