Individual versus collaborative computer-supported concept mapping : a study with adult learners

In this paper we report how two groups of in-service teachers used concept mapping for studying the curricular subject Research Methods in Education as part of a post graduate teacher education program during the 1st semester of 2008-2009. Teachers build electronic concept maps as a constructivist learning strategy to organize and reflect on the course readings, to plan assessment projects and to compare and contrast information of classroom discussions. Concept maps were built using CmapTools software individually (group A) and in teams (group B) on the same topics of the RME program. Concept maps were analysed considering five dimensions reported in literature: total nº of concepts, nº of valid links, hierarchical levels, cross links, examples and map visual format (vertical/horizontal/radial). Results show that individual maps are more diversified in terms of visual representations; that collaborative maps score higher in all five dimensions considered in the analysis; and that statistical differences are found when applying the Novak and Gowin (1984) formula to the concept maps due to the presence of more cross-links presented on group maps when compared to individual ones.Universidade do Minho. Centro de Investigação em Educaçã

The comparative effect of individually-generated vs. collaboratively-generated computer-based concept mapping on science concept learning

Using a quasi-experimental design, the researcher investigated the comparative effects of individually-generated and collaboratively-generated computer-based concept mapping on middle school science concept learning. Qualitative data were analyzed to explain quantitative findings. One hundred sixty-one students (74 boys and 87 girls) in eight, seventh grade science classes at a middle school in Southeast Texas completed the entire study. Using prior science performance scores to assure equivalence of student achievement across groups, the researcher assigned the teacherâÂÂs classes to one of the three experimental groups. The independent variable, group, consisted of three levels: 40 students in a control group, 59 students trained to individually generate concept maps on computers, and 62 students trained to collaboratively generate concept maps on computers. The dependent variables were science concept learning as demonstrated by comprehension test scores, and quality of concept maps created by students in experimental groups as demonstrated by rubric scores. Students in the experimental groups received concept mapping training and used their newly acquired concept mapping skills to individually or collaboratively construct computer-based concept maps during study time. The control group, the individually-generated concept mapping group, and the collaboratively-generated concept mapping group had equivalent learning experiences for 50 minutes during five days, excepting that students in a control group worked independently without concept mapping activities, students in the individual group worked individually to construct concept maps, and students in the collaborative group worked collaboratively to construct concept maps during their study time. Both collaboratively and individually generated computer-based concept mapping had a positive effect on seventh grade middle school science concept learning but neither strategy was more effective than the other. However, the students who collaboratively generated concept maps created significantly higher quality concept maps than those who individually generated concept maps. The researcher concluded that the concept mapping software, Inspirationâ¢, fostered construction of studentsâ concept maps individually or collaboratively for science learning and helped students capture their evolving creative ideas and organize them for meaningful learning. Students in both the individual and the collaborative concept mapping groups had positive attitudes toward concept mapping using Inspiration⢠software

Scientific Literacy in the digital age: tools, environments and resources for co-inquiry

This paper describes some European and International projects to promote Scientific Literacy in the digital age as well as technologies, environments and resources for co-inquiry. The aim of this research is also to describe computer applications, software tools and environments that were designed to support processes of collaborative inquiry learning to promote Scientific Literacy. These tools are analyzed by describing their interfaces and functionalities. The outcomes of this descriptive research points out some effects on student learning and competences developed known from the literature. This paper argues the importance of promoting scientific citizenship not only through schools and Universities (formal learning), but also non-credit online courses and community-based learning programmes (non-formal context), as well as daily life activities, educational open digital materials through social networks (informal scenario)

Use of C-Map as a Cognitive Tool in Collaborative and Individual Concept Mapping for Enhancing ELL Students\u27 Reading Comprehension

Among those who teach English to English Language Learners (ELL), reading comprehension is considered an essential language skill critical for knowledge acquisition and information exchange. However, in various parts of the world, including Jordan, reading comprehension has been reported as a difficult area for ELL students to master. The purpose of this study was to investigate in-depth the impact of the use of the reading software C-map as a cognitive tool in collaborative and individual concept mapping to promote reading comprehension among ELL readers. The independent variable of this study was concept mapping, which functioned on three levels: collaborative, individual, and control groups. There were four dependent variables: reviewing, listing, enforcing, and overall reading comprehension. 106 ELL high school students from Jordan, aged 17-18 years, participated in the study as subjects, divided into three groups: a collaborative group of 32, an individual group of 36, and a control group of 38. All groups were instructed by the same high school ELL English teacher for 10 weeks. Both the ELL English teacher and the rater received training appropriate to their responsibilities. At the outset of the study, all ELL students took the same pretest individually. They then underwent orientation training appropriate to their groups. Over the course of the study, the students’ work was rated using the same rubric 10 times, one time per a week. At the conclusion of the study, all subjects took the same post-test individually. All instructional materials were accredited by the Jordanian Ministry of Education and the reliability and the validity of study instruments were ensured. The collected data was analyzed quantitatively using the independent samples t-test and one-way ANOVA. Results, limitations, and recommendations were discussed and interpreted in light of study’s purpose, questions, and hypotheses

Roadmap to Success: a K-5 media curriculum

A K-5 media curriculum based on the ITEM standards. This includes 27 lessons, standards (ITEM, MN ELA, social studies and science (ISD 535), materials, and assessments for grades K-5

Collaborative trails in e-learning environments

This deliverable focuses on collaboration within groups of learners, and hence collaborative trails. We begin by reviewing the theoretical background to collaborative learning and looking at the kinds of support that computers can give to groups of learners working collaboratively, and then look more deeply at some of the issues in designing environments to support collaborative learning trails and at tools and techniques, including collaborative filtering, that can be used for analysing collaborative trails. We then review the state-of-the-art in supporting collaborative learning in three different areas – experimental academic systems, systems using mobile technology (which are also generally academic), and commercially available systems. The final part of the deliverable presents three scenarios that show where technology that supports groups working collaboratively and producing collaborative trails may be heading in the near future

Effects of computer-supported collaboration script and incomplete concept maps on web design skills in an online design-based learning environment

Web design skills are an important component of media literacy. The aim of our study was to promote university students’ web design skills through online design-based learning (DBL). Combined in a 2x2-factorial design, two types of scaffolding were implemented in an online DBL environment to support the students through their effort to design, build, modify, and publish web sites on processes and outcomes measures, namely collaboration scripts and incomplete concept maps. The results showed that both treatments had positive effects on collaborative (content-related discourse quality, collaboration skills, and quality of published web sites) and individual (domain-specific knowledge and skills related to the design and building of websites) learning outcomes. There was synergism between the two scaffolds in that the combination of the collaboration script and incomplete concept maps produced the most positive results. To be effective, online DBL thus needs to be enhanced by appropriate scaffolds, and both collaboration scripts and incomplete concept maps are effective examples

Desktop multimedia environments to support collaborative distance learning

Desktop multimedia conferencing, when two or more persons can communicate among themselves via personal computers with the opportunity to see and hear one another as well as communicate via text messages while working with commonly available stored resources, appears to have important applications to the support of collaborative learning. In this paper we explore this potential in three ways: (a) through an analysis of particular learner needs when learning and working collaboratively with others outside of face-to-face situations; (b) through an analysis of different forms of conferencing environments, including desktop multimedia environments, relative to their effectiveness in terms of meeting learner needs for distributed collaboration; and (c) through reporting the results of a formative evaluation of a prototype desktop multimedia conferencing system developed especially for the support of collaborative learning. Via these analyses, suggestions are offered relating to the functionalities of desktop multimedia conferencing systems for the support of collaborative learning, reflecting new developments in both the technologies available for such systems and in our awareness of learner needs when working collaboratively with one other outside of face-to-face situations