Pedagogically-Informed Knowledge Mapping: Representing Contextualised Competences and Technology Implemented.
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| Title: | Pedagogically-Informed Knowledge Mapping: Representing Contextualised Competences and Technology Implemented. |
|---|---|
| Authors: | Nitchot, Athitaya1 athitaya.nitchot@gmail.com, Gilbert, Lester2 lg11@soton.ac.uk, Wettayaprasit, Wiphada3 wiphada.w@psu.ac.th |
| Source: | Electronic Journal of e-Learning. 2021, Vol. 19 Issue 5, p308-320. 13p. |
| Subject Terms: | *Educational outcomes, *Teacher-student relationships, *Academic achievement, *Concept mapping, *Educational technology, Directed graphs |
| 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. [ABSTRACT FROM AUTHOR] |
| Copyright of Electronic Journal of e-Learning is the property of Academic Conferences & Publishing International Ltd. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 153644153 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Pedagogically-Informed Knowledge Mapping: Representing Contextualised Competences and Technology Implemented. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Nitchot%2C+Athitaya%22">Nitchot, Athitaya</searchLink><relatesTo>1</relatesTo><i> athitaya.nitchot@gmail.com</i><br /><searchLink fieldCode="AR" term="%22Gilbert%2C+Lester%22">Gilbert, Lester</searchLink><relatesTo>2</relatesTo><i> lg11@soton.ac.uk</i><br /><searchLink fieldCode="AR" term="%22Wettayaprasit%2C+Wiphada%22">Wettayaprasit, Wiphada</searchLink><relatesTo>3</relatesTo><i> wiphada.w@psu.ac.th</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Electronic+Journal+of+e-Learning%22">Electronic Journal of e-Learning</searchLink>. 2021, Vol. 19 Issue 5, p308-320. 13p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Educational+outcomes%22">Educational outcomes</searchLink><br />*<searchLink fieldCode="DE" term="%22Teacher-student+relationships%22">Teacher-student relationships</searchLink><br />*<searchLink fieldCode="DE" term="%22Academic+achievement%22">Academic achievement</searchLink><br />*<searchLink fieldCode="DE" term="%22Concept+mapping%22">Concept mapping</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+technology%22">Educational technology</searchLink><br /><searchLink fieldCode="DE" term="%22Directed+graphs%22">Directed graphs</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: 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. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Electronic Journal of e-Learning is the property of Academic Conferences & Publishing International Ltd. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.34190/ejel.19.5.2118 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 13 StartPage: 308 Subjects: – SubjectFull: Educational outcomes Type: general – SubjectFull: Teacher-student relationships Type: general – SubjectFull: Academic achievement Type: general – SubjectFull: Concept mapping Type: general – SubjectFull: Educational technology Type: general – SubjectFull: Directed graphs Type: general Titles: – TitleFull: Pedagogically-Informed Knowledge Mapping: Representing Contextualised Competences and Technology Implemented. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Nitchot, Athitaya – PersonEntity: Name: NameFull: Gilbert, Lester – PersonEntity: Name: NameFull: Wettayaprasit, Wiphada IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 09 Text: 2021 Type: published Y: 2021 Identifiers: – Type: issn-print Value: 14794403 Numbering: – Type: volume Value: 19 – Type: issue Value: 5 Titles: – TitleFull: Electronic Journal of e-Learning Type: main |
| ResultId | 1 |
