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El mapa conceptual: instrumento apropiado para comprender textos expositivos

El mapa conceptual: instrumento apropiado para comprender textos expositivos | Representando el conocimiento | Scoop.it

Via @espacioOEI, @rcasadoz

 

El reto de todo profesor es que sus alumnos pasen de una lectura superficial y anodina a un modo de lectura profunda en la que capten realmente el sentido y el significado del texto. Pues bien, los mapas conceptuales cumplen esta función y son una herramienta para enseñar a los alumnos a leer más y mejor, a aprender de forma más personal y significativa. Es, sin duda, una propuesta contra el tedio en las clases, contra la enseñanza memorística e ineficaz. Constituye un antídoto de la rutina y embarcará, sin duda, a muchos profesores en un viaje apasionante para el que no es preciso un gran equipaje. En la primera parte del trabajo los autores nos exponen de forma sencilla, pero a la vez rigurosa y fundamentada teóricamente, las claves de los mapas conceptuales, equipaje cómodo y sucinto para el viaje. Como buenos educadores, los autores saben que un ejemplo vale más que mil palabras y, por ello, el material incluye una serie de mapas conceptuales elaborados por alumnos de E. Primaria y por alumnos universitarios, futuros profesores.

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Representando el conocimiento
Distintas maneras de representar el conocimiento de forma gráfica
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Scrivener / Evernote: Link Scrivener to Evernote Notebooks

If you’re like me, and use Scrivener for your writing tasks and Evernote for collecting research, then you might find this technique to be helpful.

When working in Scrivener, there are a number of ways to refer to research that you've collected and stored in Evernote. You can copy and paste notes. You can export notes from Evernote and import them into Scrivener. You can create links to specific notes.

However, this technique is a little different. It creates a live link from Scrivener to an entire Evernote notebook.

In this video, I demonstrate the technique. You'll learn how to create the link in Evernote, and use the link in a Scrivener binder.

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Flexible Learning Itineraries Based on Conceptual Maps

Flexible Learning Itineraries Based on Conceptual Maps | Representando el conocimiento | Scoop.it
Olga Lucía Agudelo, Jesús Salinas DOI: 10.7821/naer.2015.7.130 Conference: NEW APPROACHES IN EDUCATIONAL RESEARCH Vol. 4. No. 2. July 2015 pp. 70-76 ISSN: 2254-7399

ABSTRACT The use of learning itineraries based on conceptual maps is studied in order to propose a more flexible instructional design that strengthens the learning process focused on the student, generating non-linear processes, characterising its elements, setting up relationships between them and shaping a general model with specifications for each educational level. Through a methodology built on the Successive Approximation Model (SAM), this article studies learning itinerary design, implementation and assessment process, representing, through non-linear organised conceptual maps, sets of activities leading to the development of competencies that must be understood, mastered and demonstrated. Obtained results show the adequacy of a learning itinerary based on conceptual maps of the subjects' characteristics, solving real situations through the construction and creation of new schemes and knowledge management methods while contributing to a reflection on curricular design principles using ICT and generating learning-process autonomy.


Flexible Learning Itineraries Based on Conceptual Maps - ResearchGate. Available from: http://www.researchgate.net/publication/280307861_Flexible_Learning_Itineraries_Based_on_Conceptual_Maps [accessed Jul 25, 2015].

 

 

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The different curriculum innovations from Finland for preparing our students for the twenty-first century

Ari Myllyviita
MSc (Chemistry Education), BSc (Chemistry), BEd (socialpedagogy) Lecturer, Chemistry and Mathematics, Teacher Educator Project Coordinator (Teacher's in-service ICT-training)
Viikki Teacher Training School of Helsinki University Kevätkatu 2, 00790 Helsinki

This article is a collection of different approaches how to use new technology and social media to answer coming needs of modern society. The school is changing, the teaching is facing a new era, and the old paradigms of pedagogy are falling. Students and pupils are using more and more ICT-tools (smartphones, laptops) especially outside the school. In general, ICT- tools are used for different purposes in everyday and working life. The working and learning environments are complex and there is new dimension: virtual environment and augmented reality. Moreover, we have to find out how we could make visible and useful the formal, nonformal and informal learning. The new era demands to empower students to think critically, communicate widely and work collaboratively with new tools. Therefore, these changes in everyday and working life and, moreover in learning and working environments are forcing teachers to learn how to use ICT tools in teaching and learning. 

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Los mapas conceptuales, creados con CmapTools, juegan un papel iimportante en la formación en Finlandia.

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Aidez vos étudiants à reprendre confiance en eux-mêmes grâce à la théorie des intelligences multiples

Aidez vos étudiants à reprendre confiance en eux-mêmes grâce à la théorie des intelligences multiples | Representando el conocimiento | Scoop.it
Dans le cadre de mon travail à l'université, je suis responsable d'un dispositif d'aide à la réussite à destination des étudiants de première année.

Via Louis Levy
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veroni's curator insight, July 4, 1:08 AM

Dans le cadre des apprentissages  développer les intelligences multiples ! Superbe carte mentale !

Marie Jouault's curator insight, July 6, 7:16 AM

Démarche d'"employabilité" oblige ou d'"efficacité et de bien-être" pour pouvoir apprendre et se développer "tout au long de sa vie", autant "apprendre à apprendre" et capitaliser sr ses différentes intelligence.

 

Gust MEES's curator insight, July 26, 9:54 AM
Dans le cadre de mon travail à l'université, je suis responsable d'un dispositif d'aide à la réussite à destination des étudiants de première année.


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The Effects of Technology-Supported Mind and Concept Mapping on Students’ Construction of Science Concepts The Effect of Mind Mapping in Science Education

Aydin, G. (2015). The Effects of Technology-Supported Mind and Concept Mapping on Students ’ Construction of Science Concepts The Effect of Mind Mapping in Science Education. Anthropologist, 20(2013), 166–176.

 

KEYWORDS Mind Map. Concept Map. Science Concepts

 

ABSTRACT The paper investigates the effect of technology-supported mind and concept mapping on learning science concepts, student opinions on preparing mind and concept maps,and the practices used. This paper, in which a quasi-experimental design with a pre test-post test control group was used, was carried out on 62 sixth graders during the “Systems in Our Body” unit. In experimental group 1 courses were conducted through technology supported mind mapping activities, while courses in experimental group 2 were conducted through technology supported concept mapping activities. The courses in the control group were conducted through activities in the science and technology curriculum. The results revealed that the students in experimental group 1 had a higher level of understanding concepts than the other groups. Students in experimental group 1 stated that it was fun and instructive to prepare mind maps; students in experimental group 2 stated that the concept maps were fun and instructive.

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An Introduction to Design Thinking (Part Two)

An Introduction to Design Thinking (Part Two) | Representando el conocimiento | Scoop.it
In the constructivist-learning model, engagement and experience combine
with immersive environments and self-organisation of knowledge to establish
a context in which learning occurs naturally. Constructivism has since the
time of Dewey become closely affiliated with Project Based Learning and yet
despite years of efforts to refine the process the result does not always
match the promise (Scheer, Noweski and Meinel. 2012). Scheer et al. argue
that ‘Design Thinking’ is capable of providing

Via Tom D'Amico (@TDOttawa)
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Maree Whiteley's curator insight, June 10, 7:14 PM

Taking Action begins by 'identifying a problem/issue'...and the investigation begins.

Helen Teague's curator insight, June 11, 4:37 PM

In the constructivist-learning model, engagement and experience combine with immersive environments and self-organisation of knowledge to establish a context in which learning occurs naturally. Constructivism has since the time of Dewey become closely affiliated with Project Based Learning and yet despite years of efforts to refine the process the result does not always match the promise (Scheer, Noweski and Meinel. 2012). Scheer et al. argue that ‘Design Thinking’ is capable of providing

Willem Kuypers's curator insight, June 15, 3:04 AM

Un article intéressant sur le lien entre constructivisme et l'apprentissage par projet. Cela ne marche pas toujours, et l'apprentissage par conception conviendrait mieux.

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Evolution of knowledge representation and retrieval techniques

Malhotra, M., & Nair, T. R. G. (2015). Evolution of knowledge representation and retrieval techniques. I.J. Intelligent Systems and Applications, (07), 18-28. doi:10.5815/ijisa.2015.07.0

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Abstract— Existing knowledge systems incorporate knowledge retrieval techniques that represent knowledge as rules, facts or a hierarchical classification of objects. Knowledge representation techniques govern validity and precision of knowledge retrieved. There is a vital need to bring intelligence as part of knowledge retrieval techniques to improve existing knowledge systems. Researchers have been putting tremendous efforts to develop knowledge-based system that can support functionalities of the human brain. The intention of this paper is to provide a reference for further research into the field of knowledge representation to provide improved techniques for knowledge retrieval. This review paper attempts to provide a broad overview of early knowledge representation and retrieval techniques along with discussion on prime challenges and issues faced by those systems. Also, state-of-the-art technique is discussed to gather advantages and the constraints leading to further research work. Finally, an emerging knowledge system that deals with constraints of existing knowledge systems and incorporates intelligence at nodes, as well as links, is proposed. 

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Los mapas conceptuales interactivos como recursos didácticos en el ámbito universitario.

Los mapas conceptuales interactivos como recursos didácticos en el ámbito universitario. | Representando el conocimiento | Scoop.it
En esta investigación describimos las experiencias desarrolladas en dos universidades andaluzas (Universidad de Sevilla y Pablo de Olavide) con la finalidad de experimentar y conocer las...
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Cabero Almenara, J., & Ballesteros Regaña, C. (2014). Los mapas conceptuales interactivos como recursos didácticos en el ámbito universitario The interactive concept maps as teaching resources in the university environment. Revista Complutense de Educación, 26(2015), 51–76. doi:http://dx.doi.org/10.5209/rev_RCED.2015.v26.43815

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Effect of the Knowledge Representation Form on the Efficiency of Knowledge Sharing

Effect of the Knowledge Representation Form on the Efficiency of Knowledge Sharing | Representando el conocimiento | Scoop.it

The goal of this thesis is to estimate the effect of the form of knowledge representation on the efficiency of knowledge sharing. The objectives include the design of an experimental framework which would allow to establish this effect, data collection, and statistical analysis of the collected data. The study follows the experimental quantitative design. The experimental questionnaire features three sample forms of knowledge: text, mind maps, concept maps. In the interview, these forms are presented to an interviewee, afterwards the knowledge sharing time and knowledge sharing quality are measured. According to the statistical analysis of 76 interviews, text performs worse in both knowledge sharing time and quality compared to visualized forms of knowledge representation. However, mind maps and concept maps do not differ in knowledge sharing time and quality, since this difference is not statistically significant. Since visualized structured forms of knowledge perform better than unstructured text in knowledge sharing, it is advised for companies to foster the usage of these forms in knowledge sharing processes inside the company. Aside of performance in knowledge sharing, the visualized structured forms are preferable due the possibility of their usage in the system of ontological knowledge management within an enterprise.

Autor: Manakov, Mikhail

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NASA Asteroid Redirect Mission App | Cmap

NASA Asteroid Redirect Mission App | Cmap | Representando el conocimiento | Scoop.it

Learn from National Aeronautics and Space Administration (NASA) leaders, engineers and scientists about NASA’s Asteroid Redirect Mission (ARM), a stepping stone along our path to human pioneering of Mars. ARM will be the first-ever robotic mission to visit a large near-Earth asteroid, collect a multi-ton boulder from its surface, and redirect it into a stable orbit around the moon. Once it’s there, astronauts will explore it and return with samples in the 2020s. Using concept maps as a navigation tool, browse through hundreds of videos, images, and texts on benefits to be gained and capabilities needed to extend human presence beyond low Earth orbit into the proving ground and eventually to Earth independence.

Via Alberto J. Cañas


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7 Characteristics Of Teachers Who Effectively Use Technology

7 Characteristics Of Teachers Who Effectively Use Technology | Representando el conocimiento | Scoop.it
7 Characteristics Of Teachers Who Effectively Use Technology
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Jesús Molina Blog&Portafolio: #CDigital_INTEF Mapa mental de las áreas y dimensiones de la competencia digital

Jesús Molina Blog&Portafolio: #CDigital_INTEF Mapa mental de las áreas y dimensiones de la competencia digital | Representando el conocimiento | Scoop.it
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Schéma heuristique: lecture et dyslexie

Schéma heuristique: lecture et dyslexie | Representando el conocimiento | Scoop.it

Les adaptations pédagogiques à mettre en place si difficultés de lecture 

http://www.scoop.it/t/classemapping


Via Lucas Gruez
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The Effectiveness of Concept Mapping on Learning: A Study in a Saudi College-Level Context

Abdullah M.A. Alhomaidan, “The Effectiveness of Concept Mapping on Learning: A Study in a Saudi College-Level Context.” American Journal of Educational Research, vol. 3, no. 8 (2015): 1010- 1014. doi: 10.12691/education-3-8-10.

 

Abstract Concepts play a key role at the teaching and learning processes of different disciplines, and due to the importance of concepts many researches such as Ausubel [3], Gowin [12], Skinner [25], Piaget [21] and Gagne, [11] believe that concepts and the clarity of them are considered to be the essence of any discipline This study aims to investigate the effect of using concepts mapping on developing the learning outcome of college-level students studying at the College of Technology at Arrass. In order to achieve this objective two groups (experimental and control) were randomly assigned by the researcher; the experimental group has been asked to employ concepts mapping in their learning, while the control group members were not given instructions to do so. Both groups were tested before and after the study. The posttests results showed that the experimental group members scored higher grades compared to counterparts in the control group. Keywords: concept mapping, speaking, english, college of technology, TVTC, Saudi Arabia

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USO DO CMAPTOOLS COMO FERRAMENTA VISUAL DE APRENDIZAGEM

USO DO CMAPTOOLS COMO FERRAMENTA VISUAL DE APRENDIZAGEM

Claudio Ferretti, Ivone Georg

Resumo

As perspetivas educacionais bilingues (Libras/Português) marcam profundamente a criação dos materiais didáticos e ferramentas de interação digitais para alunos surdos. Expõem-se neste artigo, algumas orientações relativas ao emprego de mapas conceituais no processo de ensino-aprendizagem, estabelecidas a partir da experiência bilíngue em turmas de especialização em educação de surdos. O Cmaptools apresenta-se como alternativa didática de interação presencial, instrumento de intervenções pedagógicas, elaboração de aulas, exposição de trabalhos e avaliação. Em contrapartida, apresentam dificuldades de domínio e o grau de aceitação pelos alunos

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Learning: It's All About the Connections

Learning: It's All About the Connections | Representando el conocimiento | Scoop.it

Connection and all of its implications is one of the most important concepts in understanding, engaging in, and facilitating powerful learning experiences.


Via Andrea Zeitz
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Julie Cumming-Debrot's curator insight, July 7, 2:38 AM

Thanks for sharing Marco.  Brilliant.

Carolyn Williams's curator insight, July 10, 6:37 AM

It is ..

Ron McIntyre's curator insight, July 11, 9:49 AM

It is really true, learning is totally about connections.

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Diagnosis and Treatment of Students’ Misconceptions with an Intelligent Concept Mapping Tool

 

 

 

This paper focuses on a new intelligent concept mapping tool that has been created in order to diagnose and treat students’ misconceptions. This tool enables the teacher to: (a)create a detailed digital concept map of thelearning concept in question, (b) create a closed-ended interactive questionnaire attached to each node of the aforementioned concept map to evaluate students’ knowledge about each specific sub-concept, (c) diagnose the misconceptions of each student and the class as a whole (d) attach appropriate learning materials for the learning of each sub-concept, and (e) automatically assign appropriate learning materials to each student, based on the automatic diagnosis of her/his misconceptions. An example of the use of said intelligent concept mapping tool is also given.

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Use of Evernote for the Creation and Management of e-Portfolios in Higher Education | Grupo de Tecnología Educativa


Via Grupo de Tecnología Educativa, Jesús Salinas
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La utilización de mapas conceptuales y mentales en el aprendizaje significativo

Soto Carrión, C., Mamani Chata, H., & iménez Mendoza, W. (2014). La utilización de mapas conceptuales y mentales en el aprendizaje significativo. Revista de Investigaciones de La UNAD, 13(2), 63–77.

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El presente trabajo es una investigación de tipo aplicada, de nivel experimental y de diseño cuasi-experimental.

La selección de la muestra fue no probabilística, el tipo de muestreo fue intencional, distribuidos en dos grupos, uno de control y otro experimental, a quienes se les aplicó la lista de cotejo y la prueba objetiva de conocimientos pre-test, pos-test. Se determinó que la aplicación de la técnica de mapas conceptuales y mentales influyó
elevando el nivel de aprendizaje significativo.

 
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Josi Sierra's curator insight, June 13, 2:57 AM
Siempre aprendemos mas organizando, jerarquizando y resumiendo ;-)
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Eduteka - CmapTools in the Cloud: Mapas conceptuales en línea

Eduteka - CmapTools in the Cloud: Mapas conceptuales en línea | Representando el conocimiento | Scoop.it
CmapTools in the Cloud es el nombre de la versión en línea del programa CmapTools, del IHMC, que permite crear Mapas Conceptuales sin necesidad de instalar un software en el computador, pues simplemente se utiliza una conexión a Internet. Cmappers ofrece una nueva interfaz, no solo con características Web 2.0, sino con facilidades para manipular los mapas y compartirlos con otras personas. En este tutorial presentamos los primeros pasos para iniciarse en el uso de esta la herramienta.

Via Ramon Aragon
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El aprendizaje colaborativo multimedia con mapas conceptuales: efectos del tipo de texto en el rendimiento en la tarea y en el nivel de colaboración.

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Roger Acuña, S., & López Aymes, G. (2015). El aprendizaje colaborativo multimedia con mapas conceptuales: efectos del tipo de texto en el rendimiento en la tarea y en el nivel de colaboración. Textos. Revista Internacional de Aprendizage Y Cibersociedad, 1(10), 1–10. Retrieved from http://aprendizaje-cibersociedad.com/_uploads/TEXTOS_Revista_Internacional_de_Aprendizaje_y_Cibersociedad_Volumen_17_Numero_1.pdf

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Mapas conceptuales en Ipad: Asteroid Redirect Mission

Mapas conceptuales en Ipad: Asteroid Redirect Mission | Representando el conocimiento | Scoop.it

El IHMC, en colaboración con con la NASA, ha presentado la App para iPad NASA Asteroid Redirect Mission. Es una muestra clara de las posibilidades de los Mapas Conceptuales para explicar un determinado tema a partir de un modelo de conocimiento creado con mapas conceptuale

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Concept Mapping in Education and Semantic Knowledge Representation: An Illustrative Survey

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El Mapa Conceptual, una técnica que propicia aprendizajes significativos

El Mapa Conceptual, una técnica que propicia aprendizajes significativos | Representando el conocimiento | Scoop.it
Los mapas conceptuales representan una manera muy objetiva de centrar el aprendizaje, particularmente en aquellos aspectos del contenido que representan mayor relevancia del tema en estudio.

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Learning Concept Map

Learning Concept Map | Representando el conocimiento | Scoop.it
Various learning theories and concepts with an interactive learning mind map.

Via Miguel Zapata-Ros
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Miguel Zapata-Ros's curator insight, May 17, 7:04 PM

Preparando mis clases he encontrado este interesante y completo mapa conceptual sobre el aprendizaje, visto desde casi todos los ángulos posibles