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21st Century Pedagogy

21st Century Pedagogy | Representando el conocimiento | Scoop.it

"We need to teach knowledge or content in context with the tasks and activities the students are undertaking. Our students respond well to real world problems. Our delivery of knowledge should scaffold the learning process and provide a foundation for activities. As we know from the learning pyramid content delivered without context or other activity has a low retention rate."


Via Dr. Susan Bainbridge, Peter Mellow
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Dr. Susan Bainbridge's curator insight, April 12, 2013 1:40 PM

This is a very good site with some wonderful flow charts.

Ignacio Sáenz de Miera's curator insight, April 23, 2013 9:17 AM

"...we know that exposure to technology changes the brains of those exposed to it..."

This web does not only adapt learning paradigms to technology, but reflect on the new way technology affects how we learn.

Absoluty essential

Representando el conocimiento
Distintas maneras de representar el conocimiento de forma gráfica
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Mapas conceptuales: Coffey, JW: Concept Mapping and Knowledge Modeling

Mapas conceptuales: Coffey, JW: Concept Mapping and Knowledge Modeling | Representando el conocimiento | Scoop.it

Concept maps are useful in many disciplines for the representation and communication of structured knowledge. This article contains a description of concept mapping and knowledge modeling based upon concept maps that are used for a variety of purposes. It describes applications of concept mapping and knowledge modeling for education, for knowledge preservation and sharing, for knowledge creation, as an efficient means of creating documentation, and for the creation of knowledge formalisms from informal knowledge representations. Examples are drawn from several different knowledge domains.


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Utiliser Cmaptools: Présentation de différents liens

Utiliser Cmaptools: Présentation de différents liens | Representando el conocimiento | Scoop.it

Partage de liens à partir d'une carte Mindomo

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


Via Lucas Gruez, Jesús Salinas, Grupo de Tecnología Educativa
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Josi Sierra's curator insight, January 13, 1:35 PM

Una buena manera de recopilar videos y sugerencias para utilizar Cmap Tools y crear organizadores visuales apropiados

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The Evaluation of the Concept Maps Created by Future Middle School Mathematics Teachers in Regard to the Concept of Angle

The Evaluation of the Concept Maps Created by Future Middle School Mathematics Teachers in Regard to the Concept of Angle | Representando el conocimiento | Scoop.it

Tuluk, G. Ç. (2015). The Evaluation of the Concept Maps Created by Future Middle School Mathematics Teachers in Regard to the Concept of Angle. Turkish Journal of Computer and Mathematics Education (TURCOMAT), 6(2), 323–337. http://doi.org/10.16949/turcomat.36234

 

The purpose of this study is to investigate a group of prospective middle school mathematics teachers’ knowledge on the concept of angle through their concept maps created within a computer-based environment. To this end, 57 middle school future mathematics teachers were first introduced to Inspiration9 software which was developed to create concept map. The participants then were asked to create a concept map illustrating the concept of angle and relationships between the concepts by using Inspiration9. The findings revealed that when preparing concept maps, the prospective teachers were not able to establish significant relationships between the concepts in diagonal relations in terms of subject matter knowledge. On the other hand, the concept maps were found to be instrumental in conceptual understanding and in assessing the structural changes.

 

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20 herramientas para mejorar la visualización del contenido

20 herramientas para mejorar la visualización del contenido | Representando el conocimiento | Scoop.it

La revista virtual Netmagazine ha sugerido el uso de 20 herramientas para mejorar la visualización del contenido que publiques en tu sitio web: gráficas simples y complejas, mapas e infografías, y más.


Via evangelina chavez
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evangelina chavez's curator insight, September 1, 2015 7:43 PM

La mayoría de sitios que presentamos a continuación están disponibles de forma gratuita, y algunos probablemente ya los hayas instalado en tu pc o laptop.

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A survey on knowledge representation in materials science and engineering: An ontological perspective

A survey on knowledge representation in materials science and engineering: An ontological perspective | Representando el conocimiento | Scoop.it

Zhang, X., Zhao, C., & Wang, X. (n.d.). A survey on knowledge representation in materials science and engineering: An ontological perspective. Computers in Industry, 73 IS -, 8–22.

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Developing and Implementing an Assessment Technique To Measure Linked Concepts

Developing and Implementing an Assessment Technique To Measure Linked Concepts | Representando el conocimiento | Scoop.it

Ye, L., Oueini, R., & Lewis, S. E. (2015). Developing and Implementing an Assessment Technique To Measure Linked Concepts. J. Chem. Educ., 150817142724001. http://doi.org/10.1021/acs.jchemed.5b00161

Abstract

The links students make among chemistry content is considered essential for a robust, enduring understanding in multiple learning theories. This article describes the development and implementation of an assessment technique, termed a Measure of Linked Concepts, designed to inform instructors on students? understanding of linking content throughout General Chemistry. Student performance on the assessment technique has provided unique insights relevant for instruction. For example, a substantial proportion of students could not identify when a model was used beyond its intended limit or show proficiency in tasks that the course assumed was prior knowledge. The use of these assessments also provides a means for instruction to show the relevance for topics such as periodic trends or ionic/molecular classification in a variety of subsequent topics throughout the course.

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Mind Mapping and Concept Mapping (PDF)

Wittkower, D. E. (2011). Mind Mapping and Concept Mapping. In R. T. Scholz (Ed.), Learning Through Digital Media Experiments in Technology and Pedagogy (pp. 221–229). New York.

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Análisis de interfaces navegacionales a partir del uso de esquemas de representación de conocimiento

Gaona-garcía, P. A., Montenegro-marín, C. E., & Gaona-garcía, E. E. (2015). Análisis de interfaces navegacionales a partir del uso de esquemas de representación de conocimiento. Ingeniería Y Competitividad, 17(2), 65–76.

Resumen

Actualmente la mayoría de repositorios digitales incluyen esquemas de representación de conocimiento como ontologías y tesauros para ofrecer a creadores y expertos varias alternativas que permitan gestionar, clasificar y organizar objetos de aprendizaje dentro de un repositorio; así como facilitar el uso del repositorio para ayudar a los usuarios a localizar objetos de aprendizaje, desplegar información complementaria, identificar sus relaciones, categorías, áreas de conocimiento, etc. Sin embargo, estos esquemas de clasificación a veces no son utilizados y aprovechados en la medida que sería deseable debido a: i) los usuarios no están familiarizados con los complejos sistemas de representación de conocimiento, que los expertos y creadores de repositorios utilizan para clasificar los recursos, y ii) las interfaces de usuario actuales no siempre facilitan las tareas esenciales de los usuarios que visitan el repositorio: búsqueda y localización de recursos digitales. La motivación de este artículo se centra en el segundo factor, presentando un análisis de las deficiencias de las actividades de búsqueda y navegación mediante el diseño e implementación de interfaces navegacionales a partir del uso de esquemas de representación de conocimiento. 

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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, 2015 2:38 AM

Thanks for sharing Marco.  Brilliant.

Carolyn Williams's curator insight, July 10, 2015 6:37 AM

It is ..

Ron McIntyre's curator insight, July 11, 2015 9:49 AM

It is really true, learning is totally about connections.

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14 STAR WARS POSTERS FOR EDUCATORS - EDUWELLS

14 STAR WARS POSTERS FOR EDUCATORS - EDUWELLS | Representando el conocimiento | Scoop.it
I’m 38 and so automatically love Star Wars. Inspired by the new film, ‘The Force Awakens.’ here are some #StarWars themed Edu posters for all the other educating Star Wars fans out there. I made them using my 10-year-old neighbour Josh’s excellent collection of Lego Star Wars characters – Thanks Josh! Hope you like them!

Via John Evans
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Mind mapping for reading and understanding scientific literature

Mind mapping for reading and understanding scientific literature | Representando el conocimiento | Scoop.it

... The article has to be read and it has to be understood. This paper is an introduction to the experiment that we are going run in a few months. It will attempt to prove that the mind mapping technique is an effective way of increasing the productivity of both research and clinical teams when reading and understanding scientific literature...

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


Via Lucas Gruez, Louis Levy
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Competencias a través de mapas conceptuales

Pirro, A. L., Massa, S. M., & Fernández, M. E. (2014). Desarrollo de Competencias a través de Mapas Conceptuales. Una Aplicación al Cálculo Diferencial. Presented at the II Congreso Argentina de Ingeniería CADI.
 

 
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Further evidence that concept mapping is not better than repeated retrieval as a tool for learning from texts

Lechuga, M. T., Ortega-Tudela, J. M., & Gómez-Ariza, C. J. (2015). Further evidence that concept mapping is not better than repeated retrieval as a tool for learning from texts. Learning and Instruction, 40, 61–68. http://doi.org/10.1016/j.learninstruc.2015.08.002

 

Karpicke and Blunt (2011) showed in college students that retrieval practice produced more learning from educational texts than concept mapping on a 1-week delayed test. This finding is surprising since concept mapping is thought to involve elaborative processing. Hence, the present study (N = 84; 76 females) aimed to examine whether the advantage of repeated retrieval remains when concept mapping is performed by ad hoctrained students or students who regularly utilise concept maps to prepare for exams. While the results essentially replicate Karpicke and Blunt's finding which shows that retrieval practice leads to better overall performance than concept mapping, this effect was less pronounced for people with experience using this technique than it was for trained participants. These findings point to the need to take retrieval-based learning into account in educational settings as well as to further investigate the conditions that may make retrieval activities more effective than concept mapping.

  
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Mapas cognitivos aplicados ao proceso de arendizagem significativa

Araújo, L. P. de. (2014). Mapas cognitivos aplicados ao proceso de arendizagem significativa. Universidade de Sao Paulo.


Este trabalho discute a teoria cognitiva da aprendizagem significativa desenvolvida por David Ausubel, onde se pretende explicar o processamento cognitivo interno que ocorre na aprendizagem. Novas informações são processadas e conceitos são ancorados, de forma relevante, durante o processo de aquisição do conhecimento. Assim, este trabalho enfatiza o papel da estrutura cognitiva do aluno na aquisição de novas informações através da utilização de mapas conceituais. A teoria de David Ausubel propõe que a experiência presente é sempre montada no que o aluno já sabe, e ressalta que a estrutura cognitiva existente, que é a organização, a estabilidade de um indivíduo, a clareza de conhecimento em um campo determinado e em determinado momento é o principal fator que influencia a aprendizagem e a retenção significativa de um novo material. A estrutura cognitiva que é clara e bem organizada facilita a aprendizagem e a retenção desses conhecimentos. Assim, um mapa conceitual proporciona uma visão idiossincrática do criador sobre o fato a que se alude, ideia desenvolvida por Joseph Novak (2010). Quando o sujeito concebe um mapa, ele expressa a sua visão madura e clara sobre um tema. Dessa forma, quando um aluno ou professor constrói o seu mapa cognitivo, ele amplia e experimenta a sua capacidade de apreender as generalidades e distinções do ponto escolhido. Ele pode construir uma hierarquia conceitual, desde as características mais gerais até as mais específicas, tornando visível a diferenciação progressiva. Dessa forma, a teoria da aprendizagem significativa de Ausubel e a elaboração de mapas conceituais de Novak tornam-se um estudo de referência no campo da aprendizagem e da inteligência, que formam a base da integração de pensamentos construtivos, sentimentos e ações.

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Cinco propuestas para utilizar mapas conceptuales en el aula -aulaPlaneta

Cinco propuestas para utilizar mapas conceptuales en el aula -aulaPlaneta | Representando el conocimiento | Scoop.it
Recopilamos ideas para que tus alumnos practiquen la creación y la interpretación de mapas conceptuales para estudiar u organizar ideas.

Via Clara Alazraki, Javier Sánchez Bolado, En el núvol
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En el núvol's curator insight, August 24, 2015 2:00 AM

Cinco propuestas para utilizar mapas conceptuales en el aula

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Êtes-vous un Concept Mapper, un Mind-Mapper ?

Êtes-vous un Concept Mapper, un Mind-Mapper ? | Representando el conocimiento | Scoop.it

"

Posons les bases du dilemme

Depuis que j'utilise ces 2 méthodes de formalisation des connaissances, je suis confronté aux visions partisanes des utilisateurs de chacune des communautés. Pour les différencier dans cet article, je vous propose de les distinguer en leur attribuant un nom particulier.

 

les Concept Mappers (partisans des cartes conceptuelles)les Mind-Mappers (partisans des cartes mentales)


Pour ma part, je participe aux 2 communautés et j'utilise les 2 démarches.


Via pbernardon, Jean-Pierre THELEN, Louis Levy, FrancoisMagnan
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pbernardon's curator insight, August 10, 2015 9:56 AM

Bonjour à toutes et à tous,

 

Je vous propose de partager ma vision des démarches de cartographie que j'utilise au quotidien.

 

Excellente lecture estivale

 

Pascal.

Ronan Larvor's curator insight, August 23, 2015 2:57 PM

bon résumé de ces deux outils

Willem Kuypers's curator insight, August 24, 2015 8:27 AM

En réunion ou en classe, les deux techniques sont utilisables. 

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The “Big Picture” of Thematic Multimedia Information Representation in Enhancing Learners’ Critical Thinking and History Reasoning

Weay, A. L., & Masood, M. (2015). The “Big Picture” of Thematic Multimedia Information Representation in Enhancing Learners’ Critical Thinking and History Reasoning. Procedia - Social and Behavioral Sciences, 197 IS -, 2058–2065.

 

This paper discusses the implementation of interactive multimedia and concept map as the thematic information representation to enhance students’ critical thinking and history reasoning. We designed a structured thematic representation of history learning with an interactive concept map based on the cognitive theory of multimedia learning and cognitive information processing theory as the underlying theories. The six components in history reasoning theoretical framework and concept map strategy are implemented in the development of web-based multimedia learning system. Multimedia information representation with visual and verbal information compensates for the massive load of history information, which is presented with an interactive knowledge structure. Learning history in-depth is not just fully accepting the facts and data from the past but also to conduct a historical analysis and interpretation as well as to rephrase and represent the historical concept with one's own point of view in a well-structured form. Thus, in this study, we discuss the strategy of how the integration of a concept map provides the “big picture” to organize, restructure, and convey the learning content thematically. This interactive concept map incorporates multimedia information representation with regard to learners’ emergent cognitive processes for history reasoning in themes. This thematic approach of the concept map provides a forecast to improve conceptual understanding, relate history to a broader context, and implement it for future events.

  
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CMC2016: 7th International Conference on Concept Mapping

CMC2016: 7th International Conference on Concept Mapping | Representando el conocimiento | Scoop.it

7th International Conference on Concept Mapping

Tallinn, Estonia - September 5-9, 2016 
(including cruise to Stockholm, Sweden)

 

Exciting Agenda for CMC2016, the 7th International Conference on Concept Mapping. In addition to a great academic program, don't miss 3 days in Tallinn, Estonia, plus a cruise to Stockholm, Sweden included as part of the conference.

Agenda includes:

Sept. 5-6: Conference days in Tallinn (Nordic Hotel Forum)Sept. 7: Conference morning in Tallinn, afternoon in cruise ship (ship leaves ~6pm to Stockholm)Sept. 7: Evening Conference event at cruise shipSept. 8: "Mapping" StockholmSept. 8: Evening Conference event at cruise shipSept. 9: Arrive back in Tallinn ~ 10am
ernestprats's insight:

Nos vemos en Tallin!

Via @cmaptools @acanas

#CMC2016

 

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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. 

ernestprats's insight:

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

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