Information Technology Reference
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1. facilitating and accelerating the development of structural knowledge
2. enabling coordinated group inquiry
3. supporting collaboration for reorganizing and synthesizing ideas from multiple
sources
4. creating opportunities for new types of authentic learning and assessment
activities
5. creating an alternative approach to concept mapping which ties nodes to
annotations
6. expanding the concept of a knowledge model to include collective annotation.
(Lebow & Lick, 2004).
Student-created concept maps integrating course readings with the theoretical
framework underlying the course enabled students to construct their own big pic-
ture of course concepts and their interconnections. Students were able to link five
course readings with their electronic concept maps: two chapters and three case
studies. Case study topics included drug abuse, homework, teacher expectations, and
assessment. Chapters were on metacognition in learning and in teaching. Additional
course concepts, from How People Learn (2000), included expert versus novice
teachers and scaffolding within the Zone of Proximal Development.
The BACEIS model, described earlier, is the theoretical framework underlying
ideas in the courses, providing the “big picture” for students to connect what they
learned though their readings and classwork (see Fig. 21.2). In addition to being
trained in the use of HyLighter, as previously described, students were provided
with detailed instructions on how to download and install CMAP and how to use
it with HyLighter to create their own Concept Maps organized around the BACEIS
model.
Before constructing CMAPS, students were required to generate propositions
from course content that could be used to show connections between concepts, read-
ings and the BACEIS model. Each student was required to individually create a set
of propositions, which groups then synthesized for their project. The propositions
appeared as a list in the CMAP work environment. Students used the concept maps
to show their understanding of the concept label at each node and how the proposi-
tions were related to each other and the BACEIS model. Concept labels were linked
to annotated course readings about the specific propositions. Propositions included:
1. cognition affects achievement
2. affect affects achievement
3. metacognition directs cognition
4. metacognition characterizes expert performance
5. inner speech guides thinking
6. domain-specific knowledge affects thinking
7. culture affects learning
8. feedback improves learning
9. scaffolding is based on the ZPD
10.
teachers should model metacognition
