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Constructing CMAPS required students to discuss the readings and how key
concepts from them connected to the propositions that they generated individu-
ally related to the BACEIS model. Reviewing the relationships between students'
propositions and the readings helped them monitor their comprehension of the
propositions as they fit them into their own conceptualization of the theoretical
framework. Next, students negotiated which ideas and propositions to incorporate
into the CMAP and how to structure it. Then they created hot links to corresponding
ideas in the five readings annotated in HyLighter. When clicking on an icon located
within a node (e.g., metacognition), a menu of all concepts linked to the selected
node appeared. Clicking on a concept term opened a window with a list of all high-
lighted excerpts matching the selected proposition extracted from all five documents
in the database. Consequently, students collaboratively synthesized course concepts
and materials and coconstructed a three-dimensional (3D) knowledge structure.
This process and product had the unique benefit of integrating and contextualizing
important concepts.
Following (Figs. 21.4 and 21.5) are two examples of student-generated, collab-
oratively annotated CMAPS. These two were selected for inclusion here because
of their size. Most of the CMAPS were too big and detailed for readability in a
book. Conversely, online, you can easily change their size so they are readable, but
with static print you cannot. Consequently, the richest, most thorough and detailed
CMAPS could not be displayed in this chapter effectively!
Fig. 21.4
Student-generated HyLighter enhanced 3D CMAP
From a teaching perspective, the individual propositions students created and the
resulting group 3D CMAPS showed how many and which ideas students considered
most important, how they understood the relationships between ideas and recog-
nized connections between their readings and the BACEIS model. Some students'
