Abstract
This chapter discusses the effectiveness of digital knowledge mapping as an instructional strategy in an online graduate-level course at a North American university. Digital concept mapping tools would help students in constructivist online learning settings to collect ideas and generate and organize knowledge. The creation of digital knowledge maps enhances the cognitive processes, management, structuring, and restructuring of knowledge. Concept maps have proven to be a valuable cognitive tool in a variety of learning and instructional settings. An online course was designed using a knowledge-building Community of Practice (CoP) learning environment. A community is defined as a group of individuals who share experiences, learn together, and engage in regular interaction though discussion and knowledge sharing activities relevant to their domain. An online CoP may foster a high level of student interaction through group discussions and collaborative activities (Draper, The instructional effects of knowledge based communities of practice learning environments on student achievement and knowledge convergence. Ph.D. dissertation, Pennsylvania State University, 2010). In a moderated online instructional setting, graduate students collaborated and shared information to construct digital knowledge maps of instructional technology theories and concepts, which represent a shared meaning of complex theoretical concepts and content. This newly shared meaning represented knowledge convergence. This chapter begins by describing knowledge management, digital knowledge maps, communities of practice, and facilitator best practices, and then provides a document review and content analysis approach to evaluate the artifacts to determine common themes. Finally, suggestions and future research are provided.
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Draper, D.C., Amason, R.F. (2014). Digital Knowledge Mapping as an Instructional Strategy to Enhance Knowledge Convergence: A Case Study. In: Ifenthaler, D., Hanewald, R. (eds) Digital Knowledge Maps in Education. Springer, New York, NY. https://doi.org/10.1007/978-1-4614-3178-7_17
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