A Knowledge Map Tool for Supporting Learning in Information Science

  • Helmut Vieritz
  • Hans-Christian Schmitz
  • Effie Lai-Chon Law
  • Maren Scheffel
  • Daniel Schilberg
  • Sabina Jeschke


Large classes at universities (> 1600 students) create their own challenges for teaching and learning. Audience feedback is lacking and fine tuning of lectures, courses and exam preparation to address individual needs is very difficult to achieve. At RWTH Aachen University, a course concept and a knowledge map learning tool aimed to support individual students to prepare for exams in information science through theme-based exercises were developed and evaluated. The tool was grounded in the notion of self-regulated learning with the goal of enabling students to learn independently.


Knowledge Map Large Classes Self-Regulated Learning Higher Education Information Science 



The research leading to these results has received funding from the European Community’s Seventh Framework Programme (FP7/2007–2013) under grant agreement no 231396 (ROLE project). Additional funding at the RWTH Aachen University was received from the Federal Ministry of Education and Research (BMBF) for the project Excellence in Teaching and Learning in Engineering Sciences (ELLI project).


  1. 1.
    Ewert, Daniel, Daniel Schilberg, and Sabina Jeschke. 2011. Problem-based Learning of Object-oriented Programming with LEGO Mindstorms and leJOS. INTED2011 Proceedings, 3011–3017, Valencia. International Association of Technology, Education and Development.Google Scholar
  2. 2.
    Solorzano, Jose. 2001. LeJOS. Sourceforge.
  3. 3.
    Leonard, W., A. Journet, and R. Ecklund. 1988. Overcoming obstacles in teaching large-enrollment lab courses. American Biology Teacher 50 (1): 23–28.CrossRefGoogle Scholar
  4. 4.
    Knight, Jennifer K., and William B. Wood. 2005. Teaching more by lecturing less. In Cell biology education 4, ed. Winter, 298–310.Google Scholar
  5. 5.
    Palmér, Matthias, Stéphane Sire, Evgeny Bogdanov, Denis Gillet, and Fridolin Wild. 2009. Mapping web personal learning environments. Proc. of the 2nd Intern. Workshop on Mashup Personal Learning Environments (MUPPLE09), Nice, France, 80–88.Google Scholar
  6. 6.
    Hernández Rizzardini, Rocael, Byron Linares, Alexander Mikroyannidis, and Hans-Christian Schmitz. 2012. Cloud services within a ROLE-enabled Personal Learning Environment. 1st International Workshop on Cloud Education Environments (WCLOUD 2012).Google Scholar
  7. 7.
    Hsiao, I. -H., S. Sosnovsky, and P. Brusilovsky. 2010. Guiding students to the right questions: Adaptive navigation support in an E-Learning system for Java programming. Journal of Computer Assisted Learning 26 (4): 270–283.CrossRefGoogle Scholar
  8. 8.
    Zimmerman, Barry J. 1998. Developing self-fulfilling cycles of academic regulation: An analysis of exemplary instructional models. In Self-regulated learning. From teaching to self-reflective practice, ed. Dale H. Schunk and Barry J. Zimmerman, 1–19. New York, London: The Guilford Press.Google Scholar
  9. 9.
    Efklides, A. 2009. The role of metacognitive experiences in the learning process. Psicothema 21 (1): 76–82.Google Scholar
  10. 10.
    Steffens, K. 2006. Self-regulated learning in technology-enhanced learning environments: Lessons of a European peer review. European Journal of Education 41 (3/4): 353–379.CrossRefGoogle Scholar
  11. 11.
    Fruhmann, Karin, Alexander Nussbaumer, and Dietrich Albert. 2010. A Psycho-Pedagogical Framework for Self-Regulated Learning in a Responsive Open Learning Environment. Proceedings of the International Conference eLearning Baltics Science (eLBa Science 2010), Rostock, Germany.Google Scholar
  12. 12.
    von der Heiden, Bodo, Anja Richert, Dominik Renzel, Ralf Klamma, Carsten Ullrich, Ruimin Shen, Martin Wolpers, and Martin Friedrich. 2011. Early results of experiments with responsive open learning environments. Journal of Universal Computer Science 17 (3): 451–471.Google Scholar
  13. 13.
    Renzel, Dominik. 2011. An Introduction to ROLE Interwidget Communication. Technical report, RWTH Aachen University.Google Scholar

Copyright information

© Springer International Publishing Switzerland 2014

Authors and Affiliations

  • Helmut Vieritz
    • 1
  • Hans-Christian Schmitz
    • 2
  • Effie Lai-Chon Law
    • 3
  • Maren Scheffel
    • 2
  • Daniel Schilberg
    • 1
  • Sabina Jeschke
    • 1
  1. 1.IMA/ZLW & IfURWTH Aachen UniversityAachenGermany
  2. 2.Fraunhofer Institute of Applied Information Technology FITSankt AugustinGermany
  3. 3.Department of Computer ScienceUniversity of LeicesterLeicesterUK

Personalised recommendations