Advertisement

The Need to Support Independent Student-Directed Learning

  • Bowen HuiEmail author
  • Constance Crompton
Conference paper
Part of the Springer Proceedings in Complexity book series (SPCOM)

Abstract

As new educational paradigms, such as blended learning, flipped classrooms, and flexible learning, become mainstream, it is important to have the proper tools in place to support methods of student-initiated and student-directed learning. In this paper, we present a prototype of an online educational tool called the Concept Navigator that is designed to provide students with an explicit and visual representation of the core concepts and learning outcomes of a course. Unlike typical course websites where materials are structured linearly based on an academic calendar, course materials in the Concept Navigator are associated to a set of core concepts presented via a visual, pedagogical tool called the concept map. By digitizing a course concept map and integrating it with existing online functionality such as individualized learning paths, real-time performance and progress monitoring, and data analytics for course management, the Concept Navigator will improve the learning experience in new student-centric paradigms.

References

  1. 1.
    Novak JD, Gowin DB (1984) Learning how to learn. Cambridge University Press, CambridgeGoogle Scholar
  2. 2.
    Bates T, Sangrà A (2011) Managing technology in higher education: strategies for transforming teaching and learning. Jossey-Bass, San FranciscoGoogle Scholar
  3. 3.
    Davidson C , Goldberg DT (2009) The future of learning instutions in a digital age. MIT Press, Cambridge MAGoogle Scholar
  4. 4.
    Sayers J (2011) Tinker-centric pedagogy in literature and language classrooms, in collaborative approaches to the digital in english studies, logan up: computers and composition digital press/utah state UP, pp. 279–300Google Scholar
  5. 5.
    Hagemans MG, Meij HVD, Jong TD (2013) The effects of a concept map-based support tool on simulation-based inquiry learning. J Educ Psychol 105(1):1–24, Feb 2013Google Scholar
  6. 6.
    Koc M (2012) Pedagogical knowledge representation through concept mapping as a study and collaboration tool in teacher education. Aust J Educ Technol 28(4):656–670, Oct 2012Google Scholar

Copyright information

© Springer Science+Business Media Dordrecht 2014

Authors and Affiliations

  1. 1.Computer Science and Beyond the Cube Consulting Services LtdUniversity of British Columbia OkanaganKelownaCanada
  2. 2.Critical StudiesUniversity of British Columbia OkanaganKelownaCanada

Personalised recommendations