The IRMA Community
Newsletters
Research IRM
Click a keyword to search titles using our InfoSci-OnDemand powered search:
|
Synthesizing What Was Learned: Using Social Annotation With Concept Maps
|
|
Author(s): Hope Jinean Hartman (City College of New York, USA)
Copyright: 2019
Pages: 34
Source title:
Marginalia in Modern Learning Contexts
Source Author(s)/Editor(s): Alan J. Reid (Coastal Carolina University, USA)
DOI: 10.4018/978-1-5225-7183-4.ch005
Purchase
|
Abstract
Browser-based social annotation was integrated with concept mapping for assessing graduate teacher education students' learning in lieu of a final exam. Documents annotated online were required readings of three case studies and three chapters. Concept maps were organized around the theoretical framework that underpinned all coursework. Students chose whether to work individually or cooperatively and whether to use browser-based or hand-drawn concept maps. Most students did exemplary jobs synthesizing what they had learned, representing this knowledge and understanding in their concept maps, and explaining their thinking to the class. The results suggest that this is an effective, authentic, alternative assessment approach for summative evaluation. The uniqueness and complexity of this project led to a variety of recommendations for future implementations and research.
Related Content
|
William Chakabwata, Veronica McKay.
© 2026.
28 pages.
|
|
Orlando M. Saiz.
© 2026.
30 pages.
|
|
Pratham Prakash Parekh.
© 2026.
34 pages.
|
|
Mustafa Kayyali.
© 2026.
30 pages.
|
|
Tricia J. Stewart, Nicole DeRonck, Samantha Tisi.
© 2026.
26 pages.
|
|
Thalia Mulvihill.
© 2026.
20 pages.
|
|
Alan Swiercz, Melissa Mesek.
© 2026.
30 pages.
|
|
|