Construct that acts as an organiser of the concepts, topics, etc. to be learned, as well as the learning objects to be used, giving a complete picture of what needs to be done to understand a given topic or to develop a given competence.
Published in Chapter:
Learning Design Based on Personal Paths and Learning Sequences for Activation, Development, and Closure in Teaching
Jesús Salinas (University of Balearic Islands, Spain), Barbara de-Benito (University of Balearic Islands, Spain), and Antònia Darder (University of Balearic Islands, Spain)
Copyright: © 2022
|Pages: 18
DOI: 10.4018/978-1-7998-9128-4.ch003
Abstract
This chapter focuses on the representation of flexible learning paths and teaching sequences with concept maps. It is based on the concept of the teacher as a learning designer and the flexibility and personalization of the learning process through student-centered strategies. Examples of concept maps based on two categories of representation are shown: 1) the learning path to be followed by the students (teacher's perspective) and 2) the student's personal learning path. Thus, supported by previous research on university teaching strategies, learning paths, and learning sequences, some examples are presented according to the three moments of intervention (activation, development, and closure) and the cyclical model of self-regulated learning (planning, execution, and self-reflection). In this way, concept maps are shown to be a powerful tool to represent personal learning paths and to enhance teaching-learning processes.