EDUCATIONAL LANDSCAPES IN THE CONTEXT OF THE DIGITAL EDUCATIONAL ENVIRONMENT
DOI:
https://doi.org/10.17770/sie2021vol5.6445Keywords:
educational landscape, concept landscape, educational map, concept map, digital educational environmentAbstract
The concept of "educational map", as well as a number of related concepts such as "concept map", have been the subject of numerous studies in the field of pedagogy over the years. They are a tool for describing and analyzing the knowledge of a specific student at a specific point in time. Recently, there has been interest in the problem of generalization and aggregation of information contained in separate individual maps. The concept of "Concept Landscape" was proposed as an approach to solving this problem (Mühling, 2017). However, this concept is focused exclusively on the analysis of the knowledge structure of a group of students. Accordingly, the problem arises of finding a more general and more universal tool that allows us to organically fit aggregated educational maps into the structure of the digital educational environment. We propose to consider this environment as a context that unites all possible educational maps. In accordance with the proposed approach, by the educational landscape we mean the result of the aggregation of several educational maps, united by the digital educational environment as a common context. We also set ourselves the task of identifying technologies for the aggregation of educational maps. We consider superposition, inclusion and absorption as such technologies and disclose the content of these operations in our article. We also establish the main form of the formal description of the educational landscape - a graph with colored vertices and edges. We propose a five-component algorithm for constructing and processing an educational landscape and describe the content of all its stages in the article. In our study, we also give an answer to the question about the role of the educational landscape within the digital educational environment. This role is, in our opinion, multifactorial. The main factors include: the formation of a space of possible individual learning trajectories; analysis and forecasting of the group dynamics of knowledge and skills of students; creation of a tool for supporting the design of an digital educational environment.
Downloads
References
Boyarinov, D.A. (2020). Pedagogical model for the integration of educational maps in a digital educational environment. In Society. Integration. Education. Proceedings of the International Scientific Conference, Rezekne, Rezekne Academy of Technologies, Latvia. 22-23 May 2020 (426-438). https://dx.doi.org/10.17770/sie2020vol4.4952
Boyarinov, D.A. (2019). Pedagogical Model for Creating Individual Learning Paths Based on Educational Maps. In Valeeva R. (Ed.), VI International Forum on Teacher Education, Kazan Federal University, Russia. 27 May – 09 June 2020. ARPHA Proceedings 3 (277-289). https://dx.doi.org/10.3897/ap.2.e0277
Cañas, A.J. (2003). A Summary of Literature Pertaining to the Use of Concept Mapping Techniques and Technologies for Education and Performance Support. The Institute for Human and Machine Cognition Pensacola FL.
Cosentino de Cohen, C., & Chu Clewell, B. (2007). Putting English Language Learners on the Educational Map. Education if Focus. Urban Institute Policy Brief May 2007. The Urban Institute. https://www.urban.org/sites/default/files/publication/46276/311468-Putting-English-Language-Learners-on-the-Educational-Map.PDF
Chu, H.-C., Hwang, G.-J., & Liang, Y.-R. (2014). A cooperative computerized concept-mapping approach to improving students’ learning performance in web-based information-seeking activities. Journal of Computers in Education 1(1), 19–33. https://dx.doi.org/10.1007/s40692-014-0001-2
Dwivedi, P., Kant, V., & Bharadwaj, K.K. (2018). Learning path recommendation based on modified variable length genetic algorithm. Education and Information Technologies 23, 819–836. https://dx.doi.org/10.1007/s10639-017-9637-7
Frias, M., Filiberto, Y., Nápoles, G., García-Socarrás, Y., Vanhoof, K., Bello, R. (2018). Fuzzy Cognitive Maps Reasoning with Words Based on Triangular Fuzzy Numbers. In Castro F., Miranda-Jiménez S., & González-Mendoza M. (Eds), Advances in Soft Computing. MICAI 2017. Lecture Notes in Computer Science: Vol. 10632 (197-207). Springer. https://doi.org/10.1007/978-3-030-02837-4_16
Mühling, A. (2017). Concept Landscapes: Aggregating Concept Maps for Analysis. Journal of Educational Data Mining, 9(2), 1-30. https://doi.org/10.5281/zenodo.3554717
Novak, J.D. (2010). Learning, Creating, and Using Knowledge: Concept Maps as Facilitative Tools in Schools and Corporations (2nd ed.). Routledge, London. http://www.systemsci.org/jinshanw/wp-content/uploads/sites/2/2016/12/Learning-Creating-and-Using-Knowledge.pdf
Novak, J.D., & Cañas, A.J. (2010). The universality and ubiquitousness of concept maps. In J.Sánchez, A.J. Cañas, & J.D. Novak, (Eds.), Concept Maps: Making Learning Meaningful, Vol. 1 (1-13). Universidad de Chile. http://cmc.ihmc.us/cmc2010Papers/cmc2010-p1.pdf
Schwendimann, B.A. (2014). Making Sense of Knowledge Integration Maps. In D. Ifenthaler, & R. Hanewald (Eds.), Digital Knowledge Maps in Education. Technology-Enhanced Support for Teachers and Learners (17-40). Springer-Verlag New York.
Trumpower, D.L., Sharara, H., & Goldsmith, T.E. (2010). Specificity of structural assessment of knowledge. The Journal of Technology, Learning, and Assessment 8(5), 1-32. Retrieved from https://www.researchgate.net/publication/41211260_Specificity_of_Structural_Assessment_of_Knowledge
Yin, Y., Vanides, J., Ruiz-Primo, M.A., Ayala, C.C., & Shavelson, R.J. (2005). Comparison of two concept-mapping techniques: Implications for scoring, interpretation, and use. Journal of Research in Science Teaching 42(2), 166–184. https://dx.doi.org/10.1002/tea.20049
