Flexible Learning Itineraries Based on Conceptual Maps

The use of learning itineraries based on conceptual maps is studied in order to propose a more flexible instructional design that strengthens the learning process focused on the student, generating non-linear processes, characterising its elements, setting up relationships between them and shaping a...

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Bibliographic Details
Published in:Journal of new approaches in educational research 2015-07, Vol.4 (2), p.70-76
Main Authors: Agudelo, Olga Lucía, Salinas, Jesús
Format: Article
Language:English
Subjects:
Academic Achievement
Ambientes de aprendizaje
Computer Uses in Education
Concept Mapping
Conceptual maps
Diseño instruccional
Distance learning
Education
Educational Environment
Educational Practices
Educational Resources
Foreign Countries
Grade 9
Ict
Instructional desig
Instructional Design
Instructional Effectiveness
Knowledge management
Learning environments
Learning Processes
Learning Strategies
Learning Theories
Mapas conceptuales
Original
Pedagogy
Qualitative Research
Satisfaction
Secondary School Students
Secondary School Teachers
Student Participation
Students
Teaching
Teaching Methods
Tic
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Summary:The use of learning itineraries based on conceptual maps is studied in order to propose a more flexible instructional design that strengthens the learning process focused on the student, generating non-linear processes, characterising its elements, setting up relationships between them and shaping a general model with specifications for each educational level. Through a methodology built on the Successive Approximation Model (SAM), this article studies learning itinerary design, implementation and assessment process, representing, through non-linear organised conceptual maps, sets of activities leading to the development of competencies that must be understood, mastered and demonstrated. Obtained results show the adequacy of a learning itinerary based on conceptual maps of the subjects’ characteristics, solving real situations through the construction and creation of new schemes and knowledge management methods while contributing to a reflection on curricular design principles using ICT and generating learning-process autonomy.
ISSN:2254-7339
2254-7339
DOI:10.7821/naer.2015.7.130