Digital Knowledge Maps in Education

PART I- Digital Knowledge Maps in Open, Distance, and Flexible Learning Contexts.- Chapter 1 - Digital Knowledge Mapping In Educational Contexts.- Chapter 2 - Making Sense Of Knowledge Integration Maps.- Chapter 3 - Concept Maps For Comprehension And Navigation Of Hypertexts.- Chapter 4 - Using Digital Knowledge Maps For Supporting Tutors Giving Effective Explanations.- Chapter 5 - Investigating Through Concept Mapping Pre-Service Teachers' Thinking Progression About 'Elearning' And Its Integration Into Teaching.- Chapter 6 - Concept Mapping In Graduate Education.- PART II - Digital Knowledge Maps in Collaborative Learning Contexts.- Chapter 7 - Collaborative Work With Digital Knowledge Maps On Improving Esl Learners' Reading Skills.- Chapter 8 - Researching Individual And Collaborative Pair Learning In Primary School Students Using Digital Knowledge Maps For Science Education.- Chapter 9 - Towards A Cultural-Historical Theory Of Knowledge Mapping: Collaboration And Activity In The Zone Of Proximal Development.- Chapter 10 - Developing Australian Undergraduate Students'science Communication Skills Through Collaboratively Created Digital Knowledge Maps.- Chapter 11 - Using Novakian Concept Maps To Foster Peer Collaboration In Higher Education.- PART III - Advances in Assessment Using Digital Knowledge Maps.-Chapter 12 - Assessment For Learning Using Digital Knowledge Maps.- Chapter 13 - Sequentially Analyzing And Modeling Causal Mapping Processes That Support Causal Understanding And Systems Thinking.- Chapter 14 - Gainfully Guided Misconception - How Automatically Generated Knowledge Maps can Help Companies Within and Across Their Projects.- Chapter 15 - Digital Concept Mapping for Formative Assessment.- Chapter 16 - Digital Knowledge Maps: The Foundation For Learning Analytics Through Instructional Games.- PART IV - Case Studies Investigating Digital Knowledge Maps.- Chapter 17 - Digital Knowledge Mapping AsAn Instructional Strategy To

Dr. Ifenthaler's research interests focus on the learning-dependent progression of mental models, problem solving, decision making, situational awareness, game-based learning, and emotions. He developed an automated and computer-based methodology for the assessment and analysis of graphical and natural language representations (SMD Technology, HIMATT, AKOVIA). Additionally, he developed components of course management software and an educational simulation games (DIVOSA, SEsim). He is also interested in the development of educational software and learning management systems (LMS).

Dr. Hanewald has worked on funded research projects investigating 'Pedagogical Agents for Modelling On-Line and Computer-Interactive Learning' (PEDANT) and 'Reusable Learning Objects' (RELO). She has also conducted research into the use of ICT in education, including online and mobile technologies with several grants for projects in these areas. Her contribution to the wider community includes being co-editor for the ICT in Education Journal (2007-2010), serving as a state council committee member of the Computer in Education Group of Victoria (2006-2010), a Consulting Editor for the Australian Journal of Teacher Education (2007-present)and an Editorial Advisory Board Member for the Handbook on Collaborative Learning usingConcept Mapping (2010).chnology, HIMATT, AKOVIA). Additionally, he developed components of course management software and an educational simulation games (DIVOSA, SEsim). He is also interested in the development of educational software and learning management systems (LMS).

Dr. Hanewald has worked on funded research projects investigating 'Pedagogical Agents for Modelling On-Line and Computer-Interactive Learning' (PEDANT) and 'Reusable Learning Objects' (RELO). She has also conducted research into the use of ICT in education, including online and mobile technologies with several grants for projects in these areas. Her contribution to the wider community includes