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Research Questions

To what extent, and in what ways can computerised concept-mapping be informed by theories of learning?

- what are the implications for software design?

- what consequences arise for classroom practice?

How can computerised concept-mapping be effectively deployed in classrooms for learning, for formative assessment, and for summative assessment?

- what is the impact on how teachers and students view learning?

- what recommendations can be made about practice?

How effective is computerised concept-mapping in classrooms for learning, for formative assessment, and for summative assessment?

- what is the impact on how teachers and students view learning?

- what recommendations can be made about practice?


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