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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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