Skip to main content
SpringerLink
Log in

The Function of Concept Mapping in Hypermedia-Based Tutoring

  • Conference paper
  • First Online:
Innovating with Concept Mapping (CMC 2016)

Part of the book series: Communications in Computer and Information Science ((CCIS,volume 635))

Included in the following conference series:

Abstract

This paper analyzes the function of the concept mapping (CM) in face-to-face tutoring. Through the study of 63 tutoring sessions developed during 36 months with 6 postgraduate students and the audio-writing recording of 200 pages of tutor’s notes, the topics on which the CM is used are analyzed, its functions on the conversational processes between tutor and student, and other elements used in visual-conceptual representation. This analysis enables to recognize the CM as a flexible tool that allows organizing the tutoring sessions and that integrates with wider narrative structures; the CM is preserved into the hypermedia; as both a graphic organizer and as interface to access to the information, and as mediator of the interthinking processes between tutor and student. This research contributes to document and develop new instructional approaches for universitary tutoring within CM. It is also suggested ideas for a new function for CmapTools.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution
Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 39.99
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
USD 54.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

References

  1. Aguilar-Tamayo, M.F.: Tutoría Universitaria con Soporte del Bolígrafo Digital: Análisis de una Experiencia. Rev. Electrón. Investig. Educ. 17(1), 130–145 (2015)

    Google Scholar 

  2. Aguilar-Tamayo, M.F., Montero-Hernández, V., Acuña, S.T.: Hypermedia-based tutoring. In: IEEE Global Engineering Education Conference (EDUCON), Abu Dhabi, pp. 214–218. IEEE (2016)

    Google Scholar 

  3. Aguilar Tamayo, M.F.: Mapa Conceptual, Hipertexto, Hipermedia y otros Artefactos Culturales para la Construcción y Comunicación del Conocimiento. Bonilla Artigas Editores. Universidad Autónoma del Estado de Morelos, México (2015)

    Google Scholar 

  4. Olson, D.R.: El Mundo sobre el Papel. El Impacto de la Escritura y la Lectura en la Estructura del Conocimiento. Gedisa, Barcelona (1999)

    Google Scholar 

  5. Vigotski, L.S.: Pensamiento y Habla. Colihue, Buenos Aires (2007)

    Google Scholar 

  6. Novak, J.D.: Learning, Creating, and Using Knowledge. Concept Maps as Facilitative Tools in Schools and Corporations, 2nd edn. Routledge, New York (2010)

    Google Scholar 

  7. Novak, J.D., Cañas, A.J.: The universality and ubiquitousness of concept maps. In: Sánchez, J., Cañas, A.J., Novak, J.D. (eds.) Concept Maps: Making Learning Meaningful. Proceedings of Fourth International Conference on Concept Mapping, vol. 1, pp. 1–13. Universidad de Chile, Chile (2010)

    Google Scholar 

  8. Aguilar Tamayo, M.F.: Nuevas Tecnologías en la Formación: Asesoría Hipermedia con Plumas Digitales como Apoyo para la Elaboración de Trabajos de Investigación. In: Acuña, S.R., Gabino Campos, M., Martínez Lozano, C.P. (eds.) Multiculturalidad, Imagen y Nuevas ecnologías, pp. 263–291. Editorial Fragua, Madrid (2014)

    Google Scholar 

  9. Pozo Municio, J.I.: Aprendices y Maestros. La Psicología Cognitiva del Aprendizaje. Alianza, Madrid (2008)

    Google Scholar 

  10. John-Steiner, V.: Notebooks of the Mind. Oxford University Press, Oxford (1997)

    Google Scholar 

  11. Ausubel, D.P.: Adquisición y Retención del Conocimiento. Una Perspectiva Cognitiva. Paidós, Barcelona (2002)

    Google Scholar 

  12. Zwiers, J., Crawford, M.: Academic Conversation. Classroom Talk Foster Critical Thinking and Content Understanding. Stenhouse Publisher, Portland (2011)

    Google Scholar 

  13. Lemke, J.L.: Aprender a Hablar Ciencia. Lenguaje, Aprendizaje y Valores. Paidós, Barcelona (1997)

    Google Scholar 

  14. Pozo, J.I., Monereo, C.: Introducción: La Nueva Cultura del Aprendizaje Universitario o por qué Cambiar Nuestras formas de Enseñar y Aprender. In: Pozo, I., Monereo, C. (eds.) Psicología del Aprendizaje Universitario: La formación en competencias, pp. 9–28. Morata, Madrid (2009)

    Google Scholar 

  15. Mercer, N.: Palabras y Mentes. Cómo Usamos el Lenguaje para Pensar Juntos. Paidós, Barcelona (2001)

    Google Scholar 

  16. Locke, D.: Voices of science. Am. Sch. 3(67), 103–104 (1998)

    Google Scholar 

  17. Bohm, D., Peat, D.: Ciencia, Orden y Creatividad. Las Raices Creativas de la Ciencia y la Vida. Kairós, Barcelona (1988)

    Google Scholar 

  18. Pozo Municio, J.I.: Humana Mente. El mundo la Conciencia y la Carnes. Morata, Madrid (2001)

    Google Scholar 

  19. Pozo Municio, J.I.: Adquisición de Conocimiento. Morata, Madrid (2003)

    Google Scholar 

  20. Gowin, B.D., Alvarez, M.C.: The Art of Educating with V Diagrams. Cambridge University Press, New York (2005)

    Book  Google Scholar 

  21. Aguilar Tamayo, M.F.: Didáctica del Mapa Conceptual en la Educación Superior. Experiencias y Aplicaciones para Ayudar al Aprendizaje de Conceptos. Juan Pablos Editor. UAEM, México (2012)

    Google Scholar 

  22. Littleton, K., Mercer, N.: Interthinking. Putting Talk to Work. Routledge, London (2013)

    Google Scholar 

Download references

Acknowledgements

Fondo Mixto CONACYT y Gobierno del Estado de Morelos, México, FOMIX MOR-2014-C01-225102.

Author information

Authors and Affiliations

  1. Universidad Autónoma del Estado de Morelos, Morelos, Mexico

    Manuel F. Aguilar-Tamayo & Antonio Padilla-Arroyo

  2. Universidad Autónoma Metropolitana, México, DF, Mexico

    Edgar Vázquez-Contreras

  3. Universidad Autónoma de San Luis Potosí, San Luís Potosí, Mexico

    Santiago R. Acuña

Authors
  1. Manuel F. Aguilar-Tamayo
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Antonio Padilla-Arroyo
    View author publications

    You can also search for this author in PubMed Google Scholar

  3. Edgar Vázquez-Contreras
    View author publications

    You can also search for this author in PubMed Google Scholar

  4. Santiago R. Acuña
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Manuel F. Aguilar-Tamayo .

Editor information

Editors and Affiliations

  1. Inst. for Human and Machine Cognition , Pensacola, Florida, USA

    Alberto Cañas

  2. Tallinn University , Tallinn, Estonia

    Priit Reiska

  3. Inst. for Human and Machine Cognition , Pensacola, Florida, USA

    Joseph Novak

Rights and permissions

Reprints and permissions

Copyright information

© 2016 Springer International Publishing Switzerland

About this paper

Cite this paper

Aguilar-Tamayo, M.F., Padilla-Arroyo, A., Vázquez-Contreras, E., Acuña, S.R. (2016). The Function of Concept Mapping in Hypermedia-Based Tutoring. In: Cañas, A., Reiska, P., Novak, J. (eds) Innovating with Concept Mapping. CMC 2016. Communications in Computer and Information Science, vol 635. Springer, Cham. https://doi.org/10.1007/978-3-319-45501-3_17

Download citation

  • DOI: https://doi.org/10.1007/978-3-319-45501-3_17

  • Published:

  • Publisher Name: Springer, Cham

  • Print ISBN: 978-3-319-45500-6

  • Online ISBN: 978-3-319-45501-3

  • eBook Packages: Computer ScienceComputer Science (R0)

Publish with us

Policies and ethics

Search

Navigation