Abstract:

Introducing graphic representations of the concepts presented in class can help the student to analyze the relationships between concepts. In this sense, it has been proven that graphic representations such concept maps are easier to follow than oral or written presentations. In addition, the active participation of students in the realization of these types of maps promotes meaningful learning.

In this paper, authors introduce an ongoing Educational Innovation Project (EIP) that is being carried out at the Faculty of Engineering of Bilbao of the University of the Basque Country (Spain). During the first master's course, students handle large amounts of information in electronic format through the web. The aim of this project is to investigate the effectiveness of using concept maps enriched with hyperlinks a navigating tool for accessing electronic study materials in Moodle and other websites. CmapTools software has been used in order to develop the different concept maps.

We have observed that the students have not sufficiently understood the relationships between the concepts worked on in previous courses and this makes it very difficult to learn new knowledge. For this reason, it is especially important to help students identify which gaps they have. This pedagogical tool can serve as a kind of “internet road map” to develop solid and well-structured knowledge and would also be a very useful tool in the autonomous learning of new concepts.

Keywords:

Concept mapping, research-teaching nexus, hyperlinks, questionnaire, academic development, machining.