Concept maps and patterns for designing learning scenarios based on digital-ink technologies

Abstract

The research on educational technologies is continuously growing and their application demands an additional effort to instructors. The current work describes the use of concept maps and patterns to provide a better support to instructors in the design of their technology-enhanced learning scenarios. The combination of both representation mechanisms has been applied in a Higher Education context based on the use of digital-ink technologies. The obtained outcomes reveal, first, the contribution of concept maps to represent technology-enhanced learning scenarios from a generic point of view and second, the feasible design of specific learning scenarios based on digital-ink patterns which have been generated from previous concept maps. © 2012 Springer-Verlag.