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Use of concept mapping to integrate the different perspectives of designers and other stakeholders in the development of e‐learning materials
Author(s) -
Hughes Gwyneth,
Hay David
Publication year - 2001
Publication title -
british journal of educational technology
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.79
H-Index - 95
eISSN - 1467-8535
pISSN - 0007-1013
DOI - 10.1111/1467-8535.00225
Subject(s) - development (topology) , computer science , knowledge management , concept map , process management , management science , business , engineering , artificial intelligence , mathematics , mathematical analysis
Multi‐disciplinary teams and stakeholders are involved in the production of e‐learning materials and all have differing and valuable perspectives. A range of factors such as availability of new learning technologies, pedagogy or the learning market, may direct the design process. This article argues that a constructivist methodology for course design enables a project manager to build on all contributors' perspectives in a “bottom up” rather than a “top down” approach and be aware of any weaknesses and undesirable dominating influences. Concept mapping provided the basis for an e‐learning development project at the University of Surrey to develop such a constructivist methodology. The design team and wider stakeholders each produced individual concept maps and were analysed to identify both commonalties and unique contributions that might influence design. The project manager then integrated the individual maps to produce an overall map of the project and found the process valuable for a more critical and holistic approach to directing the project.