Over a decade ago, Heeren and Kommers (1991) cited “flexibility of expressiveness” as a major factor in designing concept map tools for learning. In the interim, personal computers have developed substantially in their capabilities and many concept map tool enhancements have appeared. However, the concept map tools in actual use by students have not fully capitalized on such innovations to enhance their flexibility and breadth of expressiveness. This paper reviews the state of the art in concept map tools with the objective of improving those tools actually used in schools.
By: Sherman R. Alpert
Published in: RC22742 in 2003
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