Analysis of Cmap tool use


About kayhammond68

Academic Development Lecturer. Staff to one spoiled cat.
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One Response to Analysis of Cmap tool use

  1. thomcochrane says:

    Awesome ‘post’ (essay!) Kay. It would be great to get you to demo the CMap tool to the other SLT students. Your use of the concept of ZPD reminded me of Attwell (2006) who draws a correlation between the ZPD and legitimate peripheral participation: “Similar to the idea of legitimate peripheral participation is Vygotsky’s (1978) “Zone of Proximinal Development”. This theoretical construct states that learning occurs best when an expert guides a novice from the novice’s current level of knowledge to the expert’s level of knowledge. Bridging the zone of proximinal development construct with legitimate peripheral participation construct may be
    accomplished if one thinks of a zone in which the expert or mentor takes the learner from the peripheral status of knowing to a deeper status. This may be accomplished with or without intention as Lave and Wenger (1991) state:

    Legitimate peripheral participation is not itself an educational form, much less a
    pedagogical strategy or a teaching technique. It is an analytic viewpoint on learning, a way of understanding learning. We hope to make it clear that learning through legitimate peripheral participation takes place no matter which educational form provides a context for learning, or whether there is any intentional educational form at all. Indeed, this viewpoint makes a fundamental distinction between learning and intentional instruction
    Lave and Wenger, 1991, p. 40

    However, the expert scaffolds the environment to the extent in which the learner is engaged with the discourse and participants within the zone and is drawn from a peripheral status to a more engaged status. The peripheral learner interacts with the mentor, expert learners and peers within this zone.
    More able learners (peers) or the mentor will work with the less able learner potentially allowing for socially constructed knowledge.” p6

    Attwell, G. (2006). The Wales-Wide Web. Personal Learning Environments, 2006(1 June), 11. Retrieved from

    Lave, J., & Wenger, E. (1991). Situated Learning: Legitimate peripheral participation. Cambridge: Cambridge University Press.

    Vygotsky, L. (1978). Mind in Society. Cambridge, MA: Harvard University Press.

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