The Evaluation of ReCoNote Summaries for Learner-Centered Integration

Abstract

We present the influence of a midterm integration which supports making relations among many varied learning materials from learners' own viewpoints. We designed a curriculum for the learners integrating sets of similar learning materials at the midterm before integrating broader learning materials in the final results. A concept mapping system called "ReCoNote" helped the learners externalize their thinking. The result is that learners from the 2007 class were more successful in deepening integration of their knowledge at the midterm than learners from the 2006 class. And the learners in 2007 made more relations among the learning materials to their final concept maps than in 2006. In the activity of making relations, the learners in 2007 used their own common concepts or keywords which were made at the midterm when they relate the learning materials. These results suggest that supporting constructing the learners' own integrated knowledge helped them relate many varied learning materials from their own viewpoints.