DIGITAL CONCEPT MAP AS A TEACHING/LEARNING STRATEGY IN GLOBAL CURRICULUM DEVELOPMENT

1. DIGITAL CONCEPT MAPAS A
TEACHING/LEARNING STRATEGY IN
GLOBAL CURRICULUM DEVELOPMENT
Dr. D.L. DELPHIN
APOLLO COLLEGE OF EDUCATION, CHENNAI.

2. INTRODUCTION
Beginning of the 21st centuary new technologies
have emerged and the global economy has changed.
Some of the problems our world faces is world
economy, security, resources allocation and national
development.
Education is the centre of these important decisions.
Curriculum leaders have been holding on the
traditional practices for too long.

3. GLOBAL CURRICULUM
National curriculum adopt a global dimension.
Common courses, with common content taught in
various countries.
New communication technologies have allowed
students to connect with global cultures.
In the global curriculum development, the level of
students, needs of the society and nation, the nature
of content and means of voicing learning
experiences are considered as important factors.

4. NEED FOR GLOBAL CURRICULUM
 To become world citizens- where students see themselves
connected with the global community and develop a great sense
of responsibility to its members.
 As world citizens, we promote sustainability, democracy and
security. Also, we improve by learning through watching others.

5. IMPORTANCE OF
GLOBAL CURRICULUM
A globally focused curriculum
 To promote and engages students in their own
learning.
Motivates them to strive for knowledge and
understanding.
Enhancing teaching and learning, a systematic
approach to managing development is central
to creating desired outcomes.

6. A concept map is a visual
description of knowledge
expressed as a hierarchical
framework of concepts and
their relationships.
Knowledge and practical
learning can be bridged with the
help of a teaching and learning
strategy.
Knowledge sharing between the
groups of people in
communicate their complex
idea and creativity.
CONCEPT MAP

7. PURPOSES OF CONCEPT MAPPING
To generate ideas (brainstorming etc.)
To design a complex structure (long text, hypermedia,
large websites or complex projects).
To communicate complex ideas.
To aid learning by explicitly integrating new and old
knowledge.
To assess understanding or diagnose misunderstanding.

8. DIGITAL CONCEPT MAPS
Digital concept maps allow linking further
sub-maps, further textual and pictorial
information or other digital resources like
animations, simulations, or videos
Digital Concept Mapping strategy contains
information in the form of digital contents like
pictures, videos, audios, text files and
hyperlinks.

9. DIGITAL CONCEPT MAP IN
CURRICULUM DEVELOPMENT
• Digital concept maps provides a platform to share
and link various resources in a particular discipline.
So digital concept mapping is an effective strategy
to be included in the global curriculum for higher
studies also.

10. VALUABLE TOOL FOR STUDENTS
Presenting a digital concept map of the curriculum to
students can increase their awareness of the importance
of prerequisites and taking classes in a specific
sequence.
Understanding how classes are 'tied' together will
motivate students to perform better in class .
Mapping concepts can increase your ability to provide
meaningfulness to students by integrating concepts
logically sequenced, and have continuity.
Concept maps can increase your potential to see
multiple ways of constructing meaning for students.

11. PROGRAMME COORDINATORS
AND CURRICULUM DEVELOPERS
 A guide for the sequencing of topics throughout the
curriculum.
 Allows to identify missing linkages, inconsistencies, false
assumptions and previously unrecognised relationships.
 Provide a useful way of involving relevant stakeholders in
curriculum development, such as fellow educators, students,
professional organisations and employers.
 Allows stakeholders with varying backgrounds to share
their visions and values and thus promotes working at the
conceptual level before starting the detailed planning.
 Useful for curriculum developers to evaluate the entire
curriculum and to check its coherence.

12. DIGITAL CONCEPT MAPPING IS A
VALUABLE TOOL FOR FACULTY
 Guide their course design and revision in relation to the bigger picture.
 Determine course pre-requisites, sequence and flow.
 Organise overall themes of courses and lessons: Faculty can articulate the intended
programme outcomes more effectively, they can decide which material needs to be
emphasised to scaffold learning and tie assessment methods to the overall structure
of the course.
 Revise courses and lessons, as the concept map can reveal which concepts need to
be removed and which need additional emphasis.
 Helps teachers design units of study that are meaningful, relevant, pedagogically
sound, and interesting to students.
 Helps the teacher to explain why a particular concept is worth knowing and how it
relates to theoretical and practical issues both within the discipline and without"

13. 
 Teacher education universities and colleges play a significant role in
equipping the pre-service teachers and in-service teachers with this
strategy. It is necessary to include digital concept mapping in teacher
education curriculum in global level.
 Digital concept maps provides a platform to share and link various
resources in a particular discipline. So digital concept mapping is an
effective strategy to be included in the global curriculum for higher
studies also.
 Colleges and universities can compete with institutions worldwide by
improving the training of graduates and implementing new teaching
concepts and educational forms, as well as by updating these
systematically

14. DIGITAL CONCEPT MAP -PICTURE

15. CONCLUSION
 Inclusion of Digital concept maps in global curriculum helps to
adhere the conceptual knowledge of different disciplines and enrich
them with further information resources as a complete portfolio of
academic achievement.
 A teacher might significantly profit from this approach leading to
meaningful learning by the students, by implementing into his / her
teaching method.
 Constructing digital concept maps and sharing with the peer groups
creates interactive classroom sessions.
 A global curriculum designed by including digital concept mapping
as a teaching learning strategy will enhance the content knowledge
and competency of the learner worldwide.