Visualising Trails: Supporting Curriculum Activities by Making Trails Visible

Judith Schoonenboom

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Visualising Trails

Supporting Curriculum Activities by Making Trails Visible

In: Trails in Education

Author:

Judith Schoonenboom

Judith Schoonenboom SCO-Kohnstamm Institute University of Amsterdam

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Type:: Chapter

Pages:: 85–118

DOI:: https://doi.org/10.1163/9789087903619_006

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This chapter shows how visualisation can support working with trails. Six very diverse cases of the visualisation of trails are described. The selection of the cases is based on the inclusive view on trails, presented in Chapter 1. In this view, trails may support diverse curriculum actors (learners, teachers, curriculum developers), consist of various trail elements ( e.g. learning materials, learning results or learning objectives), and the rationale behind ordering the elements of the trails may be a chronological path, but also the relevance of learning materials to the learner. Also, both planning trails, following trails and reflecting on trails are considered. This chapter shows that visualisation of trails can be useful in these various circumstances.

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Trails in Education

Technologies that Support Navigational Learning

Series: Technology Enhanced Learning, Volume: 1

E-Book ISBN:: 9789087903619

Publisher:: Brill

Print Publication Date:: 01 Jan 2007

Subjects
- Education
  - Science Education
  - Educational Technology

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Visualising Trails

Supporting Curriculum Activities by Making Trails Visible

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Trails in Education

Technologies that Support Navigational Learning

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