Todos los participantes añaden sus ideas, inspirados en eventos virtuales realizados en todo el mundo por los organizadores locales de cada ciudad. La ciudad con más ideas recibirá el premio a la ciudad más creativa.
Students in DTA
Concept maps represent knowledge graphic form. Networks consist of nods, which represent concepts, and links, which represent relationships between concepts. Concept maps can aid in generating ideas, designing complex structures, or communicating complex ideas. Because they make explicit the integration of old and new knowledge concept maps can help instructors assess students’ understanding.
How: Create a focus question specifying the problem or issue the map should help resolve. List the key concepts (roughly 20-25) that apply to the area of knowledge. Put the most general, inclusive concepts at the top of the list, and most specific at the bottom. Build a hierarchical organization of the concepts, using post-its on a wall or whiteboard, large sheets of paper, etc. Revision is a key element in concept mapping, so participants need to be able to move concepts and reconstruct the map. Seek cross links between concepts, adding linking words to the lines between concepts.
new concepts are easiliy identified, students get knowledge of new ways of visualising problems
