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Exploring Semiotic Approaches to Analysing Multidimensional Concept Maps Using Methods that Value Collaboration
Abstract
This chapter focuses on teachers’ multidimensional concept mapping data collected at the beginning and end of a one-year Masters level course about e-learning. A multidimensional concept map (MDCM) defines any concept map that is multimodal, multimedia, multilayered and/or multi-authored. The teachers’ personal and professional learning priorities are analysed using two semiotic methods: the first is a traditional analysis of the words used to label the nodes; the second is an innovative analysis method that treats the whole map as a semiotic artefact, in which all the elements, including the words, have equal importance. The findings suggest that these tools offer deep insights into the learning priorities of individuals and groups, especially the affective and motivational factors. The teachers, as co-researchers, also adopted MDCM to underpin collaborative thinking. These research tools can be used in the assessment process to value multimodal literacy and collaborative engagement in new knowledge construction.
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