Reciprocal Kit Build Concept Map: An Activity Designed to Encourage Learning at Boundary in Collaborative Situation

Abstract

In a collaborative situation, learners must actively interact with their peers to have meaningful discourse, not only co-present. Researchers have shown that employing a concept map as a representation tool was useful to construct and maintain group shared knowledge, rather than a dialogue only communication setting. The use of concept map positively affected students’ learning outcomes as well as their attitudes. Moreover, prior studies have extended the collaborative concept map activity with individual externalization, concept map sharing and reviewing activity to trigger cognitive change through conflicts. The current study introduces a new extension of collaborative concept mapping activity with Reciprocal Kit Build (RKB). The RKB allows learners in pair to create an individual and collaborative concept map, exchange ideas through reconstruction, and discuss it facilitated by shared and difference maps. Unlike existing studies, our design activity is aimed to promote learning mechanism at boundaries, by boundary-crossing and utilizing boundary objects. This paper explains how the RKB may potentially provoke conceptual changes during collaboration.