Using concept maps to develop lifelong learning skills: A case study

By building on a cyclic model of lifelong learning that includes self awareness, self management, meta-learning and self monitoring, this paper reports on attempts to introduce lifelong learning skills to a class of second year engineering students. The unit taught in this case study is Physical Electronics 203. Concept maps, student generated assessment criteria, group interaction and peer assessment were introduced to broaden students' learning experiences. A comparison of the feedback obtained through Unit Evaluation Questionnaires in two consecutive years shows a clear increase in the "Good Learning Scale".