Concept mapping and universal design for learning : meeting the needs of learner variability in educational environments

Abstract

Fashioned through the work of Joseph Novak's original theory of meaningful learning which states “meaningful learning must underlie the constructive integration of thinking, feeling and acting if learners are to be successful and achieve a sense of empowerment” (Novak, 2010:132), this paper is based on the assumption that learning is very complex involving cognitive processes, conative and affective factors. Furthermore, through research and principles related to the Universal Design for Learning (UDL) framework for meeting the needs of learner variability by designing flexible learning environments (Rose and Meyer, 2000a; Rose and Meyer, 2000b; Rose and Meyer, 2002), this study reinforces Novak's original theory underlying Concept Maps and will discuss that the use of Concept Maps as not limited only to cognition, but involving other important, underlying mental processes such as conation and affectation. Consequently, Concept Mapping is a robust tool, which responds effectively to the learner variability present in classrooms to yield meaningful learning.