Knowledge maps for education were introduced by Novak and Gowin in 1984 [1] as concept maps to help people and knowledge bases to properly organize and store knowledge. Concepts are represented by geometric shapes such as circles, ovals, or boxes labeled by the concept; if a relationship exists between concepts, then the corresponding shapes are connected by lines. These lines are similarly labeled by the action involved in the relationship connecting the various concepts. In essence, the concept map is a type of weighted graph, where the concepts are vertices (nodes) and the edges (arcs) are the relationships, and each edge is controlled (weighted) by the action involved in the relationship. This structure provides for a powerful visual representation of knowledge, which is useful for different purposes in many contexts. This book brings together a number of researchers from a broad range of countries that have contributed 19 chapters on the cutting-edge applications of digital knowledge maps.

The book is divided into four parts. Part 1 consists of six chapters and utilizes digital knowledge maps in open learning, distance learning, and flexible environments. Part 2, which includes five chapters, extends knowledge maps for collaborative learning efforts. The five chapters in Part 3 capitalize on knowledge maps for the purposes of assessment. Finally, Part 4 includes three chapters that provide three advanced case studies incorporating digital knowledge maps to address various learning needs. It should be mentioned that each chapter has an elaborate reference section for further research and investigation. Likewise, the book contains an extensive 13-page index that allows the reader to really access the knowledge contained within and to explore concepts within different contexts.

In order to appreciate the breadth and depth of the treatment of applying knowledge maps to education, it would be appropriate to outline the 19 chapters here. Chapters 1 and 3 introduce the notion of knowledge maps and summarize the literature, with chapter 3 focusing on hyper-textual derivations. While chapter 2 integrates quantitative and qualitative measures to form an integrated map, chapter 4 enables tutors to deliver meaningful explanations. The next two chapters deal with teaching methodologies from pre-service training (chapter 5) to awareness of the potential of this technology (chapter 6).

Collaborative usage of knowledge maps improves English as a second language (ESL) reading skills (chapter 7), science education for primary school and university students (chapters 8 and 10, respectively), and encourages peer collaboration at the college level (chapter 11). Chapter 9 has a more theoretical bent, formulating a joint cultural and historical perspective to understand the zones of “proximity development,” which differentiates the ability to learn on one’s own as opposed to supervised guidance.

Chapters 12 through 16 create assessment tools through the utilization of digital knowledge maps. First, it has to be established that digital knowledge maps in fact meet the accepted criteria for assessment measures. Chapter 12 affirms the positive. Analyzing nuances in the actions of students creating knowledge maps reveals useful information (chapter 13). Taken to a higher level, chapter 14 applies knowledge maps for reducing miscommunication in group meetings in companies. Chapter 15 adapts knowledge maps to all levels of educational settings (primary, secondary, and higher education), and chapter 16 provides an assessment tool by analyzing student behaviors during instructional games.

Chapters 17 through 19 provide three case studies of using knowledge maps (1) as an instructional implement to coalesce knowledge; (2) as a pedagogical tool modeling assets, debits, and credits to instruct personal finance; and (3) as a summary assessment of four academics who have incorporated digital knowledge maps for the first time when instructing students.

The depth and breadth of all of these chapters accomplish the goals the editors set out for this compendium: to provide readers with an appreciation of how useful digital knowledge maps are, what they can achieve in real educational settings, and the academic trends for using this technology. It can truly be said that the editors accomplished their goals.