What affordances does the network model provide pedagogy?

Questions to be examined could include (but not be limited to):

• What is the difference between a network and a concept map?
• Under what situations is a network representation more appropriate or useful than a concept map?
• What affordances are provided pedagogically when student work in a particular class is modeled as part of an extensible network of students’ work in that and other classes (within the same and possibly even different) institution(s)?

If there is interest, the “Translation Networks” system used currently in translation-related classes at the University of Michigan could be considered as a case study.