A knowledge map (or graph) is definitely something that should be used more intensively in course structure and instruction.
I remember very well reaching an understanding of a subject by different means than what the teacher expected(?) or was taught to expect. That path of learning was rejected (despite the result being the same) and accordingly graded as a failure. Such resistance to different learning paths, a "status quo" of how people should learn, and the tendency to try and fit everybody into well-defined boxed is frustrating and counter-productive.
I remember very well reaching an understanding of a subject by different means than what the teacher expected(?) or was taught to expect. That path of learning was rejected (despite the result being the same) and accordingly graded as a failure. Such resistance to different learning paths, a "status quo" of how people should learn, and the tendency to try and fit everybody into well-defined boxed is frustrating and counter-productive.