Mind maps versus concepts maps
Thank you, I enjoyed reading the material and collaborating on cacoo. This led to explore further. We were using terms such as mind maps and concept maps interchangeably, and I started to wonder what the difference was.
I really liked the inspiration site that described some of the different visualisation formats and differentiated betwen mind maps and concept maps. i think the vThe visualisation formats that can be used in this product give it an edge.
http://www.inspiration.com/visual-learning/graphic-organizers
I also found a really great article (through VPN/UBC library) “A comparison between concept maps, mind maps, conceptual diagrams, and visual metaphors as complementary tools for knowledge construction and sharing” Eppler M,J. (2006) Information Visualisation 5, 202-210.
It has a great series of tables that:
• Compare the four different formats including – definition, function, typical application context, core design rules, ease of learning
• Identify the main advantages and disadvantages of each format
It also discussed the complementary use of all four visualisation formats, which was trialled in two bachelor classes and two PhD classes:
Step 1 – Conceptual skeleton diagram used to structure complex content in class/lectures
Step 2- Mind maps used for note taking
Step 3 – Concept maps used as take-home assignments
Step 4 – Visual metaphors used to structure in-class discussions.
They found it enhanced motivation, attention, understanding and recall.
As I explored the literature I wondered about the impact of learning styles on use of and learning from visualisation formats. I didn’t find too many articles. However one article of interest:
Kostovich C. T., Poradzisz, M., Wood. K, O’Brien K. L., (2007) Learning Style Preference and Student Aptitude for Concept Maps. Journal of Nursing education Vol. 46, No. 5: 225-231.
They found no relationship between learning style preference and aptitude for creating concept maps. They did however identify that using concept maps as teaching tools and “forcing” students to use this strategy even if it was not consistent with their learning style preference was beneficial for increasing the learners’ “repertoire of problem solving skills”.
Denise
Posted in: Week 09: Visual-Intensive Learning
dubiend 7:45 pm on July 6, 2012 Permalink | Log in to Reply
Hi Denise,
These are great references! It’s always good to learn how to best use communication techniques.
To address your point about the learning styles, I found an article that said the same about visual and auditory learners. There was no link between the preferred learning style and outcomes.
The author also stated that, “The data suggest that giving students the option to choose their favorite format can even be counterproductive because it might lead them to selecting a format that is less effective for learning.”
Until we know more, I guess we should use a variety of communication techniques, try to get our students to develop their different learning styles with listening or visulaisation techniques, and give them ample practice using techniques like diagrams and maps.
Kollöffel, B. (2012). Exploring the relation between visualizer–verbalizer cognitive styles and performance with visual or verbal learning material. Computers & Education, 58, 697–706
doi:10.1016/j.compedu.2011.09.016
Denise 3:04 am on July 7, 2012 Permalink | Log in to Reply
HI Danielle,
Thanks for this article. Is an interesting read.
I agree with you, we often think we use different learning techniques to match diffferent learners learning styles, but equally we are giving them the opportunity to use and be challenged by learning techniques that aren’t their preferred style. Both support learning.
maybacon 7:37 pm on July 7, 2012 Permalink | Log in to Reply
Hi Denise,
While it took me a few years to recognize the value of mapping tools and organization (I had a teacher in university who swore by mind map notes, and I just couldn’t understand how the ‘messy’ layout could be helpful), I’ve recently developed an interest and affinity with them as a way of organizing my thoughts and sharing them with others.
It’s impressive (and encouraging) that creating concept maps could be beneficial for all types of learners. Perhaps just the thought process behind mapping out ideas solidifies understanding and promotes effective research skills?