Thank you to everyone in the Visual Intensive Learning group for a thorough overview of concept mapping! I first encountered mind mapping in my teacher training seminar several years ago and could not really understand the advantage, since the idea seemed a bit unruly for me. Having used them more recently, though, I’m appreciating them […]
Continue reading Mind Maps Posted in: Week 09: Visual-Intensive Learning
Hi there! I originally posted this entry as a comment, but it’s been pending approval, and I don’t know how long it’s going to take for it to show up. So, unfortunately, this post will show up twice on this blog. I’ve come to post an answer to one of Week 9’s discussion questions: “What […]
Continue reading What’s a good mind map? Posted in: Week 09: Visual-Intensive Learning
As Tim commented in his post, this is the first time that I have seen mind maps used as a teaching tool rather than as a learning tool (although I realize the two things are linked!). Great job, Week 9 Group, for using your topic to present your topic! It was very innovative and interesting. […]
Continue reading The Pros and Cons of Mind Mapping Posted in: Week 09: Visual-Intensive Learning
Hi Janet,
Thank you for sharing this insight of mind mapping with us! Your points of Pros and Cons are very conclusive. For that point of “(mind map) does not assess details nor student ability to implement concepts”, I think we could use layered hierarchical mind mapping, i.e. to allow concepts in a mind map to encapsulate sub-maps, with easy hide & show options. That could give spaces for students to attach details they know to fulfil the assessment. Do you think it’s feasible?
Ping
Hi Ping,
I think it is feasible, but not necessarily the best approach in all situations. For example, if a teacher was using problem-based learning, a mind map might help a student tie the elements of the problem and solution together, and be used for assessment along the way, but the solution to the problem would be the final assessment.
I think mind maps can be extremely valuable tools, and can be used for assessment, but that doesn’t make them the best option for assessment in all situations, nor do they need to be. A screwdriver is an excellent tool for removing a screw, but not the tool of choice for hammering in a nail (although the butt end could probably be used in a pinch).
Having said that, though, I have realized this week how much more there is to mind maps than I had previously considered. So I might be totally missing the boat on the assessment aspect, too 🙂 I guess I am just trying to say that SOME kinds of assessment might be tricky with mind maps, but that doesn’t make them less valuable in general.
Hope that makes sense,
Janet
Thank you for the introduction to this new tool. As I said before I have used concept maps for brainstorming sessions, pre assessment and exit cards. This particular application would be too difficult in my own context however tools such as spiderscribe(online) and kidspiration are student friendly and helpful for grade 3 students. With the […]
Continue reading Reflections on mind mapping Posted in: Uncategorized, Week 09: Visual-Intensive Learning
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 […]
Continue reading Mind maps versus concepts maps Posted in: Week 09: Visual-Intensive Learning
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
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.
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?
First off, thank you to the group for putting together a great presentation. I throughly enjoyed the readings and the activities that were selected. Concept Mapping in the classroom definitely has a purpose for all types of learners, but I believe that in order for this tool to be utilized to its full potential, students still should understand what it […]
Continue reading Concept Mapping and Education Posted in: Week 09: Visual-Intensive Learning
Hi Jon,
I have also enjoyed this week’s presentation! The concept maps are phenomenal!
I think you make an excellent point about the need for our learners to be able to take notes effectively. I find that my students have their own individual style of notetaking and the style will vary depending on whether learners are visual, verbal, aural, logical, physical, etc. Their learning style will also determine whether they are social learners with a tendency to collaborate with learning technologies such as cmaps or whether they are more solitary learners with a tendency to figure things out on their own. Perhaps our job is to simply help them figure out what works best for them!
Danielle
Jon: I appreciate that point that you made with regards to access to technology. Perhaps one could include it at a potential “Pain Point”. Therefore I propose that the teacher could use such a tool to accommodate the visual learners during class-wide brainstorming activities. An open-source program that includes outline views as well to help to scaffold students throughout the process. Ultimately as you said, another tool to add to their learning utility belts!
Dani
It’s interesting to see such a variety of applications of mind/concept mapping. I have used mind mapping in problem-based learning where learners are presented with a scenario from the workplace and they have to resolve a communication problem. As pointed out in previous posts, mind mapping can be an effective tool to teach and reinforce concepts […]
Continue reading Using mind mapping in the classroom Posted in: Uncategorized, Week 09: Visual-Intensive Learning
Thanks for your input, Leonora! I too think it is crucial to include a reflective piece as a means of summary so that all learners use the visual learning artifact as a means to expand upon and develop their knowledge base. If one was to use the tool only as a means of idea generation then the deep thinking and reasoning potential would be lost.
Dani
Hello Group 9; I have to admit that I have not used mind mapping much as a student or as a teacher, even though I have been introduced to it a number of times by different people. ETEC 512 was one of the first times I really had to hash out a comprehensive mind map […]
Continue reading Mind Mapping as a Tool Posted in: Week 09: Visual-Intensive Learning
Dennis: I also have used Prezi’s as a learning activity within my Technology Education grade 10 class. The ability to integrate video, audio, and text in interesting and appealing formats does enhance the learning environment. By providing students with the opportunities to use such software to expand their thinking and reasoning skills, they are gaining a technological competency needed within the 21st century market.
Dani
Hi Group 5: I enjoyed your presentation on mind mapping software. I’ve always thought of concept maps as learning tools but you’ve used it quite effectively as a teaching tool. As a science teacher, I would rate concept mapping as one of my top educational tools to engage students in deeper thinking and metacognition. I’ve […]
Continue reading My experience with mind mapping Posted in: Week 09: Visual-Intensive Learning
Hi Tim,
Thank you for sharing your experience with mind mapping with us! As you have said, mind mapping is a great tool to pull ideas together and organize thoughts. It might be a bit weird of an analogy but it reminds me somewhat of the pensieve in Harry Potter (the instrument used to review memory) as it does have the advantage of letting you see your past thoughts at a glance and hence make easier connections that way.
It is interesting that you mentioned a map comparison function for computer generated maps. How do you envision this would look like? I am interested because when I read that comment, I was trying to imagine a way of doing it. The only way I could think of that would work is that the mind map would have rigid structure to allow for easy comparison that the computer would recognize. The different versions must share some commonalities, such as wording, for the computer to be able to sort the nodes and compare them effectively. Am I understanding what you proposed correctly? This could possibly be the next venture in mind mapping 🙂
Sherman
Hi Sherman:
Yes, the versions would need some commonality but not necessarily as rigid as you imply. I think two ways that this could be done would be to use tags consisting of related words; possibly smart-tag suggestions from a database in the program as the mind map is being created. Another way would be to simply compare the maps to a database containing synonyms and other related words to see if similar connections are being made. With a growing ability in computer analytics, I should think this to be possible.
Tim
Hi Tim,
I have used mind maps/webs in very similar manners to those you described. I appreciated your distinction between using them for learning and for teaching. I think this is the first time I have seen them used as instructional tools, rather than as formative assessment tools. I hadn’t formally made that connection until you mentioned it. Thanks!
Janet
Before you publish your posting, please make sure that you select a category (eg. Introductions) as well as assign some meaningful tags (keywords).
Leonora Zefi 5:10 pm on July 7, 2012 Permalink | Log in to Reply
Hi Danielle,
Thank you for the very interesting sites on map shock and graphic design. I had never heard of the term “map shock” but I have surely experienced it in a number of cases 🙂
While I can see how the ideas flow and sometimes it’s a challenge to stop the process, I agree with your description of a good as being able to interpret with “relative ease” and “clear links between ideas”.
Thanks.
Leonora