Online concept mapping
Concept mapping is a graphic organiser
used to visually represent the relationship of terms and can support students
to organise ideas and represent knowledge of a particular topic (Vanides, Yin,
Tomita, & Ruiz-Primo, 2005, p. 27). Concept maps start off with a main idea
and then linked topics or ideas branch out from the main concept (Inspiration
Software, 2015, para. 1). Two different concepts are usually connected with an
arrow which represents the relationship between the two topics or terms. Two such linked concepts are referred to as
propositions (Vanides, Yin, Tomita, & Ruiz-Primo, 2005, p. 27). There are
many websites as well as downloadable software that support the creation of
concept maps such as Bubble.us; Mindmaple; Cmap; Inspiration maps;
Text2mindmap; Mindmup; Softschools; Wisemapping; and Simple mapper.
Technical Aspects
Wisemapping provides users with a
variety of tools to create a well-organised, professional looking concept map. These
tools allow the user to create, personalise, organise and present the concept
map according to their own style. Below is a screenshot of Wisemapping that presents
the various tools and their uses.
As presented above, Wisemapping has a
multitude of tools that allows the user to create a concept map suited to their
own style. Wisemapping allows users to:
- Format text: Change font and size; edit font colour; Italicise/Bold text;
- Save; undo/redo; zoom in/out; print
- Add icons/notes; add links to other websites; add arrows to represent relationships; view history
- View tutorial video for assistance; use keyboard short-cuts for easier creation;
- Share media with others; publish on the web; export to external programs/site
Wisemapping also has a great key-board
shortcut system which makes concept map creation very user-friendly. If additional support is required to use Wisemapping there are a range of online instructions both in video and written form.
Concept maps are generally used as part
of a whole-class activity to put ideas together or summarise a topic. This
activity is useful in its own right; however it makes it difficult for the
teacher to ascertain what connections students are making and how they are
making these connections. Additionally, it makes it difficult for the student
to present their own individual ideas. Therefore, it is necessary for students
to use this technology and create their own concept map. This allows the
learner to truly represent and evaluate their own understanding of a topic to
the teacher, builds on their digital literacy as well as supporting their creativity.
Moreover, by creating an online concept map students can access it at home and
use it as a study tool.
In order to educate students on the use
of online concept maps teachers should discuss the technical aspects with the
use of reliable resources and templates. Students should be educated on how to
effectively link concepts to other websites as well as legal aspects. Additionally,
the teacher should consider in what context the online concept maps should be
used and utilise pedagogical frameworks to support and reinforce the decision.
For example, in regards to SAMR the teacher needs to determine that the activity
is not just at a substitution level but rather at a redefinition level. A concept map I created here on the Nervous System can be viewed here.
Online concept mapping in the classroom
Online concept
mapping can be used across all curriculum areas. If utilised in the correct way
and in the appropriate context it can support higher levels of cognitive performance
amongst students (Inspiration Software, 2015, para. 5). Concept
maps enhance students’ understanding of topics and improve learning (Irvine,
Cooper, & Jones, 2006, p. 6).
Teachers need to allow students to create their own concept maps using
their own understanding of the coursework, their own ideas and creativity
(Inspiration Software, 2015, para. 5). Concept mapping supports students to
construct complex frameworks of interconnected concepts (Irvine, Cooper, &
Jones, 2006, p. 6). Thus, students need to have a deep understanding of
the concepts in order to organise it in this manner (Irvine, Cooper, &
Jones, 2006, p. 6). This reinforces students’ problem-solving skills (Irvine,
Cooper, & Jones, 2006, p. 6). Teachers can use these concept maps to
evaluate and assess student learning and determine where the gaps are (Inspiration
Software, 2015, para. 5).
Concept mapping will be a very useful tool to implement into my own
teaching. In Biology, concept maps can be utilised by the learners to keep
record of their learning which will make it easier to study for exams or
complete assessment tasks. For example: Students are studying a unit on human
body systems. Towards the end of each lesson students can add the main concepts
into their concept map. Thus, by the end of the unit students will be able to
refer back to it and have well-organised study notes.
So what can online concept mapping support in the classroom?
Examples of using SAMR
References
Inspiration Software.
(2015). Teaching and Learning with Concept Maps. Retrieved from
http://www.inspiration.com/visual-learning/concept-mapping
Irvine, H. J.,
Cooper, K., & Jones, G. (2006). Concept mapping to enhance
student learning in a financial accounting subject. Retrieved from
http://ro.uow.edu.au/cgi/viewcontent.cgi?article=1130&context=commpapers
Vanides, J.,
Yin, Y., Tomita, M., & Ruiz-Primo, M. A. (2005). Using
concept maps in the science classroom. Science Scope, 28(8), 27-31. Retrieved from
http://web.stanford.edu/dept/SUSE/SEAL/Reports_Papers/Vanides_CM.pdf
Hi Anne-Marie, I have found your blog posts to be well written and very aesthetically pleasing as there are many images and examples to break your writing. Great work.
ReplyDeleteHi Nicole, I learn really well when information is presented in various forms including written information, diagrams, images as well as when it is placed within various examples. Thus, I tried to represent the information in my blogs in this way. Also, I feel that people are more inclined to read an article or post when it is presented in this way. Thank-you for the feedback.
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