"The most important single factor influencing learning is what the learner already knows. Ascertain this and teach accordingly."

Map Branches

• What's in it for you today?
  • Expanded concept of mindmaps.
  • One new idea for using mindmaps.
  • Working knowledge of online mindmapping tools and their application
  • Met your objectives for the session or have a plan in mind for follow up.
• What are they?
  • Mindmapping
    • diagram
      • represents ideas around central theme
      • organized into groupings/areas
      • broad (centre) to specific (outside branches)
      • non-linear documentation
    • definition
      • An graphical approach to brainstorming around a theme. It involves subthemes radiating from a central theme, color, images and key ideas.
      • organized around a theme: centre to edges
      • uses images/color to stimulate creativity and make connections
    • origins?
      • 3rd century greece
        • Porphyry: Greek Philosopher
          • graphically visualized concepts of Aristotle's logic - classification of substance
      • 60's Allan Collins: cognitive scientist
        • research: learning, creativity and graphical thinking
        • based on semantic networks: relationships among concepts
      • popularized by Tony Buzan
        • "mirrors exactly how the brain functions - in a radiant rather than linear manner. "
        • "A Mind Map literally 'maps' out your thoughts, using associations, connections and triggers to stimulate further ideas. "
        • "They extract your ideas from your head into something visible and structured."
  • Concept Mapping
    • diagram
      • shows relationships between concepts: heirarchical general to specific
      • uses linking phrases (contributes to, is important for)
        • form propositions
        • show relationships
      • non-linear
        • generally develop from top to bottom
    • definition
      • A concept map is a diagram showing the relationships among concepts. They are graphical tools for organizing and representing knowledge.
      • used to answer a question
      • use linking words/phrases to make connections
    • origins?
      • 1960s: David Ausubel: psychologist
        • development and research on advance organizers
        • "The most important single factor influencing learning is what the learner already knows. Ascertain this and teach accordingly."
        • influenced - 1970s: Joseph Novak: Biologist Cornell
          • science students
            • means of representing emerging science knowledge
          • Learning How to Learn
            • "meaningful learning involves the assimilation of new concepts and propositions into existing cognitive structures."
          • Institute for Human and Machine Cognition (Florida)
• Why are they useful?
  • promote lateral thinking
    • encourages creative thinking
  • organize information graphically
    • helps make connections, patterns and relationships clear
    • facilitates recall
    • helps to rank/group ideas
    • improves comprehension, skills and strategies
  • self generated
    • document prior learning
    • meaning is constructed by mapper
    • promotes reflection/metacognition
    • connect experience with meaning
    • can promote shared inquiry
    • learning is personal, unpredictable, owned
• Activity #1: create a map (20 min)
  • Step 1: Choose a map type (concept or mind map)
    • Theme: happiness
      • mind map
      • concept map
        • necessary ingredients for happiness
  • Step 2: Make a map on your own (5 minutes)
  • Step 3: Form groups of 2-3 like mapping people and pool ideas in one map (10 min)
  • Debrief (5 min)
    • how was the process of collaboration different from individual?
    • advantages? disadvantages?
    • what did you discover that could apply to your context?
• In what contexts?
  • Brainstorm
    • Gather multiple perspectives
    • Stimulate creative thinking
    • Share ideas
    • Generate new ideas
    • Record Process
  • Instructional Design
    • Workshop Outline
    • Course Map: C-Map
  • Studying/Reviewing Concepts
  • Making Connections
• What considerations are important?
  • goal
    • linking concepts
    • organizing information
    • documenting process
    • making connections
    • activate prior knowledge
  • purpose
    • shared
    • collaborative
    • personal
    • learning support
  • preparation
    • scaffolding with examples
    • sharing ideas/brainstorming
    • making connections
    • broad to specific
    • process vs. product
• Tools
  • web-based
    • free
      • Mindomo
      • Bubbl.us
  • downloaded
    • not free
      • Novamind
    • free
      • Freemind
        • Map Gallery
      • C-map
• Activity #2: explore mapping tools (20 min)
  • Debrief: Response to questions (5 min)
  • Step 3: Consider these questions: What are the benefits of using an online tool? Drawbacks? What would be required to use this effectively in your context? (5 min)
  • Step 2: Run the interactive demo from the home page or (for C-Map) open the demo map once you launch C-map (10 min)
  • Step 1: go to the website for each or desktop link (C-map)
  • look at 3 tools
    • C-Map
    • Mindomo
    • Bubbl.us
• Activity #3: create an online map (15 min)
  • Share your experience
  • Step 3: Find a collaborator to share your map with
  • Step 2: Create an account and choose a theme for your map
  • Step 1: Choose a tool to explore in depth
• Tips for Success
  • represent all ideas first- edit later
  • stay flexible
  • look for relationships
  • minimize external distractions
  • Choose tools to support process - not inhibit it
  • Be bold: just try it
• Session Close

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