Hans Wobbe on 2009-04-29
Further annotations may need to be private to avoiding over-loading what is obviously a shared page.
This link has been bookmarked by 120 people . It was first bookmarked on 28 Apr 2006, by Will Thomas.
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04 Nov 09
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03 Nov 09
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hierarchical structure
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hierarchical structure
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Focus Question
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Focus Question
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Focus Question
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ability to search for and characterize new cross-links
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specific examples of events or objec
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rote learning, there is little or no integration of new knowledge with existing
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a domain of knowledge
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key concepts
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17 Oct 09
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13 Oct 09
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12 Oct 09
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09 Oct 09
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28 Sep 09
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Based on the features provided by CmapTools, the student can use the concept map prepared as a pre-test as an initial step towards learning the pieces of knowledge that he/she needs to better understand, as the basis on which to perform the research that leads to this understanding, as a way to organize the various sources from which the student will construct this understanding, as the artifact with which to collaborate with peers, and as the means to present his/her findings at the end of the unit. Furthermore, the concept maps constructed by the student can become the foundation for a portfolio evaluation (see Vitale & Romance, 2000) of his/her performance.
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27 Sep 09
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26 Sep 09
J BeaupreThis report examines the psychological and epistemological origins of concept mapping, as well as such as implementation in the classroom. The particular freeware associated with this paper (http://cmap.ihmc.us/) allows one to label the arrows between no
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20 Sep 09
Fulgencio Murcia BelmonteArtículo de Novak y Alberto J. Cañas
articulos didáctica educacion organizadores_graficos mapas conceptuales mapas_conceptuales cmap_tools *****
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10 Sep 09
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Propositions are statements about some object or event in the universe, either naturally occurring or constructed. Propositions contain two or more concepts connected using linking words or phrases to form a meaningful statement.
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focus question
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discovery learning process
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Meaningful learning requires three conditions
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material to be learned must be conceptually clear and presented with language and examples relatable to the learner’s prior knowledge
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learner must possess relevant prior knowledge
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choose to learn meaningfully
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08 Sep 09
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15 Jun 09
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13 Jun 09
Kim CollazoGreat paper on brain research and the importance of incorporating Concept mapping into lesson plans.
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02 Jun 09
John RossVery long article with many examples by Josepd Novak and Albrto Cañas from IHMC, which offers the free online Cmap.
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28 May 09
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29 Apr 09
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Concept maps are graphical tools for organizing and representing knowledge.
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Dr. Fridemar Pache on 2009-05-07
Fortunately we can accumulate our annotations here:
* externally via
** DiiGo (as you did it)
** FireFox
* internally via Cmap annotations, if the permissions of the author allow it.
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08 Apr 09
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Parking Lot
We refer to a list of concept waiting to be added to a concept map as the parking lot of concepts.
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“Expert skeleton” concept maps serve as a guide or scaffold or aid to learning in a way analogous to the use of scaffolding in constructing or refurbishing a building.
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Many feel they cannot master knowledge in the field. If concept maps are used in planning instruction and students are required to construct concept maps as they are learning, previously unsuccessful students can become successful in making sense out of science and any other discipline, acquiring a feeling of control over the subject matter
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22 Mar 09
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21 Mar 09
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it is best to construct concept maps with reference to some particular question we seek to answer, which we have called a focus question. The concept map may pertain to some situation or event that we are trying to understand through the organization of knowledge in the form of a concept map, thus providing the context for the concept map.
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19 Mar 09
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01 Mar 09
Michelle TorriseA whitepaper on concept mapping and educational models
imported educational_models instructional_strategies resources_concept_mapping
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Michelle TorriseA whitepaper on concept mapping and educational models
EDP educational models ED instructional strategies resources concept mapping
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17 Feb 09
Stefani HiteTechnical Report IHMC CmapTools 2006-01 Rev 2008-01
Concept maps are graphical tools for organizing and representing knowledge. They include concepts, usually enclosed in circles or boxes of some type, and relationships between concepts indicated by a connecting line linking two concepts. Words on the line, referred to as linking words or linking phrases, specify the relationship between the two concepts. -
13 Feb 09
Johnathan Fletcherconcept maps concept mapping knowledge models meaningful learning cmaptools
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06 Feb 09
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03 Feb 09
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31 Jan 09
Sarah SutterReading for a grad class in hypermedia. Not a bad description of concept maps.
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define concept as a perceived regularity in events or objects, or records of events or objects, designated by a label
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Propositions are statements about some object or event in the universe, either naturally occurring or constructed. Propositions contain two or more concepts connected using linking words or phrases to form a meaningful statement.
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hierarchical fashion with the most inclusive, most general concepts at the top of the map and the more specific, less general concepts arranged hierarchically below.
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Sarah Sutter on 2009-01-31
Or radiant associations and hierarchy such as that suggested by a center weighted concept map - Tony Buzan style.
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two features of concept maps that are important in the facilitation of creative thinking: the hierarchical structure that is represented in a good map and the ability to search for and characterize new cross-links.
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specific examples of events or objects that help to clarify the meaning
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Instructional strategies that emphasize relating new knowledge to the learner’s existing knowledge foster meaningful learning.
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Evaluation strategies that encourage learners to relate ideas they possess with new ideas also encourage meaningful learning.
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Creativity can be seen as a very high level of meaningful learning
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autonomous discovery approaches where the learner perceives the regularities and constructs her/his own concepts.
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The reality is that unless students possess at least a rudimentary conceptual understanding of the phenomenon they are investigating, the activity may lead to little or no gain in their relevant knowledge and may be little more than busy work. In fact, the research basis for support of widely recommended inquiry learning is largely absent (Mayer, 2004; Kirschner et al., 2006; Sweller et al., 2007).
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Sarah Sutter on 2009-01-31
Not so sure I agree with this. Yes, you have to scaffold student learning as they approach an inquiry experience - but if they have a starting point to work with they can, with peer support perhaps, have a meaninful learning experience through inquiry. (Admittedly, you have to get to the point where they have relevant prior knowledge to attach the new learning TO - that's where the scaffolding or remediation comes in first)
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he knowledge structure or cognitive structure of the learner is not enhanced or modified to clear up faulty ideas. Thus misconceptions will persist, and knowledge learned has little or no potential for use in further learning and/or problem solving
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rderly sequence of iterations between working memory and long-term memory
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humans have a remarkable ability to recall images,
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recall sounds is also remarkable. The learning and recall of sounds is also referred to as archic memory
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While concept maps can help, students also need to be taught something about brain mechanisms and knowledge organization, and this instruction should accompany the use of concept maps.
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Epistemology is that branch of philosophy that deals with the nature of knowledge and new knowledge creation.
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Creating new methods of observing or recording events usually opens up new opportunities for new knowledge creation. For example, the creation of the concept mapping method for recording subject’s understandings has led new opportunities to study the process of learning and new knowledge creation.
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When learning to construct concept maps, learners tend to deviate from the focus question and build a concept map that may be related to the domain, but which does not answer the question. It is often stated that the first step to learning about something is to ask the right questions.
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a rank ordered list should be established from the most general, most inclusive concept, for this particular problem or situation at the top of the list, to the most specific, least general concept at the bottom of the list.
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Sarah Sutter on 2009-01-31
Yeah, maybe, but I still like the associative version from Buzan. This seems to already be somewhat limiting the associations that can be made among the ideas, and giving importance where it might not be relevant.
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Howard Rheingold on 2009-08-17
The cross-links in cMap that don't force hierarchy are exactly why I prefer it to other mindmapping tools, so I agree with Sarah in disagreeing slightly with the author here. c.f. David Weinberger, "Everything is Miscellaneous"
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a concept map is never finished.
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esult from three to many revisions
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cross-links
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“String maps” illustrate either poor understanding of the material or an inadequate restructuring of the map
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focus-in on good linking words, and on the identification of good cross-links, they can see that every concept could be related to every other concept. This also produces some frustration, and they must choose to identify the most prominent and most useful cross-links.
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namely evaluation and synthesis of knowledge
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We foresee a program of using “expert skeleton” maps to scaffold learning beginning with the development of a series of concept maps in a discipline, starting with the most general, most inclusive ideas and then gradually moving to more specific concept maps that will guide the learners.
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We might expect some oppositioin to implementation of the New Model of Education from individuals who believe that "inquiry" learningis the only way to improve education.
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Sarah Sutter on 2009-01-31
Yes, you might. I look forward to hearing Gary Stager expound on that . . if you want un-padded feedback, he's your man!
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oncept mapping as one way to summarize understandings acquired by students after they study a unit or chapter.
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The hierarchical organization of concept maps suggests more optimal sequencing of instructional material. Since the fundamental characteristic of meaningful learning is integration of new knowledge with the learners’ previous concept and propositional frameworks, proceeding from the more general, more inclusive concepts to the more specific information usually serves to encourage and enhance meaningful learning. T
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Such students fail to construct powerful concept and propositional frameworks, leading them to see learning as a blur of myriad facts, dates, names, equations, or procedural rules to be memorized. For these students, the subject matter of most disciplines, and especially science, mathematics, and history, is a cacophony of information to memorize, and they usually find this boring. Many feel they cannot master knowledge in the field. If concept maps are used in planning instruction and students are required to construct concept maps as they are learning, previously unsuccessful students can become successful in making sense out of science and any other discipline, acquiring a feeling of control over the subject matter
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use of concept maps to capture the “tacit” knowledge of experts. Experts know many things that they often cannot articulate well to others.
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the concept map not only allowed us to represent the expert’s knowledge, but also to find gaps in the knowledge structure we were procuring through interviews.
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one begins to see that a good concept map is at once simple, but also elegantly complex with profound meanings.
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19 Jan 09
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Novak & Musonda, 1991
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Ausubel
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Mintzes
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Human’s ability to recall sounds is also remarkable. The learning and recall of sounds is also referred to as archic memory. Consider the musician who can play hundreds of songs without reading any music. Again we are dealing with memories that are not coded as concepts or propositions. Studies by Penfield and Perot (1963), among others, indicate that regions of our brain that are activated when we hear sounds are the same regions that are active when we recall sounds. While we can locate regions of the brain that are active in learning or recall of information using positron emission tomography (PET) scans, the specific mechanisms by which neurons store this information is not known. A full discussion of memory mechanisms is beyond the scope of this document.
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Gardner
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rote-mode learning
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construct new knowledge
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knowledge and our emotions
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it is important to begin with a domain of knowledge that is very familiar to the person constructing the map
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Focus Question
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the next step is to identify the key concepts that apply to this domain.
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The next step is to construct a preliminary concept map.
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cross-links should be sought.
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the map should be revised, concepts re-positioned in
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introduced the idea that language and social dialogue can support learning
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CmapServers
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12 Jan 09
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08 Jan 09
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25 Dec 08
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20 Dec 08
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05 Dec 08
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02 Dec 08
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Dan Anconaconcept map of concept maps
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30 Nov 08
gsantipaThe Theory Underlying Concept Maps and How to Construct and Use Them
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28 Nov 08
k trampusConcept maps are graphical tools for organizing and representing knowledge. They include concepts, usually enclosed in circles or boxes of some type, and relationships between concepts indicated by a connecting line linking two concepts.
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27 Nov 08
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06 Nov 08
LRC MHCThe Theory Underlying Concept Maps and How to Construct and Use Them
concept maps mapping mind maps cmaptools collaboration connectivism
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23 Oct 08
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05 Oct 08
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04 Oct 08
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24 Sep 08
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Concept maps are graphical tools for organizing and representing knowledge.
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20 Sep 08
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19 Sep 08
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maike onlineConcept maps are graphical tools for organizing and representing knowledge. They include concepts, usually enclosed in circles or boxes of some type, and relationships between concepts indicated by a connecting line linking two concepts. Words on the line
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18 Sep 08
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Michelle A. HoyleConcept maps are graphical tools for organizing and representing knowledge. They include concepts, usually enclosed in circles or boxes of some type, and relationships between concepts indicated by a connecting line linking two concepts. Words on the line
research conceptmaps mindmaps constructivism learning teaching education pedagogy visualization
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Howard Rheingold
Concept maps are graphical tools for organizing and representing knowledge. They include concepts, usually enclosed in circles or boxes of some type, and relationships between concepts indicated by a connecting line linking two concepts. Words on the line
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Kimberly McCollummapas conceptuales concept maps concept map modelos conocimiento educacion informatica educativa aprendizaje colaborativo
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17 Sep 08
Zsolt KulcsárJoseph D. Novak & Alberto J. Cañas: The Theory Underlying Concept Maps and How to Construct Them
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12 Sep 08
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11 Sep 08
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09 Sep 08
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26 Aug 08
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A good way to define the context for a concept map is to construct a Focus Question, that is, a question that clearly specifies the problem or issue the concept map should help to resolve.
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Cross-links are key to show that the learner understands the relationships between the sub-domains in the map.
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Facilitating Collaborative and Distance Learning
There is a growing body of research that shows that when students work in small groups and cooperate in striving to learn subject matter, positive cognitive and affective outcomes result (Johnson et al., 1981; Berk & Winsler, 1995). Vygotsky (1978) introduced the idea that language and social dialogue can support learning, especially when members of the social group are at about the same Zone of Proximal Development (ZPD). He describes the ZPD as that level of understanding for a given subject where the learner can progress on her/his own, with minimal aid from a tutor. When students work cooperatively in groups and use concept maps to guide their learning, significantly greater learning occurs (Preszler, 2004). In our work with both teachers and students, small groups working cooperatively to construct concept maps have proven to be useful in many contexts.
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Leanna Archambaultmapas conceptuales concept maps concept map modelos conocimiento educacion informatica educativa aprendizaje colaborativo
imported concept-mapping concept mindmap tools education mapping
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23 Aug 08
Kristina Hoeppnertechnical report by Joseph D. Novak & Alberto J. Cañas, 2006
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24 Jul 08
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14 Apr 08
Rebecca DavisConcept maps are graphical tools for organizing and representing knowledge. They include concepts, usually enclosed in circles or boxes of some type, and relationships between concepts indicated by a connecting line linking two concepts. Words on the lin
nitle_writing concept concept_mapping conceptmap visualization
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31 Oct 07
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07 Sep 07
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Concept maps are graphical tools for organizing and representing knowledge.
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They include concepts, usually enclosed in circles or boxes of some type, and relationships between concepts indicated by a connecting line linking two concepts. Words on the line, referred to as linking words or linking phrases, specify the relationship between the two concepts.
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concepts are represented in a hierarchical fashion with the most inclusive, most general concepts at the top of the map and the more specific, less general concepts arranged hierarchically below.
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cross-links
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06 Sep 07
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Public Stiky Notes
* externally via
** DiiGo (as you did it)
** FireFox
* internally via Cmap annotations, if the permissions of the author allow it.
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