Camillenapierbernstein's List: mindmapping project

• The first wireless option that Hollis Brookline explored found teachers reserving blocks of time to gain access to one of three "laptop carts," each of which housed 30 computers. Instructors connected to the wireless access point (associated with each cart) to a classroom computer jack. The solution worked for a while until frustrated teachers began complaining about how long it took to "power up" the system, thus delaying lessons and truncating classroom learning time.

• Up next, said Matte, will be a new computer lab centered on the high school's online learning options. Her ultimate goal is to not only address those students who want to accelerate their classroom education with online learning but also those who don't pass required courses in the classroom.

• When Computers Leave Classrooms, So Does Boredom
• but a dean at Southern Methodist University is proudly removing computers from lecture halls
• "teach naked"—by which he means, sans machines
• program as a crutch rather using it as a creative tool. Class time should be reserved for discussion, he contends, especially now that students can download lectures online and find libraries of information on the Web
• remember challenging debates and talks with their professors
• 59 percent of students in a new survey reported that at least half of their lectures were boring, and that PowerPoint was one of the dullest methods they saw
• Students in the survey gave low marks not just to PowerPoint, but also to all kinds of computer-assisted classroom activities, even interactive exercises in computer labs
• The biggest resistance to Mr. Bowen's ideas has come from students, some of whom have groused about taking a more active role during those 50-minute class periods
• His philosophy is that the information delivery common in today's classroom lectures should be recorded and delivered to students as podcasts or online videos before class sessions. To make sure students tune in, he gives them short online multiple-choice tests.
• the people who are most resistant to this model are the students, who are used to being spoon-fed material that is going to be quote unquote on the test,

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• Study Finds That Online Education Beats the Classroom
• “On average, students in online learning conditions performed better than those receiving face-to-face instruction.”
• The analysis for the Department of Education found that, on average, students doing some or all of the course online would rank in the 59th percentile in tested performance, compared with the average classroom student scoring in the 50th percentile.
• Until fairly recently, online education amounted to little more than electronic versions of the old-line correspondence courses.
• biggest near-term growth, Mr. Regier predicts, will be in continuing education programs. Today, Arizona State has 5,000 students in its continuing education programs, both through in-person classes and online. In three to five years, he estimates, that number could triple, with nearly all the growth coming online.

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• SYNTHESIZING SOCIAL CONSTRUCTION OF KNOWLEDGE IN ONLINE CONFERENCES USING CONCEPT MAPS
• A. J. Cañas    ,        J. D. Novak    ,        F. M. González    ,        Ludmila Ortegano-layne    ,        Charlotte N. Gunawardena

• Student-generated visualization as a study strategy for science concept learning (2006)
• Yi-chuan Jane Hsieh    ,        Lauren Cifuentes
• Educational Technology and Society

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• The Theory Underlying Concept Maps and How to Construct and Use Them[1]

• A New Model for Education

  A Concept Map-Centered Learning Environment

• Focus Question, Parking Lots and Expert Skeleton Maps
• Concept maps within this environment are likely to be used as the mechanism to determine the level of understanding students have about the topic being studied before the topic is introduced. The maps are then developed, extended and refined as the students develop other activities on the topic and increase their understanding, possibly concluding with complex knowledge models that link resources, results, experiments, etc., and that can be used if desired as a final presentation by the student
• 
• 

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• Concept Maps: What the heck is this?
• Concept maps are tools for organizing and representing knowledge.
• the hierarchical structure that is represented in a good map and the ability to search for and characterize cross-links
• concepts and propositons are the building blocks for knowledge in any domain.
• This can be done by writing all of the concepts on Post-its, or preferably by using a computer software program. Post-its allow a group to work on a whiteboard or butcher paper and to move concepts around easily This is necessary as one begins to struggle with the process of building a good hierarchical organization. Computer software programs are even better in that they allow moving of concepts together with linking statements and also the moving of groups of concepts and links to restructure the map
• Facilitating Cooperative Learning

• Concept Maps for Evaluation

   We are now beginning to see in many science textbooks the inclusion of concept mapping as one way to summarize understandings acquired by students after they study a unit or chapter. 

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• Concept map

• According to structural properties 

   
  • Spider-like maps with labeled arcs (the typical concept map) 
  • Hierarchical maps (like mind maps) 
  • Various diagrams, e.g. flow charts 
  • Formal maps like UML diagrams, 
  • Formal semantic networks, Topic maps, etc. I.e. drawings are associated with a formal symbolic representation. 
  • Other specialized contents like arguments, part-of maps, organigraphs (organization charts), etc. 
• According to purpose
• • to generate ideas (brain storming, etc.); 
  • to design a complex structure (long texts, hypermedia, large web sites, etc.); 
  • to communicate complex ideas; 
  • to aid learning by explicitly integrating new and old knowledge; 
  • to assess understanding or diagnose misunderstanding.  
  • to define processes and flows 

• The typical concept map 

   

  The most typical concept is a map that contains 

   
  • concepts, 
  • directed and labeled arcs. 
  • In addition, concepts are presented in hierarchical manner, the most general concepts on top. 

• Rationales for concept mapping in education are based on several connected ideas: 

   
  1. General writing-to-learn arguments like writing favors making connections, or writing in a different genre favors meta-cognitive activities. 
  2. Concept maps can prepare writing, assist in exploration and reading and be used as planning tools. More precisely: concept maps can be used as a creativity / brainstorming tool, as note taking tool, as planning tool for writing (in particular hypertexts) or project (e.g. conjecture map), as tool to express and communicate complex ideas. 
  3. Concept maps could an assessment tool for the teacher and/or could be used as teaching materials. 

• Plotnick (1997) lists five purposes of concept mapping: 

   
  • To generate ideas (brainstorming); 
  • To design complex structures (long texts, hypermedia, large web sites); 
  • To communicate complex ideas; 
  • To aid learning by explicitly integrating new and old knowledge; and 
  • To assess understanding or diagnose misunderstanding.  

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• Teaching to Learn and Learning to Teach: Concept Maps and the Web–Bib Database

• challenges students to think about topics of learning or teaching in positive ways, concept maps give clear ideas about topics, concept maps reinforce understanding of two concepts linked by a propositional page and concept maps help identify misconceptions about relationships and or missing concepts, and concept maps can be used to assess student achievement.

   

   
• concept mapping

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• Concept maps: an introduction
• how teachers can use concept maps effectively and provides links to tools for creating them online.
• relationships between subjects
• then, is to present knowledge to students in a way that will help them to reconstruct it and to see the relationships between subjects.
• make meaning of new information when it is represented visuall
• Concept maps have been used fo

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• Five Best Mind Mapping Applications
• Check out the applications your fellow readers use to do their best brainstorming
• MindMeister is by far the most simplistic mind mapping tool in the top five, but its simplicity is definitely an asset
• Exporting is also a strong point for MindMeister; you can export your files to a text outline, PDF, JPG, PNG, or GIF. MindMeister's history function lets you view past versions of your mind map and revert to them if you desire
• You can share your maps for public collaboration or hand-select collaborators.
• XMind is the kind of free application that makes you forget you're not paying for the privilege of using it.
• The interface is simple and intuitive to use.
• . In addition to a basic mind map you can also create fishbone, organizational, tree, and logic charts. You can export charts as HTM
• One of FreeMind's strongest selling points is a Java-based implementation.
• FreeMind is keyboard friendly with the core functionality well covered by keyboard shortcuts
• Mind maps created with FreeMind can be exported as HTML, PDF, and PNG files, among others.The support wiki for FreeMind is extensive and goes well beyond simply explaining how the application functions, covering things like how to add your own keyboard shortcuts and how to make the application portable.
• People have different learning/processing styles. Some of my students do just fine simply by listening to what we're discussing, others need visual anchors. So for example, rather than simply asking a question about a reading we're going to discuss, I'll write the core of the question down in the center of the board too.
• This serves both to help the visual learners in the group to see how the ideas are unfolding, and for everyone to be able to see which ideas have already been thrown out there. At the end of the discussion when I ask them what they think the most important concepts were in the reading, if there were patterns, and if those concepts and patterns relate to another reading we've done... they can look over the entire session at a glance instead of digging in their memories for a concept we might have talked about 15 minutes ago.
• For everyone who can't figure out why people would actually use these over paper and pencil -- because sometimes brainstorming on a long project encompasses a space of time wherein you will lose the paper, and/or the amount of revisions will cause you to rub holes in the paper with your eraser.
• I would put Bubbl.Us right up there with the top 3 for being online/collaborative!
• You know, I really think that if a significant portion of the comments suggested that this is something you just don't need software for -- i.e., the best mind-mapping software is no software at all -- you should have been respectful of that and left it as an option in the vote.
  The fact that pen and paper pwned the note-taking category a while back shouldn't necessarily be egg on the face of developers -- not everything needs an app. Sometimes software complicates an activity that was meant to be simple to begin with.

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• Common mind maps
• business maps, visual maps, idea maps, information maps, spidergrams, spider diagrams and bubble diagrams are commonly referred to as "mind maps". They often have phrases for nodes, sometimes quite long ones, may make little use of color and have few images and not very 'organic' connecting lines, so they don't fit Tony Buzan's original conception of mind maps.

• Compares common vs Buzan type - camillenapierbernstein on 2011-10-24

• Use of mind maps in formal education

• Contents

  [hide]
   
   
  • 1 Learning material
   
  • 2 Understanding material
   
  • 3 Note-taking in class or lectures
   
  • 4 Collaboration
   
  • 5 Dissertations / term papers / homework 
     
    • 5.1 Planning
     
    • 5.2 Researching
     
    • 5.3 Organizing results
     
    • 5.4 Preparing
     
    • 5.5 Presenting
     
     
   
  • 6 Supporting learning how to think (like CORT) 
     
    • 6.1 Helps students understand concepts, information
     
     
   
  • 7 Supporting teaching
   
  • 8 Revision

• Personal uses of mind maps

• Creating Concept Maps:
  Integrating Constructivism Principles into Online Classes
• Teachers are considered to be knowledge experts who have a clear understanding of their subject matter and their role is to promote self-directed learning activities to cultivate acquisition of knowledge through individual and group studies.
• carefully design instructional activities that guide their students into relevant learning situations that promote personal acquisition
• student-centered approach that places responsibility on students to take charge of their learning experiences. Teachers create activities and assignments that foster the creation of knowledge. Students are challenged to produce reality based products such as portfolios and papers. T
• Knowledge depends on past constructions
• Constructions come through systems of assimilation and accommodation
• Learning is an organic process of invention, not mechanical
• Meaningful learning occurs through reflection and scaffolding of new knowledge upon existing framework of knowledge.
• Educators should be selective in choosing a topic for using constructivist methods because the key is to implement the method that most effectively meets the learning objectives.
• Often, the emphasis is on developing reflective thinking skills and less on learning specific factual material.
• Students can learn a variety of new skills such as how to scaffold knowledge and cultivate problem solving skills

• • observation: Students make observations of authentic artifacts anchored in authentic situations.

  • interpretation construction: Students construct interpretations of observations and construct arguments for the validity of their interpretations.

  • contextualization: Students access background and contextual materials of various sorts to aid interpretation and argumentation.

  • cognitive apprenticeship: Students serve as apprentices to teachers to master observation, interpretation and contextualization.

  • multiple interpretations: Students gain cognitive flexibility by being exposed to multiple interpretations.

  • multiple manifestations: Students gain transferability by seeing multiple manifestations of the same interpretations.
• The assignment will involve students conducting research into character education. Then, the students will develop definitions of good character and translate their definition into a concept mind map by using Inspiration software. The constructivist model has six steps: student instructions/explain situation, research, interpretation, create relevant product, collaboration and assessment.
• Building concept maps will involve developing from the key concept which is good character and creating links to three elements (moral knowing, moral feeling and moral action). Individuals should start with the key concept (good character) in the center or top of the screen of the Inspiration software program and create links to three elements (moral knowing, moral feeling and moral action). The links serve as a visual way to identify relationships between concepts.

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• A bit outdated and the mind map is mentioned only as part of whole exercise. Pretty simple example. But theory (constructivist) is imp. to remember. - camillenapierbernstein on 2011-10-24