UWC TEACHING AND UWC TEACHING AND LEARNINGLEARNING

Teaching and Learning WorkshopTeaching and Learning WorkshopMont FleurMont Fleur

Concept mapsConcept maps

Louis C H FourieLouis C H Fourie

Good teaching???Good teaching???

Prof Joe Novak

Key Ideas Key Ideas Underlying Concept Underlying Concept

MapsMaps

Concept maps are based on:• A Theory of Knowledge

• A Theory of Learning

• Research in Education (Novak)

Key ideas underlying Key ideas underlying concept mapsconcept maps

All knowledge is built from Concepts and Propositions

Ausubel’s assimilation theory: Meaningful Learning involves changing one’s current knowledge as a result of the comprehension of new knowledge.

All knowledge is built from Concepts and Propositions

Foundation One:Foundation One:

A Theory of A Theory of KnowledgeKnowledge

Concept:

A perceived regularity in events or objects, or records of events or objects, designated by a label:

LifeCellBlueShip

DemocracyUnicorn

Proposition:

Two or more concepts combined to form a statement about something: a basic unit of meaning or expression

•e.g., living things are composed of cells

•e.g., the ship was blue

“My son plays with the red truck”

Propositions versus Propositions versus SentencesSentences

PROPOSITION CONCEPT RELATION CONCEPT

1 I have son2 son engages in play3 play is with a truck4 truck is red

Concept Maps:

Represent knowledge using diagrams that express concepts and propositions

A tool to represent the structure of knowledge

Anatomy of a Concept MapAnatomy of a Concept Map

The importance ofthe linking phrases:

Without the relations, our knowledge would not “cohere”

Foundation Two:Foundation Two:

A Theory of A Theory of LearningLearning

(Ausubel & (Ausubel & Novak)Novak)

David Ausubel (1968)

If I had to reduce all of educational psychology to just one principle I would say this: The most important single factor influencing learning is what the learner already knows. Ascertain this and teach him accordingly.*

* Epigraph, Educational Psychology: A cognitive view

Key ideas:

1. Distinction between rote and meaningful learning.

2. In the process of meaningful learning, people construct meanings for concepts and propositions based on experiences, building up their knowledge structure.

Traditional Model of Instruction

This process is called “assimilation”

David Ausubel’s Theory of David Ausubel’s Theory of LearningLearning

Meaningful Learning involves changing one’s current knowledge as a result of the comprehension of new knowledge.

1. Progressive differentiation of concepts and relations over time.

2. Superordination of concepts under more general, more inclusive concepts.

David Ausubel’s Theory of David Ausubel’s Theory of LearningLearning

Four fundamental processes that lead to assimilation:

3. Subsumption of new concepts into existing, more general concepts and propositions.

4. Integrative reconciliation to achieve coherence and consistency over time.

David Ausubel’s Theory of David Ausubel’s Theory of LearningLearning

Learning may vary from highly rote to highly meaningful

Toward:

Constructivist epistemology holds that knowledge is a human construction and evolves over time

Away from:

Positivist epistemology holds that knowledge derives from empirical observation and is “unfettered” by varying human ideas over time

New epistemological thinking

Where do students need help?

Decreasing their focus on Decreasing their focus on memorisationmemorisation

Increasing their self-regulation Increasing their self-regulation strategiesstrategies

Increasing and focusing their own Increasing and focusing their own motivationmotivation

Recognizing the need for transferRecognizing the need for transfer

Instructional problem: Emphasis on memorisation

““I studied so hard and I studied so hard and thought I knew everything. thought I knew everything. How could I get a C?”How could I get a C?”

““Could you post all the Could you post all the notes on the website?”notes on the website?”

““What’s the right answer?”What’s the right answer?”

Students don’t have the same definitions of learning that we do.

What does it mean to understand?

Put a concept in your own terms?Put a concept in your own terms? Give your own examples?Give your own examples? Apply the concept to new situations?Apply the concept to new situations?

Understand the structure of a Understand the structure of a concept and how it relates to other concept and how it relates to other concepts.concepts.

Why does structure help?

It provides organisation to memory, which It provides organisation to memory, which reduces cognitive load.reduces cognitive load.

It identifies similar concepts for It identifies similar concepts for generalisation.generalisation.

It forms the basis for analogical reasoning.It forms the basis for analogical reasoning. It allows you to fill in gaps by inference.It allows you to fill in gaps by inference. It allows you to imagine possible realities It allows you to imagine possible realities

you haven’t directly experienced.you haven’t directly experienced.

Concept Maps

A Cognitive Roadmap for Teaching and Learning

“Meaningful learning involves the assimilation of new concepts and propositions into existing cognitive structures" (Novak & Gowin, 1984).

Graphic Organisers as Cognitive Road Maps

Graphic organisers are designed as visual representations of Graphic organisers are designed as visual representations of cognitive structures (knowledge, concepts or ideas). A cognitive structures (knowledge, concepts or ideas). A sampling of graphic organisers is tabled below:sampling of graphic organisers is tabled below:

Flow chart Fishbone diagram Events chain

Venn diagram Brainstorming web Hierarchy diagram

Story board Concept map Chart / Matrix

Word web KWL chart Cycle diagram

File and folder Thinking grid Mind map

Sample Graphic Organisers

Chart / Matrix

Venn Diagram

Fishbone Diagram

KWHL Chart

http://www.enchantedlearning.com/graphicorganizers/

Periodic Table of Visualisation Periodic Table of Visualisation Methods Methods

http://www.visual-literacy.org/periodic_table/periodic_table.html#

Educational Applications of Graphic Organisers

Convey a clear general picture of topics.Convey a clear general picture of topics.

Can be used in creative ways to assess student achievement

Help identify misconceptions and/or missing concepts

Reinforce understanding through visualisation of relationships between key concepts

Developed in an educational setting by Novak (1977)Developed in an educational setting by Novak (1977) Used as the primary language for description and Used as the primary language for description and

communication of concepts within Assimilation theory communication of concepts within Assimilation theory (Ausubel)(Ausubel)

A Concept map:A Concept map:

is a graphical display of concept names connected by is a graphical display of concept names connected by directed arcs encoding propositions in the form of directed arcs encoding propositions in the form of simplified sentencessimplified sentences

In educational settings, concept mapping techniques In educational settings, concept mapping techniques have aided people of every age to examine many have aided people of every age to examine many fields of knowledgefields of knowledge

Concept MapsConcept Maps

Represent knowledge using diagrams that express concepts and propositions

Thus Concept maps…Thus Concept maps…

IHMC developed CmapTools and CmapServer - used in 132 countries

Benefits for the DesignerBenefits for the Designer

The The processprocess of drawing the map: of drawing the map: Helps designer understand the domain Helps designer understand the domain Is a creative process – new discoveries Is a creative process – new discoveries

are made as the map is drawnare made as the map is drawn Helps establish credibility with the teamHelps establish credibility with the team

The map itself:The map itself: Offers the first chance to interject the Offers the first chance to interject the

user as a guiding concept for the user as a guiding concept for the productproduct

Benefit - Progressive Benefit - Progressive CognitionCognition

1.1. Scannable at a glance…Scannable at a glance…The executive-level viewThe executive-level view

2.2. Readable with some attention…Readable with some attention…Most team conversations take place at Most team conversations take place at

this levelthis level

3.3. Deeper, rich understandings can be Deeper, rich understandings can be layered in.layered in.

The use of concept The use of concept maps in teaching and maps in teaching and

learninglearning

Why use Concept Maps?

To assess existing knowledge prior to beginning a teaching/learning session

As a reflective practice to create and make explicit mental linkages surrounding a concept

As a group exercise to improve group problem solving

Why use Concept Maps?

To review problem-solving optionsTo review problem-solving options To summarise understanding and To summarise understanding and

identify misconceptionsidentify misconceptions To evaluate student progress To evaluate student progress To evaluate course/program To evaluate course/program

outcomesoutcomes

What can be done with Concept Mapping ?

Generate ideas (brain storming, Generate ideas (brain storming, etc.); etc.);

Communicate complex ideas; Communicate complex ideas;

Organise and integrate a complex Organise and integrate a complex structurestructure

Assess understanding or diagnose Assess understanding or diagnose misunderstanding. misunderstanding.

The use of Concept Maps

As a As a learning toollearning tool

As a As a teaching toolteaching tool

As an As an assessment toolassessment tool

As a As a review toolreview tool: greater power to : greater power to evoke memory than ordinary linear evoke memory than ordinary linear notesnotes

How Do Concept Maps Expedite Learning?

Provide for Concise Organised Expression of the Knowledge Inherent in Textual Source Material Concepts (Classes/Entities) Attributes/Properties (of concepts/entities) Relations (between concepts/entities)

Learning Occurs During the Process of Creating and Refining the Concept Map

Learning Occurs During Iterative (Repeated) Study/Review of the Concept Map with Reference Back to the Source Material and Associated Updates to the Concept Map

Concept Map Driven Approach to Concept Map Driven Approach to StudyingStudying

The StepsThe Steps Phase 1:Phase 1:

Read Through Textbook Assignment and Notes Read Through Textbook Assignment and Notes Go Back and Identify/Map Nouns with C-mapGo Back and Identify/Map Nouns with C-map

Phase 2:Phase 2: Read Through Textbook and NotesRead Through Textbook and Notes Go Back and Identify/Map Go Back and Identify/Map

Noun-Verb-Noun/Adjective Relationships with C-Noun-Verb-Noun/Adjective Relationships with C-mapmap

Phase 3: Phase 3: Study and Think (hard) about the Concept MapStudy and Think (hard) about the Concept Map Identify Unclear (in your mind) MeaningsIdentify Unclear (in your mind) Meanings Check for Sense of CompletenessCheck for Sense of Completeness Check for Sense of ConsistencyCheck for Sense of Consistency Reference the Text for ClarificationReference the Text for Clarification Update the Concept Map AccordinglyUpdate the Concept Map Accordingly Repeat the PrecedingRepeat the Preceding

Some Additional Advice

Stick With It! Must Do It Several Times for It to Seem Natural Get to the Point Where You Are Uncomfortable

Studying Without Using Concept Maps Think Hard and Ask Yourself Questions!

What Does a Passage or Paragraph in the Source Material Mean?

Is the Concept Map Complete? Is the Concept Map Coherent? Does It Make Sense? Don’t Quit Until You Have Figured It Out and You

Understand Your Concept Map

Some examplesSome examples

Collaborative knowledge Collaborative knowledge modelling and transfer of expert modelling and transfer of expert

knowledgeknowledge

NASA Lewis Research CenterNASA Lewis Research Center

●Corporate Memory●Preserve Senior

Engineers' knowledge of launch vehicle systems integration with regard to the Centaur/RL-10 rocket system

●Result is a browseable, multimedia model of the experts’ domain knowledge of the system

(Coffey et al., 1999)

Collaborative knowledge modelling Collaborative knowledge modelling and transfer of expert knowledgeand transfer of expert knowledge

STORM-LK project

Cmaps used to externalise tacit knowledge at the Oceano-graphy and Meteorology Training Facility, NAS Pensacola

(Coffey et al., 2002)

Collaborative knowledge modelling Collaborative knowledge modelling and transfer of expert knowledgeand transfer of expert knowledge

NASA used concept maps for the transfer of knowledge

(Cañas et al. 1999)

Mars project

Knowledge sharing

TeamworkTeamwork

Knowledge elicitation and preservationKnowledge elicitation and preservation Eliciting/representing models on group formulated Eliciting/representing models on group formulated

and used knowledge in a given context (Brewer and and used knowledge in a given context (Brewer and McNeese, 2004).McNeese, 2004).

Shared expectations and understandingShared expectations and understanding Enhance shared expectations and shared Enhance shared expectations and shared

understanding by aiding a group or team to capture understanding by aiding a group or team to capture and come to consensus on their collective and come to consensus on their collective knowledge (Novak, 1998).knowledge (Novak, 1998).

Enhancing team performanceEnhancing team performance Conceptual framework help team to remain focused Conceptual framework help team to remain focused

on the task and improve team or organisational on the task and improve team or organisational cohesiveness and morale and eventually team cohesiveness and morale and eventually team performance (Trochim, 1989).performance (Trochim, 1989).

Group facilitationGroup facilitation

BrainstormingBrainstorming and idea generation (reaching consensus).

Visual representation of knowledge “at a glance” enhance the conveyance of understanding, and promote discussion and creativity.

Collaboration in problem solving

Identifying problem areas (Fraser 1993; Novak and Iuli 1994).

US Navy: Task Force Excel

NASA: Mission to Mars

TrainingTraining

• Successfully used for training in numerous instances.

• Claimed to reduce normal training time significantly.

• US Navy: used for training and job-performance improvement of electronic technicians (Coffey, Cañas, et al., 2003).

El-Tech: Demonstration System

Constructive criticism

Navigation tool

Applying this to your own Applying this to your own situation.situation.

Is there an example of a structural Is there an example of a structural model of the content that you use in model of the content that you use in your course?your course?

How can you encourage students to How can you encourage students to use or create their own structural use or create their own structural understanding representations?understanding representations?

QuestionsQuestions