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Visual Learning• ideas, concepts, data and other
information are associated with images and represented graphically.
• techniques include webs, concept maps, idea maps and plots, such as stack plots and Venn plots, are some of the used in visual learning
• enhance thinking and learning skills.
Webs• visual maps that show how different
categories of information relate to one another.
• provide structure for ideas and facts• give students a flexible framework for
organizing and prioritizing information.• use webs to brainstorm, organize
information for writing (pre-writing), as well as to analyze stories and characterization.
• an effective technique to use in small group settings-- build collaborative webs, incorporating the thoughts and contributions of each group member.
• Examples: Literary Webs, Character webs, comparison, prewriting
Webs: Literary Webs• helps students analyze the various literary elements
(plot, characterization, theme, etc.) at play in any given story.
• By dissecting characters, plots and sequence of events, students learn about composition and get a better understanding of a story as a whole.
Webs: Character Webs• Students identify the traits of a central
character. • This reinforces the concept of point of view
and helps students understand a character's actions and motivation.
Webs: Comparison• For example, in a social studies class, students may
compare and contrast the characteristics of one culture with another.
• helps students better understand the groups being studied, as well as make unifying connections between them.
Webs: Prewriting• brainstorming and organizing
students do before writing. • Once students choose a topic,
they type it in the center of a web. Then they rapidly add subtopic ideas in symbols connected to the main topic.
• Each subtopic can have its own subtopics, which can also have subtopics, and so on.
Idea Maps• Stimulates students to generate
ideas, follow them through and develop their thoughts visually.
• Help students brainstorm, solve problems and plan their work.
• Examples:– Prior to field trips to help students
think about what they might see and learn.
– After the field trip, to record their observations..
Concept Maps• graphically illustrate relationships between
information. • two or more concepts are linked by words that
describe their relationship.• encourage understanding by helping students
organize and enhance their knowledge on any topic
• help students learn new information by integrating each new idea into their existing body of knowledge.
Concept Maps (cont.)• ideal for measuring the growth of student
learning. As students create concept maps, they reiterate ideas using their own words.– Misdirected links or wrong connections alert
educators to what students do not understand, – providing an accurate, objective way to
evaluate areas in which students do not yet grasp concepts fully.
Concepts and Propositions
• Concepts – as a perceived regularity in events or objects, or records of even
ts or objects, e.g., book, table, etc– designated by a label (usually a a word, although sometimes w
e use symbols such as + or %. )• Propositions
– statements about some object or event in the universe, either naturally occurring or constructed.
– contain two or more concepts connected with other words to form a meaningful statement. Sometimes these are called semantic units,or units of meaning.
– E.g., “a dog is an animal” connects 2 concepts “dog” and “animal”
What is Concept Mapping (continued)?
• Concept Mapping is the process of identifying important concepts,
• arranging those concepts spatially, • identifying relationships among those
concepts, • and labeling the nature of the semantic
relationships among those concepts.
The Components of Concept Mapping
• Knowledge graphs consist of – nodes (points/vertices) – links (arcs/edges).
• Nodes represent concepts or ideas• Links represent the relations
between concepts (propositions)
A simple example on concept map of concept
map• Concepts:
– Concert Map– Linking phrases– Relationships– Concepts
• Propositions– A concept map is
composed of linking phrases
– A concept map identifies relationships
– Relationships are what between concepts
– A concept map is composed of concepts
http://www.google.com.hk/imgres?imgurl=http://www.logo.com/twp/concept_mapping_s.jpg&imgrefurl=http://www.logo.com/twp/what_are_concept_maps.html&h=331&w=450&sz=39&tbnid=xVpP_46GuzwJ::&tbnh=93&tbnw=127&prev=/images%3Fq%3Dconcept%2Bmapping&usg=__VR3imo1qgn7ADQ0q2B24rmh5pVQ=&sa=X&oi=image_result&resnum=1&ct=image&cd=1
Construction of Concept Maps enables
• The reorganization of knowledge• Explicit descriptions of concepts and
their interrelationships• Deep processing of knowledge – promote
better remembering/retrieving/applying• Relating new concepts to existing
concepts and ideas – improves understanding
It can be used to• generate ideas (brain storming, etc.); • design a complex structure (long texts,
hypermedia, large web sites, etc.); • communicate complex ideas; • aid learning by explicitly integrating
new and old knowledge; • assess understanding or diagnose
misunderstanding.
Examples of Using Concept Map as Mindtools
• Study Guide– Students identify the most important concepts in a
chapter and generate a semantic net as a reviewing strategy.
– Maps drawn can then be compared with other students’; maps from different chapters can be combined
– Students using this score better than others.– It is absolutely essential for the students to
construct these nets. • Reflection and Integration
– Forces students to reflect on what they know and, reflect about their own lack of understanding and about the difficulties in construction of a meaningful knowledge framework
Examples of Using Concept Map as Mindtools
• Planning– Group Project: generating a semantic net can
provide the organization and impetus for completing the project
– Organizing ideas• Assessing Learning
– Comparing maps generated before and after instruction reflects the growth of knowledge.
– Comparing maps generated by students to those by experts reflects as a criterion-reference measure.
Modes for Evaluating Concept Maps
• Scoring– any relationships that are valid score 1 mark each; – every valid level of hierarchy scores 5 marks each; – cross links if valid score 10 marks each. If the cross link is valid
but does not illustrate a synthesis between sets of related concepts and propositions it only scores 2 points;
– examples score 1 mark each.• Compare Learner’s Map with expert’s
– % of similarity between the concept map with that of an expert• Determine Learner’s Knowledge Growth
– Compare the maps before and after
Instructional Steps – when you need to teach concept mapping
to your students• begin with a simple topic, familiar to students so that it
is easier for them to concentrate on the learning process. Ensure that a small number of terms are involved;
• model the construction of a concept map to the class. encourage students to think of all possible links and to write down the nature of each link;
• it is unlikely that students will produce good maps on their first attempt. Provide constructive criticism;
• you may provide a suggested layout the first time, but it is important to remove these prompts from subsequent maps;
• tell students that there is not a single correct answer to the task.
White, R., & Gunstone, R. (1992). Probing understanding. London: The Falmer Press.
Exercise One• Draw a concept map representing the following statements:
– Faculty of Education belongs The Chinese University of Hong Kong (CUHK)
– CUHK is the biggest university in Hong Kong– CUHK locates at Shatin– Shatin is in the New Territories of HK.– CUHK faces Ma On Shan
• Use the following links– Belongs to– Is a– Locates at/in– Faces/opposite of
Arrangement of Concepts
• Hierarchical structure – the most inclusive, most general concepts
at the top of the map (at the middle…)– the more specific, less general concepts
arranged hierarchically below. • with reference to some particular
question we seek to answer or some situation or event that we are trying to understand (since structure also depends of the context)
Links• Symmetric
– Is opposite of; is same as; has sibling; is independent of; has synonym; is equal to
• Asymmetric Links– Inclusion Relations,
• eg has part/is part of– Characteristic Relations
• Has attribute/is attribute of– Action Relations
• Uses/is used by– Process Relations
• Has object/ is object of
Six Steps to Create Concept Maps
• select key concepts. This is a recognition process that activates relevant knowledge, and assists in topic identification;
• write the key concepts; • make an attribute list of the key concepts; • relate key concepts in a spatial
relationship; • rearrange spatial representations; • compare representation to the text.
Holley, C. D., & Dansereau, D. F. (1984). Spatial learning strategies: Techniques, applications, and related issues. Sydney: Academic Press.
Example
Plants have rootsPlants have stemsPlants have leaves
Leaves produce foodLeaves are usually green
What to do if you find it hard to add linking
words• This shows that you only poorly
understand the relationship between the concepts
• Try write out a sentence that represents the relationship between the two concepts as accurately as possible
• Pick out a word or a phrase as the label of the relationship.
Advantages of Computer Support for Concept
Mapping • Ease of adaptation and
manipulation• Dynamic Linking• Conversion• Communication• Storage
http://www.inspiration.com/vlearning/index.cfmAlso see Visual learning
Concept Maps used in Concept Maps used in classroomsclassrooms
Concept Maps used in Concept Maps used in classroomsclassrooms
Concept Map Tools• Inspiration http://www.inspiration.com/vlearning
/index.cfm?fuseaction=concept_maps• IHMC CmapTools http://cmap.ihmc.us/download/• Decision Explorer http://www.banxia.com/dexplor
e/index.html• Mindjet http://www.mindjet.com/en-US/default.a
spx• The Brain Visual Information Managementhttp://w
ww.thebrain.com/
Activity 2Construct a concept map showing your
understanding of a Concept• Start with a concept that you are familiar with. Examples are “poll
ution”, “computers”, “classroom”. Treat this as the main concept.
• Think about 3 other concepts that are related to the main concept (e.g., air pollution, keyboard, student), and link them to the main concept with the suitable links. Links must be suitably labeled.
• Build on one the newly added concepts, link it to 3 other new concepts. Again, the links must be suitable labeled.
• Arrange the concepts so that the most abstract and inclusive one is at the top and the most concrete and specific ones are at the bottom.
• Save the export this concept map as a gif file and submit it to Moodle.
References• 仁愛堂田家炳中學概念關係圖 http://www.yottkp.edu.hk/hots/conc
ept.htm• 蘇詠梅 (2002). 幫助兒童建立科學概念的有效學習策略 . http://www.i
ed.edu.hk/apfslt/v3_issue2/sowm/index.htm• Instructional Strategies Online http://olc.spsd.sk.ca/DE/PD/instr/st
rats/conceptmap/index.html• Novak, J.D., & CaThe Theory Underlying Concept Maps and How to
Construct Them. Institute for Human and Machine Cognition. http://web.archive.org/web/20060524112734/cmap.ihmc.us/Publications/ResearchPapers/TheoryCmaps/TheoryUnderlyingConceptMaps.htm
• Concept Mapping Resource Guide http://www.socialresearchmethods.net/mapping/mapping.htm
• 上海教育資源網 . http://www.sherc.net/sherc/application/gntjc.jsp