Presentation by Prof Louis Fourie of UWC's Information Systems department on Concept Mapping

1. UWC TEACHING AND
LEARNING
Teaching and Learning Workshop
Mont Fleur
Concept maps
Louis C H Fourie

2. Good teaching???

3. Prof Joe Novak

4. Key Ideas Underlying
Concept Maps

5. Key ideas underlying concept
maps
Concept maps are based on:
• A Theory of Knowledge
All knowledge is built from Concepts and Propositions
• A Theory of Learning
Ausubel’s assimilation theory:
Meaningful Learning involves
changing one’s current knowledge
as a result of the comprehension of
new knowledge.
• Research in Education (Novak)

6. Foundation One:
A Theory of
Knowledge
All knowledge is built
from Concepts and
Propositions

7. Concept:
A perceived regularity in events
or objects, or records of events
or objects, designated by a
label:
Life
Cell
Blue
Ship
Democracy
Unicorn

8. 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

9. Propositions versus Sentences
“My son plays with the red truck”
PROPOSITION
CONCEPT RELATION CONCEPT
1 I have son
2 son engages in play
3 play is with a truck
4 truck is red

10. Concept Maps:
Represent knowledge
using diagrams that
express concepts and
propositions
A tool to represent the
structure of knowledge

11. Anatomy of a Concept Map

12. The importance of
the linking phrases:
Without the relations,
our knowledge would
not “cohere”

15. Foundation Two:
A Theory of
Learning
(Ausubel & Novak)

16. 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

17. Key ideas:
3. 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.

18. Traditional Model of Instruction

19. David Ausubel’s Theory of Learning
Meaningful Learning involves
changing one’s current knowledge
as a result of the comprehension
of new knowledge.
This process is called
“assimilation”

20. David Ausubel’s Theory of Learning
Four fundamental processes
that lead to assimilation:
• Progressive differentiation of concepts
and relations over time.
• Superordination of concepts under more
general, more inclusive concepts.

21. David Ausubel’s Theory of Learning
3. Subsumption of new concepts into
existing, more general concepts and
propositions.
4. Integrative reconciliation to achieve
coherence and consistency over
time.

22. Learning may vary from highly rote to highly meaningful

23. New epistemological thinking
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

24. Where do students need
help?
 Decreasing their focus on memorisation
 Increasing their self-regulation
strategies
 Increasing and focusing their own
motivation
 Recognizing the need for transfer

25. Instructional problem:
Emphasis on memorisation
 “I studied so hard and
thought I knew everything. Students don’t have
How could I get a C?” the same definitions
 “Could you post all the of learning that we
notes on the website?”
 “What’s the right answer?” do.

26. What does it mean to
understand?
 Put a concept in your own terms?
 Give your own examples?
 Apply the concept to new situations?
 Understand the structure of a concept and
how it relates to other concepts.

27. Structural knowledge:
the concept map
Self worth Expectancy
theory Value theory Attribution
theory
Needs Goal
theory Non- Cognitive theory
cognitive theories
theories
Self
Drive determination
theory theory
Motivation

28. Why does structure help?
 It provides organisation to memory, which
reduces cognitive load.
 It identifies similar concepts for
generalisation.
 It forms the basis for analogical reasoning.
 It allows you to fill in gaps by inference.
 It allows you to imagine possible realities
you haven’t directly experienced.

29. Concept Maps

30. A Cognitive Roadmap for
Teaching and Learning
“Meaningful learning involves the
assimilation of new concepts and
propositions into existing cognitive
structures" (Novak & Gowin, 1984).

31. Graphic Organisers as
Cognitive Road Maps
Graphic organisers are designed as visual
representations of cognitive structures
(knowledge, concepts or ideas). A 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

32. Sample Graphic Organisers
http://www.enchantedlearning.com/graphicorganizers/
Fishbone Diagram Chart / Matrix
Venn Diagram KWHL Chart

33. Periodic Table of Visualisation Methods
http://www.visual-literacy.org/periodic_table/periodic_table.html#

34. Educational Applications of
Graphic Organisers
Convey a clear general picture of topics.
Reinforce understanding through
visualisation of relationships between key
concepts
Help identify misconceptions and/or missing
concepts
Can be used in creative ways to assess
student achievement

35. Concept Maps
s Developed in an educational setting by Novak (1977)
s Used as the primary language for description and
communication of concepts within Assimilation theory
(Ausubel)
s A Concept map:
s is a graphical display of concept names connected by
directed arcs encoding propositions in the form of
simplified sentences
s In educational settings, concept mapping techniques
have aided people of every age to examine many
fields of knowledge

36. Thus Concept maps…
Represent knowledge using
diagrams that express concepts
and propositions
IHMC developed
CmapTools and
CmapServer - used in
132 countries

37. Benefits for the Designer
 The process of drawing the map:
 Helps designer understand the domain
 Is a creative process – new discoveries are
made as the map is drawn
 Helps establish credibility with the team
 The map itself:
 Offers the first chance to interject the user as
a guiding concept for the product

38. Benefit - Progressive Cognition
1. Scannable at a glance…
The executive-level view
2. Readable with some attention…
Most team conversations take place at this
level
3. Deeper, rich understandings can be
layered in.

39. The use of concept maps
in teaching and learning

40. 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

41. Why use Concept Maps?
 To review problem-solving options
 To summarise understanding and identify
misconceptions
 To evaluate student progress
 To evaluate course/program outcomes

42. What can be done with
Concept Mapping ?
Generate ideas (brain storming, etc.);
Communicate complex ideas;
Organise and integrate a complex
structure
Assess understanding or diagnose
misunderstanding.

43. The use of Concept Maps
 As a learning tool
 As a teaching tool
 As an assessment tool
 As a review tool: greater power to
evoke memory than ordinary linear
notes

44. 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

45. Concept Map Driven Approach to Studying
The Steps
 Phase 1:
 Read Through Textbook Assignment and Notes
 Go Back and Identify/Map Nouns with C-map
 Phase 2:
 Read Through Textbook and Notes
 Go Back and Identify/Map Noun-Verb-Noun/Adjective
Relationships with C-map
 Phase 3:
 Study and Think (hard) about the Concept Map
 Identify Unclear (in your mind) Meanings
 Check for Sense of Completeness
 Check for Sense of Consistency
 Reference the Text for Clarification
 Update the Concept Map Accordingly
 Repeat the Preceding

46. 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

47. Some examples

48. Collaborative knowledge modelling and
transfer of expert knowledge
● 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) NASA Lewis Research Center

49. Collaborative knowledge modelling and
transfer of expert knowledge
Cmaps used to
externalise tacit
knowledge at
the Oceano-
graphy and
Meteorology
Training
Facility, NAS
Pensacola
(Coffey et al.,
2002)
STORM-LK project

50. Collaborative knowledge modelling and
transfer of expert knowledge
NASA used
concept
maps for the
transfer of
knowledge
(Cañas et
al. 1999)
Mars project

51. Knowledge sharing

52. Teamwork
 Knowledge elicitation and preservation
 Eliciting/representing models on group formulated and
used knowledge in a given context (Brewer and McNeese,
2004).
 Shared expectations and understanding
 Enhance shared expectations and shared understanding by
aiding a group or team to capture and come to consensus
on their collective knowledge (Novak, 1998).
 Enhancing team performance
 Conceptual framework help team to remain focused on the
task and improve team or organisational cohesiveness and
morale and eventually team performance (Trochim, 1989).

53. Group facilitation
 Brainstorming
 Brainstorming and idea
generation (reaching
consensus).
 Visual representation of
knowledge “at a glance”
enhance the conveyance of
understanding, and promote NASA: Mission to Mars
discussion and creativity.
 Collaboration in problem
solving
 Identifying
problem areas
(Fraser 1993; Novak and Iuli
1994).
US Navy: Task Force Excel

54. Training
• 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 El-Tech: Demonstration System
technicians (Coffey,
Cañas, et al., 2003).

55. Constructive criticism

56. Navigation tool

57. Applying this to your own situation.
 Is there an example of a structural model
of the content that you use in your
course?
 How can you encourage students to use
or create their own structural
understanding representations?

58. Questions