Group Four Technologies- SWOT analysis of a Online Concept Mapping

SWOT analysis of Online Concept Mapping using a Concept Map

Today I have tried something new. I have created a concept map with iMindmap, the context being online concept mapping in primary schools. I found the site Bubbl.us a good introduction to digital concept mapping however felt restricted as my confidence and experience grew. I felt that the 'boxy' nature of this mapping tool and the inability to add links or illustrations confining. The online iMindMap tool allows greater creativity with functions such as adding images, audios and animations. As I am using a free trial I was unfortunately unable to add a sound byte, but was prepared to do so. The animation tool also only works for the paid subscribed service but I added an image from the animations folder regardless.  I like the organic nature of this tool, and think that this would be an invaluable resource in the classroom in supporting students in enhancing learning and fostering critical thought.

In Buzan's  Mind Maps for Pre and Post Assessment  it discusses how mind maps (theirs specifically of course!) can help students absorb knowledge before and after assessment. It also suggests that concept mapping can be used as an assessment tool. This method of 'preview and review allow(s) students to interpret and express ideas metaphorically, and as a  method of assessment it does not rely on your students' language levels. Therefore this gives a more accurate picture of the knowledge they have amassed. Plus it allows your students to display their contextual knowledge and requires deeper insight,  as they make connections between topics, other topics and their sub-topics'.(Tony Buzan, 2010, "What are the benefits", para.3).

The article also addresses how mind maps used as an assessment tool is applicable for all types of students. It argues that dyslexic and gifted and talented students are not as restricted in using the mind map system as other traditional forms, ie, structured essay style. It finally points out that using mind maps as an alternative means to learning is fun and engaing. (Mind Maps for Pre and Post Assessment, 2010, "Will Mind Mapping for", para.4).

According to Fasso 'online concept mapping tools are (sic) a valuable tool for information organisation, chunking and linking for transfer to long-term memory', (2011) and generally can be catergorised as a cognitist approach to elearning. Given this, I beleive that using online mind mapping tools has the potential to work within a engagement theory process. Kearsley and Shneiderman's (1994) ideas of 'relate, create, donate'  is transferrable, where whole class or groups can collaboratively create a mind map, which could essentially become the blue print for collaborative projects. In this context, mini mind maps could be created by the teacher, as a way to illustrate guides for scaffolded activities.

How would I use this in my classroom?
I have chosen this tool over the others because I felt that this tool coupled with a thinking routine is an invaluable assest to have. I think this is something students should learn in primary school because it will help them throughout their learning journey. The veratility of concept mapping could be applied to all learning situations eg A sesssion of class brainstorming and displayed on an IWB or on a computer that is wired to a projector. The time could be used also to allow students to practice their keyboard skills with alternating 'goes' for each student. Maybe I could use that priveldge of entering the data in brainstorming sessions as a behaviour management strategy. I believe it would work based upon my limited time in schools. Children love using the computers in class. Concept mapping would also work in small groups, pairs or alone. As access to computers will be limited and there would not be enough for all students to have one, probably class or group work would be the best option.

Reference.
Buzan, T. (2010). Mind Maps For Pre and Post Assessment. Retrieved from

http://www.thinkbuzan.com/en_au/articles/view/mind-maps-for-pre-and-post-assessment
Fasso, W. (2011, February, 27). Active Leraning, Learning Diversity and the Theory. Retrived from CQUniversity e-courses, EDED20491 ICTs for Learning Design,  http://moodle.cqu.edu.au/mod/resource/view.php?id=163840

https://bubbl.us/

Shneiderman, B., & Kearsley, G. (1999, May 4). Engagement Theory: A framework for technology-based teaching and learning. Retrieved March 9, 2011, from Sprynet.com: http://home.sprynet.com/~gkearsley/engage.htm