Unit+6

Mind or concept mapping is an important thinking and learning concept. By visualizing words and images on paper or computer screen users can externalize their thoughts which helps make connections between objects, categories, brain storming, identifying relationships, problem solving, and making decisions. Representations often form nodes, branches or trees to show relationships among similar objects or concepts in a spatial format. Various colors, non-linear groupings and location of similar nodes help users to identify objects of analogous trait. Visual thinking can help a learner to "see" connections between aspects of a problem that may evade them when multi-layer ideas are dealt with in their mind. Inspiration concept mapping software has been in existence for several years. Today there are many online webapps that offer similar visual mapping experience free of charge and many offer the possibility of collaborative experience between users, which increases the potential for building comprehension. Other projects that benefit from mind or concept mapping are project management, research, planning for writing, and visual databases. Mind-mapping tools offer sensory and kinesthetic experience for differentiated learners, which benefits knowledge acquisition. Mind mapping and concept mapping can be used interchangeably to denote non-linear representation of connections between concepts or thoughts. Graphic organizers describe a set of visual tools that organize information in ways that make understanding easier for the user. There are several online resources to help create digital graphic organizers. Time-lines are another visual representation of events that help students to gain understanding by conceptualizing the sequence of events. Although history is the first curricular use that comes to mind for time-lines, all activities that require sequencing like math or progression like story planning can benefit from timeline tools. All these tools support thinking since they allow a deeper analysis of topics and help the student to make connections. **Learner Outcomes** **At the end of this Learning Topic, you will be able to:** 1. Examine the importance of mind mapping or concept mapping to support thinking and learning. (Activity 1) 2. Create a mind map depicting what you have learned about uses of mind maps and their potential for teaching thinking. (Activity 1) 3. Evaluate peers’ mind maps and reflect on areas of discovery in their work, benefits of tools options, collaboration potential (Activity 1, Activity 2) 4. Demonstrate understanding of timeline uses by creating a timeline on the history of education. (Activity 3) 5. Reflect on why visualization tools support sequencing and thinking. (Activity 3) 6. Reflect on the importance of chronology in a variety of curricular areas. (Activity 4 ) **Readings and Research:** **Mind Mapping** · Boukobza, P. (n.d.). Mind Mapping and Web 2.0. //Slide Share//. Retrieved February 14, 2010, from [|www.slideshare.net/philippe.boukobza/mind-mapping-and-web-20] //(Check presentation transcript below the slideshare on the page)// · Buzan, T. (2007, January 8). Maximise the Power of Your Brain - Tony Buzan MIND MAPPING. //Youtube.com//. Retrieved February 14, 2010, from Maximise the Power of Your Brain - Tony Buzan MIND MAPPING · [|http://www.mindtools.com/pages/article/newISS_01.htm] · Video by Tony Buzac creator of mind mapping · Frey, C. (n.d.). Business creativity and brainstorming articles. //Innovation, creativity and brainstorming resources from InnovationTools//. Retrieved February 17, 2010, from [] · Novak, J. D. & A. J. Cañas, The Theory Underlying Concept Maps and How to Construct Them, Technical Report IHMC CmapTools 2006-01 Rev 01-2008, Florida Institute for Human and Machine Cognition, 2008 [] · Teachers: Content Literacy. (n.d.). //Literacy Matters//. Retrieved February 17, 2010, from [] **Resources** **Mind mapping tools** [] [|http://bubbl.us] [] [] [] [] [] [] **Concept mapping tools** [|http://www.thebrain.com] [] do a google image search for time-lines, what surprised you, do the same for mind maps [|http://images.google.com] [] paid product found in many schools. Several free options today **Graphic organizer tools for thinking** [] [] [] [] [] [] [] **timeline creation tools** [|http://www.dipity.com/] look at different options like flip book, list and maps as well as historical timeline [] [] [] Use Google "show options button" choose the "timeline" search representation. Here is an example of Hitler search [] -The same search using wonder wheel search representation: [] **Timeline resources** **to use in the classroom** http://www.internet4classrooms.com/timelines.htm http://www.timelines.info/ http://en.wikipedia.org/wiki/List_of_timelines http://www.infoplease.com/spot/timelinearchive.html http://timelines.ws   **Learning Activities** **Activity 1 Mind or Concept Map** Creating a mind or concept map with the various tools is not a difficult process but requires some creativity and a clear idea of the message you are trying to convey without clutter and unnecessary information. Identify the relationships and help the learner make the connections with visual images. This lesson is a good opportunity to make sure your message or intent with the mind or concept map is understood though peer feedback. Step 1: Create a mind or concept map using any of the tools referenced above depicting the following: · what a mind map does · why it is valuable · how it is created · where can they be used in curriculum · how these tools can support thinking · ideas on how they can be used in a curricular area you involved in   Your map should have ~50+ nodes. Save your map as .jpg and post it to the discussion forum labeled “Mind or Concept Map”. **Assessment** For information on how you will be evaluated, please see the Mind Map Grading Criteria **Activity 2: Discussion -** **Mind Map Peer Review** This lesson is a good opportunity to make sure your message or intent with the mind or concept map is understood though peer feedback. Viewing other student’s mind maps will give you give you ideas about conveying a message in a visual format. Evaluate your peers mind maps from Activity 1; Mind or Concept Map · Comment on the tools used and outcomes. · Ask clarifying questions about the maps to solidify understanding · Ask peers to explain their tool choices and work together to determine which tools are easiest to work with and what elements make these tools the most useful to display connections and understanding. · Discuss any problems you came across while creating your map and how you solved them. · Discuss ideas of curricular uses of these visual representation tools **Assessment** Refer to the Discussion Rubric in the Course Resources folder for more information on how you will be evaluated. **Activity 3: Timeline** Tools that help students conceptualize a sequence of events is beneficial for learning. Additional digital items can be added to provide deeper analysis of the event. Timelines organize information in a sequential format to quickly achieve understanding. In this assignment you will have the opportunity to create an historical timeline using an easy to use web application. Step 1: Use [|http://www.Dipity.com] to create a timeline on the history of education. Present at least 30 events, theorists, theories, innovations to build an evolution of education. Be sure to include recent innovations in the digital era, education theorists like Bloom, and theories like behaviorism and constructivism. Step 2: Insert images (not clip art) into your timeline where possible to add meaning and understanding. Make sure to include the URL sources of information in your timeline. Post the link to your timeline in the discussion forum for this activity. **Assessment** For information on how you will be evaluated, please see the Timeline Grading Criteria **Activity 4: Discussion – Timeline Review** A timeline has the opportunity to enhance learning and create meaning by describing an event to sequence in a visual manner. From the timeline you just created having other peer provide feedback will give more insight how this can apply in your different classroom subjects. Plus you will learn new ideas and possibilities from each other. Step 1: Discuss you [1] s [2] timelines. What was beneficial or tricky with the tools chosen. Share ways to use time-lines in a variety of curricular topics and ages. Identify benefits, planning methods, methods for instructing use of these tools and assessment ideas. Step 2: Read and respond to two or more of your colleagues’ posts. **Assessment** Refer to the Discussion Rubric in the Course Resources folder for more information on how you will be evaluated.
 * Learning Topic 6: Visual representations of thinking: Mind Mapping, Concept mapping, Time-lines**

[1] 7/22/10 1:23 PM ybogard August 26, 2010 8:37 PM Are classmates and peers the same. Please be consistent. I use colleagues but you can choose different verbiage. Just be consistent.

[2] 7/22/10 1:23 PM Saylor Alison August 26, 2010 8:37 PM Unbelievable. I think a masters level student can understand that a peer and classmate are the same thing!