This document discusses different types of cognitive maps including concept maps, mind maps, and dialog maps. It provides a brief history of cognitive mapping, explaining how concept mapping originated in the 1960s and was developed further in the 1970s. It describes how mapping software has allowed these tools to be used for various purposes including education, brainstorming, and information management. The key benefits of cognitive mapping are that it helps visualize complex information and actively organize knowledge to gain insights. The rest of the document focuses on concept mapping, covering how it relates to cognitive psychology theories of assimilation and learning, and providing guidance on how to construct a concept map.
Interaction designers, graphic designers, and anybody else involved in the
ongoing production of commercial websites should pay a lot more attention to
instructional principles – even if the project at hand is not overtly
instructional. What makes material good for learning also makes it good for
other conversion goals – such as explaining products, services, and
strengthening brands. This presentation gives an overview of several key
learning theories valued by instructional designers, with real-world examples
of how they make a difference in all sorts of consumer applications (such as in
banking, how-to, and entertainment). The principles include: learning from
visuals, cognitive load theory, situated learning, cognitive flexibility
theory, scaffolded vs. discovery learning, and case-based reasoning. The
emphasis will be on using the instructional designer's theoretical toolkit to
build an evaluation framework, or heuristic, for reviewing non-instructional
designs.
This book examines the theoretical foundations of the processes of planning and design. When people – alone or in groups – want to solve problems or improve their situation, they make plans. Horst Rittel studied this process of making plans and he developed theories – including his notion of "wicked problems" – that are used in many fields today. From product design, architecture and planning – where Rittel’s work was originally developed – to governmental agencies, business schools and software design, Rittel’s ideas are being used.
"Illustrating" Digital Learning Objects (DLOs) and Learning ResourcesShalin Hai-Jew
Words are still often the core basis for the building of digital learning objects, to structure shared communications. Think slideshows, articles, electronic books, and others. Less common are visuals or the conceptualization of visuals for learning contents. Perhaps what visuals are used is what is on hand from a Creative Commons search or whatever project-based visuals may be on hand. This session discusses how visual thinking comes into play in some instructional designs to inform on which visuals are used, whether born-digital or digitized (scanned or photographed from analog form). This presentation argues for a more purpose-minded approach in thinking of visuals (from teaching and learning foci, data, maps, human groups, fieldwork, lab imagery, and others) when creating learning contents.
Interaction designers, graphic designers, and anybody else involved in the
ongoing production of commercial websites should pay a lot more attention to
instructional principles – even if the project at hand is not overtly
instructional. What makes material good for learning also makes it good for
other conversion goals – such as explaining products, services, and
strengthening brands. This presentation gives an overview of several key
learning theories valued by instructional designers, with real-world examples
of how they make a difference in all sorts of consumer applications (such as in
banking, how-to, and entertainment). The principles include: learning from
visuals, cognitive load theory, situated learning, cognitive flexibility
theory, scaffolded vs. discovery learning, and case-based reasoning. The
emphasis will be on using the instructional designer's theoretical toolkit to
build an evaluation framework, or heuristic, for reviewing non-instructional
designs.
This book examines the theoretical foundations of the processes of planning and design. When people – alone or in groups – want to solve problems or improve their situation, they make plans. Horst Rittel studied this process of making plans and he developed theories – including his notion of "wicked problems" – that are used in many fields today. From product design, architecture and planning – where Rittel’s work was originally developed – to governmental agencies, business schools and software design, Rittel’s ideas are being used.
"Illustrating" Digital Learning Objects (DLOs) and Learning ResourcesShalin Hai-Jew
Words are still often the core basis for the building of digital learning objects, to structure shared communications. Think slideshows, articles, electronic books, and others. Less common are visuals or the conceptualization of visuals for learning contents. Perhaps what visuals are used is what is on hand from a Creative Commons search or whatever project-based visuals may be on hand. This session discusses how visual thinking comes into play in some instructional designs to inform on which visuals are used, whether born-digital or digitized (scanned or photographed from analog form). This presentation argues for a more purpose-minded approach in thinking of visuals (from teaching and learning foci, data, maps, human groups, fieldwork, lab imagery, and others) when creating learning contents.
This powerpoint will look at the basic differences between concept maps, mind mapping, graphic organizers, and outlines ... all as a form of graphically representing mental schema. By Jesse Gentile
Concept mapping, mind mapping and argumentmapping what are .docxpatricke8
Concept mapping, mind mapping and argument
mapping: what are the differences and do they matter?
Martin Davies
Published online: 27 November 2010
� Springer Science+Business Media B.V. 2010
Abstract In recent years, academics and educators have begun to use software map-
ping tools for a number of education-related purposes. Typically, the tools are used to
help impart critical and analytical skills to students, to enable students to see rela-
tionships between concepts, and also as a method of assessment. The common feature
of all these tools is the use of diagrammatic relationships of various kinds in preference
to written or verbal descriptions. Pictures and structured diagrams are thought to be
more comprehensible than just words, and a clearer way to illustrate understanding of
complex topics. Variants of these tools are available under different names: ‘‘concept
mapping’’, ‘‘mind mapping’’ and ‘‘argument mapping’’. Sometimes these terms are used
synonymously. However, as this paper will demonstrate, there are clear differences in
each of these mapping tools. This paper offers an outline of the various types of tool
available and their advantages and disadvantages. It argues that the choice of mapping
tool largely depends on the purpose or aim for which the tool is used and that the tools
may well be converging to offer educators as yet unrealised and potentially comple-
mentary functions.
Keywords Concept mapping � Mind mapping � Computer-aided argument mapping �
Critical thinking � Argument � Inference-making � Knowledge mapping
Introduction
In the past 5–10 years, a variety of software packages have been developed that enable the
visual display of information, concepts and relations between ideas. These mapping tools
take a variety of names including: ‘‘concept mapping’’, ‘‘mind mapping’’ or ‘‘argument
mapping’’. The potential of these tools for educational purposes is only now starting to be
realised.
M. Davies (&)
University of Melbourne, Parkville, VIC, Australia
e-mail: [email protected]
123
High Educ (2011) 62:279–301
DOI 10.1007/s10734-010-9387-6
The idea of displaying complex information visually is, of course, quite old. Flow
charts, for example, were developed in 1972 (Nassi and Shneiderman 1973) pie charts and
other visual formats go back much earlier (Tufte 1983). More recently, visual displays
have been used to simplify complex philosophical issues (Horn 1998). Formal ways of
‘‘mapping’’ complex information—as opposed to the earth’s surface, countries, cities and
other destinations—began at least 30 years ago, and arguably even earlier.
More recently, the use of information and computer technology has enabled information
mapping to be achieved with far greater ease. A plethora of software tools has been
developed to meet various information mapping needs. What do these tools do? What are
their similarities and differences? What are their advantages and disadvantages? How
precisely do t.
This powerpoint will look at the basic differences between concept maps, mind mapping, graphic organizers, and outlines ... all as a form of graphically representing mental schema. By Jesse Gentile
Concept mapping, mind mapping and argumentmapping what are .docxpatricke8
Concept mapping, mind mapping and argument
mapping: what are the differences and do they matter?
Martin Davies
Published online: 27 November 2010
� Springer Science+Business Media B.V. 2010
Abstract In recent years, academics and educators have begun to use software map-
ping tools for a number of education-related purposes. Typically, the tools are used to
help impart critical and analytical skills to students, to enable students to see rela-
tionships between concepts, and also as a method of assessment. The common feature
of all these tools is the use of diagrammatic relationships of various kinds in preference
to written or verbal descriptions. Pictures and structured diagrams are thought to be
more comprehensible than just words, and a clearer way to illustrate understanding of
complex topics. Variants of these tools are available under different names: ‘‘concept
mapping’’, ‘‘mind mapping’’ and ‘‘argument mapping’’. Sometimes these terms are used
synonymously. However, as this paper will demonstrate, there are clear differences in
each of these mapping tools. This paper offers an outline of the various types of tool
available and their advantages and disadvantages. It argues that the choice of mapping
tool largely depends on the purpose or aim for which the tool is used and that the tools
may well be converging to offer educators as yet unrealised and potentially comple-
mentary functions.
Keywords Concept mapping � Mind mapping � Computer-aided argument mapping �
Critical thinking � Argument � Inference-making � Knowledge mapping
Introduction
In the past 5–10 years, a variety of software packages have been developed that enable the
visual display of information, concepts and relations between ideas. These mapping tools
take a variety of names including: ‘‘concept mapping’’, ‘‘mind mapping’’ or ‘‘argument
mapping’’. The potential of these tools for educational purposes is only now starting to be
realised.
M. Davies (&)
University of Melbourne, Parkville, VIC, Australia
e-mail: [email protected]
123
High Educ (2011) 62:279–301
DOI 10.1007/s10734-010-9387-6
The idea of displaying complex information visually is, of course, quite old. Flow
charts, for example, were developed in 1972 (Nassi and Shneiderman 1973) pie charts and
other visual formats go back much earlier (Tufte 1983). More recently, visual displays
have been used to simplify complex philosophical issues (Horn 1998). Formal ways of
‘‘mapping’’ complex information—as opposed to the earth’s surface, countries, cities and
other destinations—began at least 30 years ago, and arguably even earlier.
More recently, the use of information and computer technology has enabled information
mapping to be achieved with far greater ease. A plethora of software tools has been
developed to meet various information mapping needs. What do these tools do? What are
their similarities and differences? What are their advantages and disadvantages? How
precisely do t.
Esperanto as Lingua Receptiva / Esperanto RicevemaFederico Gobbo
immediate understanding for presenting Esperanto (in)formally
tujkomprenebleco por (ne)formale prezenti Esperanton
Polyglot Gathering Online 2023-03-30
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joint work with Marco Benini and Jean Wagemans on Complex Arguments in Adpositional Argumentation during the 5th Workshop on Advances in Argumentation in Artificial Intelligence (AI3 2021) in Milano-Bicocca, Italy, 29 November 2021.
The Religious Dimensions of the Esperanto Collective IdentityFederico Gobbo
Presentation for the Symposium "Religious dimensions of nationalism: Interdisciplinary perspectives" held at
at Fondazione Giorgio Cini, Venice, 21-22-13 October 2021.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
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A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
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This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
1. Introduction Concept maps Dialog maps Mind maps Pitfalls Agile intersections Conclusions
Free Idea Maps
Towards Agile Mapping
Federico Gobbo
federico.gobbo@uninsubria.it
Dipartimento di Informatica e Comunicazione
Universit` degli Studi dell’Insubria
a
2. Introduction Concept maps Dialog maps Mind maps Pitfalls Agile intersections Conclusions
Cognitive mapping history: origins
Information visualization studies and started in the francophone
world in the late 1960s (Bertin, Piaget) and indipendently in the
UK by Tony Buzan.
In the 1970s cognitive psychologists and US-scholars started to
study psychological implication, applying concept maps into
educational settings (Ausubel, Novak). Tony Buzan took PhD at
the London School of Economics and then put ‘radiant thinking’
and ‘mind mapping’ under copyright.
3. Introduction Concept maps Dialog maps Mind maps Pitfalls Agile intersections Conclusions
Cognitive mapping history: now
In the late 1980s and in the 1990s mapping software entered the
arena esp. for educational purposes – i.e. for creating lecture notes
or for active studying – but not only: brainstorming, time
management, life self-coaching, information management, etc. The
Institute for Human and Machine Cognition (IHMC) developed
CmapTools, MindJet released MindManager for Buzan’s mind
mapping.
After 2000 a lot of clones spread out, but always along the two
main models – concept mapping (IHMC) vs. mind mapping
(Buzan). Notable exception is the Compendium Institute, which
developed a third way, i.e. conversational or dialog mapping,
enabling groups to build shared knowledge – revealing collective
intelligence.
4. Introduction Concept maps Dialog maps Mind maps Pitfalls Agile intersections Conclusions
Why cognitive mapping?
Empirical evidences. Our brain process complex information
conveyed visually in a very effective way, we typically identify visual
patterns easier than not-visual (e.g. words as concepts).
Forthermore, visual images can overcome language barriers.
Knowledge elicitation. Information visualization doesn’t merely
communicate ideas but it actively, organizes, concises, and clarifies
info chunks (Dawkins’ memes) revealing hidden patterns, gaining
insights and discovering new ideas and relations.
Cognitive mapping is the ability to see and move through the “big
picture” (Gestalt) as well as into details: thinking is considered as
a complex adaptive system. i.e. informations grow and change
maintain accuracy and relevance.
5. Introduction Concept maps Dialog maps Mind maps Pitfalls Agile intersections Conclusions
Assimilation and learning in cognitive psychology
Concept mapping started in 1972 in a research program about how
children represent knowledge. Ausubel’s cognitive psychology,
spread from Piaget’s, has at the core the idea of assimilation.
New concepts and propositions may be assimilated only if they find
a place into existing concept network, i.e. individual’s cognitive
structure. In general, the introduction of a new concept inplies a
reconfiguration of the concept network for assimilation.
6. Introduction Concept maps Dialog maps Mind maps Pitfalls Agile intersections Conclusions
Concept map for collaborative and distance learning
Members of a social group share the Zone of Proximal
Development (ZPD, Vygotsky 1978), i.e. a social space where
dialogue and cooperation can effectively support learning with
minimal aid from a tutor. Teachers are similar to coaches.
Concept maps started as a tool to externalize the cognitive
structures behind ZPDs. Ausubel distinguish two ways to learn:
rote learning vs. meaningful learning.
7. Introduction Concept maps Dialog maps Mind maps Pitfalls Agile intersections Conclusions
Learning in the constructive learning theory
Ref: Novak-Ca˜as (2006) on the theory and how to construct concept maps
n
8. Introduction Concept maps Dialog maps Mind maps Pitfalls Agile intersections Conclusions
Maps, concepts, propositions and tagged arcs
Concept maps are graphical tools for organizing and representing
knowledge.
• A concept is a ‘perceived regularity in events or objects, or
records of events or objects, designated by a label’
(Novak-Ca˜as 2006).
n
• A proposition is meaningful statement obtained connecting
two or more concepts using linking words.
• Linking words are represented by tagged arcs.
10. Introduction Concept maps Dialog maps Mind maps Pitfalls Agile intersections Conclusions
Hierarchical fashion and cross-linking
In concept maps, general concepts are at the top of the map and
less general concepts are arranged hierarchically below.
Cross-links are links that put into relations concepts in different
segments or domains.
Note that in the previous map there were no cross-links, and the
map itself was very simple indeed.
11. A concept map on concept mapping
Ref: Novak-Ca˜as (2006) on the theory and how to construct concept maps
n
12. Introduction Concept maps Dialog maps Mind maps Pitfalls Agile intersections Conclusions
It works in well-structured knowledge domains
Learners evaluated by their concept maps are engaged into
meaningful learning, Concept proved very helpful to avoid
misconceptions in science and mathematics in education.
CmapTools was used to prepare NASA material on Mars before the
mission.
The epistemological foundation in concept mapping is semantic
atomicity: with about 100 atoms you may have a great number of
molecules; with appox. 460,000 words in English you may express
a lot of sentences; analogously, with a not-too-great set of
concepts you may express a lot of maps.
13. The knowledge portfolio by NASA for MArs Exploration
Ref: Novak-Ca˜as (2006) on the theory and how to construct concept maps
n
14. Introduction Concept maps Dialog maps Mind maps Pitfalls Agile intersections Conclusions
How to build a concept map
1. Start from a Focus Question, i.e. it should cleary states the
issue as an open problem or topic. Prefer “how” and “why”
questions (descriptive and explicative) to “what” or “who”
ones (prescriptive and classificatory). If the problem/topic is
very hard, let an expert in the field prepare an “expert
skeleton” map.
15. Introduction Concept maps Dialog maps Mind maps Pitfalls Agile intersections Conclusions
How to build a concept map
1. Start from a Focus Question, i.e. it should cleary states the
issue as an open problem or topic. Prefer “how” and “why”
questions (descriptive and explicative) to “what” or “who”
ones (prescriptive and classificatory). If the problem/topic is
very hard, let an expert in the field prepare an “expert
skeleton” map.
2. Then build a list of concept as a parking lot, as a set of
Post-its. Avoid “sentences in the boxes”.
16. Introduction Concept maps Dialog maps Mind maps Pitfalls Agile intersections Conclusions
How to build a concept map
1. Start from a Focus Question, i.e. it should cleary states the
issue as an open problem or topic. Prefer “how” and “why”
questions (descriptive and explicative) to “what” or “who”
ones (prescriptive and classificatory). If the problem/topic is
very hard, let an expert in the field prepare an “expert
skeleton” map.
2. Then build a list of concept as a parking lot, as a set of
Post-its. Avoid “sentences in the boxes”.
3. Organize your concepts in domains (horizontal axis) and in
generality (vertical axis) and define the relations between
them.
17. Introduction Concept maps Dialog maps Mind maps Pitfalls Agile intersections Conclusions
How to build a concept map
1. Start from a Focus Question, i.e. it should cleary states the
issue as an open problem or topic. Prefer “how” and “why”
questions (descriptive and explicative) to “what” or “who”
ones (prescriptive and classificatory). If the problem/topic is
very hard, let an expert in the field prepare an “expert
skeleton” map.
2. Then build a list of concept as a parking lot, as a set of
Post-its. Avoid “sentences in the boxes”.
3. Organize your concepts in domains (horizontal axis) and in
generality (vertical axis) and define the relations between
them.
4. Refine your concept map adding cross-links.
18. Introduction Concept maps Dialog maps Mind maps Pitfalls Agile intersections Conclusions
How to build a concept map
1. Start from a Focus Question, i.e. it should cleary states the
issue as an open problem or topic. Prefer “how” and “why”
questions (descriptive and explicative) to “what” or “who”
ones (prescriptive and classificatory). If the problem/topic is
very hard, let an expert in the field prepare an “expert
skeleton” map.
2. Then build a list of concept as a parking lot, as a set of
Post-its. Avoid “sentences in the boxes”.
3. Organize your concepts in domains (horizontal axis) and in
generality (vertical axis) and define the relations between
them.
4. Refine your concept map adding cross-links.
5. Eventually link your concept map with previous ones, so to
demonstrate that your understanding is not limited to a single
concept map, i.e. build a Knowledge Model (Ca˜as 2003).
n
19. A parking lot spread from a focus question...
Ref: Novak-Ca˜as (2006) on the theory and how to construct concept maps
n
20. ..and an expert skeleton map
Ref: Novak-Ca˜as (2006) on the theory and how to construct concept maps
n
21. Introduction Concept maps Dialog maps Mind maps Pitfalls Agile intersections Conclusions
Evaluation
With over two decades of research experience, concept maps
proved to be effective in constructive learning settings, esp. about
hard science topics. E.g. in Italy Giuseppe Valitutti is translating
into Italian the World of Science books with pupils of elementary
schools.
Concept mapping is not an easy task, as everything in the map is
meaningful. Furthermore, defining the parking lot of concepts
before their relations may be difficult for people used to think
simultaneously in a “concepts-in-context” way.
22. Introduction Concept maps Dialog maps Mind maps Pitfalls Agile intersections Conclusions
Dialog maps as solutions to wicked problems
Compendium is based on the conversational or dialog mapping
approach and derived from Issue-Based Information System (IBIS).
Horst Rittel developed IBIS in the 1970s as a method to solve
wicked problems.
Unlike tame problems, in the case of wicked problems the problem
solving approach doesn’t fit.
Links (arcs) may be tagged as in the concept map approach.
23. Introduction Concept maps Dialog maps Mind maps Pitfalls Agile intersections Conclusions
Dialog maps as group support
Dialog mapping is particulary useful in groups, i.e. supporting the
continous dialogue among stakeholders in the problem in order to
reframe.
Every misunderstanding or disagreement should be reframed as an
issue or in an inquiry, avoiding the Answer Reflex (the loop
question-justification).
27. Introduction Concept maps Dialog maps Mind maps Pitfalls Agile intersections Conclusions
How to reframe Questions...
As in the concept map approach, conversations in IBIS start from
a root Question, which may be decomposed in sub-Questions.
Questions should be:
1. clear, short, neutral (no “not”), unique (no “and” and “or”);
2. of the “wh” type or “how” (no “yes/no” questions);
28. Introduction Concept maps Dialog maps Mind maps Pitfalls Agile intersections Conclusions
...placing Ideas...
Ideas are proposals for resolution of Questions. They should be
practical and small (Ideas Network).
They are linked to Questions.
29. Introduction Concept maps Dialog maps Mind maps Pitfalls Agile intersections Conclusions
...in order to obtain Arguments
Arguments may either support (Pros) or object (Cons) Ideas.
Arguments are linked to Ideas.
30. Introduction Concept maps Dialog maps Mind maps Pitfalls Agile intersections Conclusions
Questions, Idea, Arguments
“The Bohr model of the rhetoric atom”
• Questions
• Ideas
• Arguments
• Pros
• Cons
31. Look at the right-click menu: nodes are typified
32. Pros and cons of dialog mapping through Compendium
A dialog map on dialog map evaluation
34. Introduction Concept maps Dialog maps Mind maps Pitfalls Agile intersections Conclusions
Mind mapping is fast and easy
A mind map is a tree structure of keywords and they relations. It
has a radiant shape and is much more rich in colours, pictures, and
drawings compared with concept or dialog maps.
Human brains recognize shapes and drawings better than words
and numbers, so if you want to remember ideas give them a good
look.
35. Introduction Concept maps Dialog maps Mind maps Pitfalls Agile intersections Conclusions
Mind mapping is fast and easy
A mind map is a tree structure of keywords and they relations. It
has a radiant shape and is much more rich in colours, pictures, and
drawings compared with concept or dialog maps.
Human brains recognize shapes and drawings better than words
and numbers, so if you want to remember ideas give them a good
look.
Be evocative.
36. Mind mapping is a “human universal” (Brown, 1999)
A mind map by Charles Darwin on evolution (Buzan-Buzan, 2000
37. A mind map may be well drawn...
A mind map about the ideal job (Buzan-Buzan, 2000)
39. A mind map about study tips
This mind map was made by MindManager
40. A mind map about Taiji models
Look at the important role of colours
41. A mind map template for meetings
This is a template of MindManager
1.
2.
Purpose
3.
Parking lot
4.
1.
5.
2.
Distant participants
3.
1.
1.
2.
Meeting Participants 2.
3.
Action items [keyword+date] 3.
4.
4.
5.
5.
1.
Day
2.
Exact time
3. Time/Place
Agenda Place
4.
5.
42. Introduction Concept maps Dialog maps Mind maps Pitfalls Agile intersections Conclusions
The risk with mind mapping is information noise!
A mind map has a loose syntax and semantics. Unlike concept and
dialog maps, nodes hasn’t any a-priori type and their position in
the map is meaningless. Moreover, arcs are not taggable, and
relations are nodes as well.
The risk of mind mapping is to add useless informations in the
map itself, e.g. colours that have more than one meaning. This is
particularly true in collective maps.
43. A bad mind map about a book report
What mistakes did the mind mapper make?
44. This is not a mind map
A chart can be useful, but it’s not a mind map!
45. Introduction Concept maps Dialog maps Mind maps Pitfalls Agile intersections Conclusions
Radiant thinking
• Mind mapping begins from a central idea.
46. Introduction Concept maps Dialog maps Mind maps Pitfalls Agile intersections Conclusions
Radiant thinking
• Mind mapping begins from a central idea.
• Then related ideas radiate out from the center as branches.
They are called Basic Ordering Ideas (BOIs).
47. Introduction Concept maps Dialog maps Mind maps Pitfalls Agile intersections Conclusions
Radiant thinking
• Mind mapping begins from a central idea.
• Then related ideas radiate out from the center as branches.
They are called Basic Ordering Ideas (BOIs).
• Some branches give birth to minor branches, as minor themes
or particular and detailed ideas.
48. Introduction Concept maps Dialog maps Mind maps Pitfalls Agile intersections Conclusions
Radiant thinking
• Mind mapping begins from a central idea.
• Then related ideas radiate out from the center as branches.
They are called Basic Ordering Ideas (BOIs).
• Some branches give birth to minor branches, as minor themes
or particular and detailed ideas.
• Like neurons.
49. Introduction Concept maps Dialog maps Mind maps Pitfalls Agile intersections Conclusions
Advantages of paper-and-pencil mind mapping
It’s easy. Take a A3 sheet of paper landscape and write the topic,
problem or subject in the center. Then place the BOIs and go
along.
They are perfect for single-user mapping, where you don’t share
the map itself – they may be even confusing to others, but clear
for you.
50. Introduction Concept maps Dialog maps Mind maps Pitfalls Agile intersections Conclusions
Disadvantages of paper-and-pencil mind mapping
It’s not easy to copy and share. It’s not easy to correct errors –
more important ideas should be close to the center. In fact, you
often don’t recognize BOIs at the first glance.
On the contrary, electronic maps may even be route maps to
resources as well (other maps, music, videos, etc.)
We choose FreeMind as the best software tool: it’s free (GPLed),
cross-platform (Windows, Linux, MacOS, etc.) but above all
flexible.
51. Introduction Concept maps Dialog maps Mind maps Pitfalls Agile intersections Conclusions
Known mistakes made by beginners in mapping
More than one. The main mistake – in every cognitive mapping
approach – is not to analyse ideas, i.e. put more than one ideas in
a single node (for example, put a whole sentence in a node, instead
of chunking).
Wrong type. A common mistake in dialog maps is to put a
Question in a Idea or using a Question node for judgements (false
questions).
Class error. A common mistake in concept maps is to put a node
either too high (abstract) or too low (concrete) in the map itself.
Importance. A common mistake in mind maps is to put a node
either too distant (less important) or too close (more important)
to the center.
52. A plethora of software tools for mapping
How to choose the best for Agile mapping?
53. Ockam’s solution: use paper and (a lot of) pencil(s)
Kent Beck explains XP with a mind map
54. Introduction Concept maps Dialog maps Mind maps Pitfalls Agile intersections Conclusions
FreeMind is our choice this year
In Retrospectives, I ask to you to collect critiques (Pros and Cons!)
of Freemind.
56. Introduction Concept maps Dialog maps Mind maps Pitfalls Agile intersections Conclusions
Free idea mapping as an Agile practice
One of the core values of Agile is Interaction, i.e. a mind shift
from “writing (documentation)” to “talking (conversation)”.
Free idea mapping is a proposal to capture user wish as a whole,
before restrictiong written information in tangible small cards –
User Stories as mementos of user interaction.
57. Introduction Concept maps Dialog maps Mind maps Pitfalls Agile intersections Conclusions
Agile mapping should be antifundamentalist
In my personal experience, a surveilled mind mapping approach is
the best in knowledge elicitation.
“Surveilled” means antifundamentalis, i.e. mind mapping with
injections of the concept and dialog approach as well, e.g. with
Focus Questions as BOIs radiating from the central topic/idea and
defining Pros and Cons as well, aware of ZPDs in leading groups.
Sometimes “expert skeleton” maps proved effective.
58. Gathering and modeling
a bridge between customers and team members
Requirement Gathering (User Wish Elicitation) Requirement Modeling
divergent thinking convergent thinking
Idea
User Agile planning Goal
map
stories
Use free idea mapping to get customers into Agile directly
60. Introduction Concept maps Dialog maps Mind maps Pitfalls Agile intersections Conclusions
Two project proposals
Let’s try to visualize thinking with a free idea map on-the-fly, with
me as your customer-on-site.
Both web applications DICOM need...
61. Introduction Concept maps Dialog maps Mind maps Pitfalls Agile intersections Conclusions
First: Examinando
“I want to manage dates of lectures, courses and exams with a
reservation whiteboard. Teachers should see a calendar before date
booking, and a content administrator should confirm the
reservation or propose more dates. We want to avoid overbooking,
i.e. more than one exam for the same student classes in the same
day!”
62. Introduction Concept maps Dialog maps Mind maps Pitfalls Agile intersections Conclusions
Second: Academia
“Scholars go to conferences and (summer) schools. We want a
web application in order to manage the whole fluxus of
information: call for papers, deadlines, review process (e.g. send
an anonymized copy of docs to the reviewers, etc.), session chairs,
parallelism for sessions, (extended) abstracts, registration (from
dietary requirements to foreseen arrival and departure dates, infos
about the venue, last-minute important news, until the publication
of proceedings, and the call of the next year edition.”
63. Introduction Concept maps Dialog maps Mind maps Pitfalls Agile intersections Conclusions
Thanks
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