- Residential Life<br />Slide<br />Content Box<br />Using Concept Maps<br />ACUHO-I LLP Conference<br />October 25, 2010<b...
- Residential Life<br />Using Concept Maps<br />to foster learning in Living and Learning Communities<br />Using Concept M...
- Residential Life<br />Overview<br />Engaging residents in cognitive activity that better supports academic success<br />...
Application to a leadership themed LLP
Examination of selected examples
Discussion of additional applications
Methods of evaluation and assessment
Wrap up</li></ul>Using Concept Maps<br />ACUHO-I LLP Conference<br />October 25, 2010<br />
- Residential Life<br />Introduction to Concept Maps<br />Definition:  Visual representation of information<br />Using Con...
- Residential Life<br />Introduction to Concept Maps<br />A concept map of LPH’s floor discussion about Floor Standards<br...
- Residential Life<br />Introduction to Concept Maps<br />Some Concept Maps focus on relationships<br />Using Concept Maps...
- Residential Life<br />Introduction to Concept Maps<br />Some Concept Maps focus on structure or hierarchy<br />http://cm...
- Residential Life<br />Introduction to Concept Maps<br />Other Variations:<br /><ul><li>Flow Charts
Graphic Organizers (used in education a lot)
Wall Calendars
Models (of all the theories we studied!)
More!</li></ul>We use these quite often but rarely think we are using a “visual representation of information”…<br />Using...
- Residential Life<br />Benefit of Concept Maps<br />Meaningful Learning<br />Using Concept Maps<br />ACUHO-I LLP Conferen...
- Residential Life<br />Benefit of Concept Maps<br />Higher Order Thinking Skills<br /><ul><li> Learning in High School mo...
 Memorizing received information over time
 Reproducing information as given
Traditional Residential Programming more often involves:
receiving information at one point in time</li></ul>Using Concept Maps<br />ACUHO-I LLP Conference<br />October 25, 2010<b...
- Residential Life<br />Bloom’s Taxonomy<br />Create<br />Typical in Grad School<br />Integrate<br />Meaningful Learning<b...
- Residential Life<br />Benefit of Concept Maps<br />Using Concept Maps engages students in higher order thinking:<br /><u...
Analyze relationships
Define structure
 Analyze and integrate new information</li></ul>Using Concept Maps<br />ACUHO-I LLP Conference<br />October 25, 2010<br />
- Residential Life<br />Application<br />The “Leadership Project House” (LPH) at UNLV<br /><ul><li> Fairly standard LLP wi...
Hybrid Programming Model
Individually focused “Reflective Engagement Model”
1 on 1 reflective interviews, monthly
Interviews structured around course curriculum and content
Students represent their evolving understanding (Concept Map)
Traditional Faculty Programs</li></ul>Using Concept Maps<br />ACUHO-I LLP Conference<br />October 25, 2010<br />
- Residential Life<br />Application<br />The “Leadership Project House” (LPH) at UNLV<br /><ul><li> Aug – Sept:  RA conduc...
 Academic goal setting
Reflection on “What leadership means”
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Concept Maps

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Use of concept mapping to assess and measure learning within a living and learning community.

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  • Concept Maps

    1. 1. - Residential Life<br />Slide<br />Content Box<br />Using Concept Maps<br />ACUHO-I LLP Conference<br />October 25, 2010<br />
    2. 2. - Residential Life<br />Using Concept Maps<br />to foster learning in Living and Learning Communities<br />Using Concept Maps<br />ACUHO-I LLP Conference<br />October 25, 2010<br />
    3. 3. - Residential Life<br />Overview<br />Engaging residents in cognitive activity that better supports academic success<br /><ul><li>Introduction to Concept Maps and benefits
    4. 4. Application to a leadership themed LLP
    5. 5. Examination of selected examples
    6. 6. Discussion of additional applications
    7. 7. Methods of evaluation and assessment
    8. 8. Wrap up</li></ul>Using Concept Maps<br />ACUHO-I LLP Conference<br />October 25, 2010<br />
    9. 9. - Residential Life<br />Introduction to Concept Maps<br />Definition: Visual representation of information<br />Using Concept Maps<br />ACUHO-I LLP Conference<br />October 25, 2010<br />
    10. 10. - Residential Life<br />Introduction to Concept Maps<br />A concept map of LPH’s floor discussion about Floor Standards<br />Challenges<br />Living Together<br />Benefits<br />privacy<br />Close friends<br />Help with classes<br />Our standards<br />End of the honeymoon<br />Using Concept Maps<br />ACUHO-I LLP Conference<br />October 25, 2010<br />
    11. 11. - Residential Life<br />Introduction to Concept Maps<br />Some Concept Maps focus on relationships<br />Using Concept Maps<br />ACUHO-I LLP Conference<br />October 25, 2010<br />
    12. 12. - Residential Life<br />Introduction to Concept Maps<br />Some Concept Maps focus on structure or hierarchy<br />http://cmap.ihmc.us/<br />Using Concept Maps<br />ACUHO-I LLP Conference<br />October 25, 2010<br />
    13. 13. - Residential Life<br />Introduction to Concept Maps<br />Other Variations:<br /><ul><li>Flow Charts
    14. 14. Graphic Organizers (used in education a lot)
    15. 15. Wall Calendars
    16. 16. Models (of all the theories we studied!)
    17. 17. More!</li></ul>We use these quite often but rarely think we are using a “visual representation of information”…<br />Using Concept Maps<br />ACUHO-I LLP Conference<br />October 25, 2010<br />
    18. 18. - Residential Life<br />Benefit of Concept Maps<br />Meaningful Learning<br />Using Concept Maps<br />ACUHO-I LLP Conference<br />October 25, 2010<br />
    19. 19. - Residential Life<br />Benefit of Concept Maps<br />Higher Order Thinking Skills<br /><ul><li> Learning in High School more often involves:
    20. 20. Memorizing received information over time
    21. 21. Reproducing information as given
    22. 22. Traditional Residential Programming more often involves:
    23. 23. receiving information at one point in time</li></ul>Using Concept Maps<br />ACUHO-I LLP Conference<br />October 25, 2010<br />
    24. 24. - Residential Life<br />Bloom’s Taxonomy<br />Create<br />Typical in Grad School<br />Integrate<br />Meaningful Learning<br />Analyze<br />Typical in College<br />Apply<br />Understand<br />Rote Learning<br />Typical in High School<br />Remember<br />Using Concept Maps<br />ACUHO-I LLP Conference<br />October 25, 2010<br />
    25. 25. - Residential Life<br />Benefit of Concept Maps<br />Using Concept Maps engages students in higher order thinking:<br /><ul><li> Consciously evaluate information
    26. 26. Analyze relationships
    27. 27. Define structure
    28. 28. Analyze and integrate new information</li></ul>Using Concept Maps<br />ACUHO-I LLP Conference<br />October 25, 2010<br />
    29. 29. - Residential Life<br />Application<br />The “Leadership Project House” (LPH) at UNLV<br /><ul><li> Fairly standard LLP with shared course component (Fall)
    30. 30. Hybrid Programming Model
    31. 31. Individually focused “Reflective Engagement Model”
    32. 32. 1 on 1 reflective interviews, monthly
    33. 33. Interviews structured around course curriculum and content
    34. 34. Students represent their evolving understanding (Concept Map)
    35. 35. Traditional Faculty Programs</li></ul>Using Concept Maps<br />ACUHO-I LLP Conference<br />October 25, 2010<br />
    36. 36. - Residential Life<br />Application<br />The “Leadership Project House” (LPH) at UNLV<br /><ul><li> Aug – Sept: RA conducts “121’s” with residents
    37. 37. Academic goal setting
    38. 38. Reflection on “What leadership means”
    39. 39. Construct concept map </li></ul>Using Concept Maps<br />ACUHO-I LLP Conference<br />October 25, 2010<br />
    40. 40. - Residential Life<br />Application<br />The “Leadership Project House” (LPH) at UNLV<br /><ul><li> Oct: RA conducts “121’s” with residents
    41. 41. Follow up on goals
    42. 42. Reflection on the concept of leadership
    43. 43. focus on course content (traits, styles, relationships)
    44. 44. Modify concept map</li></ul>Using Concept Maps<br />ACUHO-I LLP Conference<br />October 25, 2010<br />
    45. 45. - Residential Life<br />Application<br />The “Leadership Project House” (LPH) at UNLV<br /><ul><li> Nov – Dec: “Mixed Month”
    46. 46. Evaluate goals (via individual interactions)
    47. 47. Faculty program
    48. 48. Focus on personalizing leadership</li></ul>Using Concept Maps<br />ACUHO-I LLP Conference<br />October 25, 2010<br />
    49. 49. - Residential Life<br />Application<br />The “Leadership Project House” (LPH) at UNLV<br /><ul><li> Jan – Feb: RA conducts “121’s” with residents
    50. 50. Set new academic goals
    51. 51. With the intent to improve on previous goal setting
    52. 52. Focus on course content
    53. 53. Ethics, Vision, Setting the tone, Communication, Diversity, Team Group Interaction, and Change</li></ul>Using Concept Maps<br />ACUHO-I LLP Conference<br />October 25, 2010<br />
    54. 54. - Residential Life<br />Application<br />The “Leadership Project House” (LPH) at UNLV<br /><ul><li> March: “Mixed Month”
    55. 55. Review goals
    56. 56. Faculty Program
    57. 57. “Systems Thinking”, “Social Change Model…”, “The Leadership Challenge”</li></ul>Using Concept Maps<br />ACUHO-I LLP Conference<br />October 25, 2010<br />
    58. 58. - Residential Life<br />Application<br />The “Leadership Project House” (LPH) at UNLV<br /><ul><li> April - May: RA conducts “121’s” with residents
    59. 59. Review and evaluate goals
    60. 60. Discuss the evolution of their view of leadership
    61. 61. Construct new concept map</li></ul>Using Concept Maps<br />ACUHO-I LLP Conference<br />October 25, 2010<br />
    62. 62. - Residential Life<br />Application<br />The “Leadership Project House” (LPH) at UNLV<br /><ul><li> In the class
    63. 63. Pre – Post Assessment (Socially Responsible Leadership Scale)
    64. 64. Texts:
    65. 65. Northouse, P.G. (2009). Introduction to Leadership Concepts and Practice
    66. 66. Johnson, S. (1999). Who Moved My Cheese
    67. 67. Additional content from: Covey, Komives, Gardner, and others.
    68. 68. Taught by: Student Affairs professionals (without pay or time-equivalency)</li></ul>Using Concept Maps<br />ACUHO-I LLP Conference<br />October 25, 2010<br />
    69. 69. - Residential Life<br />Examining Concept Maps<br />Group Activity<br />Divide up (pairs or triads)<br />Examine the concept maps provided <br />(if there are too few printed copies, some examples will be on the screen) <br />Using Concept Maps<br />ACUHO-I LLP Conference<br />October 25, 2010<br />
    70. 70. - Residential Life<br />Discussion<br />What are your observations after looking at these maps?<br />Using Concept Maps<br />ACUHO-I LLP Conference<br />October 25, 2010<br />
    71. 71. - Residential Life<br />Discussion<br />How could the use of concept maps<br />be applied to other LLP’s<br />or Student Affairs efforts?<br />Using Concept Maps<br />ACUHO-I LLP Conference<br />October 25, 2010<br />
    72. 72. - Residential Life<br />Methods of Analysis<br />Two good places to start are:<br />Novak, J. D. & A. J. Cañas (2008). The theory underlying concept maps and<br />how to construct and use them. Technical Report IHMC CmapTools 2006-01 Rev 01-2008, Florida Institute for Human and Machine Cognition, 2008, available at: http://cmap.ihmc.us/Publications/ResearchPapers/TheoryUnderlyingConceptMaps.pdf<br />Nesbit, J.C. and Adesope, O.O. (2006). Learning with concept and knowledge maps: A meta-analysis. Review of Educational Research, 76(3). American Educational Research Association.<br />Using Concept Maps<br />ACUHO-I LLP Conference<br />October 25, 2010<br />
    73. 73. - Residential Life<br />Using the Data<br />Changes between maps can provide inferences about actuallearning<br /><ul><li> Changes in conceptual understanding (qualitative)
    74. 74. Changes in the degree of complexity (qualitative and quantitative)
    75. 75. Changes in the nature and direction of relationships (qualitative and quantitative)</li></ul>Using Concept Maps<br />ACUHO-I LLP Conference<br />October 25, 2010<br />
    76. 76. - Residential Life<br />Using the Data<br />Changes between maps can provide inferences about actuallearning<br /><ul><li> Changes in conceptual understanding (qualitative)</li></ul>By examining the content of the concept map, we can analyze the personalized nature of the individual’s understanding via dominant themes, nature of the relationships, etc.<br />Using Concept Maps<br />ACUHO-I LLP Conference<br />October 25, 2010<br />
    77. 77. - Residential Life<br />Using the Data<br />Consider the nature of this conceptualization…<br />Using Concept Maps<br />ACUHO-I LLP Conference<br />October 25, 2010<br />
    78. 78. - Residential Life<br />Using the Data<br />With this one…<br />Using Concept Maps<br />ACUHO-I LLP Conference<br />October 25, 2010<br />
    79. 79. - Residential Life<br />Using the Data<br />Changes between maps can provide inferences about actuallearning<br /><ul><li> Changes in the degree of complexity (qualitative and quantitative)</li></ul>By examining the nature of the concepts and relationships as well as the number of nodes, and changes in nodes over time, we can analyze the degree of complexity of a student’s conceptual understanding.<br />Using Concept Maps<br />ACUHO-I LLP Conference<br />October 25, 2010<br />
    80. 80. - Residential Life<br />Using the Data<br />Consider the complexity of this conceptualization…<br />Using Concept Maps<br />ACUHO-I LLP Conference<br />October 25, 2010<br />
    81. 81. - Residential Life<br />Using the Data<br />With this one…<br />Using Concept Maps<br />ACUHO-I LLP Conference<br />October 25, 2010<br />
    82. 82. - Residential Life<br />Using the Data<br />Changes between maps can provide inferences about actuallearning<br /><ul><li>Changes in the nature and direction of relationships (qualitative and quantitative)</li></ul>By examining the nature and direction of relationships, we can also analyze the nature and complexity of a student’s conceptualization.<br />Using Concept Maps<br />ACUHO-I LLP Conference<br />October 25, 2010<br />
    83. 83. - Residential Life<br />Using the Data<br />Consider the complexity of this conceptualization…<br />Using Concept Maps<br />ACUHO-I LLP Conference<br />October 25, 2010<br />
    84. 84. - Residential Life<br />Using the Data<br />With this one…<br />Using Concept Maps<br />ACUHO-I LLP Conference<br />October 25, 2010<br />
    85. 85. - Residential Life<br />Using the Data<br />Differences between a students’ map and an actual map can provide inferences regarding how well a student’s understanding matches that of experts.<br />Using Concept Maps<br />ACUHO-I LLP Conference<br />October 25, 2010<br />
    86. 86. - Residential Life<br />Methods of Analysis<br />These and other methods of analysis are well documented in a countless articles involving the use of concept maps in various fields, including:<br />Expertise<br />Conceptual Change<br />Nursing<br />Medical School<br />Early Education (science, math, and more)<br />Undergraduate education<br />Graduate education<br />Some of the literature also features the use of software programs that automatically assess concept maps, but they usually require well defined knowledge structures.<br />Using Concept Maps<br />ACUHO-I LLP Conference<br />October 25, 2010<br />
    87. 87. - Residential Life<br />Software Programs<br />Cmap - http://cmap.ihmc.us/(free)<br />VUE- http://vue.tufts.edu/(free)<br />Mind Manager<br />Inspiration<br />Mind Genius<br />Smart Draw<br />and more…<br />Using Concept Maps<br />ACUHO-I LLP Conference<br />October 25, 2010<br />
    88. 88. - Residential Life<br />?<br />Got Questions?<br />Using Concept Maps<br />ACUHO-I LLP Conference<br />October 25, 2010<br />

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