Integrating digital mindmapping in psychology vvob vietnam

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Integrating digital mindmapping in psychology vvob vietnam

  1. 1. Integrate the Digital Mindmapping into Teaching and Learning PsychologyNong Khanh Bang, Pham Anh Tuan & Tran Nu Mai Thy VVOB Vietnam
  2. 2.  Introduction & Literature Review – Characteristics of Psychology – Concept Mapping and Mindmapping – ICT movement in Vietnam – Research questions Methods Findings – Mindmapping and student learning achievement – Student perception on Mindmapping Discussion and conclusion References
  3. 3.  Psychology – “scientific study of mind and behaviours” (Statt, 1998, p.110) Teaching psychology in Teacher Training Institutes in Vietnam – Theories on cognitive development – Application in material development, teaching methods and teaching practice
  4. 4. PRESSUREtheoretical abstract difficult to understand
  5. 5. Collaborative learning Problem-solving Critical thinkingTransformative learning
  6. 6. Tony Buzan Mind map
  7. 7. Added value of Digital Mindmapping from Teachers
  8. 8.  ICT movement in Vietnam – Master Plan on ICT in education for 2001-2005 – 2008: Year of ICT – Reasonably implement ICT in different subjects
  9. 9.  VVOB – ICT intergration in Teacher Institutes in Vietnam – Result areas: • Raise awareness • Capacity building (basic skills, ICT4ATL, ICT4SS) • Learning material • Learning development
  10. 10. Research questions Does the use of digital mind mapping make more significant difference on students’ academic achievement in learning Psychology? Does the use of mind mapping positively change student’s attitudes toward the Psychology classes conducted?
  11. 11. MethodsGroups Pre-test Activities Post-testExperimental group 01 Teaching and learning 04(E) with support of computer- based mind mappingControl group 1 (E1) 02 Teaching and learning 05 conventionally without support of mindmappingControl group 2 (E2) 03 Teaching and learning 06 with support of paper- based mindmapping
  12. 12.  Process A complete mindmap
  13. 13. Findings- Research question 1Instruments Experimental Control Group 1 Control Group 2 Group (E1) (E2) (E) Mean SD Mean SD Mean SD Pre-test 6,4 1,1 6,2 1,4 6,1 1,4 Post-test 7,9 0,9 6,9 1,0 7,5 0,97
  14. 14. Mean comparison 87.5 76.5 6 1 Control group E1 Control group E2 Experimental group E
  15. 15. Findings- Research question 2 Mindmapping helps – brainstorm and categorize ideas – understand the concepts – and work with peers Digital mindmapping helps – categorize, group ideas more easily Students in experimental group use mindmaps in the other subjects Students in experimental group show difficulties in adopting digital mindmap functions at the starting stage
  16. 16. Conclusion and discussion Digital mindmapping – Fosters learn how to learn – Supports formative assessment – Original board of knowledge can be later used – More convenient – Demonstrates the connections between concepts/ideas
  17. 17. subject age Digital mindmapping readinessICT infrastructure pedagogylearning style learning activity
  18. 18. Way forward…DIGITAL MINDMAPPING & SUSTAINABILITY
  19. 19. Thank youEmails for contact: khanhbang08@yahoo.com phamtuan74@yahoo.com thytranvietnam@gmail.com

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