Concept Mapping: An Approach to Meaningful Learning in the Health Sciences Melanie St. James, Ed.M. Senior Interactive Media Designer UIT – Academic Technology.
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Concept Mapping: An Approach to Meaningful Learning in the Health Sciences
Melanie St. James, Ed.M. Senior Interactive Media DesignerUIT – Academic Technologymelanie.stjames@tufts.edu
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Meaningful learning
“...memorizing trivial detail is not a goal of science learning. A more useful approach is for the learner to construct a well-ordered overview of the big ideas and their interrelations, combined with skill in knowing how to find more information as needed.”
Mapping Biology Knowledge (2000)K. Fisher, J.H. Wandersee, D.E. Moody
Concept Mapping
Builds on 40 years of cognitive science research• Active Learning / Constructivist Approach• Meaningful Learning• Individual differences• Structure new knowledge - seek relationships• Connect new knowledge to existing knowledge
Hierarchical map(Concept map)
Radial map(Mind map)
CM: Political Science
CM: PBL
CONCEPT MAP for Integration & Summary
Statement of the Problem
CENTRAL CONCEPT
Concept Map for Integration & Summary
What we know Want to know Hypotheses LQ? Statement of the Problem
Case Learners
CENTRAL CONCEPT
Biological Behavioral Population Care
Pleural Malignancy
males entering 7th decade
lethargy
unemployment
hypoxia + shortnessof breath
peripheraledema
PSYCHOSOCIALPOPULATION
BIOLOGICAL
CARE SYSTEM
Pleural Malignancy
WWII
ship-buildingindustry
males entering 7th decade
lethargy
unemployment
hypoxia + shortnessof breath
compressionof right lung
exudativepleural effusion
peripheraledema
familyproblems
PSYCHOSOCIALPOPULATION
BIOLOGICAL
CARE SYSTEM
Pleural Malignancy
WWII
ship-buildingindustry
asbestos exposure
males entering 7th decade
lethargy
unemployment
hypoxia + shortnessof breath
ventilation/perfusion (V/Q) mismatch
compressionof right lung
exudativepleural effusion
peripheraledema
pulmonary artery
pressure
familyproblems
stress
PSYCHOSOCIALPOPULATION
BIOLOGICAL
CARE SYSTEMright sidedcardiac failure
Pleural Malignancy
WWII
asbestos exposure
males entering 7th decade
lethargy
mesothelioma
unemployment
hypoxia + shortnessof breath
ventilation/perfusion (V/Q) mismatch
compressionof right lung
exudativepleural effusion
peripheraledema
pulmonary artery
pressure
familyproblems
stress
PSYCHOSOCIALPOPULATION
BIOLOGICAL
CARE SYSTEMright sidedcardiac failure
ship-buildingindustry
Pleural Malignancy
WWII
asbestos exposure
males entering 7th decade
lethargy
mesothelioma
unemployment
hypoxia + shortnessof breath
ventilation/perfusion (V/Q) mismatch
compressionof right lung
exudativepleural effusion
peripheraledema
pulmonary artery
pressure
familyproblems
stress
PSYCHOSOCIALPOPULATION
BIOLOGICAL
CARE SYSTEMright sidedcardiac failure
ship-buildingindustry
Pleural Malignancy
WWII
asbestos exposure
males entering 7th decade
lethargy
mesothelioma
unemployment
reduction inwork capacity
hypoxia + shortnessof breath
ventilation/perfusion (V/Q) mismatch
compressionof right lung
exudativepleural effusion
peripheraledema
pulmonary artery
pressure
familyproblems
stress
PSYCHOSOCIALPOPULATION
BIOLOGICAL
CARE SYSTEMright sidedcardiac failure
ship-buildingindustry
Pleural Malignancy
WWII
asbestos exposure
males entering 7th decade
lethargy
mesothelioma
dependence onMedicaid/ other
financial assistance
unemployment
reduction inwork capacity
hypoxia + shortnessof breath
ventilation/perfusion (V/Q) mismatch
compressionof right lung
exudativepleural effusion
peripheraledema
pulmonary artery
pressure
familyproblems
stress
PSYCHOSOCIALPOPULATION
BIOLOGICAL
CARE SYSTEMright sidedcardiac failure
ship-buildingindustry
Pleural Malignancy
WWII
asbestos exposure
males entering 7th decade
lethargy
mesothelioma
dependence onMedicaid/ other
financial assistance
unemployment
reduction inwork capacity
hypoxia + shortnessof breath
ventilation/perfusion (V/Q) mismatch
compressionof right lung
exudativepleural effusion
peripheraledema
pulmonary artery
pressure
familyproblems
stress
PSYCHOSOCIALPOPULATION
BIOLOGICAL
CARE SYSTEMright sidedcardiac failure
mesothelioma incidenceexpected to peak in2000, then decline
ship-buildingindustry
Class Activity
1. Model how to create a concept map2. Assign concept mapping after first or second class. Ask
students to keep building their map throughout semester. (save new version each week to see progression)
3. Provide feedback, class discussions
Help with concept mapping integration:Maria A. BlancoAssistant Dean for Faculty DevelopmentOffice of Educational Affair
Assessment
1. Maps are iterative2. Feedback is required3. Assessing maps is best done using a rubric
No “master map”
Rubric categories
1. Are all key concepts represented? 2. Are links describing relationships?3. Is the knowledge structure changing over time?4. Is information presented clearly and allows for a high level
of understanding?
ChallengesStudent:• Don’t see value: Disconnect from how they are tested• Time consuming• Difficult to do (gets easier over time)
Instructor:
• New thing to learn• Doesn’t fit in traditional course & assessment model• Assessment / feedback might take longer• Student resistance
Challenges
Institutional level:• Taking ownership and leadership
(implementing across curriculum)• Promote alternative modes of assessment• Provide support to faculty and students (technical,
instructional design)
If goal is integrative learning, who will assign, assess and provide feedback on maps that represent students’ knowledge reflecting an entire unit?
Solutions
In the classroom:• Discuss learning challenges inherent to profession
(metacognitive awareness)• What we know about learning (cognitive therory)• Use regularly• Include as assessment method
Solutions
Institutional Level:• Provide concept mapping training to students and
instructors• Recognize concept mapping as valid assessment method• Mandate concept mapping integration across
curriculum
CM: Political Science
CM: Political Science"When my students look at their concept maps two or three years from now, they will remember the concepts. They might have forgotten the facts, but they will remember the important concepts." - Ronnie Olesker
Overview• Concept / content mapping tool• Based at Tufts University• Supported by the Andrew W.
Mellon Foundation• Open Source (FREE!)• Cross-platform Desktop Application
(Mac, Windows) • OKI compliant• Usability: Apple Human Interface
Guidelines
http://vue.tufts.edu
Resources / OSIDs
• Fedora• Flickr• Jstor • Museum of Fine Arts, Boston• PubMed (NCBI)• Sakai• Summize Twitter Search • Wikipedia (searched by Yahoo)• Yahoo
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