Concept Mapping: An Approach to Meaningful Learning in the Health Sciences Melanie St. James, Ed.M. Senior Interactive Media Designer UIT – Academic Technology.

Concept Mapping: An Approach to Meaningful Learning in the Health Sciences

Melanie St. James, Ed.M. Senior Interactive Media DesignerUIT – Academic [email protected]

workflow

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


lethargy

unemployment


compressionof right lung

exudativepleural effusion

peripheraledema

familyproblems


BIOLOGICAL

CARE SYSTEM

Pleural Malignancy

WWII


asbestos exposure


lethargy

unemployment


ventilation/perfusion (V/Q) mismatch



peripheraledema

pulmonary artery

pressure

familyproblems

stress


BIOLOGICAL

CARE SYSTEMright sidedcardiac failure

Pleural Malignancy

WWII

asbestos exposure


lethargy

mesothelioma

unemployment





peripheraledema

pulmonary artery

pressure

familyproblems

stress


BIOLOGICAL



Pleural Malignancy

WWII

asbestos exposure


lethargy

mesothelioma

unemployment





peripheraledema

pulmonary artery

pressure

familyproblems

stress


BIOLOGICAL



Pleural Malignancy

WWII

asbestos exposure


lethargy

mesothelioma

unemployment

reduction inwork capacity





peripheraledema

pulmonary artery

pressure

familyproblems

stress


BIOLOGICAL



Pleural Malignancy

WWII

asbestos exposure


lethargy

mesothelioma

dependence onMedicaid/ other

financial assistance

unemployment






peripheraledema

pulmonary artery

pressure

familyproblems

stress


BIOLOGICAL



Pleural Malignancy

WWII

asbestos exposure


lethargy

mesothelioma

dependence onMedicaid/ other

financial assistance

unemployment






peripheraledema

pulmonary artery

pressure

familyproblems

stress


BIOLOGICAL


mesothelioma incidenceexpected to peak in2000, then decline


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

Concept Mapping: An Approach to Meaningful Learning in the Health Sciences Melanie St. James, Ed.M. Senior Interactive Media Designer UIT – Academic Technology.

Documents

industry slide

pbl slide

workflow slide

moody slide

existing knowledge slide

political science slide

problem central concept

sided cardiac failure