Week Seven Cognitive Mapping Tools
An essential question to consider: How can the cognitive mapping tools presented provide a means for students to demonstrate their own thought constructs? How can you be sure students are actively demonstrating their own meaning and not simply demonstrating constructs you've taught them?
I actually ended up getting a subscription to MindMeister (https://www.mindmeister.com/) this week. I was looking for a mapping tool that I could use with a project I a doing with students. I am trying to design a class so I can offer students the ability to get dual credit for English, Psychology and/or US government.
The project is focusing on the Las Vegas shootings (and other mass shootings). The idea is for students to do research and profiles of the shooters in a variety of cases and then look at possible solutions as well as learn about the legislative process, constitutional issues and psychopathology.
In setting up the project I definitely mapped it out in a way that made sense to me, and we are using Mindmeister to attach research to the class project. This is really the first time I have used this type of tool. In looking at how to use the tool for students to create their own maps, and not just copy mine, I would want the students to demonstrate through reflective writing how they came to the structures they did.
It might also be interesting to have them create their own maps in anticipation of learning so that I can see their reasoning ahead of time and perhaps see where there may be holes in their understanding of the concept to be studied.
When in looking at the differences between Mind Maps and concept maps, the critical difference seems to be that Concept map are more hierarchical while mind maps are more relational
One of the other tools I use regularly in my classroom for modeling is spreadsheets. In the project on the mass shootings we will be looking at the government data on mass shootings and how that data lead to different conclusions if the definition of mass shootings were redefined.
Howland, J. L., & Jonassen, D. & Marra, R. M. (2012). Modelng with Technology. In Meaningful Learning with Technology (191-206). Boston: Pearson.
Frey, C (2016) Concept map vs. mind maps - updated for 2016, retrieved from http://mindmappingsoftwareblog.com/concept-maps-vs-mind-maps/
Online Mind Mapping and Brainstorming. Retrieved October 21, 2017, from https://www.mindmeister.com/
I actually ended up getting a subscription to MindMeister (https://www.mindmeister.com/) this week. I was looking for a mapping tool that I could use with a project I a doing with students. I am trying to design a class so I can offer students the ability to get dual credit for English, Psychology and/or US government.
The project is focusing on the Las Vegas shootings (and other mass shootings). The idea is for students to do research and profiles of the shooters in a variety of cases and then look at possible solutions as well as learn about the legislative process, constitutional issues and psychopathology.
In setting up the project I definitely mapped it out in a way that made sense to me, and we are using Mindmeister to attach research to the class project. This is really the first time I have used this type of tool. In looking at how to use the tool for students to create their own maps, and not just copy mine, I would want the students to demonstrate through reflective writing how they came to the structures they did.
It might also be interesting to have them create their own maps in anticipation of learning so that I can see their reasoning ahead of time and perhaps see where there may be holes in their understanding of the concept to be studied.
When in looking at the differences between Mind Maps and concept maps, the critical difference seems to be that Concept map are more hierarchical while mind maps are more relational
One of the other tools I use regularly in my classroom for modeling is spreadsheets. In the project on the mass shootings we will be looking at the government data on mass shootings and how that data lead to different conclusions if the definition of mass shootings were redefined.
Howland, J. L., & Jonassen, D. & Marra, R. M. (2012). Modelng with Technology. In Meaningful Learning with Technology (191-206). Boston: Pearson.
Frey, C (2016) Concept map vs. mind maps - updated for 2016, retrieved from http://mindmappingsoftwareblog.com/concept-maps-vs-mind-maps/
Online Mind Mapping and Brainstorming. Retrieved October 21, 2017, from https://www.mindmeister.com/
Bill,
ReplyDeletewhat an engaging project. I'm glad that Mind Meister was useful to you. I'd encourage you to cite Mind Meister in your cited resources for this blog as your third resource. It's clear that this resource had an impact on your learning. I hope you're feeling better. Nicole