Concept Mapping

1. Concept Mapping Nigel Riley MirandaNet Seminar 28th November 2005

2. Basic structures of graphic representation • Two concepts linked by a labelled relationship create a proposition • This ‘scaffolds’ the formation of a meaningful statement. • It is the basic unit in the formation of concept maps. A cat is a living thing. • This makes concept mapping a powerful tool in learning how to structure ideas and make connections to frame meanings.

3. Basic structures of graphic representation Concept mapping: • represents different levels of meaning • discloses levels of understanding or misrepresentation • allows cloze style presentations

4. The interface …before Teaching and Learning • Initial concept ideas/question or template can: • direct thinking • generate creativity • stimulate discussion and dialogical learning • facilitate higher order thinking • Promotes collaborative learning

5. Teaching and Learning The interface …after • Created maps provide: • writing scaffolds • displays • self assessment • of learning

6. Assessing prior learning pre-learning intervention Assessment

7. Comparing understanding in post-learning intervention Assessment

8. Assessment – how? Connectivity Index • Analysis of concept maps Impact2 study (Somekh et al, 2000): Connectivity index = number of links divided by number of nodes. • This connectivity index appears to have consistency and predictive validity in assessing writing achievement and may be used to assess complexity of mapping and therefore complexity of higher order thinking(Riley and Åhlberg, 2004). Content analysis of key word incidence in concept mapping • Comparison of key words used in pre- and post test concept mapping shows changes in range and frequency of keywords. • This indicates transfer of concepts from the learning intervention into individual mapping (Riley, 2006 ,Technology, Pedagogy and Education, in press).

9. Transfer of concepts