Using concept map approaches to communicate and present knowledge

1. Using concept map approaches to communicate and present knowledge University of Oulu, Finland EDTECH A41857 (1 credit) – Challenges, Problems, & Future of EdTech Wednesday March 30, 2005 Dr. Roy Clariana Penn State University email: RClariana@psu.edu home: www.personal.psu.edu/rbc4 "First we build the tools, then they build us!" -- Marshall McLuhan

2. goals • Your take aways: • Some experiences with collaborative concept mapping, mindmapping • Some understanding of how/why it works • Some examples that you could implement on Monday morning in your classroom or in you research • Your Digital Portfolio for future reference and for sharing

3. 1 credit option Digital portfolio – Formulate as a group a  digital portfolio of mindmapping, which you may utilize in the future in your studies or work. • For teachers, provide specific examples for using mind mapping in your classroom • For researchers, provide specific examples for using mind mapping in your research

4. 2 credit option? • Digital Portfolioplus a • White paper – a 5-10 page (double-spaced) persuasive review of some aspect of mind mapping, i.e., scripting MM in CSCL, MM as an artifact, etc. [Based on your intuition, describe how a MM can work, this is your first iteration of a “solution”. The White papers is a “soft sell” for your “solution” that describes the problem (90% of the document) and then states clearly how your solution solves the problem (10%). Avoid straw man arguments.]

5. If you are interested… • Manuscript for presentation – I hope that we can publish this experience, i.e., based on several projects we will do, together we formulate questions, collect and analyze data, write… (this will likely go beyond the workshop time frame and is also more open-ended) For example: How does interaction develop/evolve in online collaborative mind mapping? What scripts can support online collaborative mind mapping?

6. Agenda for today • Welcome and introductions all around • Q&A • Brief overview of concept maps • Intro to Cmap tools software • Brainstorm activity (group roles) • Set up Project 1 (see handout) • Set up Project 2 (see handout) • Does anyone have any student essays that we can use in Project 3 on Monday? Click here for projects handout

7. Some foundation stuff some terminology • Concept map – diagrams indicating interrelationships among concepts and representing conceptual frameworks within a specific domain of knowledge (vanBoxtel) • Concept map – a visual set of nodes and arcs (a network representation) that embodies the relationships among the set of concepts. Also called knowledge maps, mindmaps, semantic maps (Turns, et al.). • Nodes – terms/complexes/concepts (usually nouns, things, examples, ideas, categories, people, locations…) • Links (arcs) – lines connecting nodes, usually labeled with a relationship term (usually verbs) • Propositions – node-link-node combinations, also called “soup” (ketti) by IHMC contrast Vygotsky Turns, Atman, & Adams, 2000

8. Mindmaps vs. concept maps Bahr (2004) using concept maps to teach English to German students

9. vaihto kyllin usein demot, konkreettiset esimerkit sama työtapa liian pitkään pelkkä kuunteleminen tekeminen vs. pelkkä kalvoshow työtavat vältä ! oppilaiden erot oppettajan vaikutus- mahdollisuudet muista huumori ! huomaa erot hitaat nopeat tukiopetus. apu lisätehtäviä konkretisoi ! luokkakohtaiset erot yllätä ! kikkoja opettajan oma tarina haasta, kysele ! ikäluokka vaikuttaa vilkas luokka elävöittää kytke oppilaan arkeen ! perustele ! erityisen paljon kikkoja hiljainen luokka huiputa ! liikuta oppilas ylös penkistä istumajärjestys ! ei palautetta opettajalle näennäinen keskittyminen ? Mindmap of “group” knowledge (Anni, Anna, Paula, Esa, ja Herkko), source is the second floor hallway

10. Mindmaps vs. concept maps • My question is, do concept maps or do mindmaps fit better with the Finnish language?

11. Tools to support mapping • Yellow stickies!! Pencil and paper may be best for your classroom • Software – PowerPoint is pretty good • Inspiration is good but expensive • CMAP tool is free, but your tech person will have to agree to support it • At least 22 other tools are available, some free some not

12. Other concept map automatic scoring approaches • CMap tools (IHMC) that we will use today • C-TOOLS – Luckie (PI), University of Michigan NSF grant available: http://ctools.msu.edu/ctools/index.html • TPL-KATS – University of Central Florida (e.g., Hoeft, Jentsch, Harper, Evans, Bowers, & Salas, 1990). TPL-KATS: concept map: a computerized knowledge assessment tool. Computers in Human Behavior, 19 (6), 653-657. • SEMNET – http://www.semanticresearch.com/about/ • CMAT – Arneson & Lagowski, University of Texas, http://chemed.cm.utexas.edu • Plus 22 other non-scoring map tools, Inspiration, Kidspiration

13. Some previous uses of mapping • Usually involve individuals working alone, and involve text in some way • Some collaborative strategies have been used • Lets look at a few…

14. Using a student mindmap to “capture” a text (note taking) Mindmap notes Textbook Text text text text text text text text text text text memo text text text text Examples? student

15. Using a student mindmap to “capture” research on a topic text Text text text text tex Text text text text textt Mindmap notes text Text text text text tex Text text text text textt memo text text www text text Examples? video student video

16. Then using the mindmap to write an essay Mindmap notes essay Text text text text text text text text text text text memo text text text text Examples? student

17. Using a researcher drawn mindmap to “capture” an interview transcript attribute theory note issue Interview 1 Interview 1 Text text text text text text text text text text text memo text text text text The capability and experience of the person coding the text is critical… coder

18. Using a group drawn mindmap to “capture” an interview Interview 1 text text text text Qs The capability and experience of the person coding the text is critical… interviewer

19. Example of dyad collaboration (not online) Note the attentional effects of the artifact Mindmap artefact Verbal discussion (taped) Observations: On task Abstract talk 3-propositions/min Question Answer Criticize Conflict Elaboration Co-construction Analyze the discussion Blah blah blah blah Blah blah Blah blah blah blah Blah blah The incredible value of talk! Hannah Inferred: Active use of prior knowledge Acknowledged problems Look for meaningful relations Negotiation Yergin Problem: Sometimes unscientific notions are ingrained Shared objects play an important role in negotiation and co-construction van Boxtel, van der Linden, Roelofs, & Erkens (2002)

20. Chiu et al. example of an online collaboration Mindmap artefact Mindmap session lasted 80 minutes. 3 x 12 online groups, communicate by chat, 745 messages were exchanged (avg. of 62 per group). creates Online chat H: WE should … J: Did you see… Y: Yeah, but … Etc. Etc. Only the lead could alter the mindmap Jari Hannah (lead) The ‘other 2 members used chat to “advise” Researchers Analyzed the chat text And the mindmap Yergin p.22, Chiu, Huang, & Chang (2000)

21. Project 1 and 2 • We will experiment with two online collaboration approaches • Project 1 is a synchronous concept map collaboration using Cmap tools software • Project 2 is an asynchronous concept map collaboration using PowerPoint software and email • But next, we will try brainstorming with Cmap tools to become familiar with the tools and process before setting up Project 1 Click here for projects handout

22. First Mind map CSCL roles… Mindmap activity… • Starter: You work as a discussion moderator. Your assignment is to engage your group members to the discussion by asking questions and commenting. And if the wrapper makes small summaries during discussion you can utilize his or her work to raise new questions. Active participation in the discussions is essential. • Wrapper: Your assignment is to sum up the discussion. If you think it is easier you can summarize frequently and weave ideas together. For example, if five participants of your group are having a discussion about collaborative and co-operative learning you can summarize their main points during the discussion. An alternative way is to sum up the discussions in the end of article-videoclip task (and the last course assignment). Please overview your group's discussions and make a brief summary of the main topics. Active participation in the discussions is essential. • Group member: Your assignment is to participate actively into discussions by asking questions making comments and stating arguments. You are expected to be a critical inquirer. • Evaluator (an optional role): You are required to evaluate your group's work during the course. Please focus on the group interaction and group dynamics, for example how the starters, wrappers and group members performed during the discussions and last course assignment. The tutors inform you when to perform evaluations. Notice that you are also a deputy starter and a deputy wrapper if the originally named persons are not available. If you are called to work as a starter or wrapper please see the instructions given above. The role of evaluators are used only if you have not had a role of starter or wrapper during this course.

23. Cluster analysis enter Brainstorming (corpus list) Sorting (move like terms closer) Build consensus! Naming Clusters (name the categories/themes) Merging & Pruning (combine like terms, delete or move unlike terms, synthesize terms) and if necessary Sorting Clusters (move like clusters closer) Naming broad themes (name the cluster of clusters) E-document (to save/print)

24. Brainstorm, then make the map • Open IHMC Cmap tools • Fill in personal information on first use (I’ll tell you what to type in here) • Click Other Places • Open brainstorm file • Click collaborate icon if necessary • Type in your first name • Collaborate

25. Now go back andadd Small Group Roles Mindmap activity… Group Task Roles Initiator-contributor. Proposes new ideas or approaches to group problem solving; may suggest a different approach to procedure or organizing the problem-solving task Information seeker. Asks for clarification of suggestions; also asks for facts or other information that may help the group deal with the issues at hand Opinion seeker. Asks for clarification of the values and opinions expressed by other group members Information giver. Provides facts, examples, statistics, and other evidence that pertains to the problem the group is attempting to solve Opinion giver. Offers beliefs or opinions about the ideas under discussion Elaborator. Provides examples based on his or her experience or the experience of others that help to show how an idea or suggestion would work if the group accepted a particular course of action Coordinator. Tries to clarify and note relationships among the ideas and suggestions that have been provided by others Etc..

26. Project 1 – Cmap tools synchronous collaboration Set day and time to join online ……. (see the Project handout)

27. Project 1 IHMC Public Cmaps conv v2 on Jan 22 2004

28. Project 1 Oulu EDTECH Public

29. Project 2 – Overview of “Pass the soup” PowerPoint file Email to Email to Email to Email to (see the Project handout)

30. Project 2 – “Pass the soup” PowerPoint file Slide 1 – mindmap is developed bit-by-bit here by the group by adding only 3 to 5 elements and then emailing it to the next person on the list Slide 2 – numbered list of names of group members with email address, other instructions Slide 3, 4, etc. – comments about changes that you want to make, suggestions, etc.

31. How to use ALA-Reader Monday, April 4, 2005

32. Agenda for today • Debrief “pass the soup” activity, and come up with a better Finnish name for it • Q&A • Brief overview of my concept map assessment research • ALA-Reader demo (English language essays) • Set up Project 3 for Finnish (see handout) • How can we find Finnish essays for use in Project 3?

33. Final map for Project 2: Team 1 Click her to See progression Of this map

34. Final map for Project 2: Team 2 Click her to See progression of this map

35. Debriefing • What happened? • What worked? • What did not work? • What would you do differently next time? • If you like, write this up as a team for your final paper.

36. My research interests prototypes • Mind map assessment – automatic scoring software tool called ALA-Mapperhttp://www.personal.psu.edu/rbc4/ala.htm • Essay assessment – automatic scoring software tool called ALA-Readerhttp://www.personal.psu.edu/rbc4/score.htm • for Latent Semantic Analysis (LSA) see: http://www.personal.psu.edu/rbc4/frame.htm

37. Novak • Novak says “Concept maps were first developed in our research program in 1972 as a way to represent changes in children’s understanding of science concepts over the 12-year span of schooling.  We were using modified Piagetian clinical interviews to assess changes in their knowledge over time, but we found the interview transcripts were too difficult to analyze for changes in specific aspects of the children’s knowledge.  Instead we prepared concept maps from the interviews.”  From: http://wwwcsi.unian.it/educa/mappeconc/jdn_an2.html

38. First uses… to represent knowledge in a visual format The primary parts of the system are the heart, blood cells, and vessels. The human heart, a pump, is made of cardiac muscle Cardiac muscles have a unique feature of forming connections between two adjacent cardiac cells. This allows the muscle cells to contract powerfully and quickly involuntarily The brain is unable to increase or decrease the heart's beating The heart is comprised of four chambers; two upper chambers called atriums, and two lower chambers called ventricles The blood flows through the right side to the lungs where it picks up oxygen. The blood then returns to the right. Next, it flows into the left where it I xxxx tissue within the body by approximately 9 pints of blood through 100,000 miles of vessels The primary parts of the system are the heart, blood cells, and vessels. The human heart, a pump, is made of cardiac muscle Cardiac muscles have a unique feature of forming connections between two adjacent cardiac cells. This allows the muscle cells to contract powerfully and quickly involuntarily The brain is unable to increase or decrease the heart's beating The heart is comprised of four chambers; two upper chambers called atriums, and two lower chambers called ventricles The blood flows through the right side to the lungs where it picks up oxygen. The blood then returns to the right. Next, it flows into the left where it I xxxx The human circulatory system is a transportation system. Nutrients and oxygen are carried to living tissue within the body by approximately 9 pints of blood through 100,000 miles of vessels The primary parts of the system are the heart, blood cells, and vessels. The human heart, a pump, is made of cardiac muscle Cardiac muscles have a unique feature of forming connections between two adjacent cardiac cells. This allows the muscle cells to contract powerfully and quickly involuntarily The brain is unable to increase or decrease the heart's beating The heart is comprised of four chambers; two upper chambers called atriums, and two lower chambers called ventricles The blood flows through the right side to the lungs where it picks up oxygen. The blood then returns to the right. Next, it flows into the left where it I xxxx Novak interview data Was science content knowledge Mind Map

39. Finnish research withconcept maps… • Mainly for knowledge representation for instructional use but also for representing the structure of a curriculum and for group communication • Pasi Eronen, Jussi Nuutinenn and Erkki Sutinen, (http://www.cs.joensuu.fi/pages/avt/concept.htm), Joensuu (computer science) • Mauri Ählberg, Helsinki (education) and Erkki Rautama (computer science) • University of Art and Design, Helsinki (http://www2.uiah.fi/~araike/papers/articles/CinemaSense_Collaborative_Cinemastudies_DeafWay2002.htm) (see also: Future Learning Environment 3) • Text graphs (Helsinki): http://www.cs.hut.fi/Research/TextGraph/ • Kari Lehtonen, Helsinki Polytechnic, concept maps as a portfolio component (http://cs.stadia.fi/~lehtonen/DPF/dpf-berlin-02-muotoiltu.doc) • Also School astronomy and Vocational Training and Education  • 4th IEEE International Conference on Advanced Learning Technologies Joensuu, Finland, August 30 - September 1, 2004

40. Concept map for assessment: score validity??? • Concept maps contains propositions • These propositions scores are generally considered to be valid and reliable measures of science content knowledge organization (Ruiz-Primo, Schultz, Li, Shavelson, CREST in California. . .). essays interviews tests observations

41. e.g.,… • Rye and Rubba (2002) reported that traditional concept map scores were related to California Achievement total test scores (r = 0.73). (Note that Crocker and Algina say that validation coefficients rarely exceed r=0.50.) • Concept maps (cognitive maps, concept maps) may be an appropriate approach for assessing structural knowledge (Jonassen, Beissner, & Yacci, 1993). • For example, concept maps have been used to visualize the change from novice to expert.

42. Scoring Concept Maps • Traditionally, concept maps are scored by teachers or trained raters using scoring rubrics (e.g., Lomask’s rubric) • Although this marking approach is time consuming and fairly subjective, map scores usually correlate well with more traditional measures of science content knowledge (multiple choice, fill-in-the blank, and essays) • Complex scoring rubrics decrease the concept map score reliability (so keep scoring simple)

43. Scoring Concept Maps C3 describes our automatic system for scoring concept maps: collect –>convert –> compare • Collect raw map data • Convert raw data into a mathematical network representation • Compare the mathematical network representation of two maps (e.g., student to teacher, student to expert, student to student)

44. 1. Collect raw data What raw data can a computer “extract” from a concept map? • Term counts – in open-ended maps, count required terms included • Propositions – a link connecting two terms and a link label • Associations – geometric distance between pairs of terms. Small values indicate stronger relationship.

45. (n2-n)/2 pair-wise comparisons Link and distance data Most approaches use only link label information, usually called “propositions”.

46. Link and distance • Link data (propositions) – are the common way to compare/assess concept maps • Distance data – not common, based on James Deese’s (1965) ideas on the structure of association in language and thought, card-sorting task approaches (Vygotsky in Luria, 1979, Miller, 1969), Kintsch and Landauer’s ideas on representing text structure, and neural network methods (Elman, e.g., 1995)

47. See next slide Using our Finnish Mind Map example • Borrowed from Anni, Anna, Paula, Esa, ja Herkko • Found in the hallway on the second floor

48. vaihto kyllin usein demot, konkreettiset esimerkit sama työtapa liian pitkään pelkkä kuunteleminen tekeminen vs. pelkkä kalvoshow työtavat vältä ! oppilaiden erot oppettajan vaikutus- mahdollisuudet muista huumori ! huomaa erot hitaat nopeat tukiopetus. apu lisätehtäviä konkretisoi ! luokkakohtaiset erot yllätä ! kikkoja opettajan oma tarina haasta, kysele ! ikäluokka vaikuttaa vilkas luokka elävöittää kytke oppilaan arkeen ! perustele ! erityisen paljon kikkoja hiljainen luokka huiputa ! liikuta oppilas ylös penkistä istumajärjestys ! ei palautetta opettajalle näennäinen keskittyminen ?

49. Collect Mind Map raw data 9 main terms selected here (ALA-Mapper max=30)

50. Selecting terms • Selecting important terms (and their synonyms) is a critical step (for example, singular value decomposition in LSA derives terms). We use an expert(s) to determine terms. • Goldsmith, Johnson, and Acton (1991)