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

1 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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12 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

13 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

14 Hierarchical map (Concept map) Radial map (Mind map)

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16 CM: Political Science

17 CM: PBL

18 CONCEPT MAP for Integration & Summary Statement of the Problem CENTRAL CONCEPT

19 Concept Map for Integration & Summary What we knowWant to knowHypothesesLQ? Statement of the Problem CaseLearners CENTRAL CONCEPT BiologicalBehavioralPopulationCare

20 Pleural Malignancy males entering 7th decade lethargy unemployment hypoxia + shortness of breath peripheral edema PSYCHOSOCIAL POPULATION BIOLOGICAL CARE SYSTEM

21 Pleural Malignancy WWII ship-building industry males entering 7th decade lethargy unemployment hypoxia + shortness of breath compression of right lung exudative pleural effusion peripheral edema family problems PSYCHOSOCIAL POPULATION BIOLOGICAL CARE SYSTEM

22 Pleural Malignancy WWII ship-building industry asbestos exposure males entering 7th decade lethargy unemployment hypoxia + shortness of breath ventilation/perfusion (V/Q) mismatch compression of right lung exudative pleural effusion peripheral edema pulmonary artery pressure family problems stress PSYCHOSOCIAL POPULATION BIOLOGICAL CARE SYSTEM right sided cardiac failure

23 Pleural Malignancy WWII asbestos exposure males entering 7th decade lethargy mesothelioma unemployment hypoxia + shortness of breath ventilation/perfusion (V/Q) mismatch compression of right lung exudative pleural effusion peripheral edema pulmonary artery pressure family problems stress PSYCHOSOCIAL POPULATION BIOLOGICAL CARE SYSTEM right sided cardiac failure ship-building industry

24 Pleural Malignancy WWII asbestos exposure males entering 7th decade lethargy mesothelioma unemployment hypoxia + shortness of breath ventilation/perfusion (V/Q) mismatch compression of right lung exudative pleural effusion peripheral edema pulmonary artery pressure family problems stress PSYCHOSOCIAL POPULATION BIOLOGICAL CARE SYSTEM right sided cardiac failure ship-building industry

25 Pleural Malignancy WWII asbestos exposure males entering 7th decade lethargy mesothelioma unemployment reduction in work capacity hypoxia + shortness of breath ventilation/perfusion (V/Q) mismatch compression of right lung exudative pleural effusion peripheral edema pulmonary artery pressure family problems stress PSYCHOSOCIAL POPULATION BIOLOGICAL CARE SYSTEM right sided cardiac failure ship-building industry

26 Pleural Malignancy WWII asbestos exposure males entering 7th decade lethargy mesothelioma dependence on Medicaid/ other financial assistance unemployment reduction in work capacity hypoxia + shortness of breath ventilation/perfusion (V/Q) mismatch compression of right lung exudative pleural effusion peripheral edema pulmonary artery pressure family problems stress PSYCHOSOCIAL POPULATION BIOLOGICAL CARE SYSTEM right sided cardiac failure ship-building industry

27 Pleural Malignancy WWII asbestos exposure males entering 7th decade lethargy mesothelioma dependence on Medicaid/ other financial assistance unemployment reduction in work capacity hypoxia + shortness of breath ventilation/perfusion (V/Q) mismatch compression of right lung exudative pleural effusion peripheral edema pulmonary artery pressure family problems stress PSYCHOSOCIAL POPULATION BIOLOGICAL CARE SYSTEM right sided cardiac failure mesothelioma incidence expected to peak in 2000, then decline ship-building industry

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29 Class Activity 1. Model how to create a concept map 2. 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. Blanco Assistant Dean for Faculty Development Office of Educational Affair

30 Assessment 1. Maps are iterative 2. Feedback is required 3. Assessing maps is best done using a rubric No “master map”

31 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?

32 Challenges Student: 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

33 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?

34 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

35 Solutions Institutional Level: Provide concept mapping training to students and instructors Recognize concept mapping as valid assessment method Mandate concept mapping integration across curriculum

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37 CM: Political Science

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39 "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

40 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

41 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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