integrating digital mindmapping in psychology vvob vietnam

Integrate the Digital Mindmapping into Teaching and Learning Psychology

Nong Khanh Bang, Pham Anh Tuan & Tran Nu Mai Thy

VVOB Vietnam

Introduction & Literature Review

– Characteristics of Psychology

– Concept Mapping and Mindmapping

– ICT movement in Vietnam

– Research questions Methods Findings

– Mindmapping and student learning achievement

– Student perception on Mindmapping Discussion and conclusion References

Psychology– “scientific study of mind and behaviours” (Statt, 1998, p.110)

Teaching psychology in Teacher Training Institutes in Vietnam– Theories on cognitive development

– Application in material development, teaching methods and teaching practice

PRESSUREtheoretical abstract

difficult to understand

Collaborative learning

Problem-solving

Critical thinking

Transformative learning

Tony Buzan Mind map

Added value of Digital Mindmapping from Teachers

ICT movement in Vietnam– Master Plan on ICT in education for 2001-2005

– 2008: Year of ICT

– Reasonably implement ICT in different subjects

VVOB– ICT intergration in Teacher Institutes in Vietnam

– Result areas:

• Raise awareness

• Capacity building (basic skills, ICT4ATL, ICT4SS)

• Learning material

• Learning development

Research questions

Does the use of digital mind mapping make more significant difference on students’ academic achievement in learning Psychology?

Does the use of mind mapping positively change student’s attitudes toward the Psychology classes conducted?

Methods

Groups Pre-test Activities Post-test

Experimental group (E)

01 Teaching and learning with support of computer-based mind mapping

04

Control group 1 (E1) 02 Teaching and learning conventionally without support of mindmapping

05

Control group 2 (E2) 03 Teaching and learning with support of paper-based mindmapping

06

Process A complete mindmap

Findings- Research question 1

Instruments ExperimentalGroup

(E)

Control Group 1(E1)

Control Group 2(E2)

Mean SD Mean SD Mean SD

Pre-test 6,4 1,1 6,2 1,4 6,1 1,4

Post-test 7,9 0,9 6,9 1,0 7,5 0,97

Mean comparison

6

6.5

7

7.5

8

1

Control group E1 Control group E2 Experimental group E

Findings- Research question 2

Mindmapping helps– brainstorm and categorize ideas– understand the concepts– and work with peers

Digital mindmapping helps– categorize, group ideas more easily

Students in experimental group use mindmaps in the other subjects

Students in experimental group show difficulties in adopting digital mindmap functions at the starting stage

Conclusion and discussion

Digital mindmapping– Fosters learn how to learn

– Supports formative assessment

– Original board of knowledge can be later used

– More convenient

– Demonstrates the connections between concepts/ideas

Digital mindmapping

age

learning style

readiness

subject

ICT infrastructure

learning activity

pedagogy

Way forward…

DIGITAL MINDMAPPING

& SUSTAINABILITY

Thank you

Emails for contact:

khanhbang08@yahoo.com

phamtuan74@yahoo.com

thytranvietnam@gmail.com