exploring the use of mind and concept maps: a session for new and experienced instructors peter...

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Exploring the Use of Mind and Concept Maps: A Session for New and Experienced Instructors Peter Jamieson, Amber Franklin, Walt Vanderbush, and Julie Semlak Miami University

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Page 1: Exploring the Use of Mind and Concept Maps: A Session for New and Experienced Instructors Peter Jamieson, Amber Franklin, Walt Vanderbush, and Julie Semlak

Exploring the Use of Mind and Concept Maps: A Session for New and

Experienced Instructors

Peter Jamieson, Amber Franklin, Walt Vanderbush, and Julie Semlak

Miami University

Page 2: Exploring the Use of Mind and Concept Maps: A Session for New and Experienced Instructors Peter Jamieson, Amber Franklin, Walt Vanderbush, and Julie Semlak

A Tale of Two Presentations

Unfamiliar Familiar

Page 3: Exploring the Use of Mind and Concept Maps: A Session for New and Experienced Instructors Peter Jamieson, Amber Franklin, Walt Vanderbush, and Julie Semlak

What to expect - Introduction

• What is a mind map?• What are other maps and how are they useful?• Chance to experience maps and discuss

Page 4: Exploring the Use of Mind and Concept Maps: A Session for New and Experienced Instructors Peter Jamieson, Amber Franklin, Walt Vanderbush, and Julie Semlak

What to expect - Advanced

• How can mind maps be scored?• Our research directions in automatic scoring

Page 5: Exploring the Use of Mind and Concept Maps: A Session for New and Experienced Instructors Peter Jamieson, Amber Franklin, Walt Vanderbush, and Julie Semlak

Mind Map

Page 6: Exploring the Use of Mind and Concept Maps: A Session for New and Experienced Instructors Peter Jamieson, Amber Franklin, Walt Vanderbush, and Julie Semlak

• Miami University• Learning• Memory• McGuffey• Assessment• Question• Student• Mind maps

• Reading• Education• Teaching• Practice• Exam• Lecture• Grading• Instructor• Curriculum

Let’s try one together = 5 or 10 minutes

Page 7: Exploring the Use of Mind and Concept Maps: A Session for New and Experienced Instructors Peter Jamieson, Amber Franklin, Walt Vanderbush, and Julie Semlak

Ideas for Mind Maps

• Discussion…

• Class Assessment Technique– Vocab understanding– How lecture fits together

• Organization of ideas• Brainstorming/Creativity

Page 8: Exploring the Use of Mind and Concept Maps: A Session for New and Experienced Instructors Peter Jamieson, Amber Franklin, Walt Vanderbush, and Julie Semlak

Concept MapNovak, 2010 - http://cmap.ihmc.us/

Lilly

Conference Drug Company

is a is a

Miami University

held at

Page 9: Exploring the Use of Mind and Concept Maps: A Session for New and Experienced Instructors Peter Jamieson, Amber Franklin, Walt Vanderbush, and Julie Semlak

Your turn

• Concept Map – 10 minutes– Closed mind map = words given

1. Same words as previous• Miami University, Education, Learning, Memory, McGuffey,

Assessment, Question, Student, Reading, Teaching, Practice, Exam, Lecture, Grading, Instructor, Curriculum, Mind maps

Page 10: Exploring the Use of Mind and Concept Maps: A Session for New and Experienced Instructors Peter Jamieson, Amber Franklin, Walt Vanderbush, and Julie Semlak

With computers?

Page 11: Exploring the Use of Mind and Concept Maps: A Session for New and Experienced Instructors Peter Jamieson, Amber Franklin, Walt Vanderbush, and Julie Semlak

Compare to Criterion Map

Page 12: Exploring the Use of Mind and Concept Maps: A Session for New and Experienced Instructors Peter Jamieson, Amber Franklin, Walt Vanderbush, and Julie Semlak

Comparison Criteria – Graph Density

= 11 Edges

Max Edges = 15= ½*n*(n-1)

Density = 11/15

Page 13: Exploring the Use of Mind and Concept Maps: A Session for New and Experienced Instructors Peter Jamieson, Amber Franklin, Walt Vanderbush, and Julie Semlak

Comparison Criteria – Metric

Metric_Density = Student_Density/Criterion_Density

Page 14: Exploring the Use of Mind and Concept Maps: A Session for New and Experienced Instructors Peter Jamieson, Amber Franklin, Walt Vanderbush, and Julie Semlak

Comparison Criteria – Average DegreeDegree = 3

Average Degree = (3+4+5+4+3+3)/6

= 3.67

Degree = 5

Page 15: Exploring the Use of Mind and Concept Maps: A Session for New and Experienced Instructors Peter Jamieson, Amber Franklin, Walt Vanderbush, and Julie Semlak

Comparison Criteria – Metric

Metric_Degree = Student_Degree/Criterion_Degree

Page 16: Exploring the Use of Mind and Concept Maps: A Session for New and Experienced Instructors Peter Jamieson, Amber Franklin, Walt Vanderbush, and Julie Semlak

Comparison Criteria – Match Metric

Go edge by edge and compare and compare

(missing nodes)

Page 17: Exploring the Use of Mind and Concept Maps: A Session for New and Experienced Instructors Peter Jamieson, Amber Franklin, Walt Vanderbush, and Julie Semlak

Comparison Criteria – Match Metric

Metric_Match = MatchE/(MatchE + ExtraE + MissN)

Page 18: Exploring the Use of Mind and Concept Maps: A Session for New and Experienced Instructors Peter Jamieson, Amber Franklin, Walt Vanderbush, and Julie Semlak

Comparison Criteria – Graphlets = RGF2-node graphlets

3-node graphlets

4-node graphlets

g0

g1 g2

g3 g4 g5 g6 g7 g8

Very Hard to Manually Compute

Page 19: Exploring the Use of Mind and Concept Maps: A Session for New and Experienced Instructors Peter Jamieson, Amber Franklin, Walt Vanderbush, and Julie Semlak

Let’s do it

• Do calculations for your map…– Metric_density– Metric_degree– Metric_match

Page 20: Exploring the Use of Mind and Concept Maps: A Session for New and Experienced Instructors Peter Jamieson, Amber Franklin, Walt Vanderbush, and Julie Semlak

Ideas for Concept Maps

• Discussion…

• CAT– Deeper understanding of concepts (Slower to create)

• Show students what will be covered in lecture

Page 21: Exploring the Use of Mind and Concept Maps: A Session for New and Experienced Instructors Peter Jamieson, Amber Franklin, Walt Vanderbush, and Julie Semlak

Concept Map for a Lesson

Page 22: Exploring the Use of Mind and Concept Maps: A Session for New and Experienced Instructors Peter Jamieson, Amber Franklin, Walt Vanderbush, and Julie Semlak

Concept Map - Online Tool

• http://cmap.ihmc.us/

• Peter uses to make all his concept maps…when I’m not using crayons

Page 23: Exploring the Use of Mind and Concept Maps: A Session for New and Experienced Instructors Peter Jamieson, Amber Franklin, Walt Vanderbush, and Julie Semlak

Ideas for Knowledge Maps

• Topic order• Curriculum layout

Page 24: Exploring the Use of Mind and Concept Maps: A Session for New and Experienced Instructors Peter Jamieson, Amber Franklin, Walt Vanderbush, and Julie Semlak
Page 25: Exploring the Use of Mind and Concept Maps: A Session for New and Experienced Instructors Peter Jamieson, Amber Franklin, Walt Vanderbush, and Julie Semlak

Knowledge Map

Page 26: Exploring the Use of Mind and Concept Maps: A Session for New and Experienced Instructors Peter Jamieson, Amber Franklin, Walt Vanderbush, and Julie Semlak

With computers?

Page 27: Exploring the Use of Mind and Concept Maps: A Session for New and Experienced Instructors Peter Jamieson, Amber Franklin, Walt Vanderbush, and Julie Semlak

Experiment with mind maps

Page 28: Exploring the Use of Mind and Concept Maps: A Session for New and Experienced Instructors Peter Jamieson, Amber Franklin, Walt Vanderbush, and Julie Semlak
Page 29: Exploring the Use of Mind and Concept Maps: A Session for New and Experienced Instructors Peter Jamieson, Amber Franklin, Walt Vanderbush, and Julie Semlak

• Let’s mix • What do you think about maps and automatic map scoring?

• Problems?

Crossbreed – Think (2min), Pair (5min), Share

Page 30: Exploring the Use of Mind and Concept Maps: A Session for New and Experienced Instructors Peter Jamieson, Amber Franklin, Walt Vanderbush, and Julie Semlak

Future Work

• How to construct a good criteriom map for class?• How do results relate to course type?• More data needed…

Page 31: Exploring the Use of Mind and Concept Maps: A Session for New and Experienced Instructors Peter Jamieson, Amber Franklin, Walt Vanderbush, and Julie Semlak