Concept map: Difference between revisions

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Concept maps can be defined in a more narrow sense as by Novak & Cañas (2006) - see below - or more generally as a drawing that somehow connects concepts.
Concept maps can be defined in a more narrow sense as by Novak & Cañas (2006) - see below - or more generally as a drawing that somehow connects concepts.


; According to structural properties


* Spider-like maps with labelled arcs (the typical concept map)
According to structural properties
* Hierarchical maps (like [[mind map]]s)
* Formal maps like [[UML]] diagrams,
* Formal [[semantic network]]s, [[Topic map]]s, etc. I.e. drawings are associated with a formal symbolic representation.
* Specialized contents: arguments, part-of maps, etc.


; According to purpose
([http://users.edte.utwente.nl/lanzing/cm_home.htm Jan Lanzing], retrieved 11:44, 9 August 2007 (MEST))


* to generate ideas (brain storming, etc.);
Spider-like maps with labelled arcs (the typical concept map)
* to design a complex structure (long texts, hypermedia, large web sites, etc.);
* to communicate complex ideas;
* to aid learning by explicitly integrating new and old knowledge;
* to assess understanding or diagnose misunderstanding.


; The typical concept map
Hierarchical maps (like [[[ind map]]])


The most typical concept is a map that contains
Formal maps like [[[ML]]]diagrams,
* concepts,
* directed and labelled arcs.
* In addition, concepts are presented in hierarchical manner, the most general concepts on top.


I.e. Novak and Cañas (2006), two of leading concept map researchers define concept maps in their famous [http://cmap.ihmc.us/Publications/ResearchPapers/TheoryCmaps/TheoryUnderlyingConceptMaps.htm Theory Underlying Concept Maps and How to Construct Them] paper defined concept maps like this: {{quotation|Concept maps are graphical tools for organizing and representing knowledge. They include concepts, usually enclosed in circles or boxes of some type, and relationships between concepts indicated by a connecting line linking two concepts. Words on the line, referred to as linking words or linking phrases, specify the relationship between the two concepts. We define concept as a perceived regularity in events or objects, or records of events or objects, designated by a label. The label for most concepts is a word, although sometimes we use symbols such as + or %, and sometimes more than one word is used. Propositions are statements about some object or event in the universe, either naturally occurring or constructed. Propositions contain two or more concepts connected using linking words or phrases to form a meaningful statement. Sometimes these are called semantic units, or units of meaning. }}
Formal [[[emantic network]]], [[[opic map]]], etc. I.e. drawings are associated with a formal symbolic representation.


Here is Novak's and Cañas' concept map explaining concept maps (this image may be under copyright):
Specialized contents: arguments, part-of maps, etc.


[[image:CmapAboutCmaps-medium.png|thumb|none|600px|A concept map showing the key features of concept maps. Concept maps tend to be read progressing from the top downward. Source: http://cmap.ihmc.us/Publications/ResearchPapers/TheoryCmaps/TheoryUnderlyingConceptMaps.htm. Copyright: copied without permission]]


An other, simpler version of this map can be found in [http://en.wikipedia.org/wiki/Concept_Map Wikipedia]
According to purpose


[[image:Conceptmap.gif|thumb|none|600px|Example concept map, created using IHMC CmapTools. Copyright: Wikipedia - [http://en.wikipedia.org/wiki/Wikipedia:Text_of_the_GNU_Free_Documentation_License GFDL]]]
[[ttp://users.edte.utwente.nl/lanzing/cm_home.htm Jan Lanzing], retrieved 11:44, 9 August 2007 (MEST))


; Integration of multimedia.


Tools like CMapTools can integrate multimedia resources. Alpert and Grueneberg argue as follows:
to generate ideas (brain storming, etc.);


{{quotation | Concept map tools should be able to represent multiple types or forms of knowledge, not merely text-based propositions. Specifically, incorporating multimedia in concept mapping software should (a) provide for greater cognitive fidelity in student-constructed concept maps, allowing students to more comprehensively represent their knowledge in ways similar to their own cognitive representations; (b) offer the illustrative advantages of dynamic visual imagery and audio to students learning new concepts and domains; (c) provide the capability of reifying concepts with concrete instances that can be seen and heard; (d) offer richer expressive power for concept map authors; (e) provide for a more engaging student experience; and (f) better capitalize on functionality available in modern personal computers.}} (Alpert & Grueneberg, 2001)
to design a complex structure (long texts, hypermedia, large web sites, etc.);


; Design guidelines according to Novak et al.
to communicate complex ideas;


* Concepts are either perceived regularities in events or objects, or sometimes records of events or objects
to aid learning by explicitly integrating new and old knowledge;
* You should understand links as propositions. Using the linking words one should be able to phrase a meaningful statement. Propositions that are encoded in a map are semantic units or units of meaning.
* Concepts should be represented in a hierarchical fashion with the most inclusive, most general concepts at the top of the map and the more specific, less general concepts arranged hierarchically below.
* Concept maps should be built with a context in mind. E.g. one can construct concept maps with reference to a focus question (some particular question we seek to answer).
* Concept maps should include cross-links, i.e. links between concepts in different segments or domains of the concept map. These represent/foster creative leaps on the part of the knowledge producer.
* One should add specific examples of events or objects that help to clarify the meaning of a given concept. Normally these are not included in ovals or boxes, but added as special links, since they are specific events or objects and do not represent concepts.


There are two features of concept maps that are important in the facilitation of creative thinking: the hierarchical structure that is represented in a good map and the ability to search for and characterize new cross-links.
to assess understanding or diagnose misunderstanding.  


== Concept mapping in education ==


Rationales for concept mapping in education are based on several connected ideas:
The typical concept map
# The general [[writing-to-learn]] argument (writing favors making connections)
# Concept maps can prepare writing and assist in exploration and reading.
# Concept maps are an assessment tool for the teacher.


=== Some quotes ===


(to integrate in some re-writing)
he most typical concept is a map that contains
{{quotation | [...] the primary rationale for concept mapping is that students must establish connections between bits of given information, again in a visible medium. Concept mapping can stimulate students to demonstrate relationships among facts and concepts, demonstrate relationships between lower-order and higher-order concepts, and demonstrate relationships between old and new information within the students' own cognitive structures. It is noteworthy that writing of any kind, not just journaling or concept mapping, makes many of the same demands and that the literature on cohesion in writing (Halliday & Hasan, 1976; Lovejoy & Lance, 1991) complements the literature on concept mapping. Concept maps, then, not only serve the same ends as writing (making connections) but also serve as a valuable means to writing (as a prewriting or planning tool) and as a valuable means for the teacher to assess learning-in-progress.}} (Germann & Young-soo, 2001:321).


However, findings reported from these authors who studied whether electronic journaling plus electronic concept mapping lead to heigtheing reflection in science classes for future science teachers, are not overwhelming: {{quotation | It was hoped that use of electronic journaling and concept mapping would promote sustained reflection (as demonstrated in the quality of revised concept maps and quality of revised drafts of the culminating paper). On the surface we were disappointed. [...] This lack of demonstrated changed in their concept maps leads us to believe that most students were doing all they could to absorb new ideas and begin to make sense of them. If, however, reflection stems from certain habits of questioning and from heightened skepticism and discrimination of sources of evidence, then most students displayed many behavioral change}}. (Germann & Young-soo, 2001: 327).
  concepts,


=== Learning theoretical foundations ===
directed and labelled arcs.


Novak and Cañas (2006) argue that {{quotation|learning is mediated heavily by language, and takes place primarily by a reception learning process where new meanings are obtained by asking questions and getting clarification of relationships between old concepts and propositions and new concepts and propositions}} and refer to Ausubel's assimilation theory:
In addition, concepts are presented in hierarchical manner, the most general concepts on top.


{{quotation|According to Ausubel, learning is based upon the kinds of superordinate, representational, and combinatorial processes that occur during the reception of information. A primary process in learning is subsumption in which new material is related to relevant ideas in the existing cognitive structure on a substantive, non-verbatim basis}} [http://tip.psychology.org/ausubel.html Subsumption Theory (D. Ausubel)], retrieved 14:03, 18 August 2007 (MEST). According to this theory, cognitive maps can make excellent [[advance Organizer]]s.


Ausubel makes a clear distinction between simple rote learning and meaningful learning. We summarize Novak and Cañas (2006) interpretation of Ausubel's theory:
.e. Novak and Cañas (2006), two of leading concept map researchers define concept maps in their famous [h[tp://cmap.ihmc.us/Publications/ResearchPapers/TheoryCmaps/TheoryUnderlyingConceptMaps.htm Theory Underlying Concept Maps and How to Construct Them] paper defined concept maps like this: {{{{otation|C|ncept maps are graphical tools for organizing and representing knowledge. They include concepts, usually enclosed in circles or boxes of some type, and relationships between concepts indicated by a connecting line linking two concepts. Words on the line, referred to as linking words or linking phrases, specify the relationship between the two concepts. We define concept as a perceived regularity in events or objects, or records of events or objects, designated by a label. The label for most concepts is a word, although sometimes we use symbols such as + or %, and sometimes more than one word is used. Propositions are statements about some object or event in the universe, either naturally occurring or constructed. Propositions contain two or more concepts connected using linking words or phrases to form a meaningful statement. Sometimes these are called semantic units, or units of meaning. }}}}
# Learning materials must be clear and presented with language and examples that related to learner's prior knowledge.
# The learner must possess relevant prior knowledge (this is related to condition 1)
# The learner must choose to learn meaningfully, i.e. attempt to incorporate new meanings into their prior knowledge, and as consequence, instructional strategies that emphasize relating new knowledge to prior knowledge foster meaningful learning.


Concept maps can help with 1 for the presentation of information and 3 for both presentation and learning activities where the leaner draws concepts maps. These learner made maps then also can be used as evaluation tools and help to organize remediation activities.
re is Novak's and Cañas' concept map explaining concept maps (this image may be under copyright):


Novak and Cañas (2006) also make the point that cognitive maps can favor integration of concepts and reduce misconceptions and [[cognitive load]]. Most importantly they help structuring of information which is crucial for retrieval. {{quotation|We believe one of the reasons concept mapping is so powerful for the facilitation of meaningful learning is that it serves as a kind of template or scaffold to help to organize knowledge and to structure it, even though the structure must be built up piece by piece with small units of interacting concept and propositional frameworks. Many learners and teachers are surprised to see how this simple tool facilitates meaningful learning and the creation of powerful knowledge frameworks that not only permit utilization of the knowledge in new contexts, but also the retention of the knowledge for long periods of time (Novak, 1990; Novak & Wandersee, 1991).}}
[


=== Instructional designs with concept maps ===
[[ge:CmapAboutCmaps-medium.png|thumb|none|600px|A concept map showing the key features of concept maps. Concept maps tend to be read progressing from the top downward. Source: http://cmap.ihmc.us/Publications/ResearchPapers/TheoryCmaps/TheoryUnderlyingConceptMaps.htm. Copyright: copied without permission]]
]]


; Student construction of concept maps
other, simpler version of this map can be found in [ht[p://en.wikipedia.org/wiki/Concept_Map Wikipedia]


According to Novak and Cañas (2006) concept maps can be used to support many kinds of learning activities, from reading expert maps, to various active learning like data collection, report preparation, oral presentation, group collaboration, and finally, evaluation.
[


The authors then outline a few recommendations for student activities.
[[ge:Conceptmap.gif|thumb|none|600px|Example concept map, created using IHMC CmapTools. Copyright: Wikipedia - [ht[p://en.wikipedia.org/wiki/Wikipedia:Text_of_the_GNU_Free_Documentation_License GFDL]]]]];
* A teacher may give focus questions. The phrasing of the question will lead to different outcomes. E.g. asking "what is educational technology" only may not lead to the same result as "why do we need educational technology".
* Use of a "parking lot". {{quotation|The staring point for the construction of the concept map can be a list of concepts that the teacher wants to make sure all students include in their map}}
* Expert skeleton maps {{quotation| have been previously prepared by an expert in the topic, and permits both students and teachers to build their knowledge on a solid foundation. "Expert skeleton" concept maps serve as a guide or scaffold or aid to learning in a way analogous to the use of scaffolding in constructing or refurbishing a building.}} Novak and Cañas (2006)


The free [http://cmap.ihmc.us/download/ IHMC CmapTools] support such activities. CmapTools provides a variety of features for a variety of the tasks that students perform (Cañas & Novak, 2005). For example
ntegration of multimedia.
* Support of collaboration (shared synchronous or asynchronous editing). In addition, "Discussion threads" and "Annotations" in the form of electronic "Post-It" notes can be used to make anecdotal comments on concept maps or during map construction.
* Search for information based on a concept map leading to an improved map with linked resources.
* Record the process of constructing a Cmap for later playback, providing support to the teacher to demonstrate the construction of a concept map.
* Piece-wise display a concept map and associated resources in full-screen mode for oral presentations
* Graphically compare two Cmaps, allowing the teacher to compare the student's map to his/hers for an initial evaluation.
The concept map can thus become an artifact around which the various activities of the learning process can be centered.


; Concept maps as advance organizers
T


{{quotation | Ausubel suggests that advance organizers might foster meaningful learning by prompting the student regarding pre-existing superordinate concepts that are already in the student's cognitive structure, and by otherwise providing a context of general concepts into which the student can incorporate progressively differentiated details. Ausubel claims that by presenting a global representation of the knowledge to be learned, advance organizers might foster "integrative reconciliation" of the subdomains of knowledge - the ability to understand interconnections among the basic concepts in the domain.}} ([http://www.csudh.edu/dearhabermas/advorg03.htm Ausubel's Advance Organizers], retrieved 19:35, 2 October 2006 (MEST))
ls like CMapTools can integrate multimedia resources. Alpert and Grueneberg argue as follows:


; Cognitive maps as concept maps
{


Läge et al. (2008) suggest a strategy to support assimilative learning. Assimilative (as opposed to accomodation) is understood as integrating new information into existing knowledge or cognitive structures without restructuring the current schema. A stable and most notably a correct memory representation which "spans" the knowledge space is essential. Building elaborately a basic structure as well as the assimilative integration of new information can be eased with the aid of '''cognitive maps'''. The authors propose a {{quoatation| general model of a "cognitive map" which is based on geographical representations.In such a cognitive map, a distance measure between the concepts is used to represent the general similarity which an individual sees between each object of a knowledge field.}} (Läge, 2008:30). Such maps can be generated with statistical techniques like multidimensional scaling from a matrix of paired similarity judgements for a set of objects.
{{tation | C|ncept map tools should be able to represent multiple types or forms of knowledge, not merely text-based propositions. Specifically, incorporating multimedia in concept mapping software should (a) provide for greater cognitive fidelity in student-constructed concept maps, allowing students to more comprehensively represent their knowledge in ways similar to their own cognitive representations; (b) offer the illustrative advantages of dynamic visual imagery and audio to students learning new concepts and domains; (c) provide the capability of reifying concepts with concrete instances that can be seen and heard; (d) offer richer expressive power for concept map authors; (e) provide for a more engaging student experience; and (f) better capitalize on functionality available in modern personal computers.}} }}lpert & Grueneberg, 2001)


These maps could be used in the following way. Students are given a map containing a number of concepts (e.g. 20) where the similarities (and therefore the distance) have been defined by experts. Learners then will have to state similarities between new concepts and existing ones. From this a learner's map will be generated. The learner's map then can be compared to the expert's map. {{quotation| If the structure of a learner-map differs eminently from the expert-map, the
;
person has to be instructed to re-learn the fundamental criteria of the knowledge field in a first step. As soon as the positions of the majority of objects correspond to those of the experts [...], the correctly placed objects can be used for an assimilative process for learning the incorrectly represented objects: Exercises are presented which specifically focus on a feature comparison by using one correctly placed (well known) object as an anchor for learning the features of the incorrectly represented object. Similarities and differences are specifically presented so that the person learns to better integrate the target object into the existing structure.}} (Läge, 2008:32)


== Software ==
esign guidelines according to Novak et al.
(not complete)


; Free standalone programs
*


* [http://cmap.ihmc.us/download/ IHMC CmapTools]. Freeware, multi-platform. Joseph D. Novak, the inventor of concept maps is part of the team at the Institute for Human and Machine Cognition (IHMC). [[User:DSchneider|DSchneider]] recommends this tool)
oncepts are either perceived regularities in events or objects, or sometimes records of events or objects
* [http://freemind.sourceforge.net/wiki/index.php/Main_Page FreeMind] ([http://en.wikipedia.org/wiki/FreeMind Wikipedia entry]) is a free mind mapping application written in Java. Various export formats. Integrates with some Wikis .
*  
* [[PIViT]] (Project investigation and Visualization tool) is a Project Support Environment initially designed for science teachers and its main feature is a concept mapping tool. (This project may be dead, but it is often referred to in the literature).
ou should understand links as propositions. Using the linking words one should be able to phrase a meaningful statement. Propositions that are encoded in a map are semantic units or units of meaning.
* [http://vue.uit.tufts.edu/ VUE] from the Visual Understanding Environment (VUE) project at Tufts UIT Academic Technology. VUE provides a visual environment for structuring, presenting, and sharing digital information. Using VUE's concept mapping interface, faculty and students design semantic networks of digital resources drawn from digital libraries, local and remote file systems and the Web. The resulting content maps can then be viewed and exchanged online.
*
* [[MOTPlus]], general purpose, ontology and learning design concept map editor (free for non-commercial use).
oncepts should be represented in a hierarchical fashion with the most inclusive, most general concepts at the top of the map and the more specific, less general concepts arranged hierarchically below.
*  
oncept maps should be built with a context in mind. E.g. one can construct concept maps with reference to a focus question (some particular question we seek to answer).
*  
oncept maps should include cross-links, i.e. links between concepts in different segments or domains of the concept map. These represent/foster creative leaps on the part of the knowledge producer.
*  
ne should add specific examples of events or objects that help to clarify the meaning of a given concept. Normally these are not included in ovals or boxes, but added as special links, since they are specific events or objects and do not represent concepts.


; Free online programs
T
* [http://www.mindmeister.com/ MindMeister] is an online mind-mapping service (free, at least beta version of Feb 2007)
* [http://bubbl.us bubbl.us] on-line concept map tool (free, with some google ads). Features and easy to learn interface, zoom, printing, export as widget code, export as bitmap.


; Commercial
re are two features of concept maps that are important in the facilitation of creative thinking: the hierarchical structure that is represented in a good map and the ability to search for and characterize new cross-links.
* [http://www.nova-mind.com/ Nova Mind] Mind Map-like tool
 
* Inspiration
=
 
==ncept mapping in education ==
 
R
 
ionales for concept mapping in education are based on several connected ideas:
#
he general [[w[[ting-to-learn]] ]]gument (writing favors making connections)
#
oncept maps can prepare writing and assist in exploration and reading.
#
oncept maps are an assessment tool for the teacher.
 
=
 
===me quotes ===
 
(
 
integrate in some re-writing)
{{
{{tation | [|.[] the primary rationale for concept mapping is that students must establish connections between bits of given information, again in a visible medium. Concept mapping can stimulate students to demonstrate relationships among facts and concepts, demonstrate relationships between lower-order and higher-order concepts, and demonstrate relationships between old and new information within the students' own cognitive structures. It is noteworthy that writing of any kind, not just journaling or concept mapping, makes many of the same demands and that the literature on cohesion in writing (Halliday & Hasan, 1976; Lovejoy & Lance, 1991) complements the literature on concept mapping. Concept maps, then, not only serve the same ends as writing (making connections) but also serve as a valuable means to writing (as a prewriting or planning tool) and as a valuable means for the teacher to assess learning-in-progress.}} }}ermann & Young-soo, 2001:321).
 
H
 
ever, findings reported from these authors who studied whether electronic journaling plus electronic concept mapping lead to heigtheing reflection in science classes for future science teachers, are not overwhelming: {{q{{tation | I| was hoped that use of electronic journaling and concept mapping would promote sustained reflection (as demonstrated in the quality of revised concept maps and quality of revised drafts of the culminating paper). On the surface we were disappointed. [..[] This lack of demonstrated changed in their concept maps leads us to believe that most students were doing all they could to absorb new ideas and begin to make sense of them. If, however, reflection stems from certain habits of questioning and from heightened skepticism and discrimination of sources of evidence, then most students displayed many behavioral change}}.}}(Germann & Young-soo, 2001: 327).
 
=
 
===arning theoretical foundations ===
 
N
 
ak and Cañas (2006) argue that {{qu{{ation|lea|ning is mediated heavily by language, and takes place primarily by a reception learning process where new meanings are obtained by asking questions and getting clarification of relationships between old concepts and propositions and new concepts and propositions}} a}} refer to Ausubel's assimilation theory:
 
{{
 
{{ation|Acc|rding to Ausubel, learning is based upon the kinds of superordinate, representational, and combinatorial processes that occur during the reception of information. A primary process in learning is subsumption in which new material is related to relevant ideas in the existing cognitive structure on a substantive, non-verbatim basis}} [}}t[://tip.psychology.org/ausubel.html Subsumption Theory (D. Ausubel)], retrieved 14:03, 18 August 2007 (MEST). According to this theory, cognitive maps can make excellent [[ad[[nce Organizer]]s.]]Au
 
bel makes a clear distinction between simple rote learning and meaningful learning. We summarize Novak and Cañas (2006) interpretation of Ausubel's theory:
# Le
rning materials must be clear and presented with language and examples that related to learner's prior knowledge.
# Th
learner must possess relevant prior knowledge (this is related to condition 1)
# Th
learner must choose to learn meaningfully, i.e. attempt to incorporate new meanings into their prior knowledge, and as consequence, instructional strategies that emphasize relating new knowledge to prior knowledge foster meaningful learning.
 
Con
 
pt maps can help with 1 for the presentation of information and 3 for both presentation and learning activities where the leaner draws concepts maps. These learner made maps then also can be used as evaluation tools and help to organize remediation activities.
 
Nov
 
and Cañas (2006) also make the point that cognitive maps can favor integration of concepts and reduce misconceptions and [[cogn[[ive load]]. Mo]] importantly they help structuring of information which is crucial for retrieval. {{quot{{ion|We be|ieve one of the reasons concept mapping is so powerful for the facilitation of meaningful learning is that it serves as a kind of template or scaffold to help to organize knowledge and to structure it, even though the structure must be built up piece by piece with small units of interacting concept and propositional frameworks. Many learners and teachers are surprised to see how this simple tool facilitates meaningful learning and the creation of powerful knowledge frameworks that not only permit utilization of the knowledge in new contexts, but also the retention of the knowledge for long periods of time (Novak, 1990; Novak & Wandersee, 1991).}}
 
==}}
 
===uctional designs with concept maps ===
 
; St
 
ent construction of concept maps
 
Acco
 
ing to Novak and Cañas (2006) concept maps can be used to support many kinds of learning activities, from reading expert maps, to various active learning like data collection, report preparation, oral presentation, group collaboration, and finally, evaluation.
 
The a
 
hors then outline a few recommendations for student activities.
* A te
cher may give focus questions. The phrasing of the question will lead to different outcomes. E.g. asking "what is educational technology" only may not lead to the same result as "why do we need educational technology".
* Use
f a "parking lot". {{quota{{on|The st|ring point for the construction of the concept map can be a list of concepts that the teacher wants to make sure all students include in their map}}
* Ex}}
t skeleton maps {{quota{{on| have |een previously prepared by an expert in the topic, and permits both students and teachers to build their knowledge on a solid foundation. "Expert skeleton" concept maps serve as a guide or scaffold or aid to learning in a way analogous to the use of scaffolding in constructing or refurbishing a building.}} Nova}}and Cañas (2006)
 
The fr
 
[http://[map.ihmc.us/download/ IHMC CmapTools] support such activities. CmapTools provides a variety of features for a variety of the tasks that students perform (Cañas & Novak, 2005). For example
* Suppor
of collaboration (shared synchronous or asynchronous editing). In addition, "Discussion threads" and "Annotations" in the form of electronic "Post-It" notes can be used to make anecdotal comments on concept maps or during map construction.
* Search
for information based on a concept map leading to an improved map with linked resources.
* Record
the process of constructing a Cmap for later playback, providing support to the teacher to demonstrate the construction of a concept map.
* Piece-
ise display a concept map and associated resources in full-screen mode for oral presentations
* Graphi
ally compare two Cmaps, allowing the teacher to compare the student's map to his/hers for an initial evaluation.  
The conc
pt map can thus become an artifact around which the various activities of the learning process can be centered.
 
; Conce
 
maps as advance organizers
 
{{quota
 
{{ | Ausubel|suggests that advance organizers might foster meaningful learning by prompting the student regarding pre-existing superordinate concepts that are already in the student's cognitive structure, and by otherwise providing a context of general concepts into which the student can incorporate progressively differentiated details. Ausubel claims that by presenting a global representation of the knowledge to be learned, advance organizers might foster "integrative reconciliation" of the subdomains of knowledge - the ability to understand interconnections among the basic concepts in the domain.}} ([http}}/w[w.csudh.edu/dearhabermas/advorg03.htm Ausubel's Advance Organizers], retrieved 19:35, 2 October 2006 (MEST))
 
; Cogni
 
ve maps as concept maps
 
Läge et
 
l. (2008) suggest a strategy to support assimilative learning. Assimilative (as opposed to accomodation) is understood as integrating new information into existing knowledge or cognitive structures without restructuring the current schema. A stable and most notably a correct memory representation which "spans" the knowledge space is essential. Building elaborately a basic structure as well as the assimilative integration of new information can be eased with the aid of '''cognitive maps'''. The authors propose a {{quotatio{{ general |odel of a "cognitive map" which is based on geographical representations.In such a cognitive map, a distance measure between the concepts is used to represent the general similarity which an individual sees between each object of a knowledge field.}} (Läge, }}08:30). Such maps can be generated with statistical techniques like multidimensional scaling from a matrix of paired similarity judgements for a set of objects.
 
These map
 
could be used in the following way. Students are given a map containing a number of concepts (e.g. 20) where the similarities (and therefore the distance) have been defined by experts. Learners then will have to state similarities between new concepts and existing ones. From this a learner's map will be generated. The learner's map then can be compared to the expert's map. {{quotation{{If the st|ucture of a learner-map differs eminently from the expert-map, the
person has
to be instructed to re-learn the fundamental criteria of the knowledge field in a first step. As soon as the positions of the majority of objects correspond to those of the experts [...], the [orrectly placed objects can be used for an assimilative process for learning the incorrectly represented objects: Exercises are presented which specifically focus on a feature comparison by using one correctly placed (well known) object as an anchor for learning the features of the incorrectly represented object. Similarities and differences are specifically presented so that the person learns to better integrate the target object into the existing structure.}} (Läge, 2}}8:32)
 
== Softwar
 
==
(not comple
e)
 
; Free sta
 
alone programs
 
* [http://
 
ap[ihmc.us/download/ IHMC CmapTools]. Freeware, multi-platform. Joseph D. Novak, the inventor of concept maps is part of the team at the Institute for Human and Machine Cognition (IHMC). [[User:DSchn[[der|DSchneider]] recommend]]this tool)
* [http://f
ee[ind.sourceforge.net/wiki/index.php/Main_Page FreeMind] ([http://en.w[kipedia.org/wiki/FreeMind Wikipedia entry]) is a free mind mapping application written in Java. Various export formats. Integrates with some Wikis .
* [[PIViT]]
(P[[ject ]]vestigation and Visualization tool) is a Project Support Environment initially designed for science teachers and its main feature is a concept mapping tool. (This project may be dead, but it is often referred to in the literature).
* [http://v
e.[it.tufts.edu/ VUE] from the Visual Understanding Environment (VUE) project at Tufts UIT Academic Technology. VUE provides a visual environment for structuring, presenting, and sharing digital information. Using VUE's concept mapping interface, faculty and students design semantic networks of digital resources drawn from digital libraries, local and remote file systems and the Web. The resulting content maps can then be viewed and exchanged online.
* [[MOTPlus
],[[eneral ]]rpose, ontology and learning design concept map editor (free for non-commercial use).
 
; Free onl
 
e programs
* [http://w
w.[indmeister.com/ MindMeister] is an online mind-mapping service (free, at least beta version of Feb 2007)
* [http://b
bb[.us bubbl.us] on-line concept map tool (free, with some google ads). Features and easy to learn interface, zoom, printing, export as widget code, export as bitmap.
 
; Commerci
 
 
* [http://w
w.[ova-mind.com/ Nova Mind] Mind Map-like tool
* Inspirati
n
* MindJet
* MindJet


; Commercial online programs
* [http://www.thebrain.com/ The Brain] (through the web)


== Links ==
Commerci
 
online programs
* [http://w
w.[hebrain.com/ The Brain] (through the web)
 
== Links =
 
==== Indexe
 
=== bibliographies ===
Novak, J. D
, & Wandersee, J. (1991). Coeditors, special issue on concept mapping. Journal of Research in Science Teaching, 28(10).
* The [http
//cmap[coginst.uwf.edu/ Cmap Tools] Home page has links that you can follow, e.g. to [http://cmap[ihmc.us/Publications/ResearchPapers/TheoryCmaps/TheoryUnderlyingConceptMaps.htm Novak and Cañas's good introduction] and to all associated [http://cmap.[hmc.us/Publications/ Research Publications] (most are online)
 
* [http://u
 
rs[edte.utwente.nl/lanzing/cm_home.htm The Concept Mapping Homepage] including the excellent [http://users[edte.utwente.nl/lanzing/cm_bibli.htm W.A. Lanzing's Concept Mapping Bibliography]
 
=== Introdu
 
===s ===
* [http://en
wi[ipedia.org/wiki/Concept_map Concept map] (Wikipedia Article)
* [http://cl
ss[s.aces.uiuc.edu/ACES100/MM.html Introduction to Concept Maps]. Includes tips for learners. University of Illinois at Urbana-Champaign.
* http://en.
ikipedia.org/wiki/Concept_Map
* [http://li
ra[y.humboldt.edu/owls/owl2-Map.htm Organizing Your Research, Map Your Concepts] by Martha Johansen, Humbolt State University.
* [http://fo
pd[ucf.edu/strategies/stratMap.html Concept Definition Map], FOR-PD's Reading Strategy of the Month.
* [http://ww
.m[pasconceptuales.info/KM-ImportantConcept-eng.htm The importance of the "more important concept" in a concept map or "the most relevant concepts]
 
== Referenc
 
===
(rather see
ibliographis above ... )
 
* Alpert, S
 
rman R. and Keith Grueneberg (2001), Multimedia in Concept Maps: A Design Rationale and Web-Based Application, Proceedings of ED-MEDIA 2001, [http://www.r[search.ibm.com/people/a/alpert/EDMEDIA2001/Edmedia.htm HTML]
 
* Ausubel (
 
00). The Acquisition and Retention of Knowledge: A Cognitive View, Springer, SBN 978-0-7923-6505-1
 
* Cañas, A.
 
., Ford, K. M., Novak, J. D., Hayes, P., Reichherzer, T., & Suri, N. (2001). Online concept maps: Enhancing collaborative learning by using technology with concept maps. The Science Teacher, 68(4), 49-51.
 
* Germann, P
 
& Young-soo, K. (2001). Heightening reflection through dialogue: A case for electronic journaling and electronic concept mapping in science classes. Contemporary Issues in Technology and Teacher Education, [Online serial[, 1 (3) . Available: [http://www.ci[ejournal.org/vol1/iss3/currentissues/science/article1.htm HTML/PDF]
 
* Halliday,
 
A.K., & Hasan, R. (1976). Cohesion in English . London: Longman.
 
* Lovejoy, K
 
., & Lance, D.M. (1991). Information management and cohesion in the study of written discourse. Linguistics and Education, 3, 251-273.
 
* Luckie Dou
 
as, Concept Maps: What the heck is this? Excerpted, rearranged (and annotated) from an online manuscript by Joseph D. Novak, Cornell University (<nowiki>http:/<nowiki>ginst.uwf.edu/info/</nowiki>, web</nowiki>p://www.ms[.edu/~luckie/ctools/ HTML], , retrieved 11:44, 9 August 2007 (MEST).
 
* Buzan, T.


=== Indexes and bibliographies ===
995). The MindMap book. (2 ed.). London, UK: BBC Books.
Novak, J. D., & Wandersee, J. (1991). Coeditors, special issue on concept mapping. Journal of Research in Science Teaching, 28(10).
* The [http://cmap.coginst.uwf.edu/ Cmap Tools] Home page has links that you can follow, e.g. to [http://cmap.ihmc.us/Publications/ResearchPapers/TheoryCmaps/TheoryUnderlyingConceptMaps.htm Novak and Cañas's good introduction] and to all associated [http://cmap.ihmc.us/Publications/ Research Publications] (most are online)


* [http://users.edte.utwente.nl/lanzing/cm_home.htm The Concept Mapping Homepage] including the excellent [http://users.edte.utwente.nl/lanzing/cm_bibli.htm W.A. Lanzing's Concept Mapping Bibliography]
* Jonassen,


=== Introductions ===
H., Beissner, K., & Yacci, M.A. (1993). Structural knowledge: Techniques for conveying, assessing, and acquiring structural knowledge. Hillsdale, NJ: Lawrence Erlbaum Associates.
* [http://en.wikipedia.org/wiki/Concept_map Concept map] (Wikipedia Article)
* [http://classes.aces.uiuc.edu/ACES100/MM.html Introduction to Concept Maps]. Includes tips for learners. University of Illinois at Urbana-Champaign.
* http://en.wikipedia.org/wiki/Concept_Map
* [http://library.humboldt.edu/owls/owl2-Map.htm Organizing Your Research, Map Your Concepts] by Martha Johansen, Humbolt State University.
* [http://forpd.ucf.edu/strategies/stratMap.html Concept Definition Map], FOR-PD's Reading Strategy of the Month.
* [http://www.mapasconceptuales.info/KM-ImportantConcept-eng.htm The importance of the "more important concept" in a concept map or "the most relevant concepts]


== References ==
* Läge, Dami
(rather see bibliographis above ... )


* Alpert, Sherman R. and Keith Grueneberg (2001), Multimedia in Concept Maps: A Design Rationale and Web-Based Application, Proceedings of ED-MEDIA 2001, [http://www.research.ibm.com/people/a/alpert/EDMEDIA2001/Edmedia.htm HTML]
; René Oberholzer; Samy Egli and Roland Streule (2008). Assimilative Learning with the Aid of Cognitive Maps, ''International Journal of emerging technologies in learning'', 3 (2). [http://online-j[urnals.org/i-jet/article/view/217 Abstract/PDF]


* Ausubel (2000). The Acquisition and Retention of Knowledge: A Cognitive View, Springer, SBN 978-0-7923-6505-1
* Lawson, M. J


* Cañas, A. J., Ford, K. M., Novak, J. D., Hayes, P., Reichherzer, T., & Suri, N. (2001). Online concept maps: Enhancing collaborative learning by using technology with concept maps. The Science Teacher, 68(4), 49-51.
(1994). Concept Mapping. In T. Hus"n & T. N. Postlethwaite (Eds.), The international encyclopedia of education (2nd ed., Vol. 2, pp. 1026-1031). Oxford: Elsevier Science.


* Germann, P., & Young-soo, K. (2001). Heightening reflection through dialogue: A case for electronic journaling and electronic concept mapping in science classes. Contemporary Issues in Technology and Teacher Education, [Online serial], 1 (3) . Available: [http://www.citejournal.org/vol1/iss3/currentissues/science/article1.htm HTML/PDF]
* Novak, J. D.


* Halliday, M.A.K., & Hasan, R. (1976). Cohesion in English . London: Longman.
1990). Concept maps and vee diagrams: Two metacognitive tools for science and mathematics education. Instructional Science, 19, 29-52.


* Lovejoy, K.B., & Lance, D.M. (1991). Information management and cohesion in the study of written discourse. Linguistics and Education, 3, 251-273.
* Novak, J.D.  


* Luckie Douglas, Concept Maps: What the heck is this? Excerpted, rearranged (and annotated) from an online manuscript by Joseph D. Novak, Cornell University (<nowiki>http://cmap.coginst.uwf.edu/info/</nowiki>, webpage [http://www.msu.edu/~luckie/ctools/ HTML], , retrieved 11:44, 9 August 2007 (MEST).
991). Clarify with concept maps: A tool for students and teachers alike. The Science Teacher, 58(7), 45Novak, J. D., & Wandersee, J. (1991). Coeditors, special issue on concept mapping. Journal of Research in Science Teaching, 28(10).-49.


* Buzan, T. (1995). The MindMap book. (2 ed.). London, UK: BBC Books.
* Novak, J. D.


* Jonassen, D.H., Beissner, K., & Yacci, M.A. (1993). Structural knowledge: Techniques for conveying, assessing, and acquiring structural knowledge. Hillsdale, NJ: Lawrence Erlbaum Associates.
1993). How do we learn our lesson? : Taking students through the process. The Science Teacher, 60(3), 50-55.


* Läge, Damian; René Oberholzer; Samy Egli and Roland Streule (2008). Assimilative Learning with the Aid of Cognitive Maps, ''International Journal of emerging technologies in learning'', 3 (2). [http://online-journals.org/i-jet/article/view/217 Abstract/PDF]
* Novak, Jose


* Lawson, M. J. (1994). Concept Mapping. In T. Hus"n & T. N. Postlethwaite (Eds.), The international encyclopedia of education (2nd ed., Vol. 2, pp. 1026-1031). Oxford: Elsevier Science.
D. & Alberto J. Cañas (2006). The Theory Underlying Concept Maps and How to Construct Them, Technical Report IHMC CmapTools 2006-01, Florida Institute for Human and Machine Cognition, [http://cmap.ihmc[us/Publications/ResearchPapers/TheoryCmaps/TheoryUnderlyingConceptMaps.htm HTML] (PDFs also available). '''Recommended for introductory reading'''. (in case the URL changes see [http://cmap.ihmc[us/]


* Novak, J. D. (1990). Concept maps and vee diagrams: Two metacognitive tools for science and mathematics education. Instructional Science, 19, 29-52.
* Novak, J.D.,  


* Novak, J.D. (1991). Clarify with concept maps: A tool for students and teachers alike. The Science Teacher, 58(7), 45Novak, J. D., & Wandersee, J. (1991). Coeditors, special issue on concept mapping. Journal of Research in Science Teaching, 28(10).-49.
Wandersee, J.H. (1990). Perspectives on concept mapping (special issue). Journal of Research in Science Teaching, 27, 921-1079.


* Novak, J. D. (1993). How do we learn our lesson? : Taking students through the process. The Science Teacher, 60(3), 50-55.
* Novak, J. D.,


* Novak, Joseph D. & Alberto J. Cañas (2006). The Theory Underlying Concept Maps and How to Construct Them, Technical Report IHMC CmapTools 2006-01, Florida Institute for Human and Machine Cognition, [http://cmap.ihmc.us/Publications/ResearchPapers/TheoryCmaps/TheoryUnderlyingConceptMaps.htm HTML] (PDFs also available). '''Recommended for introductory reading'''. (in case the URL changes see [http://cmap.ihmc.us/]
  Wandersee, J. (1991). Coeditors, special issue on concept mapping. Journal of Research in Science Teaching, 28(10).


* Novak, J.D., & Wandersee, J.H. (1990). Perspectives on concept mapping (special issue). Journal of Research in Science Teaching, 27, 921-1079.
* Yensen, Jack,


* Novak, J. D., & Wandersee, J. (1991). Coeditors, special issue on concept mapping. Journal of Research in Science Teaching, 28(10).
trategies for Learning - from Concept Maps to Learning Objects and Books to Wooks, Webpage, [http://www.eaa-k[owledge.com/ojni/ni/602/strategies.htm], , retrieved 11:44, 9 August 2007 (MEST).


* Yensen, Jack, Strategies for Learning - from Concept Maps to Learning Objects and Books to Wooks, Webpage, [http://www.eaa-knowledge.com/ojni/ni/602/strategies.htm], , retrieved 11:44, 9 August 2007 (MEST).
[[Category: Cog


[[Category: Cognitive tools]]
[[ve tools]]
[[Category: Educational technologies]]
[[Category: Ed]]
[[Category: Visualization]]
[[onal technologies]]
[[Category: Vi]]
[[zation]]]]

Revision as of 10:34, 3 June 2008

Draft

Definition

A concept map is a kind of visualization, i.e. a graphical representation of some domain knowledge. More precisely, concept mapping is a technique to visualize relationships between different concepts. Concepts are drawn nodes, e.g. boxes and relations are drawn with so-called arcs, i.e. lines that are drawn between associated concepts. These arcs are usually labeled (named), i.e. express the kind of relationship, for instance, "results in". In addition arcs can be directional, i.e. one would use arrows instead of lines.

  • A concept map is a graphical representation of a person's (student's) knowledge of a domain. (Alpert & Grueneberg, 2001).
  • Concept maps are tools for organizing and representing knowledge. They include concepts, usually enclosed in circles or boxes of some type, and relationships between concepts or propositions, (indicated by a connecting line and linking word) between two concepts. Linking words on the line specify the relationship between the two concepts. (Concept Maps: What the heck is this?, retrieved 11:44, 9 August 2007 (MEST).)
  • The arrangement of major concepts from a text or lecture into a visual arrangement. Lines are drawn between associated concepts, and relationships between the connected concepts are named. These concept maps reveal the structural pattern in the material and provide the big picture. ( Diane Ehrlich retrieved 21:08, 3 July 2006 (MEST))
  • Concept mapping is a technique for visualizing the relationships between different concepts. A concept map is a diagram showing the relationships in between concepts. Concepts are connected with labelled arrows, in a downward-branching hierarchical structure. The relationship between concepts is articulated in linking phrases, e.g., "gives rise to", "results in", "is required by," or "contributes to". ( Wikipedia - Concept Map retrieved 21:08, 3 July 2006 (MEST) )

Typology of concept maps

Concept maps can be defined in a more narrow sense as by Novak & Cañas (2006) - see below - or more generally as a drawing that somehow connects concepts. 


According to structural properties



Spider-like maps with labelled arcs (the typical concept map)

Hierarchical maps (like [[[ind map]]])

Formal maps like [[[ML]]]diagrams,

Formal [[[emantic network]]], [[[opic map]]], etc. I.e. drawings are associated with a formal symbolic representation.

Specialized contents: arguments, part-of maps, etc.



According to purpose

[[ttp://users.edte.utwente.nl/lanzing/cm_home.htm Jan Lanzing], retrieved 11:44, 9 August 2007 (MEST)) 


to generate ideas (brain storming, etc.);

to design a complex structure (long texts, hypermedia, large web sites, etc.);

to communicate complex ideas;

to aid learning by explicitly integrating new and old knowledge;

to assess understanding or diagnose misunderstanding. 



The typical concept map


he most typical concept is a map that contains 

concepts,

directed and labelled arcs.

In addition, concepts are presented in hierarchical manner, the most general concepts on top.


.e. Novak and Cañas (2006), two of leading concept map researchers define concept maps in their famous [h[tp://cmap.ihmc.us/Publications/ResearchPapers/TheoryCmaps/TheoryUnderlyingConceptMaps.htm Theory Underlying Concept Maps and How to Construct Them] paper defined concept maps like this: {C}

re is Novak's and Cañas' concept map explaining concept maps (this image may be under copyright):

[

thumb|none|600px|A concept map showing the key features of concept maps. Concept maps tend to be read progressing from the top downward. Source: http://cmap.ihmc.us/Publications/ResearchPapers/TheoryCmaps/TheoryUnderlyingConceptMaps.htm. Copyright: copied without permission ]]

other, simpler version of this map can be found in [ht[p://en.wikipedia.org/wiki/Concept_Map Wikipedia]

[

thumb|none|600px|Example concept map, created using IHMC CmapTools. Copyright: Wikipedia - [ht[p://en.wikipedia.org/wiki/Wikipedia:Text_of_the_GNU_Free_Documentation_License GFDL]]];

ntegration of multimedia.

T

ls like CMapTools can integrate multimedia resources. Alpert and Grueneberg argue as follows:

{

Template:Tation }}lpert & Grueneberg, 2001)

esign guidelines according to Novak et al.

oncepts are either perceived regularities in events or objects, or sometimes records of events or objects

ou should understand links as propositions. Using the linking words one should be able to phrase a meaningful statement. Propositions that are encoded in a map are semantic units or units of meaning.

oncepts should be represented in a hierarchical fashion with the most inclusive, most general concepts at the top of the map and the more specific, less general concepts arranged hierarchically below.

oncept maps should be built with a context in mind. E.g. one can construct concept maps with reference to a focus question (some particular question we seek to answer).

oncept maps should include cross-links, i.e. links between concepts in different segments or domains of the concept map. These represent/foster creative leaps on the part of the knowledge producer.

ne should add specific examples of events or objects that help to clarify the meaning of a given concept. Normally these are not included in ovals or boxes, but added as special links, since they are specific events or objects and do not represent concepts.

T

re are two features of concept maps that are important in the facilitation of creative thinking: the hierarchical structure that is represented in a good map and the ability to search for and characterize new cross-links.

=

ncept mapping in education

R

ionales for concept mapping in education are based on several connected ideas:

he general [[wting-to-learn ]]gument (writing favors making connections)

oncept maps can prepare writing and assist in exploration and reading.

oncept maps are an assessment tool for the teacher.

=

me quotes

( 

integrate in some re-writing)

{{ Template:Tation }}ermann & Young-soo, 2001:321).

H

ever, findings reported from these authors who studied whether electronic journaling plus electronic concept mapping lead to heigtheing reflection in science classes for future science teachers, are not overwhelming: {{qTemplate:Tation.}}(Germann & Young-soo, 2001: 327).

=

arning theoretical foundations

N

ak and Cañas (2006) argue that {{quTemplate:Ation a}} refer to Ausubel's assimilation theory:

{{

Template:Ation [}}t[://tip.psychology.org/ausubel.html Subsumption Theory (D. Ausubel)], retrieved 14:03, 18 August 2007 (MEST). According to this theory, cognitive maps can make excellent [[adnce Organizers.]]Au

bel makes a clear distinction between simple rote learning and meaningful learning. We summarize Novak and Cañas (2006) interpretation of Ausubel's theory:

  1. Le

rning materials must be clear and presented with language and examples that related to learner's prior knowledge.

  1. Th
learner must possess relevant prior knowledge (this is related to condition 1)
  1. Th
learner must choose to learn meaningfully, i.e. attempt to incorporate new meanings into their prior knowledge, and as consequence, instructional strategies that emphasize relating new knowledge to prior knowledge foster meaningful learning.

Con

pt maps can help with 1 for the presentation of information and 3 for both presentation and learning activities where the leaner draws concepts maps. These learner made maps then also can be used as evaluation tools and help to organize remediation activities.

Nov 

and Cañas (2006) also make the point that cognitive maps can favor integration of concepts and reduce misconceptions and [[cognive load. Mo]] importantly they help structuring of information which is crucial for retrieval. {{quotTemplate:Ion

==}}

uctional designs with concept maps

St

ent construction of concept maps

Acco

ing to Novak and Cañas (2006) concept maps can be used to support many kinds of learning activities, from reading expert maps, to various active learning like data collection, report preparation, oral presentation, group collaboration, and finally, evaluation.

The a

hors then outline a few recommendations for student activities.

  • A te

cher may give focus questions. The phrasing of the question will lead to different outcomes. E.g. asking "what is educational technology" only may not lead to the same result as "why do we need educational technology".

  • Use

f a "parking lot". {{quotaTemplate:On

  • Ex}}

t skeleton maps {{quotaTemplate:On Nova}}and Cañas (2006)

The fr 

[http://[map.ihmc.us/download/ IHMC CmapTools] support such activities. CmapTools provides a variety of features for a variety of the tasks that students perform (Cañas & Novak, 2005). For example
  • Suppor
of collaboration (shared synchronous or asynchronous editing). In addition, "Discussion threads" and "Annotations" in the form of electronic "Post-It" notes can be used to make anecdotal comments on concept maps or during map construction.
  • Search

for information based on a concept map leading to an improved map with linked resources.

  • Record

the process of constructing a Cmap for later playback, providing support to the teacher to demonstrate the construction of a concept map.

  • Piece-

ise display a concept map and associated resources in full-screen mode for oral presentations

  • Graphi

ally compare two Cmaps, allowing the teacher to compare the student's map to his/hers for an initial evaluation. The conc pt map can thus become an artifact around which the various activities of the learning process can be centered.

Conce
maps as advance organizers

{{quota

{{ | Ausubel|suggests that advance organizers might foster meaningful learning by prompting the student regarding pre-existing superordinate concepts that are already in the student's cognitive structure, and by otherwise providing a context of general concepts into which the student can incorporate progressively differentiated details. Ausubel claims that by presenting a global representation of the knowledge to be learned, advance organizers might foster "integrative reconciliation" of the subdomains of knowledge - the ability to understand interconnections among the basic concepts in the domain.}} ([http}}/w[w.csudh.edu/dearhabermas/advorg03.htm Ausubel's Advance Organizers], retrieved 19:35, 2 October 2006 (MEST))

Cogni

ve maps as concept maps

Läge et

l. (2008) suggest a strategy to support assimilative learning. Assimilative (as opposed to accomodation) is understood as integrating new information into existing knowledge or cognitive structures without restructuring the current schema. A stable and most notably a correct memory representation which "spans" the knowledge space is essential. Building elaborately a basic structure as well as the assimilative integration of new information can be eased with the aid of cognitive maps. The authors propose a {{quotatioTemplate:General (Läge, }}08:30). Such maps can be generated with statistical techniques like multidimensional scaling from a matrix of paired similarity judgements for a set of objects.

These map

could be used in the following way. Students are given a map containing a number of concepts (e.g. 20) where the similarities (and therefore the distance) have been defined by experts. Learners then will have to state similarities between new concepts and existing ones. From this a learner's map will be generated. The learner's map then can be compared to the expert's map. {{quotationTemplate:If the st (Läge, 2}}8:32)

== Softwar

== (not comple e)

Free sta

alone programs

  • [http://

ap[ihmc.us/download/ IHMC CmapTools]. Freeware, multi-platform. Joseph D. Novak, the inventor of concept maps is part of the team at the Institute for Human and Machine Cognition (IHMC). [[User:DSchnDSchneider recommend]]this tool)

ee[ind.sourceforge.net/wiki/index.php/Main_Page FreeMind] ([kipedia.org/wiki/FreeMind Wikipedia entry) is a free mind mapping application written in Java. Various export formats. Integrates with some Wikis .

(Pject vestigation and Visualization tool) is a Project Support Environment initially designed for science teachers and its main feature is a concept mapping tool. (This project may be dead, but it is often referred to in the literature).

e.[it.tufts.edu/ VUE] from the Visual Understanding Environment (VUE) project at Tufts UIT Academic Technology. VUE provides a visual environment for structuring, presenting, and sharing digital information. Using VUE's concept mapping interface, faculty and students design semantic networks of digital resources drawn from digital libraries, local and remote file systems and the Web. The resulting content maps can then be viewed and exchanged online.

  • [[MOTPlus

],eneral rpose, ontology and learning design concept map editor (free for non-commercial use).

Free onl

e programs

w.[indmeister.com/ MindMeister] is an online mind-mapping service (free, at least beta version of Feb 2007)

bb[.us bubbl.us] on-line concept map tool (free, with some google ads). Features and easy to learn interface, zoom, printing, export as widget code, export as bitmap.

Commerci


w.[ova-mind.com/ Nova Mind] Mind Map-like tool

  • Inspirati

n

  • MindJet


Commerci

online programs

w.[hebrain.com/ The Brain] (through the web)

= Links

==== Indexe

bibliographies

Novak, J. D , & Wandersee, J. (1991). Coeditors, special issue on concept mapping. Journal of Research in Science Teaching, 28(10).

  • The [http

//cmap[coginst.uwf.edu/ Cmap Tools] Home page has links that you can follow, e.g. to [ihmc.us/Publications/ResearchPapers/TheoryCmaps/TheoryUnderlyingConceptMaps.htm Novak and Cañas's good introduction and to all associated [hmc.us/Publications/ Research Publications (most are online)

rs[edte.utwente.nl/lanzing/cm_home.htm The Concept Mapping Homepage] including the excellent [edte.utwente.nl/lanzing/cm_bibli.htm W.A. Lanzing's Concept Mapping Bibliography

=== Introdu

s

wi[ipedia.org/wiki/Concept_map Concept map] (Wikipedia Article)

ss[s.aces.uiuc.edu/ACES100/MM.html Introduction to Concept Maps]. Includes tips for learners. University of Illinois at Urbana-Champaign.

ikipedia.org/wiki/Concept_Map

ra[y.humboldt.edu/owls/owl2-Map.htm Organizing Your Research, Map Your Concepts] by Martha Johansen, Humbolt State University.

pd[ucf.edu/strategies/stratMap.html Concept Definition Map], FOR-PD's Reading Strategy of the Month.

.m[pasconceptuales.info/KM-ImportantConcept-eng.htm The importance of the "more important concept" in a concept map or "the most relevant concepts]

== Referenc

=

(rather see ibliographis above ... )

  • Alpert, S

rman R. and Keith Grueneberg (2001), Multimedia in Concept Maps: A Design Rationale and Web-Based Application, Proceedings of ED-MEDIA 2001, [search.ibm.com/people/a/alpert/EDMEDIA2001/Edmedia.htm HTML

  • Ausubel (

00). The Acquisition and Retention of Knowledge: A Cognitive View, Springer, SBN 978-0-7923-6505-1

  • Cañas, A.

., Ford, K. M., Novak, J. D., Hayes, P., Reichherzer, T., & Suri, N. (2001). Online concept maps: Enhancing collaborative learning by using technology with concept maps. The Science Teacher, 68(4), 49-51.

  • Germann, P
& Young-soo, K. (2001). Heightening reflection through dialogue: A case for electronic journaling and electronic concept mapping in science classes. Contemporary Issues in Technology and Teacher Education, [Online serial[, 1 (3) . Available: [ejournal.org/vol1/iss3/currentissues/science/article1.htm HTML/PDF
  • Halliday,

A.K., & Hasan, R. (1976). Cohesion in English . London: Longman.

  • Lovejoy, K

., & Lance, D.M. (1991). Information management and cohesion in the study of written discourse. Linguistics and Education, 3, 251-273.

  • Luckie Dou

as, Concept Maps: What the heck is this? Excerpted, rearranged (and annotated) from an online manuscript by Joseph D. Novak, Cornell University (http:/<nowiki>ginst.uwf.edu/info/, web</nowiki>p://www.ms[.edu/~luckie/ctools/ HTML], , retrieved 11:44, 9 August 2007 (MEST).

  • Buzan, T.

995). The MindMap book. (2 ed.). London, UK: BBC Books.

  • Jonassen,

H., Beissner, K., & Yacci, M.A. (1993). Structural knowledge: Techniques for conveying, assessing, and acquiring structural knowledge. Hillsdale, NJ: Lawrence Erlbaum Associates.

  • Läge, Dami
René Oberholzer; Samy Egli and Roland Streule (2008). Assimilative Learning with the Aid of Cognitive Maps, International Journal of emerging technologies in learning, 3 (2). [urnals.org/i-jet/article/view/217 Abstract/PDF
  • Lawson, M. J

(1994). Concept Mapping. In T. Hus"n & T. N. Postlethwaite (Eds.), The international encyclopedia of education (2nd ed., Vol. 2, pp. 1026-1031). Oxford: Elsevier Science.

  • Novak, J. D.

1990). Concept maps and vee diagrams: Two metacognitive tools for science and mathematics education. Instructional Science, 19, 29-52.

  • Novak, J.D.

991). Clarify with concept maps: A tool for students and teachers alike. The Science Teacher, 58(7), 45Novak, J. D., & Wandersee, J. (1991). Coeditors, special issue on concept mapping. Journal of Research in Science Teaching, 28(10).-49.

  • Novak, J. D.

1993). How do we learn our lesson? : Taking students through the process. The Science Teacher, 60(3), 50-55.

  • Novak, Jose
D. & Alberto J. Cañas (2006). The Theory Underlying Concept Maps and How to Construct Them, Technical Report IHMC CmapTools 2006-01, Florida Institute for Human and Machine Cognition, [us/Publications/ResearchPapers/TheoryCmaps/TheoryUnderlyingConceptMaps.htm HTML (PDFs also available). Recommended for introductory reading. (in case the URL changes see [us/
  • Novak, J.D.,

Wandersee, J.H. (1990). Perspectives on concept mapping (special issue). Journal of Research in Science Teaching, 27, 921-1079.

  • Novak, J. D.,
Wandersee, J. (1991). Coeditors, special issue on concept mapping. Journal of Research in Science Teaching, 28(10).
  • Yensen, Jack,

trategies for Learning - from Concept Maps to Learning Objects and Books to Wooks, Webpage, [owledge.com/ojni/ni/602/strategies.htm, , retrieved 11:44, 9 August 2007 (MEST).

[[Category: Cog

ve tools onal technologies zation]]

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