The first online concept mapping tool I explored was Text2Mindmap. This free tool was very easy to use with a simple structure and interface. You create a list of word/sentences and the application converts it into a mind map which can then be edited. The finished product was easy to upload into the blog and would be very simple to use in the context of a whole class or guided lesson. My literacy assignment immediately jumped into my mind as I have been thinking about brainstorming rich descriptive words in the context of a whole class activity (Year 2).
With this idea in mind, I continued on to explore Bubbl.us. After a brief search, I found an example of the type of brainstorming sentence construction I was looking for in First Steps Writing Resource Book, Education Department of Western Australia (1997) and I implemented this idea using bubbl.us. I found this tool to be also very easy to use.
I can see a lot of value in both of these tools for use in classrooms. They are very easy to use and would be suitable for whole class, group and individual activities. Both online tools have their strong points and I could see a place for both styles depending on the task and the student.
Horton et al. (1993) suggest that concept maps are a potent instructional tool for promoting meaningful learning. According to Buzan (2010) mind mapping 'allows students the freedom to interpret topics in their own way, making their own connections between ideas.' Mind mapping can be used to determine prior knowledge then after instruction, students can revisit the mind map to correct and make further meanings and connections.
Concept mapping is a tool that is widely used in schools and universities as it is a powerful tool. Using online versions of this tool will appeal to students and teachers. There are more sophisticated versions of concept mapping tools such as iMindMap with cut down free versions or ultimate versions. Some students will be advantaged by use of these tools, for example, students with dyslexia as it 'makes use of images, colour, shape, size and symbols to map out information in a way that is easier to comprehend ' Buzan (2010). The ability to change background colour and add audio notes will support these students with different needs.
The following image is an screenshot from the iPad version of iMindMap. Noticeable features are the use of colour to accentuate branches and for visual appeal, curvature of the branches and use of images. All of these make for an engaging tool for students. The iPad software has a presentation mode enabling the user to present the mind map to an audience. It is also available on desktop and iPhone versions.
I will definitely be using concept maps and mind maps in the classroom. They are a powerful brainstorming tool and also an assessment tool from which further instruction can be tailored. They are highly colllaborative and can be used in whole class, group work and individual situations. They promote comprehension by making connections between ideas and making meanings which is the basis of learning. They are an engaging online tool and a diverse range of products can be used to implement the process.
Plus
.Free online tools, so accessible
.different styles of tool available - Text2Mindmap interprets from list, Bubbl.us adds bubbles as you go, iMindMap offers images, curves on various devices
.support different styles of planning and brainstorming
.could be used for many KLAs eg lifecycles for science, brainstorming descriptive language,
.can be embedded easily as jpeg
.determines prior knowledge
.use colour
.can use pictures, image association, audio notes
.make connections
Minus
.could be used ineffectively or incorrectly
Interesting
.can be used in many different ways for all class levels and across all KLAs
.promotes thinking methodically and sequentially
.promotes making meaning and making connections
.simplifies and clarifies ideas in a visual fashion
References
Education Department of Western Australia. (1997). First steps writing resource book. Rigby Heinemann.
Horton, P. B., McConney, A. A., Gallo, M., Woods, A. L., Senn, G. J. and Hamelin, D. (1993), An investigation of the effectiveness of concept mapping as an instructional tool. Science Education, 77: 95–111.
Buzan, T. (2010). Mind maps for pre and post assessment. Retrieved from http://www.thinkbuzan.com/en_au/articles/view/mind-maps-for-pre-and-post-assessment
Buzan, T. (2010). How mind mapping can help with dyslexia. Retrieved from http://www.thinkbuzan.com/uk/articles/view/how-mind-mapping-can-help-with-dyslexia
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