PURPOSE

To categorize multi-dimensional information visualizations and represent ‘‘problem space’’ and ‘‘solution space’’ that can address the state transition of the complex problem.

DESCRIPTION

Group-created concept maps consist of concept nodes, directional relationships, and labels on the connecting lines that can be expanded visually as points towards more expert knowledge that aim to solve the problem.

UNDERLYING EDUCATIONAL THEORIES

peer learning, collaborative learning, constructivist, problem-based, concepts map

PEDAGOGICAL BENEFITS

• Team-based Concept Maps enable the sharing of content, create discussions, facilitate social interactions, encourage collaborations, and promote active participation in the process of knowledge acquisition and integration.
• The solution representations and the transition from the initial state to the goal state can be explored and explicitly expressed by the students based on the centrality values and knowledge structures within the concept maps.
• The learning process is embedded in a socio-cultural process of knowledge integration that takes place in a collaborative learning environment.
• An ill-defined and more complex problem space, especially after they have obtained much of the knowledge can be promoted to create flexibility in the exploration of problem space.  As possible solutions occur, internal argumentation and justification skills are required to select the optimal solution which is necessary for analysis and design in practical applications.

STRATEGIES FOR IMPLEMENTATION

1. Concept maps can be performed in small groups or whole class activities. They can be prefilled or blank to assess the understanding of the topic. The concept maps are typically categorized into four forms: linear (or chain), tree (or hierarchical), network, and star (or hub and spoke). The scope and scale of the maps can be adjusted accordingly. Dividing the tasks into small stages can promote discussion and ideas consolidation.
2. For online and software-based concept maps, an introductory session on how to use the platform should be given as it might be a small learning curve for some students. Instructors should closely pay attention to all participants at this stage. A stable internet connection is recommended to all participants.
3. A common concept map can be first introduced before the expert map. Some partial information can be provided to assist the completion of an expert map where each team is given different hints. Participants can then work together to create the final expert problem representation. This final map should potentially be the end path of the solutions.
4. The performance of the activity can be assessed by gauging the level of engagement or the quality of the discussion throughout the session.

EXAMPLE

CMAPTOOLS

REFERENCES AND FURTHER READING

Clariana, R. B., Engelmann, T., & Yu, W. (2013). Using centrality of concept maps as a measure of problem space states in computer-supported collaborative problem solving. Educational Technology Research and Development, 61(3), 423-442. 

Defining Features Matrix, https://www.uakron.edu/dotAsset/2292489.pdf  

Lin, S. Y., & Xie, Y. (2019). College students’ use of self-generated tagclouds for knowledge integration: evidence from reflections. Journal of Computing in Higher Education, 31(1), 56-80.