1. What can/does concept mapping do for you (and your students, and your colleagues)? PART 2: practical steps and implementation
Prof Peter Hartley 1

2. Peter Hartley Now into my 3rd career:
Career 1: lecturer. Academic in Communication Studies – from lecturer to department head to Professor of Communication.
Career 2: educational developer. National Teaching Fellow. Professor of Education Development.
Career 3: educational consultant. Visiting Professor at Edge Hill. External examiner and writer. Working/ed on: project evaluation, learning spaces, assessment strategies etc.
3rd edition, in development
with Sue Beckingham
Planned for 2018

3. Introducing Concept Maps
Rationale and development.
Software and support.
Variants, e.g. Bryson et al. 9

4. Why cmap? Freeware (can give donations). Simple and easy to use.
International community (and conference).
Available on several platforms (maps interchangeable).
Some advanced facilities (e.g. formatting; presenter)
Support (IHMC) and potential
See -

5. Different forms of Cmap
For laptop and/or desktop.
PC or Mac
Maps interchange
For iPad.
In the Cloud.
via browser – Safari, Chrome, Firefox.
Server across the network.

6. Concept map of concept mapping.
From:

7. Cmap quickstart Steps Open software - new map Focus question.
Note
Open software - new map
Focus question.
Type in main topic(s).
Explicit links - Branches.
Format (use styles).
Add links/documents.
Save/print/export.
Will save in your cmap folder.
Make it a Question.
Can move them anywhere.
Labeling is the default.
Use the ‘style palette’
See tutorials on Cmap website.
Can export as jpg, pdf etc. 11

8. Components of concept maps.

9. Different ways of using maps.
See Canas and Novak at:

10. Some useful recommendations
From:

11. Examples of maps, using Cmap 1. Educational aims.

12. Example 2: using Cmap for diagrams
Example 2: using Cmap for diagrams. The PASS Project - What do we mean by Programme-Focused Assessment (PFA)?
Varieties of PFA
Extent to which assessment covers all the specified programme outcomes
High
Low
Weighting of the assessment in the final qualification
Personal evidence
against programme outcomes
Final heavily weighted
integrative assessment
Integrative level/
year assessment
Integrative semester/
term assessment
Weighting of the assessment in the final qualification

13. Example 3: (can do ‘mind map’ structures) Do you PASS?

14. Example 4: Impact of PASS

15. Example 4: Impact of PASS

16. Example 5:
Notes on
audio feedback

17. Example 6: LT strategy

18. Example 7: Notetaking Notes taken at conference presentation

19. Example 8: framework example.

20. References
Bryson, J.M., Ackermann, F., Eden, C. and Finn, C.B. (2004) Visible Thinking: Unlocking causal mapping for practical business results. Chichester: John Wiley.
Hay, D.B., Kinchin, I.M. & Lygo-Baker, S. (2008). Making learning visible: The role of concept mapping in higher education. Studies in Higher Education 33 (3), *
Hay, D. B., & Proctor, M. (2015). Concept maps which visualise the artifice of teaching sequence: Cognition, linguistic and problem-based views on a common teaching problem. Knowledge Management and E-Learning, 7(1),
Kinchin, I. M. (2014). Concept mapping as a learning tool in higher education: A critical analysis of recent reviews. The Journal of Continuing Higher Education, 62, 39– %20as%20a%20Learning%20Tool%20in%20HE%20Article.pdf
Kinchin, I.M. (2016) Visualising Powerful Knowledge to Develop the Expert Student: A knowledge structures perspective on teaching and learning at university. Rotterdam: Sense Publishers.
Novak, J. D. (2010) Learning, Creating, and Using Knowledge: Concept Maps as Facilitative Tools in Schools and Corporations. London: Routledge.
* For a list of further relevant studies, see: 14