Concept Map - A tool for Learning

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A concept map is ‘a schematic device for representing a set of concepts meanings embedded in a framework of propositions.’(Novak & Gowan 1984, pp.15) The concept is usually enclosed in a circle or square and a connecting line and linking words showing the relationship between two concepts. Novak & Cañas (2008)   go on to state that most concept maps are hierarchical and thus have the general concepts on top with specific ones situated below. There are cross links to show connections between different parts of the concept map. This cross linking allows for development of new knowledge by making new connections.

A concept map allows prior experience and knowledge to be taken into consideration when integrating new concepts into the knowledge structure. This allows the concept to be externalised and encourages the learner to link old concepts to the new and in so doing promotes learning at a deeper level (Irvin1995, Rideout 2001, Atherton 2002). Consequently the learning progresses from the known to the unknown. Concept mapping is a particularly good way to organise information, for it helps the learner to pull together information already known about a subject and comprehend new information making learning more meaningful. This also allows the learning process to become transparent and affords the learners with crucial schematic framework to help them relate concrete examples to the conceptual structures and arguments within the subject area explored. (Williams, 2004)

It clarifies for learner and teacher, the key ideas to be focused on for any specific learning task and is intended to represent meaningful relationships between concepts in the form of propositions. A concept map can be likened to a visual road map showing some of the pathways the student may take to connect meanings of concepts using propositions (Shavellson et al, 1994). Post completion of a learning task, the concept map will provide a schematic summary of new learning because meaningful learning proceeds most easily when new perceptions are subsumed under a broader concept, maps ought be hierarchical; that is, from general to specific (Martin, 1994).  However, students are allowed to be innovative. The main concept can be the core of the design without taking away the true meaning of concept mapping, and allow the learner to explore different visual graphic formats which help in retaining the information to be learned. (Abrams, 1997) 

 Visual learning is essential for the learner to clarify the thinking plus process, organise and prioritise new information, and so stimulating creative thinking allowing for understanding of the concept in greater depth. Concept maps are ideal for measuring the growth of individual’s learning as she will reiterate ideas using her own words and any inaccuracies or incorrect links can alert the tutor to what the learner does not understand. An awareness of the explicit role language plays in the exchange of information is vital to appreciating the value and purpose of concept mapping. And, indeed, central to learning and assessing, (Novak & Gowan, 1984) particularly since it is a way of demonstrating and organising knowledge showing relationships between concepts, including bi-directional relationships (Martin 1994). Concept maps are also effective in identifying both valid and invalid ideas held by students.

Nevertheless, there may be some learners who will have difficulty in developing concept maps, as Abrams (1997) suggests ‘not everyone maybe able to do it’ as concept mapping lends itself to mainly the constructivist approach to learning. Cicognani (2000) agrees that this method of learning is best suited to individuals who are visual learners as well as to those who have developed skills of synthesis. This seems to be a major disadvantage in using concept maps.

Concept Map from Williams (2004)

Akinsanya CY and Williams M, 2004, ‘Concept Mapping for Meaningful Learning’, Nurse Education Today, 24(1), 41 – 46

Harpaz, I., Balik, C. & Ehrenfeld, M., 2004, Concept Mapping: An Educational Strategy for Advancing Nursing Education, Nursing Forum, 39 (2): 27 – 36.

Williams, M., 2004, Concept mapping – a strategy for assessment, Nursing Standard, 19 (9): 33 – 38.

How to Make a Nursing Concept Map 

An online tool called Cmap to develop Concept map 

How to Construct a Concept Map 

Mind Map - A tool for learning

You can go to Mriga Online Academic Support website to get practical feedback to help you develop your assignment.

One idea in psychology is that learning takes place by the assimilation and accommodation of new concepts and propositions into existing concept propositional frameworks held by the learner (Ausubel 1963,1978). Piaget (1970) explains that an individual from childhood builds mental maps/concepts/schemes for understanding and responding to the physical experience in his environment. The term ‘schema’ is widely used in cognitive psychology, as ‘psychological constructs that are postulated to account for the molar forms of human generic knowledge’ (Brewer, 1999). More familiar to teachers is Buzan’s (2004) Mind Map developed in the 1960s.

He explains it as ‘a powerful graphic technique, which provides a universal key to unlock the potential of the brain. It harnesses the full range of cortical skills – word, image, number, logic, rhythm, colour and spatial awareness – in a single, uniquely powerful manner. In so doing, it gives you the freedom to roam the infinite expanses of your brain.’  When constructing a Mind Map the basic word or image is placed centrally and this triggers creative thoughts radiating from it. Curved lines symbolise these branches of thoughts, as the brain prefers organic and not rigid structures. The thickness of these branches indicates the importance of the idea linking with the central image. Each association can trigger off further ideas and links, which can cascade to infinity. (Buzan 2001)

‘Mind Maps are colourful, spatial learning tools. They are brilliant route maps for memory allowing you to organise facts and thoughts in such a way that the brain’s natural way of working is engaged right from the start. This means that remembering and recalling the information later is far more easy and reliable than when using traditional note-taking techniques’. (Buzan 2000, pp. xxiii – xxiv) Thus, links can be made in all directions leading to a 360-degree map. Buzan advocates the use of colours and pictures, with thicker lines denoting stronger links found at the heart of the map. Primarily the map is unique to each individual’s thinking process and is for personal use. As new ideas / concepts are introduced to the individual they will be assimilated into the knowledge structure and allow the person to make sense of the new learning. This is also connected to the idea of Ausubel’s assimilation of new concepts and propositions into existing concept and propositional frameworks held by the learner.

Buzan’s mind map from his Mind Map Gallery 

Books by Buzzan -

Buzan T, 2000, Head First, Thorsons, London.

Buzan T, 2001, Head Strong, Thorsons, London.

There is a video plus article about mind map on the site Mind Tools providing information about mind maps.

The Mind Map website puts forward mind mapping as a corporate strategy to managing knowledge. It also briefly differentiates between mind map and concept map.

How To Find The Right Mindmap Software Tool – an informative blog

How to maximise your Brain power by Tony Buzzan 

How to make mind map is an informative video

Mind maps make you Smarter  by Tony Buzzan

Learning Contract – A tool for Learning

You can go to Mriga Online Academic Support website to get practical feedback to help you develop your assignment.

Learning contracts are formal agreements between the learner and the teacher or supervisor relating to what the learner is going to learn; how the learner will go about learning; what checks will be made to monitor progress and how the learner will provide evidence that learning has taken place. Learning contracts have become popular both as a learning and assessment tool over the years. It allows for individualised approach to learning activities. Boak (1998) provides a easy to read guide to learning contracts. The chapter 1 gives a good understanding of the basics relating to learning contracts.

Roger Hiemstra has provided a nice link between the learning style and learning contract with steps to developing a learning contract. While this is an old site the information is written clearly and simply. 

Anderson, G., Boud, D. & Sampson, J., 2003, Learning contracts: a practical guide, Kogan Page, London. This book gives a detailed guide to the concept of learning contracts and how they can be used within education to provided individualised approach to learning. 

Stephenson, J. & Laycock, M., 2002, Using learning contracts in higher education, Kogan Page, London. This book starts with providing an understanding of learning contracts and goes on to discuss in detail how the learning contracts can be used within higher education to enhance individualised approach to learning. It also discusses how the learning contracts can be used within the work environment by employers and employees to support continuing professional development.

The website developed by Hesketh & Laldlaw for the Education Development Unit, Scottish Council for Postgraduate Medical and Dental Education shows how the use of learning contracts can be embedded within continuing professional development for the medical profession.

Richardson, S. 2006, Implementing contract learning in a senior nursing practicum, Journal of Advanced Nursing, 12 (2): 201 – 206.

Bailey, M., E. & Tuohy, D. 2009, Student nurses’ experience of using a learning contract as a method of assessment, Nurse Education Today, 29 (7): 758 – 762. 

The Effectiveness of The Learning Contract – Education Essay explains how the learning contract was used within the mentoring of a qualified nurse into a specialist nursing practice area. While the essay was found via Google search, the author or the year of publication has not been identified.