deep foundations of concept mapping (pdf)
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Lawrie HunterKochi University of Technology
http://lawriehunter.com
Information structures: the essential deep foundation
of concept mapping
Argument mapping
Info-structure mapping
Syntactic mapping
Grammar mapping (pseudo)
Association mapping
No need to take notes (:^0)
All materials can be downloadedfrom Hunter’s websiteshttp://lawriehunter/http://www.core.kochi-tech.ac.jp/hunter/orhttp://slideshare.net/rolenzo/
Wordle for today
wordle.net
Mapping:abstract ideals vs. doable realities
Keywords: mapping, concept mapping, structures
language information<important
English information<important
English information<important
Uses of mapping
uses of
mapping
wittingmindless
Uses of mapping
uses of
mapping
wittingmindless
principles of
map use?
Uses of mapping
uses of
mapping
witting
principles of
map use?Information
types Language
patterns
Part 1: the main styles of mapping
Part 2: matching mapping styles to instructional purposes
(1) Novakian mapping, using Cmap tools(2) Hunter's infostructure mapping,
using PowerPoint.
Part 3: deciding mode: electronic vs. hand made
Part 4: using mapping to push the learner to the use of specific language forms and patterns
Part 1: the main styles of mapping
Grammar maps (not maps)
Association maps
Syntactic maps
Information structure maps
Argument maps
Rhetorical structure maps
Part 1: the main styles of mapping
Grammar maps (not maps)
Association maps
Syntactic maps
Information structure maps
Argument maps
Rhetorical structure maps
Argument mapping
Info-structure mapping
Syntactic mapping
Grammar mapping (pseudo)
Association mapping
made with CmapTools
Functions of ‘concept maps’
Wealth of tools: the age of GRAPHIC ORGANIZERS
http://www.visual-literacy.org/periodic_table/periodic_table.html
Wealth of tools: the age of GRAPHIC ORGANIZERS
http://www.eduplace.com/graphicorganizer/
Distinguishing maps:Levels of abstraction
Figure: quantum levels of abstraction.From Hunter (2007)
Argument mapping
Info-structure mapping
Syntactic mapping
Association mapping
Grammar mapping (pseudo)
The links are all lines. The links are all associations.
Mind mapping
What are associations?
Example: we associate with eating.
We associate A with B.
What do you associate with ?
What do you associate with ?
Let’s make a mind map!
What do you associate with ?
A baseball reminds me of _______.
Get a free account from
http://www.mindmeister.com/
Make maps like this, online.
Horn’s argument mapping
http://www.stanford.edu/~rhorn/index.htmlhttp://www.macrovu.com/
AusThink
argument
mapping
http://www.austhink.com/
http://www.austhink.com/
Rationale argument mapping
RST mapping
www.sil.org/~mannb/rst/
RST links are rhetorical devices.
Bill Mann’s Rhetorical Structure Theory (RST)
uses various sorts of "building blocks" to describe texts.
The principal block type deals with "nuclearity" and "relations"
(often called coherence relations in the linguistic literature.)
Abrams, R. An Overview of Concept Mapping. In
Meaningful Learning: A Collaborative Literature Review of Concept Mapping. Retrieved
March 18, 2008 at http://www2.ucsc.edu/mlrg/clr-conceptmapping.html
Concepts are placed in [boxes]...
Lines are drawn from a concept
to a linking word to a concept.
Sequences of concepts and linking words
do not always form grammatically correct sentences.”
“The basic Novakian concept map...
usually starts with a general concept
at the top of the map, and then
works its way down ... to more specific concepts.
Beyond assocation: Novakian
Novakian maps (Novak & Cañas, 2006)
can be used at any level of abstraction.
Argument mapping
Information structure mapping
Syntactic mapping
Grammatical mapping (pseudo)
Association mapping
Figure: quantum levels of abstraction.From Hunter (2007)
<broad
correspond to
information
structure
elements
Hunter’s ISmaps
have
graphical
links
ISmaps
syntactic
mapping
semantic
mapping
ISmaps
transcend
pragmatic
barriers
ISmaps’
rangepragmatics’
miniworld
<big
Description Classification
Degree
comparison
Attribute
comparison
Sequence Cause-effect
Contrast
!
Hunter’s ISmaps*
*information structure maps
My friend
Canadian
Englishteacher
57
DESCRIPTION
Hunter’s ISmaps*
CLASSIFICATION
Cars
sedansstationwagonscoupes
Hunter’s ISmaps*
<big
old
COMPARISON (relative)
TokyoCalcutta
Hunter’s ISmaps*
COMPARISON (by attribute)
red
M’s car K’s car
white
3 years old
new
Hunter’s ISmaps*
SEQUENCE
find a
bank machine
put in your
bank card
follow the
directions
Hunter’s ISmaps*
SEQUENCE structure signals
ThenFirst and
find a
bank machine
put in your
bank card
follow the
directions
Hunter’s ISmaps*
SEQUENCE
slice a tomato
toast two slices of bread
ThenFirst and
tear some
lettuce
Hunter’s ISmaps*
CAUSE-EFFECT
heavy
rain
I...late for school
bus was cancelled
Hunter’s ISmaps*
Use the ISmap links to map text.
<big
Description Classification
Degree
comparison
Attribute
comparison
Sequence Cause-effect
Contrast
!
Power generating systems
Generalprocess:
boilNH3
Makesteam
Rotateturbines
Generateelectricity
Boil aliquid
older typeplants
OTECplants
boilH2O
seawaterheat
fossil orN-heat
steam20C
steam500C
lowpower
highpower
zeroenergy cost
highenergy cost
hunter systems
!
!
!
Hunter's ISmapping,using PowerPoint
or other graphical software.
Comparison of Novakian and information structure mapping
Novakian mapping, using Cmap tools,
a free and very usable software
with web sharing built in.
vs.
Yon sama, a Korean actor,
is younger and more handsome than
Tokoro Joji, a Japanese TV personality.
Make a Cmap and an ISmap of this text:
Yon samaTokoro
Joji
actor TV personality
>young
handsome
huntersystems
Korean Japanese
an ISmap of the text:
a Cmap of the text:
Part 2:matching mapping stylesto instructional purposesRepresentations of the information structures
underlying the witting use of maps:
Writers work with
Rhetorical structure
Argument structure
Information structure
Text structure
Paragraph structure
Sentence structure
Part 2:matching mapping stylesto instructional purposesRepresentations of the information structures
underlying the witting use of maps:
Writers work with
Rhetorical structure
Argument structure
Information structure
Text structure
Paragraph structure
Sentence structure
Mappers make
Rhetorical structure maps
Argument maps
Information structure maps
Association maps
Syntactic maps
Grammar maps (not maps)
mystery
zone
Mapping decision matrix________________________
Training
-extensive contained warmups
-for Teacher's observation
-L's need support?
-L's need constraint?
-for peer commenting
-look quickly at shapes only
-look carefully at node content and links
Software vs. tangibles
Training
Mapping type
Constraint
Mapping decision matrix
________________________
Mapping type
-mind maps
-relation maps (Novakian)
-structure maps
Software vs. tangibles
Training
Mapping type
Constraint
mind maps
relation maps
structure maps
Mapping decision matrix
________________________
Mapping type
1. Mind maps
-for amassing 'thoughts'
-relations only by association
-for rearranging, clustering, prioritizing (software good
for this)
Software vs. tangibles
Training
Mapping type
Constraint
mind maps
relation maps
structure maps
Mapping decision matrix________________________
Mapping type
2. Relation maps (Novakian maps)
-for relating concepts in articulately related pairs
-CMC debate going on now:declarative reading or not?
Software vs. tangibles
Training
Mapping type
Constraint
mind maps
relation maps
structure maps
Mapping decision matrix________________________
Mapping type
3. Structure maps (e.g. ISmaps)
-for representation of syntactic structures at the level of
-sentence
-paragraph
-short technical summary articles
-not necessarily one unified map
-background information may be
-a separate map
-a layer (font color, sidebar, etc.)
-persuasion may be 'picture frames' or title bars or submaps
Software vs. tangibles
Training
Mapping type
Constraint
mind maps
relation maps
structure maps
Mapping decision matrix________________________
Mapping type
3. Structure maps (e.g. ISmaps)
-for representation of syntactic structures at the level of
-sentence
-paragraph
-short technical summary articles
-not necessarily one unified map
-background information may be
-a separate map
-a layer (font color, sidebar, etc.)
-persuasion may be 'picture frames' or title bars or submaps
Software vs. tangibles
Training
Mapping type
Constraint
mind maps
relation maps
structure maps
Mapping decision matrix________________________
Constraint
1. Architectural constraint
- by size
- by content
2. Rhetorical constraint
-by rhetorical device limitations
3. Relational constraint
-by Novakianism
Software vs. tangibles
Training
Mapping type
Constraint
structural
rhetorical
relational
Part 3:deciding mode:electronic vs. hand made
Software vs. tangibles
-tangibles first
-because quick
-to encourage revisions (paper is cheap)
-software for presentation, sharing, editing, beauty
Software vs. tangibles
Training
Mapping type
Constraint
Using four types of task constraint
which reduce to easily manageable task design elements:
architectural constraint (number of nodes, etc.)
rhetorical constraint (type of links)
relational constraint (nature of links)
degree of abstraction (rhetorical distance) (not today)
Part 4:using mapping to push the learnerto the use of specific language forms and patterns
Pushing the learner________________________
Constraint
1. Architectural constraint
- by size (number of nodes)
- by content (e.g. only noun phrases)
Software vs. tangibles
Training
Mapping type
Constraint
architectural
rhetorical
relational
Pushing the learner________________________
Constraint
2. Rhetorical constraint
-by rhetorical device limitations
-e.g. in a rhetorical structure map,
only allow argument moves as link content
Software vs. tangibles
Training
Mapping type
Constraint
architectural
rhetorical
relational
Pushing the learner________________________
Constraint
3. Relational constraint:
-by Novakianism
i.e. restrict linking phrase content
e.g. only verbs
e.g. only action verbs
e.g. only information structure signals
(classification, comparison, sequence, cause-effect)
Software vs. tangibles
Training
Mapping type
Constraint
architectural
rhetorical
relational
Hunter’s framework
Key content Background Persuasion
Rhetorical
structure
Information
organization
Information
structures
Hunter’s framework
Key content Background Persuasion
Rhetorical
structure
Information
organization
Information
structures
Thank you for your kind attention,
and thank you in advance for your feedback and suggestions.
Lawrie Hunter
downloads fromhttp://lawriehunter.com
view and download athttp://slideshare.net/rolenzo
Information structures: The essential deep foundation of concept mapping
Abstract ideals vs. do-able realities
Selected domain for this paper: mapping/concept mapping/argument mapping
Concept mapping and concept mapping software have taken solid hold in many realms of education in many countries, primarily
for use in representing learner and instructor perceptions of the interrelations between concepts. However, it is not so easy to design
effective and motivating mapping tasks, or to choose the appropriate type of mapping for a task/project/curriculum. This paper sets
out a set of conceptual tools for the witting use of mapping in curriculum and materials design.
These central questions are addressed:
(1) Which kind of mapping to use for different instructional purposes;
(2) When to do mapping electronically and when by hand; and
(3) How to create curriculum and materials that go beyond "I do mapping in my class" to lead the learner to the use of the specific
language forms and patterns appropriate to each type of information.
This paper identifies mapping types and information structures underlying the witting use of maps: rhetorical structure, text
structure, paragraph structure and sentence structure. Without incorporating these structures in the framing of task design, the
instructor/designer will not be able to control the form of learner output.
This is followed by an analysis of the information-related character of two salient styles of mapping:
(1) Novakian mapping, which is the most commonly used mapping in science education today; and
(2) Hunter's infostructure mapping, which is a very limited (and thus effective) mapping style for second language learning
technical-oriented tasks.
The conclusion includes a description of four types of task constraint which the author has developed for mapping in the teaching of
entry and upper advanced EFL technical writing. These constraint types, which reduce to easily manageable task design elements,
are: map size; allowable links; rhetorical devices; and degree of abstraction.
Biodata: Lawrie Hunter is a professor at Kochi University of Technology. His infostructure maps provide the underlying structure
of "Critical Thinking" (Greene & Hunter, Asahi Press 2002) and "Thinking in English" (Hunter, Cengage 2008).
http://www.core.kochi-tech.ac.jp/hunter/
The age of GRAPHIC ORGANIZERS
Suggested Reading About Visual Thinking and Learning
Ausubel, D. (1968). Educational psychology: A cognitive view. New York: Holt, Reinhart and Winston.
Buzan, T. & Buzan, B. (1993). The mind map book: How to use radiant thinking to maximize your
brain's untapped potential. New York: Penguin Books USA Inc.
Buzan, T. (1983). Use both sides of your brain: New techniques to help you read efficiently, study
effectively, solve problems, remember more, think clearly. New York: E.P. Dutton.
Jonassen, D.H. (1996). Computers in the classroom: Mindtools for critical thinking. Englewood Cliffs,
NJ. Prentice-Hall, Inc.
Novak, J.D. & Gowin, D.B. (1984). Learning how to learn. New York: Cambridge University Press.
Novak, J.D. (1998). Learning, creating and using knowledge: Concept map® as facilitative tools in
schools and corporations. Mahwah, NJ: Lawrence Erlbaum Associates, Inc.
http://www.inspiration.com/Parents/Visual-Thinking-and-Learning