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EMOTIONAL CONCEPT MAPS WITH DIFFERENT POINTS OF VIEW: COMPARING DIFFERENCES AT MULTIPLE TIME POINTS

Yi-Ming Kao, Gloria EMOTIONAL CONCEPT MAPS WITH DIFFERENT POINTS OF VIEW: COMPARING DIFFERENCES AT MULTIPLE TIME POINTS.

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Abstract

t. Concept mapping is commonly used to represent ideas or concepts in a graphical representation at the knowledge level. However, text-based concept maps (Cmaps) cannot indicate students’ preferences or feelings regarding the concepts or propositions. In this paper, I share an innovative experience of applying emoticons to concept maps for students to also communicate at an affective level. Thirteen students enrolled in an interactive e-book design course participated in this activity, which was organized into four main phases. In phase 1, students formed small groups and chose a story topic. In phase 2, each student drew personal Cmaps from the perspective of the role he/she had chosen. In phase 3, students commented on group members’ Cmaps by adding emoticons (heart and question mark). Meanwhile, a follow-up question and answer session was held. Emoticons on the Cmaps were used to identify students’ preferences or actual thinking on certain concepts, and thus helped them to focus on discussing preferred ideas or clarifying doubts. Students could effectively exchange ideas and resolve conflicting concepts for a coherent storyline. In phase 4, each group drew a final Cmap by integrating the points of view of different roles, and then created an interactive e-book based on the map. It is suggested that adding emoticons and automatic concept map comparisons at multiple time points as new features of the Cmap tools would facilitate the discussion process and help learners observe how the concepts evolve over time.

Item Type: Article
Subjects: UNSPECIFIED
Divisions: UNSPECIFIED
Depositing User: Claudia Martínez
Date Deposited: 12 Oct 2018 08:45
Last Modified: 12 Oct 2018 08:45
URI: http://eprint.ihmc.us/id/eprint/504

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