Mind Maps


Q. Mind Maps

  • The Mind Map, popularized by Tony Buzon, is similar to a concept map.
  • They hold information in a format that our mind finds quick to review and easy to remember.
  • It is a diagram used to represent words, ideas, tasks or other items linked to and arranged radially around a central key word or idea.
  • The elements are arranged intuitively according to their importance.
  • The are classified into branches with the goal of representing semantic or other connections between portions of information.
  • Mind maps have many applications in personal, family, educational and business situations.
  • Mind Map improves the way we take notes and supports and enhances our creative problem-solving.
  • One can also use mind maps as a mnemonic technique to sort out complicated ideas.

A comparison of concept maps, mind maps

Definition:-

Concept Map- A concept map is a top-down diagram showing the relationships between concepts, including cross connections among concepts, and their manifestations (examples).

Mind Map – A mind map is a multi-coloured and image-centred, radial diagram that represents semantic or other connections between portions of learned material hierarchically.

Main function or benefit:-

Concept Map – Shows systematic relationships among sub-concepts relating to one main concept.

Mind Map – Show sub-topics of a domain in a creative and seamless manner.

Typical application context:-

Concept Map – Classroom teaching, self study and revision.

Mind Map – Personal note taking and reviewing.

Application guidelines:-

Concept Map – Use it as a learning support tool for students, that is, to summarize key course topics or clarify the elements and examples of an abstract concept.

Mind Map – Use it for pre-analytic idea jostles or rapid note-taking, or to structure the main contents of a course or topic hierarchically.

Employed graphic elements:-

Concept Map – Boxes/bubbles with text and labelled connector arrows.

Mind Map – Central topic bubble and colored (sub-) branches with text above branches, pictograms.

Reading direction:-

Concept Map – Top-down.

Mind Map – Center-out.

Core design rules or guidelines:-

Concept Map – Start with main concept (at the top), and end with examples (bottom, without circles); boxes/bubbles designate concepts, arrows represent relationships; include cross-links among elements.

Mind Map – Start with main topic (center) and branch out to sub-topics, employ pictograms and colors to add additional meaning. Write text above the branches.

Macro structure adaptability:-

Concept Map – Flexible, but always branching out

Mind Map – Somewhat flexible, but always Radial

Level of difficulty:-

Concept Map – Medium to high

Mind Map – Low

Extensibility:-

Concept Map – Limited

Mind Map – Open

Memorability:-

Concept Map – Low

Mind Map – Medium to high

Understandability by others:-

Concept Map – High

Mind Map – Low

Share on: Share YogiRaj B.Ed Study Notes on twitter Share YogiRaj B.Ed Study Notes on facebook Share YogiRaj B.Ed Study Notes on WhatsApp

Suggested Posts

Social Constructivism

Introduction
Constructivism is a term that should be used with caution.
It is widely used in many disciplines. It is obvious that the term constructivism is used with very different meanings. It is used to describe learning and teaching as well as curricula and assessment. It is also used in a more philosophical or epistemological meaning.

Read full article
Practical Meaning and Educational Applications of Dual Coding Theory
Q. What is the practical meaning of dual coding theory?

Dual coding theory suggests that combining verbal and graphical material in learning (or just encouraging students to generate appropriate mental images) should increase the probability that words will activate corresponding images and vice-versa.
This also means that learning material will be easier to relate if it is less abstract.

Read full article
Constructivism & its application in teaching-learning
Q. Constructivism & its application in teaching-learning

Constructivism is a theory of knowledge (epistemology) by Swiss Biologist Piaget which argues that humans generate knowledge and meaning from their experiences.
The learner constructs his own ideas, concepts, and own knowledge schemas by reflecting on his experiences.
Constructivism consists of –

Read full article
Principles for brain-based learning
Q. Principles for brain-based learning

Implications for the Classroom
The Caines developed their 12 principles for brain-based learning in 1989 and have modified and refined them over the years. This article from NEA’s Doubts & Certainties (1994) discusses the implications of these principles for the classroom.
Educators Renate and Geoffrey Caine define brain-based learning as that which immerses children in a multiplicity of complex experiences — both authentic and fantasy

Read full article