Making Learning Visible:
Learning and Teaching with
Concept/Mind Maps
Facilitators
Aziza Ellozy
Director, Center for Learning and Teaching
Associate Dean for Learning Technologies
aellozy@aucegypt.edu
Hoda Mostafa
Associate Professor of Practice
Center for Learning and Teaching/School of Sciences and Engineering
hodamostafa@aucegypt.edu
Fall 2011 Workshop Series
The American University in Cairo
Concept Mapping and Mind mapping
Concept maps
Concept maps were first used by Joseph D. Novak of Cornell University in the
1960s. Lanzig (1960) describes them as follows: Concept maps have their origin in
the learning movement called constructivism. In particular, constructivists hold
that prior knowledge is used as a framework to learn new knowledge. In essence,
how we think influences how and what we learn. Concept maps identify the way
we think, the way we see relationships between knowledge. Concept maps can thus
illustrate faulty views individuals may have and help us better understand how
students may construe meanings from subject matter. The teacher who constructs
concept maps for classes is interested in students understanding relationships
between facts, not just "knowing" the facts. Lanzing, J. W. A. (1997). The concept
mapping homepage. [On-line]. Available HTTP:
http://users.edte.utwente.nl/lanzing/cm_home.htm
For Concept maps and constructivism look up:
http://www.utc.edu/Administration/WalkerTeachingResourceCenter/FacultyDevelo
pment/ConceptMapping/#constructivism
Mind Maps
Look up:
http://members.optusnet.com.au/~charles57/Creative/Mindmap/mindmapfaq.html
You will find answers to the following frequently asked questions
1.
2.
3.
4.
What is a mind map?
What can you do with a mind map?
What you can do with a computer mind map?
How was it invented?
Concept Map Grading Rubric
Total possible points: 20
Structure: primary branches (4 points)
They should reflect a solid understanding of the major concepts/ ideas/points of the article/ topic/lecture
Structure: secondary and tertiary branches (4 points)
They should demonstrate the depth of understanding (or of reflection upon) the major concepts.
Together with the primary branches, they should provide a complete picture of the article/topic
Structure: significance of levels (4 points)
They should demonstrate the relative importance of the major concepts/ ideas/points of the
article/topic/lecture
Structure: relevance (2.5 points)
All ideas/ concepts/ facts that are included within a topic/subtopic should be relevant to the topic/ subtopic
Relationships (2.5 points)
Simple or complex relationships are effectively mapped
Concept Mapping Skills (3 points)
Demonstrates mastery with concept mapping
Overall, the C- map is a striking effective visual representation of the article/topic/lecture at hand
Your final Concept map should be executed using “Mindomo” printed and handed in on A3 PAPER (larger
paper that you can print on in the copy center)
Resources

The Theory Underlying Concept Maps and How To Construct Them by Joseph D. Novak,
Cornell University
http://web.archive.org/web/20060524112734/cmap.ihmc.us/Publications/ResearchP
apers/TheoryCmaps/TheoryUnderlyingConceptMaps.htm

Tips on Making Your Own Concept Maps
http://classes.aces.uiuc.edu/ACES100/Mind/c-m3.html

Kinds of Concept Maps http://classes.aces.uiuc.edu/ACES100/Mind/c-m2.html

Visual Learning - Concept Maps (Inspiration)
http://www.inspiration.com/vlearning/index.cfm?fuseaction=concept_maps
The Concept Mapping Homepage
http://users.edte.utwente.nl/lanzing/cm_home.htm


Types of Concept Maps
http://www-personal.umich.edu/%7ejmargeru/conceptmap/types.htm
The samples here show some of the kinds of maps students might create in
prewriting for various kinds of assignments.

Mindmapping http://dmc.umn.edu/activities/mindmap/
 “9 Great Ways to Make Mind Maps and Flow Charts Online”
http://www.rev2.org/2007/06/04/9-great-ways-to-make-mind-maps-andflow-charts-online/
Excellent collection of mindmapping and flow chart tools
“Mindomo” at www.mindomo.com
A free software online