BA 471 - Concept Map Primer
- Concept maps (Novak, 1998):
- Graphical (map!) representation of
concepts.
- Mostly, but not exclusively,
hierarchical; i.e., few
abstract concepts break down into more specific ones.
- Cross-relations indicate ties
between concepts across the hierarchy.
- Some examples:
- Problem: make a
concept map that explains the 'seasons:'
- First work out the concepts in your mind; make sure you got
it right.
- Select the main concepts and start breaking them down into
their subtypes and attributes.
- Work in the cross relations.
- Reorganize your layout:
- Maximize readability.
- Minimize crossovers.
- Minimize wording, yet preserve meaning.
- Problem: make a
concept map of a core concept in your discipline/option.
- Benefits:
- Novak: "... in dozens of
studies... concept maps have been shown to be highly reliable
assessment instruments." (p. 194)
- Novak: "concept maps...
encourage meaningful learning and discourage rote learning."
(p.194).
- Marshall: Search terms from concept maps by MSc. students
submitted to Google outperformed expert searches on Google.
- Concept maps and BA 471:
- Each group presenting a special topic will also craft a concept
map of the material presented.
- The group will present the concept map in class, one week after
the topic presentation.
- The concept map will be made available in electronic form, so
it can be stored on the course Web pages for use by your colleagues.
- Problem: make a
concept map of the 'productivity paradox' or 'information systems.'
