Learning Objective 3

Learning Objective 3: After completing assigned readings and watching required videos including a tutorial on concept mapping, students will utilize concept mapping software to map out a decision.  The map will be based on knowledge of dual process theory, and the final product will include at least one paragraph critically evaluating that map based on a detailed rubric to an exemplary degree. (Evaluation)

Introduction:
The module associated with this learning objective is entitled "Dual Process Theory" and focuses on students learning about dual process theory and then applying that knowledge to map out a personal decision.  Students will utilize the Web2.0 tool Inspiration 9 to create a concept map of their decision following dual process theory and then critically evaluate the map.

Web 2.0 Assessment Activity:

Inspiration 9 can be utilized to create diagrams, concept maps, outlines, and presentations.  A basic concept map includes organizing shapes that represent content and connecting these shapes with arrows or branches that represent relationships between the content.  A hierarchical system can readily be created that illustrates the complexity of interactions in a number of systems.  

Beneficial Features as an Assessment Tool:

Asking students to visually represent concepts can provide a wonderful learning and assessment tool.  The ability to organize and present information is an important skill in modern education and can also be a fun activity. Inspiration 9 seems to be a powerful tool with multiple options and yet it was easy to set up and arrange my concept map for this course.

Challenges as an Assessment Tool:

While a 30 day free trial is available the software is proprietary and a license is required.   Individual licenses can be purchased for $39.95, which may be a hindrance for students.  However, institutional licenses are available and may make its utility more feasible.  There is a learning curve associated with the tool, but a license includes access to a plethora of instructional videos and customer support.

Educational Application:

To address the aforementioned learning objective students will watch videos and read articles on dual process theory.  After viewing a tutorial on the use of concept mapping students will utilize inspiration 9 to map out a decision and write at least one paragraph critically evaluate that map based on a detailed rubric.

Plagiarism and Universal Design:

Again, the use of concept mapping software to map out a decision is a personalized activity and extremely difficult to plagiarize.  The ascetic of the concept map should be optimized to include high contrast, highly visible labels, a logical flow of ideas, and pictures to supplement the text.

Student Centered Learning:  

This activity is very student centered and emphasizes the importance of incorporating real world situations into assessment activities as a way to engage and provide student ownership of the material.

Conclusions:

Inspiration 9 may be of benefit to students who enjoy working in the visual realm.  Indeed, some of the example maps provided by the Inspiration 9 website are reminiscent of textbook figures and their generation may present a wonderful learning opportunity for students to lead discussions and participate in jigsaw projects.

Resources:

Inspiration 9 Review in MacWorld