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Mind Maps and Mindless Maps

N.E.A.R. 2010 University of Niigata Prefecture. Mind Maps and Mindless Maps. Lawrie Hunter Kochi University of Technology http://www.core.kochi-tech.ac.jp/hunter/. Please don't try to read these slides. You can download this file from lawriehunter.com and many more are available at

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Mind Maps and Mindless Maps

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  1. N.E.A.R. 2010University of Niigata Prefecture Mind MapsandMindless Maps Lawrie Hunter Kochi University of Technology http://www.core.kochi-tech.ac.jp/hunter/

  2. Please don't try to read these slides. You can download this file from lawriehunter.com and many more are available at http://www.core.kochi-tech.ac.jp/hunter/

  3. OUTLINE for today1. A bonanza of mapping tools2. Types of maps, info structures3. The witting use of maps 1. map type and instructional purpose 2. electronic vs. tangibles 3. controlling form and pattern in learner output 4. using maps as cognitive levers

  4. OUTLINE for today1. A bonanza of mapping tools2. Types of maps, info structures3. The witting use of maps 1. map type and instructional purpose 2. electronic vs. tangibles 3. controlling form and pattern in learner output 4. using maps as cognitive levers

  5. 1. A bonanza of mapping tools Global tension in Hunter’s mapping work: When is mapping more effective/efficient than text in task presentation/performance?

  6. 1. A bonanza of mapping tools Types of mapping systems Mind mapping Directed link maps Textured-link maps Horn’s argument mapping AusThink’s argument mapping Rationale argument mapping RST* maps *Rhetorical Structure Theory

  7. A bonanza of mapping toolsTypes of visualizations http://www.visual-literacy.org/periodic_table/periodic_table.html

  8. Argument mapping Information structure mapping Syntactic mapping Grammatical mapping (pseudo) Association mapping Mind mapping á la Tony Buzan Mindmap links are all associations -i.e. zero granularity

  9. Argument mapping Information structure mapping Syntactic mapping Grammatical mapping (pseudo) Association mapping Mind mapping Mindmap links are all associations -i.e. zero granularity

  10. http://freemind.sourceforge.net/ FreeMind software

  11. FreeMind software View online Mindmap links are all associations -i.e. zero granularity

  12. Directed-link maps Argument mapping Information structure mapping Syntactic mapping Grammatical mapping (pseudo) Association mapping http://www.inspiration.com/

  13. Textured-link* maps Boil a liquid Make steam Rotate turbines Generate electricity Argument mapping Information structure mapping seawater heat fossil or N-heat boil NH3 boil H2O ! Syntactic mapping OTEC plants older type plants steam 20C steam 500C ! Grammatical mapping (pseudo) low power high power ! Association mapping zero energy cost high energy cost *graphically textured

  14. Textured-link* maps Argument mapping Information structure mapping Syntactic mapping Grammatical mapping (pseudo) Association mapping *textually textured

  15. Textured-link maps (directed links) Argument mapping Information structure mapping Syntactic mapping Grammatical mapping (pseudo) Association mapping v

  16. OUTLINE for today1. A bonanza of mapping tools2. Types of maps, info structures3. The witting use of maps 1. map type and instructional purpose 2. electronic vs. tangibles 3. controlling form and pattern in learner output 4. using maps as cognitive levers

  17. 2. Types of maps, info structures The structure issues underlying the witting use of cmaps: rhetorical structure text structure paragraph structure sentence structure

  18. 2. Types of maps, info structures The structure issues underlying the witting use of cmaps: rhetorical structure text structure paragraph structure sentence structure Without incorporating these structures in the framing of task design, the instructor/designer will not be able to control the form of learner output.

  19. 2. Types of maps, info structuresQuantum levels of mapping Argument mapping Information structure mapping Syntactic mapping Association mapping Grammatical mapping (pseudo)

  20. Hunter’s framework for text analysis

  21. Hunter’s framework subsets Rhetorical analysis Structure analysis

  22. OUTLINE for today1. A bonanza of mapping tools2. Types of maps, info structures3. The witting use of maps 1. map type and instructional purpose 2. electronic vs. tangibles 3. controlling form and pattern in learner output 4. using maps as cognitive levers

  23. 3. The witting use of maps for tasks in the teaching of EFL. 1. map type and instructional purpose2. electronic vs. tangibles 3. controlling form and pattern in learner output 4. using maps as cognitive levers

  24. 3. The witting use of maps for tasks in the teaching of EFL. 1. map type and instructional purpose Summarizing content of a text 2. Analyzing content of a text 3. Brainstorming in pre-writing 4. Structural planning of a writing task 5. Low-text display of knowledge 6. “Visual cloze” 7. 8.

  25. Hunter’s infostructure maps (ISmaps) < big Classification Description Degree comparison Attribute comparison Contrast Sequence Cause-effect !

  26. Hunter’s infostructure maps DESCRIPTION My friend 57 Canadian English teacher

  27. Hunter’s infostructure maps CLASSIFICATION Cars station wagons sedans coupes

  28. Hunter’s infostructure maps COMPARISON (relative) < Calcutta Tokyo big old

  29. Hunter’s infostructure maps COMPARISON (by attribute) new 3 years old M’s car K’s car white red

  30. Hunter’s infostructure maps SEQUENCE find a bank machine put in your bank card follow the directions

  31. Hunter’s infostructure maps SEQUENCE structure signals First Then and findbank machine put in bank card follow directions

  32. Hunter’s infostructure maps SEQUENCE First Then and toast two slices of bread tear some lettuce slice a tomato

  33. Hunter’s infostructure maps CAUSE-EFFECT buscancelled I...late for school heavyrain

  34. ISmaps have been in happy use in KUT's English department since 1998.

  35. Information structures based curriculum Say What You Mean KUT Press 2006 A writing and mapping workbook, 5 units (5 genres) in 30 lessons Critical Thinking Asahi Press 2001 A writing and presentation workbook, 6 units (6 genres) in 30 lessons Thinking in English Cengage, 2008 A writing and presentation mapping text/workbook, 5 units (5 genres) in 30 lessons

  36. The domain of ISmaps

  37. 3. The witting use of maps for tasks in the teaching of EFL. 1. map type and instructional purpose E.g. Falling into arctic water fall into arctic water die soon -how many things can you do with this cause-effect map?

  38. 3. The witting use of maps for tasks in the teaching of EFL. 1. map type and instructional purpose 2. electronic vs. tangibles3. controlling form and pattern in learner output 4. using maps as cognitive levers

  39. 3. The witting use of maps for tasks in the teaching of EFL. 2. electronic vs. tangibles Tangibles are fast 2. Electronics are beautiful 3. Tangibles are tangible 4. Electronics are shareable 5. Tangibles are good for training 6. Electronics are good for showcasing 7. Electronics are good for wiki-ing 8. Tangibles humanize

  40. 3. The witting use of maps for tasks in the teaching of EFL. 1. map type and instructional purpose 2. electronic vs. tangibles 3. controlling form and pattern in learner output4. using maps as cognitive levers

  41. 3. The witting use of maps for tasks in the teaching of EFL. 3.3 controlling form and pattern in learner output 1. map size 2. allowable links 3. rhetorical devices 4. degree of abstraction

  42. 3. The witting use of maps for tasks in the teaching of EFL. 1. map type and instructional purpose 2. electronic vs. tangibles 3. controlling form and pattern in learner output4. using maps as cognitive levers

  43. 3. The witting use of maps for tasks in the teaching of EFL. 3.4 Using maps as cognitive levers same medium support performance task alt.medium support task performance Make task support medium different from task medium different from performance medium

  44. Media lever example 1: Task: learners are to prepare for a challenge where they must write sentences to describe the information embodied in any one of a set of audio files. Media lever: provision of maps that reveal information structures, i.e. graphical representations of the text being attacked. Observations: In traditional task sessions learners were lackadaisical and slow/stopped. In map-levered task sessions, there was frequent mention of having enjoyed the challenge of matching the unnumbered sound files to the numbered maps. LEVER INPUT OUTPUT line graph writing task audio file

  45. Media lever example 1 – clever extensions Task: learners are to prepare for a challenge where they must write sentences to describe the information embodied in any one of a set of line graphs with discrete data points. Media lever 1: make the ISmaps available on the web, each map containing the structure of one utterance from the audio file set. Map decoding is foregrounded. Media lever 2: put the ISmaps, unlabeled, in random order on the web. Learners must match the sound files to the maps. Both listening and map decoding are foregrounded. Higher cognitive load. Media lever 3: provide ISmaps for only some of the audio file. Both listening and map decoding are foregrounded, and decision-making and pattern application are forced. Even higher cognitive load. Media lever 4: make the audio files very similar in content. Listening is foregrounded. Make the ISmaps dissimilar in content. Analytical process if foregrounded.

  46. Media lever example 1 power variation 1: Task: learners are to prepare for a challenge where they must write sentences containing the information embodied in any one of a set of audio files. Media lever: provision of web- and mobile-accessible ISmaps containing the information structures of the audio text information but in jumbled order. Learners must match map levers to audio inputs. LEVER INPUT OUTPUT 1 3 2 2 4 3 5 1 4 1 2 5 4 3 writing tasks(jumbled) 5 ISmaps (jumbled) 5 audio files

  47. Media lever example 1 power variation 2: Task: learners are to prepare for a challenge where they must write sentences containing the information embodied in any one of a set of audio files. Media lever: provision of web- and mobile-accessible ISmaps containing the information structures of the audio text information of only some files. Learners must match map levers to audio inputs, and must transfer the training to the remaining unleveraged tasks. LEVER INPUT OUTPUT 1 1 2 3 2 3 5 3 4 1 4 5 5 3 ISmaps (jumbled) 5 audio files 5 writing tasks (original order)

  48. Conscious threshold Remembering that media levers’ power lies below the conscious threshold. Remembering that the learner should be placed in executive role as much as possible – or at least feel situated there. Atmosphere change => attitude change

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