Inspiration

Concept maps are a great way to organise information. In my learning environment I support students with learning difficulties/disabilities and we encourage the use of Inspiration 8IE to create concept maps for a range of learning activities. Unlike pen and paper concept mapping, in computer generated models subheadings can be rearranged and formats altered to suit the information being organised. Inspiration 8IE can transform the concept map (Figure 1) to an outline view (Figure 2) with headings and sub-headings. This organisation of ideas is useful for students when starting reports, investigations or narratives for example. Students can add images from the library, add hyperlinks to web pages and upload images all supporting the visualisation of information.

The Inspiration 8IE program also allows teachers to create a pro forma that maps the concepts of the topic or text, with key headings for students to add the relevant information under. Providing scaffolding is an important process to the learning development of students. Scaffolded instruction was developed from Vygotsky’s theory and his concept of Zone of proximal development (ZPD). McInerney and McInerney (2006, p.59) explain that “To place learning in the zone of proximal development, an appropriate level of difficulty needs to be established. This level must be challenging but not too difficult. The educator then needs to provide for assisted performance.” As the student becomes experienced in summarising and identifying key ideas for their topic, the scaffolding may be removed for students to independently organise the information into their concept map.

References

McInerney, D. M., & McInerney, V. (2006). Educational psychology: Constructing learning (4th Ed.). Australia: Pearson Education. 

Figure 1

Figure 2