Podcasts about concept maps

Instructional designers are the architects of learning experiences. In this episode, Parker Grant PhD, the co-founder of IDLance, an instructional design freelance agency, discusses the learning process, how to use learners' experiences to optimize education, and where instructional designers go for their story inspiration. Parker advises, “In adult learning, what's really important to know, is that all learning is experiential. What makes learning better is having a multifaceted approach, meaning you don't look at just any one mode of learning as the optimum, but the combination of many facets.”To these ends, Parker uses concept maps to create learning experiences. He finds that mental models help individuals to visualize other perspectives and shift mental models, thus encouraging consistent performance and improving outcomes. Parker describes the core characteristics of well-designed learning activities that allow us to deliver rich learning experiences for healthcare professionals and we discuss how simulations and case studies can enhance the learning experience through feedback and building consequences into the virtual experience. ResourcesGenter D. Holyoak KJ,  Kokinov BN. (eds) The Analogical Mind: Perspectives from Cognitive Science. The MIT Press. 2001. Stevens AL, Gentner D. Mental Models. NY: Psychology Press. 2014. 7taps Microlearning PlatformArist Connect with ParkerEmail: pgrant@idlance.comIDLanceLinkedIn➡️ Join WriteCME Pro for ongoing professional development ⭐ Review the podcast

In this SoTL PsychSessions feature, Anna talks with Andrea Francis from Albion College about her research on retrieval practice and the testing effect. The article they discuss can be found at https://journals.sagepub.com/doi/10.1177/1475725720924872

The conversation about flashcards continues in this third of three series about helping our students use retrieval practice in A&P. Advanced methods include stars & emojis, multiple cards, plus concept lists & maps. We remember stress expert Bruce McEwen and introduce our new sponsor: ADInstruments. 00:45 | Bruce S. McEwan 03:59 | Sponsored by AAA 04:40 | Flashcards: Stars & Emojis 15:07 | Sponsored by ADInstruments 19:25 | Flashcards: Multiples & Spinning 27:20 | Sponsored by HAPI 28:00 |  Flashcards: Concept Lists & Maps 37:05 | Sponsored by HAPS 37:49 | Survey Says... 39:13 | Staying Connected If you cannot see or activate the audio player click here. Please take the anonymous survey: theAPprofessor.org/survey Questions & Feedback: 1-833-LION-DEN (1-833-546-6336) Follow The A&P Professor on Twitter, Facebook, Blogger, Nuzzel, Tumblr, or Instagram! Bruce S. McEwen 3 minutes Bruce S. McEwen, renowned stress expert, died recently. This segment pays tribute to his contributions. The Rockefeller University » Neuroscientist Bruce McEwen, who studied the impact of stress on the brain, has died (obituary) my-ap.us/2R2vPc0 Mechanisms of stress in the brain (review article authored by McEwen, et al.) my-ap.us/2R4G2Vn The Brain on Stress: Toward an Integrative Approach to Brain, Body and Behavior (perspectives article by McEwen) my-ap.us/35HnWhF The End of Stress as We Know It (McEwen's book) amzn.to/36sHnvN   Sponsored by AAA 0.5 minutes A searchable transcript for this episode, as well as the captioned audiogram of this episode, are sponsored by the American Association for Anatomy (AAA) at anatomy.org. Searchable transcript Captioned audiogram    Flashcards | Stars & Emojis 10.5 minutes Required prerequisites (we want you to succeed) Flashcards: Hidden Powers | Episode 58 More Flashcards: Hidden Powers Unleashed | Episode 59 A star, or other symbol—or even an emoji—can be used to code flashcards by: Star referred to as "five-sided" is a pentagram that can also be described as "five-pointed" ⛥ It doesn't have to be a star. For me, it does—because I still fear being hit by a chalkboard eraser. Importance/priority of study (for test)  Topic or type of flashcards Using symbols can promote the practice of prioritizing learning tasks by prioritizing knowledge, making it a metacognitive habit Is it time to start using the emoji in biomedical literature? | The BMJ (umm, a journal article) my-ap.us/2TbF0cR   Sponsored by ADInstruments (NEW SPONSOR) 4.5 minutes The A&P Professor podcast has a NEW SPONSOR: ADInstruments provides the PowerLab data acquisition systems, Lt online learning platform, and content for laboratory solutions in physiology, anatomy, and biology. They support engaging, hands-on learning with simple set-up and high quality data.

Many of our courses are quite complicated with lots of interrelated concepts. Concept mapping helps educators to break down complex topics. They also allow students to organize new information and integrate this information with prior knowledge. Concept maps can be used for pre-assessments, assessments, brainstorming and idea generation, notetaking device, and much more. Educators can also use concept maps to plan courses and entire curricula. In this episode, I am going to highlight concept maps as a classroom learning and teaching tool. I will also share ideas and tools for implementing them in your classroom. Come learn more. Show notes: https://tubarksblog.com/itc43  Music credit: https://www.purple-planet.com/  Sponsor: https://tubarksblog.com/read-to-succeed/  Sponsor: https://tubarksblog.com/textexpander

Wie kann man tiefergehendes Verständnis von Inhalten bei Lernenden gezielt fördern? Eine vielversprechende Möglichkeit sind sogenannte Concept Maps. Die Lehr-Lernforschung untersucht seit den 1970er Jahren, inwiefern die aktive Beschäftigung mit Lerninhalten beim Erstellen von eigenen Concept Maps oder Arbeiten mit vorgefertigten Concept Maps Wissenserwerb und Verständnis von Inhalten fördert. Die Metaanalyse »Studying and Constructing Concept Maps: a meta-analysis« von Schroeder, Nesbit, Anguino und Adesope (2017) fasst diese Befunde zusammen und zeigt, wie effektiv der Einsatz von Concept Maps im Unterricht im Vergleich zu anderen Methoden ist.

Ryan Orwig from STATmed Learning explains education theories regarding mind maps and organizing your study structure. In this episode Ryan Orwig from STATmed Learning (The STATmed Program) explains education theories regarding mind maps and organizing your study structure. He explains how to use Minimally Effective Links for creating Memory Palaces, and why Yoda may not have been the best instructor in the galaxy after all. 1:44 Continuing from Part 1: Using Spaced Repetition, Retrieval Practice, and Time Management 3:58 Theory on Mind Maps and Concept Maps for Study Organization and Structure 8:58 Memory Palace Examples for Medical Students 13:28 Using the Minimally Effective Link (MEL) for Medical Memory Palaces & Self Check Records 17:28 Using Retrieval Practice for your Memory Palaces (4x in 48 Hours) 19:41 Sound-Based Links (SBL), Association-Based Links (ABL) & Prescribed Links (PL) for Visual Mapping 22:58 Mistakes in Linking Terms within Memory Palaces & Weak Dynamic Visual Mnemonics 35:18 Using “Crude” Visual Mnemonics and Documenting Your Visuals: Medical Student Testimonials 38:20 Yoda and Retrieval Practice: A New Debate Learn more about STATMed Learning and The STATProgram. Find more content on STATMed Learning’s YouTube page. You can also contact STATMed through emailing Ryan, or call/text (304) 654-6503. Learn more, ask questions, share your story, and see if STATMed can help you.

In this episode, the instructional designers from CONHI’s Academic Innovation (Jinnette Senecal, Celia Coochwytewa, and Aaron Kraft) discuss the characteristics of concept maps, mind maps, and other forms of information visualization, and consider how they might be implemented in the higher education environment. We then explore the variations in terminology, style, and application tools and strategies. Transcript: https://www.dropbox.com/s/8utxqxltxzh70a7/InstructionByDesign_Season03Episode03_ConceptMapping.pdf?dl=0 Resources from the episode: *What is a Concept Map: https://www.lucidchart.com/pages/concept-map *Using Mind Maps as a Teaching and Learning Tool to Promote Student Engagement: https://www.facultyfocus.com/articles/teaching-and-learning/using-mind-maps-as-a-teaching-and-learning-tool-to-promote-student-engagement/ *Keeping Students on Board with Concept Maps: https://www.facultyfocus.com/articles/course-design-ideas/keeping-students-board-concept-maps/ *A Comparison Between Concept Maps, Mind Maps, Conceptual Diagrams, and Visual Metaphors as Complementary Tools for Knowledge Construction and Sharing: http://journals.sagepub.com.ezproxy1.lib.asu.edu/doi/pdf/10.1057/palgrave.ivs.9500131 *Concept Mapping as a Learning Tool in Higher Education: A Critical Analysis of Recent Reviews: http://search.ebscohost.com.ezproxy1.lib.asu.edu/login.aspx?direct=true&db=eft&AN=94831364&site=ehost-live

As we continue to explore How Learning Works, Dr. Julie-Ann McFann joins Jim to talk about learning, leaping, and... Wile E. Coyote. Learn how concept or mind maps can help students organize their experiences for deep, critical thinking.

Blood doping stories are effective in helping student students apply and integrate diverse concepts in anatomy and physiology. Concept mapping helps students learn and helps teachers assess learning, plus diagnose misconceptions and other concerns. Use concept mapping for student learning and assessment. Blood doping is a perennial news topic that helps apply central concepts of A&P. If you cannot see the audio player click here. (0:48) Blood doping stories related to the 2018 Winter Olympics (or in any context) are effective in helping student students apply and integrate diverse concepts in anatomy and physiology Olympic athletes are cheating more often than you think (article concerning current issues in doping) Doping topics from The A&P Professor blog (various concepts that apply doping in A&P courses) World Doping Agency | WADA (website with various resources, including their official prohibited list) Blood Sport: Alex Rodriguez, Biogenesis, and the Quest to End Baseball's Steroid Era (book) Tainted Blood: The Untold Story of the 1984 Olympic Blood Doping Scandal (book) Doping, Performance-Enhancing Drugs, and Hormones in Sport: Mechanisms of Action and Methods of Detection | Emerging Issues in Analytical Chemistry (A great acquisition suggestion for your institution's library)   (6:32) The featured topic is concept mapping and its uses in helps students learn and helping instructors assess learning and diagnose misconceptions and other learning concerns.  Small Teaching: Everyday Lessons from the Science of Learning Teaching Nursing Using Concept Maps Deep Active Learning: Toward Greater Depth in University Education Topics in concept mapping for students from The A&P Student blog Concept Maps | A How-To for A&P Students (link from your course website or syllabus) If the hyperlinks above are not active, go to TAPPradio.org More details at the episode page. Transcript available at the script page. Listen to any episode on your Alexa device. Join The A&P Professor social network: Blog Twitter @theAPprofessor Facebook theAPprofessor Instagram theAPprofessor YouTube Amazon referrals help defray podcasting expenses.

Web design skills are an important component of media literacy. The aim of our study was to promote university students’ web design skills through online design-based learning (DBL). Combined in a 2x2-factorial design, two types of scaffolding were implemented in an online DBL environment to support the students through their effort to design, build, modify, and publish web sites on processes and outcomes measures, namely collaboration scripts and incomplete concept maps. The results showed that both treatments had positive effects on collaborative (content-related discourse quality, collaboration skills, and quality of published web sites) and individual (domain-specific knowledge and skills related to the design and building of websites) learning outcomes. There was synergism between the two scaffolds in that the combination of the collaboration script and incomplete concept maps produced the most positive results. To be effective, online DBL thus needs to be enhanced by appropriate scaffolds, and both collaboration scripts and incomplete concept maps are effective examples.

This presentation will explore a Concept Mapping solution developed at University under funding by US government agencies. CMapServers are running around the world for accessing, publishing and collaborating in building Concept Maps. CMapTools, use of which can promote the development of high-order thinking skills, is a stand-alone application for developing Concept Maps that can be published to a CMapServer. These Concept Maps are capable of containing concept text and relationships, as well as rich multimedia elements and hyperlinks to other resources to support and inform the map.

This presentation will explore a Concept Mapping solution developed at University under funding by US government agencies. CMapServers are running around the world for accessing, publishing and collaborating in building Concept Maps. CMapTools, use of which can promote the development of high-order thinking skills, is a stand-alone application for developing Concept Maps that can be published to a CMapServer. These Concept Maps are capable of containing concept text and relationships, as well as rich multimedia elements and hyperlinks to other resources to support and inform the map.

This presentation will explore a Concept Mapping solution developed at University under funding by US government agencies. CMapServers are running around the world for accessing, publishing and collaborating in building Concept Maps. CMapTools, use of which can promote the development of high-order thinking skills, is a stand-alone application for developing Concept Maps that can be published to a CMapServer. These Concept Maps are capable of containing concept text and relationships, as well as rich multimedia elements and hyperlinks to other resources to support and inform the map.

This presentation will explore a Concept Mapping solution developed at University under funding by US government agencies. CMapServers are running around the world for accessing, publishing and collaborating in building Concept Maps. CMapTools, use of which can promote the development of high-order thinking skills, is a stand-alone application for developing Concept Maps that can be published to a CMapServer. These Concept Maps are capable of containing concept text and relationships, as well as rich multimedia elements and hyperlinks to other resources to support and inform the map.