“Y” Concept Maps?
“Y” Water? Activity
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Concept Mapping Concept mapping can promote critical thinking through the
visual representation of relationships among ideas or suppositions (Hsu, 2004; Plotnick, 2001) procedures, or principles (Akinsanya & Williams, 2004).
New meanings are constructed regarding events or objects based on the professional’s prior beliefs or experiences (All, et al, 2003).
The theoretical framework for concept mapping comes from the Constructivist learning theory, Cognitive continuum theory, and Experiential learning theory (Sewchuk, 2005)
Concept mapping is suggested as an easy teaching strategy when complex material or circumstances are at issue (Fonteyn, 2007)
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Concept Maps
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Concept Maps Four basic concept maps are described in the
literature (All et al., 2003; Ferrario, 2004; Glendon & Ulrich, 2004)
Basic Maps Hierarchical Spider Flowchart Systems concepts
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All & Huycke (2007)
Example of a spider concept map that shows system relationships
Loss
Strain
Trauma
Tension
Stress
Antecedents
Psychology
Integrated health care
Disciplines
Depression
Attributes
consequences
Empirical Referents
Weight loss or gain
Fatigue UnhappinessDecreased interest in activities
Suicidal ideation
Hopelessness
Insomnia or hypersomnia
Beck’s Inventory Epidemiologic
Studies Depression Scale
Zung Depression Scale
Hamilton Rating Scale of Depression
Sociology
suicide
Self-neglect
death
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The map highlights the distinction between recognition and meta-cognitive processes (shaded boxes). The meta-cognitive levels exert control over the recognition levels.
The R/M model is dynamic and interactive and explains how experienced decision makers are able to exploit their experience in a specific domain and at the same time handle uncertainty and novelty.
Example of a hierarchy concept map
Real World
Situation Model
Plan
Quick Test
Is cost of delay acceptableIs the cost of an error high?
Is the situation unfamiliar or problematic
If YES, inhibit
ReviseIf YES
If none…
Critiquing
If none…
Look forIncompleteness:Missing arguments
Look for Conflict:Arguments
w/contradictory conclusions
Correcting1. Collect more data
2. Shift focus/retrieve knowledge
3. Add/drop assumptions
Look for Unreliability:Arguments that
depend on unconsidered assumptions
Verify
Cohen & Freeman, 1997
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Flow chart concept map example
NutritionEducation
System Environmental &
Policy Change
Food Shopping Practices & Resource
Management
Food SafetyDietary Quality
andPhysical Activity
Health
IndependenceFood Safety
Inputs Outputs Outcomes
Activities Participants Short Medium Long
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Stimulus requiring judgment
Requires Critical Thinking
Make Decision/Clarify position/Use judgment
ASSUMPTIONS
POINT OF VIEW
INFERENCES
CLARIFYCONCERN
ArgumentAnalysis
EVALUATION OF INFORMATION
IMPLICATIONS
Impact of Bases and Traps
EgocentricTendencies
Gerras, 2006
Often the first step
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(Medeiros, et al., 2005)
INPUTS OUTPUTSActivities Participation
OUTPUTS-ImpactShort Term Medium Term Long Term
The goal of community nutrition is to provide
educational programs that increase the likelihood of people making healthy food choices consistent
with the most reflected in the Dietary Guidelines for Americans and the Food Guide Pyramid, w/special
attention to people w/limited budgets
Individuals…
Dietary Quality Indicator Examples
Plan menus/choosefoods using Pyramid
Improve intake of food group servings
Decrease chronic disease risk factors
Food Security Indicator Examples
Food Safety Indicator Examples
Able to practice personal hygiene
Increase practice of personal hygiene
Decrease illness due to food contamination
Identify emergencyfood sources
Enroll in non emergency food programs
Reduce anxiety related to food security
Solve community problems
Indicators show: evidence of improved conditions related to core elements
Develop plans
Indicators show: Community group actions to adopt plans addressing core elements
Gain awareness
Indicators show: involvement of community groups in actions to address core elements
Identify & define issues
Indicators show: Identification of issues related to core elements
Work toward needed changes
Indicators show: Actions to address charges needed in core elements
Revise laws, policies and practices
Indicators show: Evidence of policy changes related to core elements
Agency partners…
Policy makers…
List available food resources
Use three careful shopping practices
Reduce reliance on others for food
Shopping Behavior/Food Resource Management Indicator Examples
Gain awareness knowledge & skills
Incorporate skillschange behaviors
Decrease risk factors for health problems
SITUATION
PRIORITIES
-Financial resources
-Planning processes
-Materials
-People
Individuals & household level
Educational programs on core elements using direct & indirect methods
Food Stamp individuals & households those eligible for Food Stamps
Community partnerships related to core elements
Agency Partners
Efforts to create/revise social systems & public policies related to core elements
Policy Makers
Communities & Institutions Level
Social Structures, policies, practices
ASSUMPTIONS EXTERNAL FACTORS
VUE
OKI
FEDORA
DRAPI
Learning Theories- Constructivism - Active Learning - Individualized Learning
DigitalRepository
OKI-FEDORA Bridge
VUE Overview
Technical Infrastructure
Support- Faculty needs- Learners needsExtend- Digital Libraries- OKI Standards
DR Implementations
DigitalRepository
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Concept Maps