Mind Mapping

The traditional way of taking notes, whether for a lecture or when reading a book, is to follow the chronological sequence of the author's thought, and to summarize the content of the book or lecture, often using sentences and phrases instead of just keywords.

An alternative approach, and one which some claim works with both halves of the brain by harnessing its powers of visualization and association, and thereby improves both memory and creative thinking, is mind mapping.

Mind mapping is a way of linking key concepts using images, lines and links. A central concept is linked via lines to other concepts which in turn are linked with other associated ideas. It is similar as a technique to concept mapping and spider diagrams, the difference being that true mind mapping involves constructing a hierarchy of ideas instead of pure random association.

Mind maps were developed by Tony Buzan as a way of helping students make notes that used only key words and images. They are much quicker to make, and because of their visual quality much easier to remember and review. The difference between concept maps and mind maps is that a mind map has only one main concept, while a concept map may have several.

Benefits  and Uses

·         Note taking

·         Brainstorming (individually or in groups)

·         Problem solving

·         Studying and memorization

·         Planning

·         Researching and consolidating information from multiple sources

·         Presenting information

·         Gaining insight on complex subjects

·         Jogging your creativity

How to mind map

There are four key characteristics of a mind map:

1.     There is one key concept, often expressed graphically as an image.

2.     From the key concept/image radiate out branches each of which contains another key concept which is a subset of the main concept.

3.     Attached to these main branches are other branches which represent less important concepts.

4.     Together, the branches and central image form a nodal structure.

But what about ICT now and how this technology helps in mind mapping. Mind mapping software, such as primary resource, Kidspiration, or Inspiration, which is designed for secondary students and adults, are both particularly good tools to help engage learners and support creativity. Inspiration’s mind mapping resources make planning so much easier for students because there is no need for traditional pen and paper and they can quickly make changes. Ideas can constantly be expanded and students also have the capability to integrate with other technologies, such as multimedia and online hyper linking.

I like the below link which enable you to see some examples about Mind mapping in different subjects.

http://www.mind-mapping.co.uk/mind-maps-examples/education.htm

WebQuests

While I'm searching about the concept of WebQuest and what is the use of it, I saw some points that maybe make my understanding about the previous term, let me list the points and have some comments about them:

·         WebQuests are activities, using Internet resources, which encourage students to use higher order thinking skills to solve a real messy problem. WebQuests are a sub-set of Problem-Based Learning (PBL).

• Teachers around the world are making WebQuests for their own classes as well as to share.
    
• Students of all ages and grades can use WebQuests.
    
• Most, if not all, of the information used in WebQuests is drawn from the Internet.
     
• Students are provided with online resources and are asked to use this information constructively to solve the presented problem rather than just cutting and pasting material into an assignment or project.
     
• By eliminating the need to search or hunt for information the student is given more time to analyses, criticize and assess the information they find.
     
• WebQuests are inquiry-oriented activities designed to make the most of the student's time.

So after looking to these points the WebQuest is one from many tools or technique that make the student is effective one and teach him how to learn, and make the teacher like a guide or coach for him.

The Elements of a WebQuest

WebQuests consist of five basic elements.

1.    Introduction- a short overview and introduction to the Big Question that the WebQuest will be addressing.

2. Task- what the final result should be. This varies by subject and grade level. It may be in the form of a problem to be solved or a product to be created. A task that can be done  and interesting.

3.    Process- the steps that the students must take to accomplish the task. This should be structured so that students are clear about what they need to do. It may be organized in numbered steps, a checklist, flow chart or a graphic organizer. A list of links should be provided for the students to use to find information online. Giving students approved links ensures that they will be using reliable information, and also gives them a head start toward achieving their goal. Links to any other relevant information that students need should also be included here.

4.    Evaluation- this is usually in the form of a rubric that describes how student performance will be evaluated. Criteria may include working collaboratively, using time wisely, creativity, presentation, organization, or other factors, depending on the task. The group may be graded as a whole, or students may be graded individually.

5.    Conclusion- a summary of what students will learn or accomplish by completing the task.

I saw that there is also a step but not joined with the previous five steps talking about providing the resource whatever the resources are ,websites, books, electronic books, documents.

A set of information sources needed to complete the task. Many (though not necessarily all) of the resources are embedded in the WebQuest document itself as anchors pointing to information on the World Wide Web. Information sources might include web documents, experts available via e-mail or realtime conferencing, searchable databases on the net, and books and other documents physically available in the learner's setting. Because pointers to resources are included, the learner is not left to wander through webspace completely adrift.

I have read a nice example not in my particular profession which is IT, but in another branch, it's a bout the animals in Australia, the below link is the example:

http://cte.jhu.edu/techacademy/fellows/MENTZER/webquest/austan.htm