Student Tools: CONTENT MAPPING
Concept
Resource Maps
by
Jack
Yensen, B.Sc.(Hons), Ph.D., RN
Original
Article Located Here
This
is the second of a series
(1) of 4 linked articles that attempts to construct
some strategies for learning. This, the second article,
describes concept resource maps, and illustrates how
to construct them and how to use them. The articles
that follow will be organized as shown below:
-
Learning Objects
-
What are they and how do I use them
-
How do I assemble a learning object
- How
do I use objects
-
Books to Wooks
-
A brief journey from Gutenberg to 2003
-
An example of a Wook
Given sufficient interest, it is the intent of the author
to build a set of CE courses to address each of these
articles. Any person completing these courses should
be able to design, build, deploy and manage concept
maps, concept resource maps, learning objects and wooks.
This
article is organized as follows:
What is a concept resource map?
How do I find resources quickly and easily?
How do I use concept resource maps?
What
is a concept resource map?
As an illustration I have chosen a typical topic from
a nursing course, namely 'bullying.' The challenge is
to develop a strategy that will allow taking any concept
map for any given concept and then populating it rapidly
with resources such that a student, a nurse, an instructor,
an instructional designer or a member of a curriculum
committee could quickly assemble a learning object,
a content module, a course, a program or a curriculum
and be confident that they were including comprehensive,
relevant, accurate, timely and engaging resources for
the consumers of their learning products.
In
the example of the concept of bullying, the concept
itself may be derived from a parent concept map:
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How
do I find resources quickly and easily?
The
strategy is to develop a JITROD
template (2) that allows for fast execution of searches
for relevant and comprehensive resources. The technique
was developed a few years ago and has been refined to
allow for a variety of new sources and any subject matter.
Here is a template that will encourage a comprehensive
collecting strategy. As you move the cursor over the
components of the concept map, a pointing hand will
indicate a clickable hotspot and on clicking smaller
windows will open and dynamically generate the results
of the search or show previous search yields.
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child window that is spawned will explain the search
strategy for that resource. It will be seen that each
of the branches specifies a particular type of category
or resource. A search for each type of resource may
be executed electronically in most cases, and in the
completed example search yields are shown. For a given
concept, it may not be necessary nor desirable to search
every type or category of resource, since this might
lead to resource overload. In the template it can be
seen that there may be some potential for recursiveness,
i.e. the concept resource map itself may be child or
parent of another concept map or learning object. Similarly,
it may be converted into an RSS feed, thereby becoming
part of a distributed concept resource map repository.
Once the resources have been reviewed and selected,
the final concept resource map may be converted into
many different kinds of learning objects, suitable for
inclusion in a repository.
If
we re-purpose the concept map into an outline form,
we can add more detail to the individual strategies:
- Books
and multimedia - this search uses
Bookwhere v 4.2 which is a Z 39.50 client software.
There is a free
web gateway here and free
ICONE-2 client software here.
- News
- Learning
activities - the key to searching is to look for concept+learning
activity in Teoma
- Simulations
- the key to searching is to look for concept+simulation
in Teoma
- Models
- the key to searching is to look for concept+model
activity in Teoma
- Concept
maps - the key to searching is to look for concept+concept
map in Teoma
- Item
bank - the key to searching is to look for concept+quiz
in Teoma
- FAQ
- the key to searching is to look for concept+FAQ
in Teoma
- Objectives
- the key to searching is to look for concept+objectives
in Teoma
- Images
and photos - the key to finding images is to use concept
in Google
Image Search
- Presentations
- find presentations by using concept+powerpoint or
concept + filetype:ppt in Google
- Audiovisual
- use an online media catalog, e.g. though ELN
Outlook
- Subject
matter experts - find SMEs through concept+subject+matter+expert
in Teoma
- Animations
- find animations through concept+animation in Teoma
- Learning
objects - find pre-existing learning objects through
concept+learning+object in Teoma
or any of the learning object repositories like DSpace,
Merlot,
CAREO,
UBC,
or DLORN
- Poetry
- find poetry through concept+poem or concept+poetry
or poetry:concept in Teoma
- Novels
- find novels through novel:concept in Teoma
or Google
or Amazon
- Case
studies - find case studies through case study:concept
in Teoma
- Music
- find music clips through Alta
Vista MP3 search e.g. http://www.altavista.com/audio/results?q=concept&avkw=xytx
- Competency
sets - search Teoma
- Glossaries
and dictionaries - search Teoma
for glossary:concept or dictionary:concept
- Movies
- search the Internet
Movie Database, by Plot - concept
- Lived
experience
-
search IRC
channels for concept
- search
news groups and listservs for concept
- chat
rooms - search Teoma
for chat:concept
- Specialized
database searches
- Distributed
metasearch engines
- Local
search bots
- Journal
databases
- Citations
- Full
text journals
How
do I use concept resource maps?
There
are several obvious uses for concept resource maps:
- as
generic unpopulated templates
-
as fully populated resource maps
-
for the generation of learning objects
In
the generic and unpopulated form, the concept map template
may serve as a useful guide on the side for users who
wish to explore different ways of mining for resources.
Such an application might be a useful structured introduction
for students in learning comprehensive strategies for
resource mining and organizing (digital asset management).
In the populated form, concept-resource maps are a useful
and dynamic way of presenting students or clients with
a large array of resources, from which they may selectively
browse or manage resources. For example, once could
imagine linking new faculty to a populated concept resource
map for orientation to a new curriculum or course. Similarly,
the same strategy might prove effective in helping nursing
students prepare for their licensure exams. Their are
many such potential applications.
One
of the most exciting uses of populated concept resource
maps is to use them in the rapid generation of learning
objects. Learning Objects are defined here(3) as any
entity, digital or non-digital, which can be used, re-used
or referenced during technology supported learning.
Examples of technology-supported learning include computer-based
training systems, interactive learning environments,
intelligent computer-aided instruction systems, distance
learning systems, and collaborative learning environments.
Examples of Learning Objects include multimedia content,
instructional content, learning objectives, instructional
software and software tools, and persons, organizations,
or events referenced during technology supported learning
(LOM, 2001).
Here
is an example of a learning object related to nifedipine.
How was this object generated? Firstly, a concept-resource
map for nifedipine was developed using the approaches
described above. Here is a piece of the unpopulated
concept map:
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Using
this concept map, it is easy to populate the map with
resources. Here are some of the resources used:
Web
Resources
Nifedipine
- RxList Monographs
Nifedipine
Adverse Reactions
Calcium
Channel Blockers Center
Withdrawal
of nifedipine capsules: jeopardising the treatment
of acute severe hypertension in pregnancy?
Nifedipine
for hypertension may not increase the risk for
adverse cardiovascular events
Nifedipine
Structure
Drug
Database
Nifedipine
(Procardia XL) - crystal structure
Animations
Ion
Channel
Recent
Reviews
Anon.
(1999, Nov). An evaluation of beta-blockers, calcium
antagonists, nitrates, and alternative therapies
for stable angina. [Review] [0 refs]. Evidence
Report: Technology Assessment (Summary), 10, 1-2.
Conlin, P., & Williams, G. (1998). Use of
calcium channel blockers in hypertension. [Review]
[102 refs]. Advances in Internal Medicine, 43,
533-62.
Elliott, H., & Meredith, P. (1997, Dec). Clinical
pharmacokinetics of nifedipine. Implications for
the care of the elderly. [Review] [26 refs]. Drugs
& Aging, 11(6), 470-9.
Elliott, W. (2001, Apr). Hypertensive emergencies.
[Review] [45 refs]. Critical Care Clinics, 17(2),
435-51.
Epstein, M. (1999). Diagnosis and management of
hypertensive emergencies. [Review] [50 refs].
Clinical Cornerstone, 2(1), 41-54.
Ho, M., & Belch, J. (1998). Raynaud's phenomenon:
State of the art 1998. [Review] [37 refs]. Scandinavian
Journal of Rheumatology, 27(5), 319-22.
Kaufman, S., & Schneider, E. (2000, Mar).
Dangers, myths, controversy. Sublingual nifedipine
for hypertensive crisis. [Review] [22 refs]. Jaapa/Journal
of the American Academy of Physician Assistants,
13(3), 67-8.
Leonetti, G., & Zanchetti, A. (2002, Jan-Feb.).
Results of antihypertensive treatment trials in
the elderly. [Review] [31 refs]. American Journal
of Geriatric Cardiology, 11(1), 41-7.
Papatsonis, D., Lok, C., Bos, J., Geijn, H., &
Dekker, G. (2001, Aug). Calcium channel blockers
in the management of preterm labor and hypertension
in pregnancy. [Review] [186 refs]. European Journal
of Obstetrics, Gynecology, & Reproductive
Biology, 97(2), 122-40.
Ruddy, M. (2001, Aug). The INSIGHT and NORDIL
trials: Are calcium antagonists equivalent to
established drug therapies for cardiovascular
protection? [Review] [47 refs]. Current Hypertension
Reports, 3(4), 289-96.
Varon, J., & Marik, P. (2000, Jul). The diagnosis
and management of hypertensive crises. [see comments.].
[Review] [166 refs] Comments Comment in: Chest.
2001 Jan;119(1):316 ; 11157632. Chest, 118(1),
214-27.
White, C. (1997, Oct). Calcium channel blockers
in left ventricular dysfunction or congestive
heart failure. [Review] [20 refs]. Connecticut
Medicine, 61(10), 659-61. |
Using
Macromedia Flash, it is now possible to put all of these
components together as a
learning object, allowing for a zoom back approach
from the molecular level to the tissue level to the
system level. Then the concept resource map resources
may be added (in this case as Web resources) allowing
for further drill down. For example, in the final learning
object, clicking on web resources
will show the partially populated concept-resource map
for nifedipine, where clicking on either the drug molecule
itself or the calcium channel will lead to further resources.
Such a strategy will accommodate Benner's(4) novice
to expert continuum in all learning objects.
References
(1)
Yensen, J.A.P. (2002) Strategies for Learning - from
Concept Maps to Learning Objects and Books to Wooks.
Online Journal of Nursing Informatics (OJNI). Vol. 6,
No. 2. [Online]. Available at http://eaa-knowledge.com/ojni/ni/602/strategies.htm
(2)
Yensen, J.A.P. (1998) Just In Time Resources On Demand
(JITROD) for Nursing Education. Online Journal of Distance
Learning Administration. Vol. 1, No. 3 [Online]. Available
at http://www.westga.edu/~distance/yensen13.html
(3)
LOM (2001). LOM working draft v5. Retrieved May 23rd,
2003 from the World WideWeb: http://ltsc.ieee.org/doc/wg12/LOM_WD5.doc
(4)
Benner, P. (1984) From Novice to Expert: Excellence
and Power in Clinical Nursing Practice. Menlo Park,
CA.: Addison-Wesley.
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