Ideaphora Insights

Concept mapping in math is often overlooked yet it can significantly deepen students’ understanding of mathematical concepts, particularly those that are complex or hard-to-understand. 

According to authors Pamela Grossman, Alan Schoenfeld, and Carol Lee, writing in the book, Preparing Teachers for a Changing World: What Teachers Should Know and Be Able to Do, mathematics education should focus on helping students learn when a particular approach is useful and how to apply appropriately, which greatly depends on robust understandings of concepts. They state, “robust understandings come from seeing the same concepts from multiple perspectives and representing and using them in multiple ways, thereby developing connected webs of understanding rather than rote memorization of facts and procedures. Common Core and other state standards require students learn math concepts as rigorously as they learn skills and fluency, necessitating a shift from past teaching practices. Students must be able to access concepts from a number of perspectives in order to see math as more than a set of mnemonics or discrete procedures.

Mike Jones, our Connecting Knowledge Grant winner and a STEM instructor and technology coach in the Bloomington School District 87 (Illinois), shares his insights on using Ideaphora in the classroom. 

Formative assessments by the literary definition are pieces of data that allow teachers to measure where our students are at in their learning continuum.  While it is easy to measure the more rote knowledge with short answers or multiple choice quizzes, finding ways to assess their understanding can be much more difficult.

I use the Ideaphora concept mapping environment in my classroom to allow my students to document and share their learning. When I first started using concept mapping, I mistakenly thought of it as a “one and done” activity. I would assign a resource and have students complete a concept map due the next day. Now, building a single concept map is a reflective process that we revisit often during a unit.

We’re just a month away from launching Ideaphora (out of beta)! In the meantime, we’ve made several updates to our concept mapping environment. Check them out through the new “try-for-free” feature that allows you to take a tour and get started using Ideaphora without registering. 

This post is written by Mary Chase, Ph.D., an expert in curriculum design, literacy education, and technology integration. 

I read today that there are more than a billion websites on the Internet. The mind boggles. When I look back on my own education, I remember thinking that my library’s card catalog and the Reader’s Guide to Periodical Literature comprised the pinnacle of responsible research. Later, I graduated to the more sophisticated Social Sciences Citation Index and other complex databases; nevertheless, my resources were paper and my access limited to library hours and collections.

Ideaphora is guided by the mission to help students build critical thinking skills and lasting knowledge from the digital content they are increasingly exposed to in and out of school by offering a first-of-its-kind concept mapping and learning environment. The strength of learners' knowledge maps depends on the quality of the content they use as sources to create connections among concepts. To that end, Ideaphora is seeking the best open education resources (OER) to provide a robust library of materials that educators and students can use in building their knowledge maps. We want to hear from you! 

This post is written by Mary Chase, Ph.D., an expert in curriculum design, literacy education, and technology integration.

In previous posts, we’ve explored a variety of theories and educational approaches, and as I’ve written, opportunities to reflect on my own teaching practice have arisen. When I look back over the years (I started teaching in 1980!), I realize that one of the greatest lessons I’ve learned came from one of my dissertation advisors, the great Donald Graves. Whether in class, participating in a research project or just living his life, Don reminded us that teachers must be practitioners of the skills we teach, and show our students how important reading, writing and critical thinking are to our own lives. We had to make our own learning and discovery visible to them, not just “preach” a curriculum. I teach writing, and it has made a huge difference for me to write with my students, allowing them to watch me struggle and think and find my way to a meaning I didn’t even know was there. 

As we’ve seen, the Ideaphora knowledge mapping environment offers a powerful way for students to work through their thinking, decode text and, perhaps most importantly, find connections between ideas to trigger new insights. But what about us sharing our own discovery and thinking with our students? Ideaphora also makes it easy for us to include students in the journey as we make our own inroads to learning.

This post is written by Mary Chase, Ph.D., an expert in curriculum design, literacy education, and technology integration.

Recently on this blog, we’ve been exploring an important brain function – visual learning – and the theories that suggest ways of helping students acquire associated learning strategies. Dual coding theory tells us that information that is encoded both visually and verbally is retained longer and in more complexity than mere words alone. Cognitive load theory demonstrates how information that is linked together through shared associations can enter long term memory as a single chunk, rather than bit by bit, making the learning process more efficient. This week, we’ll add another theory to our series about how learning takes place: constructivism. 

Teachers and students can now take advantage of a broader range of open education resources in Ideaphora using PDFs and images. Ideaphora continually rolls out new features and enhancements based on our product road map and feedback from our users. Our goal is to enable teachers and students to use any digital content as source material and multimedia resources for their knowledge maps to provide a more enriching, visual, flexible, and meaningful learning experience. However, to ensure the most accurate and appropriate keywords are generated for the best possible learning experience, we must address different types of resources in various stages to adapt our semantic analysis engines to how best to work with them. Watch out for more coming soon!

This week we've enabled our technologies to deconstruct uploaded PDFs into relevant concepts that are automatically presented as keywords for users to drag and drop into their knowledge maps. We've also provided a way for users to easily grab images from resources already provided in Ideaphora, including PDFs and Wikipedia articles, as well as by simply copying and pasting images from other online sources, into their maps. 

This post is written by Mary Chase, Ph.D., an expert in curriculum design, literacy education, and technology integration.

Why do educators make such a big deal about recognizing patterns of information and organizing facts? These skills are necessary to developing expertise. Expert knowledge goes beyond mere recall of facts to the ability to connect new information to old and create new understandings. John Bransford, an educational psychologist whose findings have centered on these ideas, has gone so far as to say, "Helping students to organize their knowledge is as important as the knowledge itself, since knowledge organization is likely to affect students’ intellectual performance." Focusing on patterns of information (rather than just discrete facts) is also important because these patterns are visual in nature and easily recalled.

This post is written by Mary Chase, Ph.D., an expert in curriculum design, literacy education, and technology integration.

In an earlier post, we explored the importance of dual coding in learning and retention. In short, when information is encoded in the brain both visually and verbally (that is, in the kinds of maps we create using Ideaphora) learning is enhanced. Dual coding facilitates making connections, understanding relationships, and recalling related details. Related to dual coding theory is John Sweller’s (1994) “cognitive load” theory. Sweller states that information may only be stored in long-term memory after first being attended to, and processed by, working memory.