Ideaphora Insights

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. 

In simplest terms, the goal of science is to answer a question, regardless of the source.  Often, this is done by introducing students to phenomena, which can be an event, piece of media or another item that helps students generate a question.  It is the investigation of that question that allows for concept mapping to be a powerful tool in science inquiry, one of the three dimensions of learning in the Next Generation Science Standards.   

We are pleased to announce the winners of the Ideaphora Connecting Knowledge Grants. After careful review, the judging panel has selected three well-deserving educators:

• $1,500 grant winner: Mike Jones, STEM instructor and technology coach, Bloomington School District 87, Bloomington, Illinois

• $500 grant winter: Kayley Bowie, middle school teacher, Crestomere School (Wolf Creek Public Schools,) Alberta

• $500 grant winner: Christi Collins, second grade teacher, Wise Primary School (Wise County Public Schools) Wise, Virginia

Ideaphora is now available in the Edmodo Store! Teachers and students can easily access and use our concept mapping tool through Edmodo’s single sign-on experience and automatic class rostering.

Edmodo users seeking to use Ideaphora in their classroom can simply click to install our application from Edmodo Spotlight and enjoy automatic and quick access. Teachers can select one or more of their classes that are already set up within the Edmodo platform to give their students access to Ideaphora and begin assigning them concept mapping activities to support personalized learning. Educators can also log into Ideaphora from our home page using their Edmodo credentials.

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

Years ago, when I first entered the classroom, I thought I knew my subject area and I thought I knew how to teach. You won’t be surprised to learn that, while my head was stuffed with facts and learning strategies, I really knew nothing about either area. Dewey teaches that we learn by doing and that is nowhere more true than in the field of teaching. Further, all my training, all the demands of my job and the expectations of my administrators, parents and students were defined by curriculum. Nobody said much about learning, let alone thinking.

Later, in graduate school, I discovered the work of cognitive psychologist, Vera John-Steiner, and her works became seminal to my own ideas about the role of thinking in education. John-Steiner’s first contribution to the field, Notebooks of the Mind: Explorations of Thinking, centered on the cognitive habits of geniuses from science, art, writing, music—all of the humanities—based on a close analysis of their journals, personal accounts and conversations. Leo Tolstoy, Marie Curie, Diego Rivera—over 50 geniuses account for their creative visions. Her investigation is accompanied by her own insights on the nature of thinking. She writes, “Thought is embedded in the structure of the mind. One way to think of this structure is to view it as formed by networks of interlocking concepts of highly condensed and organized clusters of representations.”

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.

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

 

A good friend of mine, Tim Gillespie, once said, “Anytime you do something for students that they could do for themselves, you are 1) working too hard, and 2) stealing from them an opportunity for learning.” I’ve carried this notion with me and rediscovered every year just how capable and creative my students can be.

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.

As a participant in GSVlabs, a community of carefully selected startups, I had the opportunity to attend the ASU+GSV Summit earlier this week. The conference, designed for ed tech business leaders, startups and investors, featured a diverse range for speakers, including celebrities, authors, tech icons, nonprofit leaders and government officials.

One of the major themes stressed by speakers, Bill Gates and Tom VanderArk among them, was personalized learning—what it is and isn’t, and the aids and obstacles to implementation. VanderArk noted that while the technological capabilities now exist to fully realize personalized learning, it’s not implemented in all schools. Gates also stated that personalized learning is the future of education, but must scale up. Progress toward personalized learning varies widely due to a variety of factors such as insufficient infrastructure and funding.

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.