The Use of Concept Maps for Collaborative Knowledge Construction

This research project aims to develop a methodology for analysing collaborative multimodal concept maps relating to their potential effectiveness for identifying concept development and the formation of praxis. This paper will describe the ongoing development of methodologies for using multidimensional concept mapping (MDCMs) as a medium to stimulate the creation and dissemination of collaborative knowledge. The data is being collected during a series of MirandaMods which are informal, loosely structured unconference of like-minded educators to share ideas about the use of technology to inspire others. The web-based program MindMeister is the means by which this remote, multi-authored creation and dissemination of knowledge is being observed and collected. A methodology is required that enables this dynamic process of knowledge construction to be tracked, identified and analysed as it takes place within a professional group. The functionality of the MindMeister program enables the elements of collaborative mapping process to be explored, together with the identity of those involved in the process. In order to develop a new scoring methodology the data sets are being compiled that can be analysed across a number of dimensions.
The initial study has revealed the complexity of the task of finding an effective methodology that will reflect the multiple perspectives from which this data is drawn. As a result of the initial pilot analysis seven types of collaborative learning activities have been identified in the creation of the maps: Adding; Editing; Inserting; Moving; Removing; Renaming and Repositioning. Each activity can be related to the relevant mapmaker, and the inter-related processes of constructing the map and building knowledge can be identified. This result emerged from graphing sequences of mapping actions that showed the frequency of each activity across the progress of the creation of the maps. The graphs showed the inter-relationship of actions, particularly those of inserting, renaming and repositioning – the key activities in the process of knowledge creation. These initial findings indicate the potential effectiveness of the methodology in building a picture of the collaborative knowledge process.
The preliminary outcomes raise a series of questions to be discussed in this paper:
How effective are collaborative concept maps in creating a record of an event?
How do collaborative concept maps stimulate thinking and debate in a space and dimension other than in the face-to-face environment or the virtual FlashMeeting?
How do collaborative concept maps facilitate new thinking that can support professional development and feedback into the institution?

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