THE QUALITATIVE ANALYSIS OF CONCEPT MAPS SOME UNFORESEEN

THE QUALITATIVE ANALYSIS OF CONCEPT MAPS: SOME UNFORESEEN CONSEQENCES AND EMERGING OPORTUNITIES Dr Ian Kinchin King’s College London

Concept mapping: A study skill tool to remedy the deficiencies of a dysfunctional content-driven curriculum or A trigger for the development of an authentic student-engaged pedagogy

UNIVERSITY TEACHING based on transmission of based on sharing of based on responsiveness to acquired through CONTENT STUDENT LEARNING emphasising UNIFORMITY OF UNDERSTANDING aiming for EXPERTISE emphasising DIFFERENCE highlighted by DYNAMISM along a styles continuum between complementary located in to PRACTICE THEORY ATOMISTIC WHOLISTIC CHAINS OF PRACTICE NETWORKS OF UNDERSTANDING embedded in

UNIVERSITY TEACHING based on transmission of based on sharing of based on responsiveness to STUDENT LEARNING CONTENT emphasising UNIFORMITY OF UNDERSTANDING aiming for EXPERTISE emphasising DIFFERENCE highlighted by DYNAMISM along a styles continuum between complementary located in to PRACTICE THEORY ATOMISTIC WHOLISTIC CHAINS OF PRACTICE NETWORKS OF UNDERSTANDING embedded in

You can transmit information but not understanding based on transmission of What content? Practice changes so by the time a student qualifies, first year notes may be obsolete CONTENT emphasising UNIFORMITY OF UNDERSTANDING How do you evaluate teaching – knowledge held may be independent of teaching. located in PRACTICE THEORY Learning is personal and idiosyncratic – there is nothing uniform about it The link between theory and practice.

UNIVERSITY TEACHING based on transmission of based on sharing of based on responsiveness to STUDENT LEARNING CONTENT emphasising UNIFORMITY OF UNDERSTANDING EXPERTISE emphasising DIFFERENCE highlighted by DYNAMISM along a styles continuum between complementary located in to PRACTICE THEORY ATOMISTIC WHOLISTIC CHAINS OF PRACTICE NETWORKS OF UNDERSTANDING embedded in

UNIVERSITY TEACHING How can you respond? based on responsiveness to STUDENT LEARNING With so many students, how can this be managed? How do you know it is happening? emphasising DIFFERENCE along a styles continuum to ATOMISTIC Should students adjust to support their learning? WHOLISTIC Do learning styles exist? How can we measure them? How should we modify teaching?

UNIVERSITY TEACHING based on transmission of based on sharing of based on responsiveness to acquired through CONTENT STUDENT LEARNING emphasising UNIFORMITY OF UNDERSTANDING EXPERTISE emphasising DIFFERENCE highlighted by DYNAMISM along a styles continuum between complementary located in to PRACTICE THEORY ATOMISTIC WHOLISTIC CHAINS OF PRACTICE NETWORKS OF UNDERSTANDING embedded in

The courage to share knowledge and gaps in knowledge. based on sharing of Experts do not agree: students need to appreciate uncertainty. EXPERTISE The role of intuition? highlighted by DYNAMISM If teaching is dynamic then last year’s notes may not be sufficient with this year’s students. between complementary CHAINS OF PRACTICE NETWORKS OF UNDERSTANDING embedded in What are the expectations placed on students and teachers?

“Expertise lies in the availability of multiple representations of knowledge”. Norman (2005) Medical Education, 39: 418 - 427.

Joseph Novak: Concept mapping ANIMALS can be INVERTEBRATE mostly ARTHROPODS VERTEBRATE can be are COLD BLOODED can be TERRESTRIAL e. g. beetles, flies WARM BLOODED insulated with MARINE FUR FEATHERS e. g. crabs, lobsters e. g. sheep, cats e. g. robins, penguins

Reducing rich data to a number = 5/10 = 8/10 = 6/10 = 4/10 = 7/10 = 9/10 = 6. 5/10

Concept mapping: An integrated mixed method teaching visual lecturer CONCEPT MAPPING student verbal research quantitative qualitative

DEVELOPING EXPERTISE

SEEDS produce FLOWERS attract have FEMALE PARTS NECTAR INSECTS with NECTAR POLLEN A C FLOWERS INSECTS feed on have MALE PARTS pick up FEMALE PARTS which produce POLLEN to transfer POLLEN from MALE PARTS called transfer to NECTAR INSECTS MALE PARTS attract FLOWERS attract produce eg. ovules B OVULES which develop SEEDS to FEMALE PARTS called OVULES to form SEEDS

EXPERT TEACHING DISEASES caused by VIRUSES smaller than VIRUSES cause invade not killed by BACTERIA killed by Transformation for teaching invade CELLS MEASLES CELLS causing ANTIBIOTICS work outside DISEASES such as Supports development towards Transformation Cycle MEASLES not treatable with STUDENT ANTIBIOTICS DISEASES only kill VIRUSES BACTERIA MEASLES ANTIBIOTICS CELLS Transformation for student learning BACTERIA Source: Kinchin & Hay (2007)

CONCEPTUAL FRAMEWORKS exist as can be elaborated as SPOKES may collapse under stress to reform indicative of LEARNING READINESS held by NOVICE CHAINS needs guidance to become NETS can be viewed as competing indicative of requires motivation towards can be combined to create allows selection of most appropriate GOAL ORIENTATION can contextualize held by selects appropriate aspects of STRATEGICALLY SUCCESSFUL STUDENTS may aspire to indicative of UNDERSTANDING held by ACADEMIC needs to construct a dialogue with Source: Kinchin & Hay (2007)

CONCEPTUAL FRAMEWORKS exist as can be elaborated as SPOKES can be combined to create CHAINS may collapse under stress to reform indicative of LEARNING READINESS held by NOVICE can be viewed as competing indicative of requires motivation towards needs guidance to become NETS allows selection of most appropriate GOAL ORIENTATION can contextualize held by selects appropriate aspects of STRATEGICALLY SUCCESSFUL STUDENTS needs to construct a dialogue with may aspire to indicative of EXPERTISE held by ACADEMIC

CONCEPTUAL FRAMEWORKS exist as can be elaborated as SPOKES can be combined to create CHAINS may collapse under stress to reform indicative of LEARNING READINESS held by NOVICE can be viewed as competing indicative of requires motivation towards needs guidance to become NETS allows selection of most appropriate GOAL ORIENTATION can contextualize held by selects appropriate aspects of STRATEGICALLY SUCCESSFUL STUDENTS needs to construct a dialogue with may aspire to indicative of EXPERTISE held by ACADEMIC

CONCEPTUAL FRAMEWORKS exist as can be elaborated as SPOKES can be combined to create CHAINS may collapse under stress to reform indicative of LEARNING READINESS held by NOVICE can be viewed as competing indicative of requires motivation towards needs guidance to become NETS allows selection of most appropriate GOAL ORIENTATION can contextualize held by selects appropriate aspects of STRATEGICALLY SUCCESSFUL STUDENTS needs to construct a dialogue with may aspire to indicative of EXPERTISE held by ACADEMIC

CONCEPTUAL FRAMEWORKS exist as can be elaborated as SPOKES can be combined to create CHAINS may collapse under stress to reform indicative of LEARNING READINESS held by NOVICE can be viewed as competing indicative of requires motivation towards needs guidance to become NETS allows selection of most appropriate GOAL ORIENTATION can contextualize held by selects appropriate aspects of STRATEGICALLY SUCCESSFUL STUDENTS needs to construct a dialogue with may aspire to indicative of EXPERTISE held by ACADEMIC

Stabilising selection CONCEPTUAL FRAMEWORKS exist as can be elaborated as SPOKES can be combined to create CHAINS may collapse under stress to reform indicative of LEARNING READINESS held by NOVICE can be viewed as competing indicative of requires motivation towards needs guidance to become NETS allows selection of most appropriate GOAL ORIENTATION can contextualize held by selects appropriate aspects of STRATEGICALLY SUCCESSFUL STUDENTS needs to construct a dialogue with may aspire to indicative of EXPERTISE held by ACADEMIC

Stabilising selection CONCEPTUAL FRAMEWORKS exist as can be elaborated as Lack of experience SPOKES Anxiety can be. Pressure combined to create CHAINS competing Fragmented view LEARNING READINESS held by NOVICE Dominant culture indicative of requires motivation towards needs guidance to become NETS Exam regime can be viewed as may collapse under stress to reform indicative of of work allows selection of most appropriate GOAL ORIENTATION can contextualize held by selects appropriate aspects of STRATEGICALLY SUCCESSFUL STUDENTS needs to construct a dialogue with may aspire to indicative of EXPERTISE held by ACADEMIC

Stabilising selection CONCEPTUAL FRAMEWORKS exist as can be elaborated as Lack of experience SPOKES Anxiety can be. Pressure combined to create CHAINS Exam regime can be viewed as may collapse under stress to reform LEARNING READINESS held by NOVICE COWDUNG indicative of requires motivation towards needs guidance to become NETS competing Fragmented view indicative of of work allows selection of most appropriate GOAL ORIENTATION can contextualize held by selects appropriate aspects of STRATEGICALLY SUCCESSFUL STUDENTS may aspire to indicative of EXPERTISE held by ACADEMIC needs to construct a dialogue with NB. COWDUNG = Conventional Wisdom of the Dominant Group

Strategic teaching-learning cycle Teacher Student non-learning

Linear Network

Linear Network

Directional selection CONCEPTUAL FRAMEWORKS exist as can be elaborated as SPOKES can be combined to create CHAINS may collapse under stress to reform indicative of LEARNING READINESS held by NOVICE can be viewed as competing indicative of requires motivation towards needs guidance to become NETS allows selection of most appropriate GOAL ORIENTATION can contextualize held by selects appropriate aspects of STRATEGICALLY SUCCESSFUL STUDENTS needs to construct a dialogue with may aspire to indicative of EXPERTISE held by ACADEMIC

Directional selection CONCEPTUAL FRAMEWORKS exist as can be elaborated as can be combined to create Alternative view SPOKES may collapse under Professional identity CHAINS can be viewed as competing stress to reform Recognition indicative of LEARNING READINESS indicative of requires motivation towards held by NOVICE needs guidance to become NETS allows selection of most appropriate GOAL ORIENTATION can contextualize held by selects appropriate aspects of STRATEGICALLY SUCCESSFUL STUDENTS needs to construct a dialogue with may aspire to indicative of EXPERTISE held by ACADEMIC

Scholarly teaching-learning cycle Teacher Student

Disruptive selection CONCEPTUAL FRAMEWORKS exist as can be elaborated as SPOKES CHAINS may collapse under stress to reform indicative of LEARNING READINESS indicative of requires motivation towards held by NOVICE student needs guidance to become can be combined to create teacher can be viewed as competing allows selection of most appropriate GOAL ORIENTATION can contextualize held by selects appropriate aspects of STRATEGICALLY SUCCESSFUL STUDENTS needs to construct a dialogue with NETS may aspire to indicative of EXPERTISE held by ACADEMIC

Disruptive selection CONCEPTUAL FRAMEWORKS exist as can be elaborated as Alternative view Students and teachers SPOKES develop different views may collapse under Professional identity - leading to a stress to reform Recognition mismatch in indicative of expectations LEARNING READINESS requires motivation towards held by NOVICE needs guidance to become student CHAINS indicative of can be combined to create teacher can be viewed as competing allows selection of most appropriate GOAL ORIENTATION can contextualize held by selects appropriate aspects of STRATEGICALLY SUCCESSFUL STUDENTS needs to construct a dialogue with NETS may aspire to indicative of EXPERTISE held by ACADEMIC

Mismatched teaching-learning cycle Teacher Student

KNOWLEDGE FRAMEWORKS exist as can be elaborated as SPOKES can be combined to create CHAINS may collapse under stress to reform indicative of LEARNING READINESS held by NOVICE can be viewed as competing indicative of requires motivation towards needs guidance to become NETS allows selection of most appropriate GOAL ORIENTATION can contextualize held as selects appropriate aspects of CLINICAL TECHNICAL needs to construct a dialogue with may aspire to indicative of UNDERSTANDING held as HOLISTIC

CHAINS can be combined to create NETS can be viewed as competing indicative of allows selection of most appropriate GOAL ORIENTATION can contextualize held as selects appropriate aspects of CLINICAL TECHNICAL may aspire to indicative of UNDERSTANDING held as HOLISTIC

CHAINS can be combined to create NETS can be viewed as competing indicative of allows selection of most appropriate GOAL ORIENTATION can contextualize held as selects appropriate aspects of may aspire to CLINICAL TECHNICAL indicative of UNDERSTANDING held as HOLISTIC = EXPERTISE ‘economy of performance’ vs. ‘ecologies of practice’

“The notion that expertise is associated with a qualitative transition from a conceptually rich and rational knowledge base to one comprised of largely experiential and non-analytical still instances is a radical departure from conventional views of clinical competence”. Schmidt et al. (1990: 619) Academic Medicine, 65(10): 611 – 621.

CHAINS indicative of GOAL ORIENTATION held as CLINICAL TECHNICAL Clinical competence may be demonstrated within this chain of practice. It may require the intentional neglect of uncertainty within the underlying understanding in order to facilitate decisionmaking. However, the chain cannot evolve with understanding unless it is related to the wider network.

The holistic view of the subject facilitates a knowledgeable appreciation of the discipline, but may lack the degree of goal orientation required that allows selection of the most appropriate chain within a given clinical situation. Such an individual may hold academic expertise (a holistic view of the discipline), but not clinical expertise (to apply that understanding to practice). NETS indicative of UNDERSTANDING held as HOLISTIC

EXPERTISE requires purposeful oscillationbetween KNOWLEDGE STRUCTURES organised as CHAINS organised as can be combined to create NETS can be viewed as competing indicative of COMPETENCE allows selection of most appropriate can contextualize embedded in indicative of UNDERSTANDING

Learning Quality 1 2 3

ine Di sc ipl Relates to Networks of understanding or y Chains of practice Hi st Relates to Social context Ge og ra ph y Textual analysis Relates to Environmental science nc es Fieldwork techniques Lif e. S cie Relates to Laboratory protocol Physiology

EXPERT TEACHING DISEASES caused by VIRUSES smaller than VIRUSES cause invade not killed by BACTERIA killed by Transformation for teaching invade CELLS MEASLES CELLS causing ANTIBIOTICS work outside DISEASES such as Supports development towards Transformation Cycle MEASLES not treatable with STUDENT ANTIBIOTICS DISEASES only kill VIRUSES BACTERIA MEASLES ANTIBIOTICS CELLS Transformation for student learning BACTERIA Source: Kinchin & Hay (2007)

EXPERTISE TEACHING Transformation for teaching Supports development towards Transformation Cycle STUDENT Transformation for student learning

TEACHING CONTENT Standard teaching RELATES CONTENT & STRUCTURE Exemplary teaching STRUCTURED Good teaching

After Kinchin and Hay (2007)

“What should be asked of the … student is not that s/he learn, by heart, and in all their detail, all the facts current during his/her time as a student: that will be of little service in his/her later professional life when many of them will have changed. Of far greater importance will be a knowledge of the structure within which those facts are organised and the relationship of the facts among themselves”. David and Brierley (1985) Major legal systems in the world today: An introduction to the comparative study of law.

Future directions

SOUND

PITCH VIBRATIONS DECIBELS TEMPO NOISE SOUND

SOUND NOISE PITCH VIBRATIONS TEMPO DECIBELS

Links tend to be trivial and repetitive SOUND has PITCH is is has NOISE has VIBRATIONS TEMPO DECIBELS

SOUND

SOUND varies

SOUND varies moves

SOUND varies moves is measured

SOUND varies causes moves is measured

SOUND detected varies causes moves is measured

SOUND detected varies causes PITCH moves EARS is measured VIBRATIONS POLLUTION DECIBELS

Smartpen technology Allows a focus on the process of construction

Threshold concepts

Source: Hay, Wells and Kinchin (2008)

Dr Ian Kinchin King’s College London i 08 k in r 20 s l e He mb te p Se

ian. kinchin@kcl. ac. uk i 08 k in r 20 s l e He mb te p Se