Mind research skills mapping

Source: http://tinyurl.com/jtgequ5

MIND RESEARCH SKILLS MAPPING Submission date: Monday 31st October 2016 Submitted to: Joseph Egan Submitted by: A00246665, A00232759, A00246963, A00243520

This project is submitted in part fulfilment of the Bachelors of Business (Honours), part of the Learning Development for Higher Education subject in first year, at the Athlone Institute of Technology.

Ciara Hornby

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Table of Contents DECLARATION OF AUTHENTICITY .................................................................................... 2 EXECUTIVE SUMMARY....................................................................................................... 3 INTRODUCTION ................................................................................................................... 4 LITERATURE REVIEW ......................................................................................................... 6 5 Essentials of Mind Mapping ............................................................................................ 6 Hand Drawn vs Computerised Mind Maps ......................................................................... 7 Mind Maps in Education and Teaching with Mind Maps .................................................... 8 Mind Maps in Business ...................................................................................................... 9 Advantages and Disadvantages of Mind Maps ................................................................ 10 CONCLUSIONS ................................................................................................................... 12 RECOMMENDATIONS ........................................................................................................ 13 REFERENCES ..................................................................................................................... 14 APPENDICES ...................................................................................................................... 16

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DECLARATION OF AUTHENTICITY We hereby declare that this submission is our own work and to the best of our knowledge it contains no plagiarised material. We declare that all material presented are our own work, or fully and specifically acknowledged wherever adapted from other sources.

This work contains no materials previously published or written by another person, nor material which to a substantial extent has been accepted for the award of any other master’s degree, degree, diploma or certificate at any other educational institution, except where the acknowledgement is made in the work by means of the Harvard referencing system.

Any contribution made to this work by others, with whom we have worked with, is explicitly acknowledged in the acknowledgements page.

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EXECUTIVE SUMMARY After doing this project we learned a lot about mind maps and how they can be used. They are very helpful when deciding how to do a project and helped us to plan what each member of the group would do. In order to complete this project, we used both primary and secondary research. For our primary research, we created a survey and each gave it to five people at home, from this we found that the majority of people have used mind maps before and found them very useful. For secondary research, we looked up information on the internet, from books in the library and from the library database ‘summon’. We found out how to create mind maps, how they should can used and how to make the most of them, this showed us how they can benefit people in all aspects of their life such as studying or planning their week.

Since researching for this project we’ve seen how beneficial mind maps are to not just for students who are studying for exams but also people in their everyday lives and we would recommend mind maps to anyone looking to organise their work or study.

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INTRODUCTION A mind map is a visual representation of hierarchical information that includes a central idea surrounded by connected branches of associated topics. (Inspitation.com, 2016), It is a diagrammatic method of representing ideas, with related concepts arranged around a core concept. (Collinsdictionary.com, 2016). Mind maps are a tool for your brain. (See Appendix 1 Video of Mind Mapping) Developed by Tony Buzan in 1970, mind mapping is a revolutionary system for capturing ideas and insights horizontally on a sheet of paper.

(Mento, 1999) Mind mapping is where people use their imagination to expand on a concept.

The mind map originated in the 1960’s by Tony Buzan. Since then it has grown into a worldwide phenomenon. The use of colours and imagery unlock the full potential of the brain. By placing an image in the centre of a page, expanding on the image with words or pictures making new concepts, following links can lead to all types of discoveries and new innovations. Used all age groups and levels, from national school’s children to scientists, mind maps are a global force when it comes to learning. (www.tonybuzan.com, 2016) The four key words to mind mapping are: 1. Diagrammatic - Something that is formed in a visual way such as a diagram or a chart of some description.

2. Ideas - Ideas can vary in definition but in this case, it can be understood as what springs to mind from adjusting and readjusting the main concepts to create something new.

3. Concepts - Concepts is basically just another word for a more defined idea, but it is an idea that has been developed and thought about with importance 4. Core Concepts - A core concept is the main idea. This is where all the theories begin, by seeing what we can add or take away from this key idea we can improve the concept.

All mind maps begin with a main concept or idea that the rest of the map revolves around, so choosing that idea or topic is the first step. Begin by creating an image or writing a word that represents that first main idea.

From that main idea, create branches (as many as needed), that each represent a single word that relates to the main topic. It’s helpful to use different colours and images to differentiate the branches and sub-topics.

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Then, create sub-branches that stem from the main branches to further expand on ideas and concepts. These sub-branches will also contain words that elaborate on the topic of the branch it stems from. This helps develop and elaborate on the overall theme of the mind map.

Including images and sketches can also be helpful in brainstorming and creating the subbranch topics. (Inspitation.com, 2016) (See Appendix 2 for Transcript of YouTube Video)

Mind maps have the greatest benefit on the visual type of learner. Visual learners are those who learn best through what they see. They learn best when they use graphical ways to represent what they are studying. They prefer it when information is represented in diagrams or graphs.

A visual learner: 1) loves pictures and diagrams, 2) is good at reading maps and charts, 3) create strong pictures in their minds when they read, 4) like bright colours (and fashions), 5) may have to think for a bit to process a speech or lecture. (McIIwraith, 2016)

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LITERATURE REVIEW 5 Essentials of Mind Mapping Mind mapping is a highly effective way of getting information in and out of your brain. Mind Maps have a natural organizational structure that radiates from the centre and use lines, symbols, words, colour and images according to simple, brain-friendly concepts. Mind mapping converts a long list of information into a colourful, memorable and highly organized diagram ●

The main idea, subject or focus is crystallized in a central image.

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The main themes radiate from the central image as 'branches'.

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The branches comprise a key image or keyword drawn or printed on its associated line.

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Topics of lesser importance are represented as 'twigs' of the relevant branch.

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The branches form a connected nodal structure.

All mind maps have a central idea which can be worked on from that point going out the way, in recent years, people have started using computerized mapping tools for several education-related purposes. Typically, the tools are used to help impart critical and analytical skills to students, to enable students to see relationships between concepts, and as a method of assessment. (Springer.com, 2016) Each branch that radiates from the central image represents a new idea, concept or even the smallest of thoughts. This helps maintain organisation and creative free structure at the same time. (Burns, 2016) All branches somewhat the idea is by either images or words been written or drawn on the branch, again adding to the colourful concept that will increase brain memory, in most people, the left side of the brain is concerned with logic, words, reasoning, numbers, linearity, and analysis – the so‐ called academic activities. The right side of the brain is more in the “alpha wave” or resting state; it deals with rhythm, images and imagination, colour, daydreaming, face recognition, and pattern or map recognition (Mento, 1999) The branches form a complete structure in which is both mind mapping represents a powerful aid for stimulating whole brain thinking (Mento, 1999) It engages the left and right side of the brain, it mixes creative with logical.

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Topics of lesser importance still have an importance in mind mapping, they represent smaller ideas which may come in useful in the long run or may inspire other ideas. Although it is not key it is a useful tool. (mindmapsunleashed.com, 2016) All branches form a nodal structure (see appendix 3 for nodule structure) which mixes organisation and creative free flowing design which allows for better memory and better notes. (mindmapping.com, 2016)

Hand Drawn vs Computerised Mind Maps Mind maps can be done either by hand or on a computer using sites such as bubble.us or mindmapfree.com or programmes such as paint can also be used to create an effective mind map.

Creating a mind map by hand can make starting much easier as all you need is a blank piece of paper and a pen. A handwritten mind map is much more individual as you have more freedom of movement when drawing lines or colouring around certain words etc. However, a handwritten mind map may be difficult to revise from as it may get lost, it may be over detailed, or it may be too messy (see appendix 4 for example of handwritten mind map). 55% of people we asked said they used hand drawn mind maps over software developed mind maps. (See Appendix 5 for Survey)

Creating a mind map on a computer can be very helpful as it is very easy to change and update as needed. There is much believe that using software to create mind maps is far superior than using hand drawn mind maps. It also tends to be much more organised and better laid out as the computer does not allow the same freedom of movement that a handwritten mind map does, this means that it may be easier to revise as it is more appealing to the eye. Mind maps created on software can have expandable and collapsible branches so the user can see only the bits of information that they need at a given time, this also allows them to add extra information without overloading their senses. Using software also allows the creator to embed notes, links, or videos to aid their study. (Shih, 2009) Mind maps created on software are more easily shared and edited by others via the actual website or through an email, this may be effective for study groups or classes to share study material. (mindmappingspftwareblog.com, 2016) 45% of people we asked said they preferred using software to create their mind maps. (See Appendix 6 for Survey) ________________________________________________________________________________________________________________ Page 7 of 29

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However, using a computer to create a mind map may not always be the best option as it takes time to learn how to use the software. Also, people who are more comfortable studying using pen and paper may find working on software uncomfortable and it may have a negative effect on their study (mindmapsunleashed.com, 2016) (see appendix 7 for an example of a mind map done on a computer).

It is important to know what to avoid when creating a mind map as they are only effective when created right. Firstly, mind maps should not be cluttered because if there is too much going on for example too much colours or too many points then the brain is unable to focus and this leads to an inability to remember the key points associated with your mind map.

When doing up a mind map ensure that all branches just contain only a few words. Too many words can be counterproductive and again your brain will find it hard to focus and be unable to remember the important points. (Hillar, 2012) (See Appendix 8 for a cluttered mind map).

Mind Maps in Education and Teaching with Mind Maps A single mind map can summarise over 20 pages of a textbook. (See Appendix 9 for YouTube Video) Mind mapping is a beneficial learning tool to help students brainstorm any topic and think creatively. Mind maps are particularly helpful in the writing process and provide students with a natural way of thinking and building thoughts on a story plot or theme. Mind maps also provide teachers with insight into their students’ thought process regarding a specific topic. By asking students to create mind maps demonstrating their comprehension of a concept, teachers can understand what a student’s prior knowledge was and how well the student understands the assignment or the material being taught. This is a very effective way of evaluating students’ understanding. (Inspitation.com, 2016) A mind map is basically a diagram that connects information around a central subject. I like to think of it like a tree, although it has more of a radial structure. In any case, at the center is your main idea, say, poetry, and the branches are subtopics or related ideas, such as types of poetry, famous poets, and poetry publications. Greater levels of detail branch out from there and branches can be linked together. Mind maps can be used for pretty much any thinking or learning task, from studying a subject (such as a new language) to planning your career or even building better habits. The Asian Efficiency blog offers a few unusual ways to use mind maps you might not have considered: create a knowledge bank (since mind mapping software ________________________________________________________________________________________________________________ Page 8 of 29

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lets you attach files and add links), solve problems (such as which credit card to use), create book summaries, and set goals. They're great for teams to use as well, for group brainstorming and interactive presentations.

(Pinola, 2013)

Mind Maps in Business Mind Maps allow you to brainstorm ideas, make a plan of action and present it to your colleagues all in one place. (imindmap.com, 2010) Business Owners can use mind maps as a control mechanism in their business. Within the business mind maps have the ability to turn complex data into easily understood structured information. (See Appendix 10 for YouTube Video) Take a simple example of a business owner with 5 different departments in his business, with 5 different department heads reporting to him. Assume that each department has 5 different business issues that are critical for its success. Now assume that the business owner is directly responsible for 5 additional key areas as the chief strategist in the business. These might include key account management, product innovation, financial management, supplier management and new market development. In this simple model, there are 30 different variables that require active participation and management by the business owner. (See Appendix 11) How on earth can one individual deal with so many things on an ongoing basis and not drop the ball occasionally? Mind mapping provides the answer. In the scenario described above, I would recommend that the owner create a mind map at least once per month with the title of Key Initiatives for X Month in the centre of the page. Extending out from this central bubble he should create a bubble for each of his departments and a bubble for each strategic area he directly manages. (See Appendix 12) It can also be used for a wide variety of other business purposes such as: Planning, Project Management, Presentations, Meeting Management, Problem Solving, Brainstorming, Workload Management, Report Writing, SWOT Analysis, Business Process Development. (See Appendix 13 for YouTube Video)

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Advantages and Disadvantages of Mind Maps Mind mapping is a visual tool developed by T. Buzan to improve note-taking, foster creativity, organize thinking, and develop ideas and concepts (Goodnough & Woods, 2002).

Students can improve their note-taking by creating mind-maps to represent information in a more creative, and understandable way. “The use of mind maps to make notes may facilitate students to understand, analyse and think critically about the chosen topic” (Buzan, 2003) as cited in (Noonan, 2013). Mind maps enhance note-taking because they can connect with learners whose style is not as well- served by traditional linear, text-based materials (Budd, 2004). All people learn differently, mind-maps seem to be particularly useful for people who learn better through visual aids. “The construction of a Mind Map provides a learning experience for visual and tactile learners who are traditionally not as well served by lectures” (Budd, 2004). Mind Maps are especially useful for students who learn better through a less text-based format (Goodnough & Woods, 2002) Another advantage of using mind-maps is that it improves students’ memory and learning ability. “The multisensory nature of mind maps which include colour and pictures facilitate the conversion of information from short to long term memory” (D'Antoni, et al., 2010) as cited in (Noonan, 2013). Mind-maps are structured in a way that helps students to recall information more easily. “The radiant structure of mind maps and the focus on using single key words can foster more expansive connections and create powerful associations” (Budd, 2004). In a study by Noonan (2013) mind-maps helped midwifes to visualise the information and this assisted them to remember key points reviewed (Noonan, 2013) (See Appendix 13).

In another study, medical students who used mind maps demonstrated better factual recall after one week (Johnson, 2014) Creating mind-maps leads to better understanding of the material being learned. “Mind mapping requires more active engagement on the part of the learner which may contribute to deeper learning being achieved” (Davis, 2010) as cited in (Noonan, 2013). In a study by Budd (2004) mind-maps enhanced Economics students understanding of supply and demand, and it was concluded that using Mind Maps as a classroom exercise is beneficial (See Appendix 14). Creating a mind-map involves a lot of creativity on the students’ behalf when brainstorming, drawing pictures and choosing different colours to represent different concepts and ideas. The process of making a mind-map forces the student to be creative.

“Mind maps promote greater creativity for all learners” (Williams & Wilkins, 2013).

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Although there are not many disadvantages associated with mind-maps, some studies have reported possible disadvantages. In a study by Noonan (2013) some of the students found the mind maps time consuming and expressed a preference for the traditional essay type assignment. This is perhaps due to the fact there are many different learning styles, and those people who prefer to learn in the traditional text-based learning style may not need the use of mind-maps nor like to use them. Mind maps only contain the core ideas and words associated with a particular topic, some students may feel that they lack detailed explanations and some of the key information. “Each branch is captured by a single key word, not a phrase or sentence� (Budd, 2004). Also, a lack of imagination may inhibit effective mind map use (Noonan, 2013). Another disadvantage to mind-maps is that they can become overly complex (Eppler, 2006)A huge cluster of different key-words, images and webs of information may be confusing for someone else to understand.

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CONCLUSIONS On the five essentials of mind mapping it’s clearly broken down into five simple understandable steps which shows how, what and when mind maps can be useful as well as showing how easy it is to do. By abiding by these five simple steps making a mind map should not prove much of a challenge to a lot of users. From branching out from the middle and adding colour, images and other creative styles mind mapping could probably be the efficient way of learning due to the difficulty to success ratio.

From the above it is clear that there are arguments for using either paper or computerised mind maps and it ultimately depends on the individual’s personal preference. Computerised mind maps would be more effective in situations that require the sharing of information whereas hand drawn mind maps may be more effective when creating a mind map for personal use as it is easier to individualise a hand drawn mind map and they can be very hard to share as one individuals style may not work for somebody else.

Mind maps can be simple and easy to use. Using mind maps for study makes a lot of sense as a visual learner would benefit greatly from it. The use of colour and core concepts makes it easier to understand your notes compared to other learning tools. Creating a mind map for business gives the owner of the business the opportunity to analyse their business in a far simpler way than if it was written out in list form. Mind mapping uses in business include planning presentations or even modelling their business plan. The great thing about mind maps in both studying and business is that they have no limitation on their uses.

Overall there are many advantages and also some disadvantages associated with using mind maps. Some of the advantages discussed was a reported improvement in note-taking, with also an improvement in students’ memory and learning abilities. Mind maps lead to a deeper and better understanding of the material being learned. Mind maps promote creativity and are very useful for more visual styled learners. Some of the reported disadvantages associated with mind maps is that other people may find them difficult to interpret/understand, that they are only a summary of the core ideas and lack detailed information and also that they are time consuming and take a long time to create. Mind maps do not suit all learning styles, those who had more of a traditional text-based learning style did not find mind maps useful.

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RECOMMENDATIONS Have a tutorial on how to do a mind map: The college should offer a free tutorial to each class on how to do a mind map effectively. Many people may not use mind maps because they are unsure how to create one or because they do not realise the benefits of using mind maps to study. A short tutorial on mind mapping skills could help many students with their study skills in college and allow them to achieve a better grade.

Teach using mind maps: Lectures should try to teach students using mind maps so they can easily remember just the key points from the class rather than being overloaded by a large amount of information. This could also be done by the lecturer handing out a print out of a blank mind map at the start of the lecture to each student and letting them fill in what they believe are the key ideas on the topic.

Encourage the use of mind maps: Lectures should ask students to produce mind maps of a topic along with their written homework. For example, if a lecturer wants a 2-page question on Maslow's Hierarchy of needs from a student they could also ask for a mind map to accompany your essay stating your key points. This would allow students to have a better chance of remembering the information from their essay.

Sharing of Mind Maps: The college could create a database in which students would be able to upload or download mind maps on different topics and share them with each other. For example, if a student had an economics exam on demand and supply theory they could go on this database and see if another student had uploaded a mind map that would be useful, if not the student could do their own mind map and share it on the database for others to use.

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REFERENCES Budd, J. W., 2004. Mind maps as classroom exercises. The Journal of Economic Education, 35(1), pp. 35-46.

Burns, W., 2016. Essential Characteristics Great Mind Map Mandalas. [Online] Available at: https://www.linkedin.com/pulse/essential-characteristics-great-mind-mapmandalas-william-burns [Accessed 15 10 2016].

Buzan, T., 2003. Use Your Money. [Online] Available at: http://0www.sciencedirect.com.libmain.ait.ie/science/article/pii/S0260691712000445#bb0030 [Accessed 2 10 2016].

Collinsdictionary.com, 2016. Mind Map | Definition, meaning & more | Collins Dictionary.

[Online] Available at: http://www.collinsdictionary.com/dictionary/english/mind-map [Accessed 18 10 2016].

D'Antoni, A. V., Pinto Zipp, G., Cahill, T. F. & Olson, V. G., 2010. “Does the mind map learning strategy facilitate information retrieval and critical thinking in medical students?”.

[Online] Available at: http://0www.sciencedirect.com.libmain.ait.ie/science/article/pii/S0260691712000445#bb0065 [Accessed 20 10 2016].

Davis, M., 2010. “Concept mapping, mind mapping and argument mapping: what are the differences and do they matter?. [Online] Available at: http://0www.sciencedirect.com.libmain.ait.ie/science/article/pii/S0260691712000445#bb0055 [Accessed 8 10 2016].

Eppler, M. J., 2006. A comparison between concept maps, mind maps, conceptual diagrams, and visual metaphors as complementary tools for knowledge construction and sharing. Information Visualization, 5(3), pp. 202-210.

Goodnough, K. & Woods, R., 2002. Student and Teacher Perceptions of Mind Mapping: A Middle School Case Study. [Online] Available at: http://files.eric.ed.gov/fulltext/ED470970.pdf [Accessed 7 10 2016].

Hillar, S. P. e. a., 2012. Do's and Dont's. In: Mind Mapping with FreeMind. s.l.:Packt Publishing, p. 36. imindmap.com, 2010. 7 Ways to Use Mind Maps in Business. [Online] Available at: https://imindmap.com/articles/7-ways-to-use-mind-maps-in-business/ [Accessed 21 10 2016].

Inspitation.com, 2016. How to Teach Mind Mapping and How to Make a Mind MAp. [Online] Available at: http://www.inspiration.com/visual-learning/mind-mapping [Accessed 20 10 2016].

Johnson, R., 2014. Using mind maps to teach medical students. Medical Education, 48(11), pp. 1124-1125.

McIIwraith, C. &. W. C., 2016. Study Advice for Visual Learners. [Online] Available at: Study Advice for Visual Learners.

[Accessed 14 10 2016]. ________________________________________________________________________________________________________________ Page 14 of 29

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Mento, A. J. M. P. J. R., 1999. Mind Mapping in Exexutive Education: Applications and Outcomes. Journal of Management Development, 18(4), pp. 390-416. mindmapping.com, 2016. Welcome to mindmapping.com. [Online] Available at: http://www.mindmapping.com/ [Accessed 3 10 2016]. mindmappingspftwareblog.com, 2016. Software Vs Hand Drawn Maps. [Online] Available at: http://mindmappingsoftwareblog.com/software-vs-hand-drawn-maps/ [Accessed 14 10 2016]. mindmapsunleashed.com, 2016. 10 Really Cool Mind Mapping Examples You Will Learn From | MindMaps Unleashed. [Online] Available at: http://mindmapsunleashed.com/10-really-cool-mind-mapping-examples-youwill-learn-from [Accessed 6 10 2016]. mindmapsunleashed.com, 2016. Showdown: Paper Mindmaps vs Computer Mindmaps.

[Online] Available at: http://mindmapsunleashed.com/showdown-paper-mindmaps-vs-computermindmaps [Accessed 23 10 2016].

Noonan, M., 2013. Mind maps: Enhancing midwifery education. Nurse Education Today, 33(8), p. 847.

Pinola, M., 2013. How to Use Mind Maps to Unleash Your Brains Creativity and Potential.

[Online] Available at: http://lifehacker.com/how-to-use-mind-maps-to-unleash-your-brains-creativity1348869811 [Accessed 14 10 2016].

Shih, P. C. e. a., 2009. Proceedings of the ACM 2009 international conference on Supporting group work - GROUP '09. Groupmind.

Springer.com, 2016. Concept Mapping, Mind Mapping and Argument Mapping: What are the Differences and Do They Matter?. [Online] Available at: http://link.springer.com/article/10.1007/s10734-010-9387-6 [Accessed 5 10 2016].

Williams & Wilkins, 2013. Developing Scholarly Thinking Usong Mind Maps in Graduate Nursing Education. Nurse Educator, 38(6), pp. 252-255. www.tonybuzan.com, 2016. MIND MAPPING | TONY BUZAN. [Online] Available at: http://www.tonybuzan.com/about/mind-mapping/ [Accessed 8 10 2016].

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APPENDICES Appendix 1 Academics - Mind Mapping

Source: https://www.youtube.com/watch?v=OYZg15DpLBU

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Appendix 2 Transcript of Youtube Video: Concepts and Principles of Mind Mapping

Source: https://www.youtube.com/watch?v=BsH2aQV8LdY Created Using: https://www.jasondavies.com/wordcloud/

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Appendix 3 Nodule Structure

Source: http://tinyurl.com/j8su3kf

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Appendix 4 Example of a handwritten mind map

Source: http://tinyurl.com/h7xnvrz

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Appendix 5 Example of a mind map created using software

Source: http://tinyurl.com/glhnp3z

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Appendix 6 Example of Cluttered Mind Map

Source: http://tinyurl.com/gr9cfqz

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Appendix 7 Survey carried out by team Questions

Result

Do you know what a mind map is?

Yes 90% (18/20) No 10% (2/20)

Have you ever used a mind map?

Yes 75% (15/20) No 25% (5/20)

Did you find using a mind map useful?

Yes (15/20) No 10% (2/20) Unsure 15% (3/20)

What did you use your mind map for?

Business, Study, Personal Life

Business 25% (5/20), Study 50% 10/20, Personal Life, None 25% (5/20)

If you were to do a mind maps would it be on paper or on computers?

Paper 55% (11/20), Computer 45% (9/20)

Source: Created in Word

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Appendix 8 How to Get Straight A's! | Mind Mapping

Source: https://www.youtube.com/watch?v=MJJeT22UpZA

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Appendix 9 Transcript of YouTube Video:

Source: https://www.youtube.com/watch?v=BBHk5kMgw8g Created: http://tagcrowd.com/

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Appendix 10 If you take this to its next logical level, there could be 5 to 10 secondary tasks that need to be managed within each of these 30 different variables. For example, within key account management, the business owner may have 5 specific tasks to carry out or manage for 5 different key customers. He may also have 5 or more initiatives on the go with relation to new market development. The implications of this are astonishing in that the owner may have more than 100 things he needs awareness of on a consistent basis if the business is to be successful.

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Appendix 11 Linked to each of these second level bubbles, all of the subsidiary tasks and initiatives that are critical to the business should be listed. Now the owner has an ordered list of all that is moving and shaking in the business on one single page. It allows him to actively manage every single key initiative and interact with his direct reports to ensure nothing slips by him.

Every time something happens with any of the tasks or initiatives, the owner simply adds an additional item to the mind map but one step removed from the original item.

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Appendix 12 The Magic of Mind Mapping for Business

Source: https://www.youtube.com/watch?v=T6OLpdS2ZpA

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Appendix 13 First year midwifery students in the second semester of their BSc Midwifery programme were required to complete a workbook type assessment for their Module on Midwifery Practice and Normal Birth. The workbook was designed so that students completed a set of questions on a weekly basis with some of the questions requiring mind maps. A detailed explanation of mind maps and what was expected of the students in their assessment was discussed on the first two weeks of the module. An example of a simple mind map based on material unrelated to midwifery was provided to the students. Twenty midwifery students were asked to comment on the use of mind maps for their assignment in an end of module evaluation. The evaluation form consisted of open ended questions aimed at obtaining students’ thoughts on using mind maps as part of their assessment for the module (Noonan, 2013)

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Appendix 14 In a labour relations course at the University of Minnesota, Budd created two in-class exercises in which small groups of students make Mind Maps. At the start of the class session, he provided a brief introduction to Mind Maps. He then described the topic for their Mind Map, and divided the students into groups of three and provide them with a large sheet of paper, a handful of colored markers, and a number of small post-it notes. Budd observed the students and took note of their behaviour and then gathered feedback when the task was completed (Budd, 2004).

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