Difference between revisions of "Concept mapping"

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==Definition==
 
==Definition==
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== Summary==
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==Purpose and benefit==
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One paragraph.
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The purpose of concept mapping is to acquire, organize and visually present knowledge acquired from experts or teams. Concept mapping can also be used to map domain knowledge generally without the need to elicit this from experts.
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The main benefit of concept mapping is that it provides a user-friendly overview of concept knowledge and also allows “drill-drown” to detailed knowledge in a structured way. By using concept mapping software it is possible to link various types of artefact (documents/videos/audio etc.) and provide search capability to allow users to find things easily.
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==Description==
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The description in this section applies to the concept mapping process to be used to capture and map knowledge from technical experts. 
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# Pre-requisites
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## Confirm the expert has concept knowledge (critical knowledge) of interest.  A knowledge-loss risk assessment should have been carried out for the department or team under review.
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## Carry out a preliminary interview to determine the knowledge domains the expert is competent in.  Use this to also explain the knowledge capture process that will be followed.
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## Carry out semi-structured interviews (see wiki for elicitation interviews)
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## Obtain and install a concept map modeling package, e.g. CMAP tools (which is free to download from the IHMC web site http://cmap.ihmc.us/cmaptools/cmaptools-download/ ).  Microsoft Visio could also be used if a proprietary software package cannot be installed. Other tools are also available. Computer software programs allow moving of concepts together with linking statements and the moving of groups of concepts and links to restructure the map.
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# The concept mapping process
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## Each concept map is set in a context, and the mapping process should include or even begin by defining this context. A good way to define the context is to construct a focus question, that is, a question that clearly specifies the problem or issue the concept map should help to resolve. A well-formed focus question increases the quality of concept mapping process and the resulting concept map.
 +
## Given a selected domain and a defined question or problem in this domain, the next step is to identify the key concepts that apply to this domain. Usually 15 to 25 concepts will suffice. These concepts could be listed, and then from this list a rank ordered list should be established. The most general, most inclusive concept, for this particular problem or situation should be put at the top of the list, and the most specific, least general concept at the bottom of the list. Use the interview transcript to identify concepts for modelling.  For example if the expert is knowledgeable in the field of “radiation monitoring equipment”, use this as a high level node in the model.  Derive relationships from this node to sub-sets (e.g. gamma monitors, beta monitors, etc.).  Repeat this for other technical areas in the transcript.
 +
## The next step is to construct a preliminary concept map. Consider adding to the concept map other areas of knowledge (expert’s contacts, examples of work, career history etc.)
 +
## Continue modelling in this way until no further useful information is available from the transcript.
 +
# Invite the expert to review the concept map and update. By working directly with the expert it should be possible to drill-down and add further concepts and knowledge. Other concepts can be added. Good maps usually result from three to many revisions. This is one reason why using computer software is helpful.
 +
## Once the preliminary map is built, cross-links should be sought. These are links between concepts in different domains of knowledge on the map that help to illustrate how these domains are related to one another.
 +
## Group work may be necessary as one begins to struggle with the process of building a good hierarchical organization. Wherever possible, validate the knowledge captured with other experts or peers.
 +
# Follow-up
 +
## Consider adding the concept map produced in this way to the organization’s intranet or portal in a dedicated knowledge management section.  Systems similar to Microsoft Sharepoint, for example, provide excellent repositories for concept maps. 
 +
## Link the concept map to other artefacts produced by the expert to allow easy access to this information.
 +
## Retain any recordings and transcripts for knowledge preservation.  Usually a portal, wiki or equivalent is used for long term storage and search/retrieve activities.
 +
==Variations==
 +
The use of “mind-maps” provide similar results to concept maps.  Mind-mapping software is also free to download from certain web site (e.g. FreeMind, XMind).
 +
Although the process works best with an available interview transcript, it is also possible to work with an expert to derive concept models without the need for an interview.
  
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== Description==
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==Implementation guidance==
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===Mapping===
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* Concept mapping is designed to transform new concepts/propositions into the existing cognitive structures related to knowledge capture;
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* It is an effective way for a group to function without losing their individuality;
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* Concept mapping can be done for several reasons:
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** To design complex structures;
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** To generate ideas;
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** To communicate ideas;
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** To diagnose misunderstanding.
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* Six-step procedure for using a concept map as a tool:
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** Preparation;
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** Idea generation;
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** Statement structuring;
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** Representation;
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** Interpretation;
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** Utilization.
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* Similar to [[Semantic net]]
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'''Source:''' [[National approaches and strategies for Nuclear Knowledge Management]]
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# Note - The guidance described here applies to simplified knowledge capture and modelling processes.  Much more stringent and structured approaches are needed for artificial intelligence applications.
 +
# There are no specific rules on how concept maps should be constructed.  However, it is worthwhile noting:
 +
#* Wherever possible concepts and relationships should follow a standard naming convention.
 +
#* A hierarchical view tends to be more effective than a centralised page-view.
 +
#* The process can take many people weeks to complete for a single expert.
 +
#* Link’s to examples of an expert’s work are desirable. Consider linking to other knowledge artefacts (CVs, job descriptions, contact lists, technical papers etc) to provide a holistic view of the expert’s capability.
 +
#* It is always useful to record sessions with experts to help with subsequent codification.  Recording also means that experts will take the interview sessions seriously and provide their best attention.
 +
#* Good facilitation is essential to ensure time with the expert is not wasted.
 +
#* At the end the map should be revised, concepts re-positioned in ways that lead to clarity and better over-all structure. When computer software is used, one can go back, change the size and font style add colors etc to highlight the map where necessary.
  
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===Constructing good concept maps===
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==Success factors==
  
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In learning to construct a concept map, it is important to begin with a domain of knowledge that is very familiar to the person constructing the map. Since concept map structures are dependent on the context in which they will be used, it is best to identify a segment of a text, a laboratory or field activity, or a particular problem or question that one is trying to understand. This creates a context that will help to determine the hierarchical structure of the concept map. It is also helpful to select a limited domain of knowledge for the first concept maps.
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* The availability of a suitable modelling software package is essential.
 +
* Having an interview transcript to work from is highly desirable.
 +
* Modelled knowledge should be validated by other experts and peers if possible.
 +
* Ensure that the concept maps are available (read-only) for others to view.  A portal or intranet is usually needed for this.
 +
* Experience in the use of concept mapping software is essential – although most packages are very easy to use.
  
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A good way to define the context for a concept map is to construct a Focus Question, that is, a question that clearly specifies the problem or issue the concept map should help to resolve. Every concept map responds to a focus question, and a good focus question can lead to a much richer concept map. When learning to construct concept maps, learners tend to deviate from the focus question and build a concept map that may be related to the domain, but which does not answer the question. It is often stated that the first step to learning about something is to ask the right questions.
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==Common pitfalls==
  
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Given a selected domain and a defined question or problem in this domain, the next step is to identify the key concepts that apply to this domain. Usually 15 to 25 concepts will suffice. These concepts could be listed, and then from this list a rank ordered list should be established from the most general, most inclusive concept, for this particular problem or situation at the top of the list, to the most specific, least general concept at the bottom of the list. Although this rank order may be only approximate, it helps to begin the process of map construction. We refer to the list of concepts as a parking lot, since we will move these concepts into the concept map as we determine where they fit in. Some concepts may remain in the parking lot as the map is completed if the mapmaker sees no good connection for these with other concepts in the map.
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* Trying to model too much expert knowledge down to data level. If the data is readily understood and available, references are adequate.
 +
* Modelling readily known and understood information.
 +
* Providing only a superficial view of an expert’s knowledge. Experts have many years of useful knowledge; it is not possible to capture this on a single page of a concept map!
 +
* Creating a concept map without sufficient review. In this case the map stays incomplete and difficult to understand.
 +
* Not sharing or transferring the knowledge.  If an expert’s knowledge is modelled and never used then the whole process has little value.
  
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The next step is to construct a preliminary concept map. This can be done by writing all of the concepts on Post-its(TM), or preferably by using the IHMC CmapTools (Cañas et al., 2004b, http://cmap.ihmc.us) computer software program described below. Post-its allow a group to work on a whiteboard or butcher paper and to move concepts around easily. This is necessary as one begins to struggle with the process of building a good hierarchical organization. Computer software programs are even better in that they allow moving of concepts together with linking statements and the moving of groups of concepts and links to restructure the map. When CmapTools is used in conjunction with a computer projector, two or more individuals can easily collaborate in building a concept map and see changes as they progress in their work. CmapTools also allows for collaboration between individuals in the same room or anywhere in the world, and the maps can be built synchronously or asynchronously, depending on the mapmakers’ schedules.
 
  
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It is important to recognize that a concept map is never finished. After a preliminary map is constructed, it is always necessary to revise this map. Other concepts can be added. Good maps usually result from three to many revisions. This is one reason why using computer software is helpful.
 
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Once the preliminary map is built , cross-links should be sought. These are links between concepts in different segments or domains of knowledge on the map that help to illustrate how these domains are related to one another. Cross-links are important in order to show that the learner understands the relationships between the sub-domains in the map.
 
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Figure 6. A “string” map created by a fourth grade student following a class field trip to a paper mill. The class identified concepts in the parking lot on the left, but this student was not successful in using many of these and her map makes little sense. This student was a good oral reader, but she had very poor reading comprehension and was a committed rote learner (see Novak & Gowin, 1984, page 108).
 
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(click on image for a larger view)
 
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After a preliminary map is constructed, cross-links should be sought. These are links between concepts in different segments or domains of knowledge on the map that help to illustrate how these domains are related to one another. Cross-links are key to show that the learner understands the relationships between the sub-domains in the map.
 
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It is important to help students recognize that all concepts are in some way related to one another. Therefore, it is necessary to be selective in identifying cross-links, and to be as precise as possible in identifying linking words that connect concepts. In addition, one should avoid “sentences in the boxes”, that is, full sentences used as concepts, since this usually indicates that a whole subsection of the map could be constructed from the statement in the box. “String maps” illustrate either poor understanding of the material or an inadequate restructuring of the map. Figure 6 shows an example of a string map.
 
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Students often comment that it is hard to add linking words onto the “lines” of their concept map. This is because they poorly understand the relationship between the concepts, or the meanings of the concepts, and it is the linking words that specify this relationship. Once students begin to focus-in on good linking words, and on the identification of good cross-links, they can see that every concept could be related to every other concept. This also produces some frustration, and they must choose to identify the most prominent and most useful cross-links. This process involves what Bloom (1956) identified as high levels of cognitive performance, namely evaluation and synthesis of knowledge. Concept mapping is an easy way to encourage very high levels of cognitive performance, when the process is done well. This is one reason concept mapping can also be a very powerful evaluation tool (Edmondson, 2000).
 
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Finally, the map should be revised, concepts re-positioned in ways that lend to clarity and better over-all structure, and a “final” map prepared. When computer software is used, one can go back, change the size and font style, and add colors to “dress up” the concept map.
 
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Thus, we see that concept maps are not only a powerful tool for capturing, representing, and archiving knowledge of individuals, but also a powerful tool to create new knowledge.
 
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Source: Reference [1]
 
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===Outcome===
 
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The outcome of concept mapping is a [[Concept map|concept map]].
 
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==References==
 
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[1] Joseph D. Novak, Alberto J. Cañas, The Theory Underlying Concept Maps and How to Construct and Use Them, Technical Report IHMC CmapTools 2006-01 Rev 2008-01, http://cmap.ihmc.us/Publications/ResearchPapers/TheoryCmaps/TheoryUnderlyingConceptMaps.htm.
 
  
 
==Related articles==
 
==Related articles==
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[[Map (disambiguation)]]¨
 
  
 
[[Concept map]]
 
[[Concept map]]
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[[Semantic net]]
 
[[Semantic net]]
  
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[[Capture tools]]
 
  
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[[Category:Tools]]
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[[Category:Knowledge mapping]]

Latest revision as of 16:35, 15 February 2016


Definition

The process of organizing and representing knowledge using concept maps.

Purpose and benefit

The purpose of concept mapping is to acquire, organize and visually present knowledge acquired from experts or teams. Concept mapping can also be used to map domain knowledge generally without the need to elicit this from experts. The main benefit of concept mapping is that it provides a user-friendly overview of concept knowledge and also allows “drill-drown” to detailed knowledge in a structured way. By using concept mapping software it is possible to link various types of artefact (documents/videos/audio etc.) and provide search capability to allow users to find things easily.

Description

The description in this section applies to the concept mapping process to be used to capture and map knowledge from technical experts.

  1. Pre-requisites
    1. Confirm the expert has concept knowledge (critical knowledge) of interest. A knowledge-loss risk assessment should have been carried out for the department or team under review.
    2. Carry out a preliminary interview to determine the knowledge domains the expert is competent in. Use this to also explain the knowledge capture process that will be followed.
    3. Carry out semi-structured interviews (see wiki for elicitation interviews)
    4. Obtain and install a concept map modeling package, e.g. CMAP tools (which is free to download from the IHMC web site http://cmap.ihmc.us/cmaptools/cmaptools-download/ ). Microsoft Visio could also be used if a proprietary software package cannot be installed. Other tools are also available. Computer software programs allow moving of concepts together with linking statements and the moving of groups of concepts and links to restructure the map.
  2. The concept mapping process
    1. Each concept map is set in a context, and the mapping process should include or even begin by defining this context. A good way to define the context is to construct a focus question, that is, a question that clearly specifies the problem or issue the concept map should help to resolve. A well-formed focus question increases the quality of concept mapping process and the resulting concept map.
    2. Given a selected domain and a defined question or problem in this domain, the next step is to identify the key concepts that apply to this domain. Usually 15 to 25 concepts will suffice. These concepts could be listed, and then from this list a rank ordered list should be established. The most general, most inclusive concept, for this particular problem or situation should be put at the top of the list, and the most specific, least general concept at the bottom of the list. Use the interview transcript to identify concepts for modelling. For example if the expert is knowledgeable in the field of “radiation monitoring equipment”, use this as a high level node in the model. Derive relationships from this node to sub-sets (e.g. gamma monitors, beta monitors, etc.). Repeat this for other technical areas in the transcript.
    3. The next step is to construct a preliminary concept map. Consider adding to the concept map other areas of knowledge (expert’s contacts, examples of work, career history etc.)
    4. Continue modelling in this way until no further useful information is available from the transcript.
  3. Invite the expert to review the concept map and update. By working directly with the expert it should be possible to drill-down and add further concepts and knowledge. Other concepts can be added. Good maps usually result from three to many revisions. This is one reason why using computer software is helpful.
    1. Once the preliminary map is built, cross-links should be sought. These are links between concepts in different domains of knowledge on the map that help to illustrate how these domains are related to one another.
    2. Group work may be necessary as one begins to struggle with the process of building a good hierarchical organization. Wherever possible, validate the knowledge captured with other experts or peers.
  4. Follow-up
    1. Consider adding the concept map produced in this way to the organization’s intranet or portal in a dedicated knowledge management section. Systems similar to Microsoft Sharepoint, for example, provide excellent repositories for concept maps.
    2. Link the concept map to other artefacts produced by the expert to allow easy access to this information.
    3. Retain any recordings and transcripts for knowledge preservation. Usually a portal, wiki or equivalent is used for long term storage and search/retrieve activities.

Variations

The use of “mind-maps” provide similar results to concept maps. Mind-mapping software is also free to download from certain web site (e.g. FreeMind, XMind). Although the process works best with an available interview transcript, it is also possible to work with an expert to derive concept models without the need for an interview.

Implementation guidance

  1. Note - The guidance described here applies to simplified knowledge capture and modelling processes. Much more stringent and structured approaches are needed for artificial intelligence applications.
  2. There are no specific rules on how concept maps should be constructed. However, it is worthwhile noting:
    • Wherever possible concepts and relationships should follow a standard naming convention.
    • A hierarchical view tends to be more effective than a centralised page-view.
    • The process can take many people weeks to complete for a single expert.
    • Link’s to examples of an expert’s work are desirable. Consider linking to other knowledge artefacts (CVs, job descriptions, contact lists, technical papers etc) to provide a holistic view of the expert’s capability.
    • It is always useful to record sessions with experts to help with subsequent codification. Recording also means that experts will take the interview sessions seriously and provide their best attention.
    • Good facilitation is essential to ensure time with the expert is not wasted.
    • At the end the map should be revised, concepts re-positioned in ways that lead to clarity and better over-all structure. When computer software is used, one can go back, change the size and font style add colors etc to highlight the map where necessary.

Success factors

  • The availability of a suitable modelling software package is essential.
  • Having an interview transcript to work from is highly desirable.
  • Modelled knowledge should be validated by other experts and peers if possible.
  • Ensure that the concept maps are available (read-only) for others to view. A portal or intranet is usually needed for this.
  • Experience in the use of concept mapping software is essential – although most packages are very easy to use.

Common pitfalls

  • Trying to model too much expert knowledge down to data level. If the data is readily understood and available, references are adequate.
  • Modelling readily known and understood information.
  • Providing only a superficial view of an expert’s knowledge. Experts have many years of useful knowledge; it is not possible to capture this on a single page of a concept map!
  • Creating a concept map without sufficient review. In this case the map stays incomplete and difficult to understand.
  • Not sharing or transferring the knowledge. If an expert’s knowledge is modelled and never used then the whole process has little value.


Related articles

Concept map

Concept sorting

Laddering

Semantic net

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