integrating digital mindmapping in psychology vvob vietnam
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Integrate the Digital Mindmapping into Teaching and Learning Psychology
Nong Khanh Bang, Pham Anh Tuan & Tran Nu Mai Thy
VVOB Vietnam
Introduction & Literature Review
– Characteristics of Psychology
– Concept Mapping and Mindmapping
– ICT movement in Vietnam
– Research questions Methods Findings
– Mindmapping and student learning achievement
– Student perception on Mindmapping Discussion and conclusion References
Psychology– “scientific study of mind and behaviours” (Statt, 1998, p.110)
Teaching psychology in Teacher Training Institutes in Vietnam– Theories on cognitive development
– Application in material development, teaching methods and teaching practice
PRESSUREtheoretical abstract
difficult to understand
Collaborative learning
Problem-solving
Critical thinking
Transformative learning
Tony Buzan Mind map
Added value of Digital Mindmapping from Teachers
ICT movement in Vietnam– Master Plan on ICT in education for 2001-2005
– 2008: Year of ICT
– Reasonably implement ICT in different subjects
VVOB– ICT intergration in Teacher Institutes in Vietnam
– Result areas:
• Raise awareness
• Capacity building (basic skills, ICT4ATL, ICT4SS)
• Learning material
• Learning development
Research questions
Does the use of digital mind mapping make more significant difference on students’ academic achievement in learning Psychology?
Does the use of mind mapping positively change student’s attitudes toward the Psychology classes conducted?
Methods
Groups Pre-test Activities Post-test
Experimental group (E)
01 Teaching and learning with support of computer-based mind mapping
04
Control group 1 (E1) 02 Teaching and learning conventionally without support of mindmapping
05
Control group 2 (E2) 03 Teaching and learning with support of paper-based mindmapping
06
Process A complete mindmap
Findings- Research question 1
Instruments ExperimentalGroup
(E)
Control Group 1(E1)
Control Group 2(E2)
Mean SD Mean SD Mean SD
Pre-test 6,4 1,1 6,2 1,4 6,1 1,4
Post-test 7,9 0,9 6,9 1,0 7,5 0,97
Mean comparison
6
6.5
7
7.5
8
1
Control group E1 Control group E2 Experimental group E
Findings- Research question 2
Mindmapping helps– brainstorm and categorize ideas– understand the concepts– and work with peers
Digital mindmapping helps– categorize, group ideas more easily
Students in experimental group use mindmaps in the other subjects
Students in experimental group show difficulties in adopting digital mindmap functions at the starting stage
Conclusion and discussion
Digital mindmapping– Fosters learn how to learn
– Supports formative assessment
– Original board of knowledge can be later used
– More convenient
– Demonstrates the connections between concepts/ideas
Digital mindmapping
age
learning style
readiness
subject
ICT infrastructure
learning activity
pedagogy
Way forward…
DIGITAL MINDMAPPING
& SUSTAINABILITY
