13 Sep Concept Mapping
Concept mapping captures tacit knowledge and makes it explicit for use and distribution as an organizational asset. These maps represent and organize knowledge capital through the use of concepts and phrases connected via hubs. The links highlight the connections between concepts at a micro level, and the interdependencies of each at the macro level.
WHEN TO USE
HCD Process Phase: Ideation
BABOK Knowledge Area: Enterprise Analysis
PMI-BA Domain: Needs Assessment
OVERVIEW
Concept mapping is great way to support meaningful learning. Meaningful learning integrates new knowledge into pre-existing and emerging concept and propositional frameworks.
It does this by progressing language constructs from general concepts to more inclusive phrases and to more specific information. This discovery learning process is then mimicked in the hierarchical structure of the map.
As an instructional tool, concept maps visualize what is known and what is thought to be known. It provides a graphical representation of relevant and (potentially) irrelevant knowledge centred on a focus question or thesis. The following concept map answers the focus question, “what is nursing management for dextroamphetamine therapy?”
As an evaluation tool, a concept map constructs a logical knowledge structure through the plotting and connecting of concepts. Such a structure can identify and confirm learning processes and knowledge patterns. It can also verify the scope and relevance of business plans, vision and goal statements, and business requirements.
This is a complex evaluative example I created years ago for a project management information system project. I used my initial draft to complete a textual analysis of key project documentation.
This activity identified process and knowledge gaps in the organization’s understanding of project management as a discipline. It also identified gaps in the organization’s project management knowledge domain. The one shown here is a final version, illustrating a possible ideal project management knowledge domain state.
Contrasting the real current state with the ideal future state already drafted aided greatly in identifying further areas for analysis and collaboration.
BASIC STEPS
1. Define the focus question or statement
The focus question or statement sets the context for the concept map by clearly stating the issue or problem to be solved.
The richer the focus question the richer the concept map as an evaluative tool. If a statement or ‘top level concept’ is used to centre the map, the resulting map will be more useful as an instructional tool.
2. Identify key concepts
List the concepts applicable to the knowledge domain being addressed by the focus question. Between 15 and 30 concepts is within normal range. You can prioritize the concepts in relation to the focus question but it is not necessary.
*If you are unable to compile a list of key concepts you may not have enough domain knowledge to complete the concept map.
3. Create a preliminary concept map
Lay out the hierarchical map using the key concepts from step 2. You can do this using post-it notes, a whiteboard, or whatever tool allows you to easily move around items. Revise the map as much as you need to account for the concepts while still answering the focus question.
4. Add concept cross-links
Cross-links show the relationships between each concept. A good concept map focuses on being precise and selective on representing the most useful and / or prominent cross-links. The resulting graphical representation shows meaningful learning on the part of the individual(s) constructing the map. A poor understanding of the concepts being used and how they connect with each other will result in a poor concept map.
5. Revise, revise, revise
A concept map is never complete; it is always a work in-progress as new knowledge is discovered and created. Continue to move concepts and cross-links around and adding or removing elements to the map.