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Visual Knowledge Mapping for Exploratory Research
Training Notes
Background
For
the BETA project, the purpose of the Visible Knowledge
Mapping process is to explore, document and discuss in some
detail, student and faculty experiences with powerful
teaching and learning events.
Maps
are transcribed, analyzed and coded into common theme areas
related to instructional processes and characteristics -- or
effective instruction-- that leads to engaged learning and
learning experiences that endure.
By
understanding these themes, question items that link
effective instruction to learning can be written for
end-of-course evaluations or student evaluation of
instructor instruments.
One of
the greatest strengths of the VKM process is that while
collecting data, the method promotes discourse among the
participants involved and across the campus community. This
discourse reveals assumptions and beliefs about teaching and
learning. It also engages the institutional community,
faculty and students in a shared conversation about what is
common, unique and powerful about teaching and learning in
particular systems, programs, disciplines and campus-wide.
If
BETA partners choose to utilize the VKM process, it will be
important that the method be applied consistently for the
sake of rigor. We anticipate that conversations and outcomes
will be unique campus by campus. We also pre-suppose,
however, that there will be some commonality in what BETA
partners discover that we will seek to understand as a
project.
We
recommend that BETA partners plan for and train together in
the VKM method with a group of individuals on campus who
will assist with the mapping and coding process. It is
reasonable to estimate that a series of 1-hour mapping
sessions will occur and that a minimum of 2 individuals be
available for each session. At Mount Royal College and St.
Edward’s University, 3 key individuals lead around 12
mapping sessions. More individuals might be trained,
however, to minimize the workload. Again, a consistent
approach will assure the results that you seek.
The VKM Approach
Recruitment Notes
Representation is important. Faculty and students
participation should be planned in a manner that assures
students and faculty members are approached campus-wide,
across your program and discipline areas.
Assembling groups of 6-10 is also important to assure that
the conversations about teaching and learning also occur.
There
is no one right way to recruit, for example, Mount Royal
randomly selected a representative faculty group and
recruited students from core courses in English Composition
and Computer Sciences. St. Edward’s University and Johnson
C. Smith University conducted their mapping program by
program. Both achieved the goals of representation,
participation and discourse.
The
Method
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Give everyone a sheet of 11 x 17 paper
and a blue pen.
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Ask them to think about a powerful
learning experience . . .
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A time they were really engaged in the learning
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A time when they left with a feeling of mastery
of the material and felt ready to utilize or
extend what they had learned
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Who was the person
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What was the course or event
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The example does not need to
be in higher education. It can be, but
could also be from K-12, work, family, or
team experiences.
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Name and enter the powerful experience in
the middle of the paper
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Then invite participants to fill the
page, to spend about 10-15 minutes sketching what
occurred. Then ask participants to describe in as much
detail as possible
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What was going on
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Who was there
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What they felt or understood
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What materials, techniques,
people or things made the experience so
powerful?
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What they recall doing
Encourage them to note
anything that would help us understand why this experience
was so powerful. Assure participants that there is no right
or wrong way to compose their map – what is important is
that they describe what they feel is important.
Follow-Up with Individuals
Individuals will complete their maps at different rates.
About seven minutes into the process, remind folks that your
team of facilitators will be asking some questions about the
maps as they are complete. Encourage participants to take
more time though, even if the facilitators see these
conversations begin.
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Trained facilitators, equipped with a
green or purple pen sits beside the individual and
examines the maps. To fill in details:
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Interviewer picks a key point
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Asks
“how does this relate back to why this was
powerful?”
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Writes notes on the response in green pen, clearly
linking notes to the original concept
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Continue conversation discussing about 3
key points
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Trained facilitators circulate among the
groups (for 15 minutes)
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If a trained facilitator identifies a
common point, ask if the individual would be willing to
discuss that area further in the group discussion.
Follow-Up with the Group
When
all of the individuals have been interviewed, call the group
back to order.
Thank the individuals for
their work and comments
Indicate that as a result
of the detailed conversation, certain themes are evident
across the maps. In the last 20 minutes or so, we’d like to
understand those common areas further.
Invite the individuals who
agreed to present their ideas to the group.
Invite the group to add
their comments on why this particular characteristic or
process contributes to powerful learning.
One of
the facilitators takes notes of the conversation.
At
the conclusion of the session, thank participants for their
feedback and provide specific comments on how their comments
will be coded and transformed for the project. Please assure
confidentiality and address any other privacy policies
specific to your institution. Again, thank them for their
valued feedback.
-Patricia Derbyshire,
Mount Royal College
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