CHAPTER II

MIND MAPPING SOFTWARE AS TEACHING TOOL

(IMPLEMENTING ICT CONCEPTS IN ELT CLASS)

A.  Mind Mapping Software (Concept and Definition)

Mind mapping was originally invented by Toni Buzan in 1970s and nowadays there are millions of people using it for brainstorming, note-taking, project planning, decision making and document drafting. Basically, Mind mapping technique is a technique used in order to denote a process in which the writer can describe and clarify his ideas in a graphical form. A better understanding of the relationship between ideas is created due to the pictorial form. Buzan defines[1]

“Mind maps are a graphic, networked method of-storing, organizing and prioritizing information (usually on paper) using key or trigger words and images, each of which will ‘snap on’ specific memories and encourage new thoughts and ideas. Each of the memory triggers in a mind map is key to unlocking facts, ideas and information and, also, to releasing the true potential of your amazing mind”.

From the definition above, it can be understood that the concept of mind mapping uses such kind of graphic in order to grasp the information through key words. According to Jaksch[2], a mind map is a thinking tool that reflects what goes on in the brain. When two bits of information intersect, an idea is formed. Then, the idea triggers radiant thinking. This means that the brain makes countless associations, radiating in all directions. In addition, Borkar[3] explains that mind mapping is a technique that makes optimum use of brain power and allows people to learn and retain information more effectively. It is because of this characteristic feature that mind maps have proven to be highly effective when used for studying. Similarly, Buzan promoted that mind map notes can be quickly and easily transformed into essays, presentations, and other creative or communicative form, then, it can increase the clarity of analytical throught, and it grows delight in accumulating knowledge. Furthermore, mind map has four essential characteristics[4], as follows:

a.       The subject of attention is crystallised in a central image.

b.      The main themes of the subject radiate from the central image as branches.

c.       Branches comprise a key image or key word printed on an associated line. Topics of lesser importance are also represented as branches attached to higher level branches.

d.      The branches from a connected nodal structure.

The following picture illustrates the form of mind mapping.

Figure.1 Mind Mapping Software

B.  The Purposes of Using Mind Mapping Software in ELT Class

As with other diagramming tools, mind maps can be used to generate, visualize, structure, and classify ideas, and as an aid to studying and organizing information, solving problems, making decisions, and writing. Mind maps have many applications in personal, family, educational, and business situations, including note-taking, brainstorming (wherein ideas are inserted into the map radially around the center node, without the implicit prioritization that comes from hierarchy or sequential arrangements, and wherein grouping and organizing is reserved for later stages), summarizing, as a mnemonic technique, or to sort out a complicated idea. Mind maps are also promoted as a way to collaborate with colorful creativity sessions[5].

Mind maps can be used for:

1. Problem Solving
2. Outline/Framework Design
3. Structure/Relationship Representations
4. Anonymous Collaboration
5. Marriage of Words And Visuals
6. Individual Expression of Creativity
7. Condensing Material Into A Concise and Memorable Format
8. Team Building or Synergy Creating Activity
9. Enhancing Work Morale

In addition to these direct use cases, data retrieved from mind maps can be used to enhance several other applications, for instance expert search systems, search engines and search and tag query recommender. To do so, mind maps can be analyzed with classic methods of information retrieval to classify a mind map's author or documents that are linked from within the mind map. Similarly, by concerning the learning process-particularly ELT context, thus the purposes of using mind mapping software are stated as follows:

1.    To create an association of ideas

Mind mapping software is used to help students associate their rough ideas into organized ideas. Thus, in presenting the information either in discussion or performance in front of class. The students have already known what they have to say in reviewing or discussing the materials without any digressions.

2.    Memory retention tobe

Many students feel difficult to remember what the lesson taught in the past, then, they feel more difficult in connecting their prior knowledge (or what they have learned) to what they are going to learn. Thus, the memory retention plays important part of their learning. It cannot be denied, mostly visual media can create higher motivation and interest than others. Therefore, through using mind mapping software, they can reach high memory retention in the learning process.

3.    To place the context is more central to learning rather than format

In many cases, students often quote or copy paste what the experts or authors say in their writing. Even the students understand what they have written, but they cannot express what they have understood. It happens because most of them have highly concern on the format rather than context. They do not really understand that the purposes of their learning are transfering and transforming the information. Then, the information given seems stiff and uninterested. Thus, through using mind mapping software, they can learn how to adopt experts or authors’ concepts and transform it into their own concepts.

C.  The Procedures of Using Mind Mapping Software in the English Classroom

There are many ways that using a mind map can assist in the teaching of students, one of which is as a prompt and revision tool. It is possible to use a mind map as a prompt, i.e. as a set of cue cards. The mind map could be set to match presentation slides. As the keywords and key topics would be clearly identified, this would help ensure everything that needs to be taught is taught. A completed mind map could be given to students as a summary for the coming term, tutorial or lecture. This would allow students to prepare by focusing on key topics only, and not diverging on a tangent. It is possible to teach a class by mind mapping. This would in practice work by giving the key central idea on the screen of projector to the class. Next, the teacher would discuss with the students what they think are the key topics. This would allow students to become engaged in the discussion, and involved by writing-up these ideas. Each topic would be individually discussed and a mind map drawn up. This would allow the students to see a topic and how everything within this topic links together. As the students get involved in creating this map it retains their interest, as they are involved in the development of the topic.

The procedures of mind mapping technique are as follows[6]:

a.       Place an image or topic in the centre using at least 3 colors

b.      Use images, symbols, codes, and dimensions throughout your Mind Map.

c.       Select key words and print using upper or lower case letters.

d.      Each word/image is alone and sitting on its own line.

e.       Connect the lines starting from the central image. The central lines are thicker, organic and flowing, becoming thinner as they radiate out from the centre.

f.       Make the lines the same length as the word/image.

g.      Use colors—your own code—throughout the Mind Map.

h.      Develop your own personal style of Mind Mapping.

i.        Use emphasis and show associations in your Mind Map.

j.        Keep the Mind Map clear by using radial hierarchy, numerical order or outlines to embrace your branches.

In addition, Gupta explains the steps that make up the mind mapping process as follows[7]:

1. Planning

This is the first step in this process and takes place before the beginning of the actual group process. At the start of this process, the facilitator works with people involved to decide on who will participate in the process. Remember it is good to encourage a wide range of relevant people in order to ensure that various viewpoints are taken into consideration.

2. Statement Generation

It is after the focus and participant statements have been decided that the participants develop a large set of statements. These statements that describe the focus form a number of different aspects. Brainstorming is typically used in this process.

3. Statements are Now Structured

Once generated, the participants organize the statements to check if they are related to each other. This is done in two processes - sorting and rating. In the first process, each participant sorts the statement into piles according to their judgment. In the next process, the participants rate each other on some dimension, whose focus is decided in the planning.

4. Statements are Represented

It is at this point that the stakeholder’s team is ready to make the concept map. At this stage statistical analysis is used, the two kinds being, multidimensional scaling and cluster analysis. Using the first type of analysis each statement is represented as a single separate point on the map. In this case the statements that are piled together by more participants are put closer to each other on the map meaning that the distance between the points on the map stands for the degree of interrelationships among the statements. In the second analysis that is called cluster analysis, the outcomes are portioned into cluster or groups. The concepts that are grouped into a cluster are the ones that are strongly interrelated to each other or reflect similar ideas and concepts. A cluster analysis represents conceptual domain!       

5. Maps are Utilized

In this step the stakeholder group uses the maps to address the area that they were focusing on earlier. The map that has been created is useful in both evaluation and planning. It helps in planning by showing the action plan, assessment of needs, planning of the group structure or the program development. In the second category, it displays the basis for sampling, developing measures and/or outcome assessment.

Furthermore, Borker elaborates the procedure of mind mapping as follows[8]:

1)      Take the chapter that you have to study and make a note of the central theme in the center of the page. For example – Malin Kundang.

2)      Start drawing branches (each with a different color) of the elements of Malin Kundang like purpose, text organization, and language features, and on all sides of the central idea of Malin Kundang.

3)      Under each type of Malin Kundang, draw arrows to map out the basic pointers that make up this concept. For example - the definition, examples, characters and their traits, etc.

4)      Keep enough space handy to add in more information as you brainstorm and come up with more concepts.

5)      Preferably draw pictures that center around each concept. Something that will help you associate the idea with the text. The brain tends to remember things better when they are presented in the visual form.

Mind Mapping Software can be used in all teaching steps either pre-activity, whilst, or post-activity. Before the initial teaching session of a new topic, mind maps would allow notes to be made from key texts and papers very quickly. After reading key information, students would be able to summarize all that information on several sheets of paper, as opposed to copying paragraphs of text verbatim. Taking this information from several sources and condensing it to several pages of key topics, and keywords, allows consolidation of the work. Using both sides of the brain and mapping the information out allows the students, the teacher, to see how the information interrelates. Conversely, if students were given a topic with several key headings to follow, students could use each of these key headings as a central idea, allowing students to map the information, ensuring all key information was present. Simply, to apply it in the classroom, the following procedures can be an example in teaching writing:

a.       Teacher introduces a mind mapping software and all components in its toolbar.

b.      Teacher takes an example of narrative text and makes a note of the central theme in the center of the page. For example-Malin Kundang.

3. Teacher starts drawing branches (each with a different color) of the components of narrative text like orientation, complication, and resolution-language, etc., on all sides of the central idea of narrative text-Malin Kundang.
4. Teacher, together with students, unders each points of Malin Kundang story, draws arrows to map out the basic pointers that make up this concept. For example –the characters and each characteristics, where, when, what the conflicts are, how to solve it, what the end of the story, etc.
5. Teacher divides students into 6 groups in which each group consists of 5 students.
6. Teacher asks students to write a mind map about a simple narrative text as what teacher has already explained for approximately 20 minutes.
7. Teacher asks students to write a simple narrative text based on the mind map created for approximately 30 minutes.
8. Teacher asks students to submit the text.
9. Teacher together with the students discusses about couple of students’ writing-goodness and weakness.

D.  Pedagogical Concepts of Mind Mapping Software (Implementing ICT Concept in ELT Class)

1.        Approaches and Teaching Methodologies

The idea of developing visual information through using flowchart, pie chart, and other visual format since 1970s. Then, 30 years ago, the concept of formal ways of mapping had been introduced like mind map, concept map, argument map, etc. More recently, the computer technology or mind mapping software has enabled students to achieve more and far greater ease. A plethora of software tools has been developed to meet various information mapping needs such as FreeMind, X mind, Edraw Mind Map, Mind Meister, Spider Scribe, Edistorm, Wridea, Bubble.us, Wise Mapping, Text 2 Mind Map, Lucid Chart, Spycynodes, Mind 42, Popplet, Chartle, Gliffy, etc. Those mind mapping softwares are designed for different detailed purposes, although generally all those programs are designed to assosiate ideas and analyzing the interrelatedness of those ideas.

                                                                                                                                   

                                                            

Note-Taking Technigue, Branstorming Method,

Summarizing Method, Synthesizing Method,

Memorizing Method, Presenting Method

Teaching Approaches                          Mind Mapping                        Mind Mapping

and Methodology                               Software

 

Teaching Media                     

                        Visual              Picture             Flowchart

                                   

                                    Learning Styles

                                                                                                                                   

    

     Figure 2. Interrelationship between Teaching Approach, Media and Software

From the figure above, it can be seen that in teaching approach, there are several techniques and methods are interrelated in developing students’ english skills for various purposes-note taking, brainstorming, summarizing, synthesizing, memorizing, presenting, etc. Those teaching techniques and methods can be provided in the form of mind mapping. In contrasted arrows, teaching media influenced by learning styles, can be presented visually, in the form of picture-flowchart. One of the flowcharts that can support students’ learning is mind mapping. Then, the recent innovation of mind mapping is mind mapping software, in which the students are no more needed to write their ideas in the form of mind map traditionally. By adopting the concept of CoralDraw program, students can easily develop their own concept to associate their ideas. This software can be used as a tool for teaching media, and can accompany teacher’s presentation as teaching methods. Both aspects of teaching can be taught by using mind mapping software. Thus, the concept of this software can be obviously seen as part of implementing ICT in ELT class.    

2.        Learning Theories

Mind Mapping software presents several options to help students in the learning process. According to Hay et al, in the learning process, there are 3 kinds of learning quality[9], as follows:

a.       Non-Learning

Non-learning happens when no detectable change in knowledge occurs before and after the presentation of new material

b.      Rote Learning

Rote learning occurs when new information is added (or rejected) in a student’ knowledge store, but there is no new integration made between the new or subtitled information. Students can accept and reject information but do not think about it or relate it to other knowledge that they pose.

c.       Meaningful Learning

Meaningful learning occurs when new information is integrated into the knowledge structure and prior concepts of the students.

Figure 3 Different kinds of learning in an intervention involving students using mind mapping under test conditions[10].

Based on 3 qualities of learning, mapping allows the presentation of new material to build on existing knowledge having a source of prior knowledge that is well structured and retrievable allows students to scaffold new learning. This enables meaningful learning to occur. In addition, structured diagram-incorporating prose-such as the mapping devices are able to represent new information better than traditional discursive prose on its own[11]. This, in turn, allows efficient learning and integration with information stored in memory. There are two reasons why this occurs: map-making improves the usability information and also complementing what the brain can do imperfectly. Both improve students’ learning[12].

Furthermore, according to Buzan[13], there are at least 7 advantages of mind mapping technique for students:

a.       Making Notes;

Mind maps are useful ways for students to make notes toward information received. This technique helps students to take note about important information by using key words only, and then make connections between facts and ideas visually in order to keep all information received together on one sheet. Then, when students review the notes, they will remember the information quickly.

b.      Planning an Essay

Mind map helps the writer generate more ideas quickly and, with the radial structure, the writer can quickly see the connecting topics, main paragraphs and structure. This technique helps the writer makes a realistic plan for essay, and create logical structure for the instruction, main sections and conclusion. It focuses the writer’s mind on the message that the writer wants to get across and the key information the writer wants to include.

c.       Studying for Exams

By using mind mapping, studying and exams will be helped by providing simply review of the notes for each subject. Mind mapping creates the key information that the students need to remember.

d.      Creative Inspiration

Mind maps have the same concept as the brain working system. The meaning that people have in their thought-could be an image, a word or feeling-have many ways in connecting ideas. Mind maps are the way of representing this process on paper. So when students use mind mapping, they should note down any ideas that are in their head-no matter how crazy or random it is. This is where the best creative inspiration comes from.

e.       Problem Solving

If students have obstacles that need to overcome, mind mapping can help the students to see things clearly. When the students have a problem, they often be panic, meaning that their heart starts beating faster and they feel stressed. Instead of forcing their mind to find the solution, mind mapping helps them to open up many possibilities and options to solve the problem. Mind maps help the students to create many possibilities from their original thoughts. For students, when they get solution from it, they should become focused on many options they have, then they have to choose the quickest/easiest/best one for their problem.

f.       Making Presentations

In presenting paper at school, commonly students read from sheets of notes that make others feel boring. With mind maps, the presentation will be a breeze for students. Mind maps provide keywords and image that can stimulate students’ memory, so in presenting the paper, it will be more conversational way-the students can keep eye contact with your audience.

g.      Group Study

Group study can be a really fun way for students to share their knowledge. Mind map can help the students to get a brainstorming session. First, the students have to make their individual mind map or their thoughts on the topic. Then, they can join together with their friends. They can combine their ideas and peers without losing their personal insights on the topic by creating new mind maps.

Furthermore, Buzan explains the benefits of using mind mapping to assisting students in the learning process, as follows:[14]  

Table II.1

The Advantages of Mind Mapping Technique

Uses	Benefits
Learning	1)       Reduce those 'tons of work'. 2)       Feel good about study, revision and exams. 3)       Have confidence in our learning abilities
Over viewing	1)       See the whole picture, the global view, at once. 2)       Understand the links and connections
Concentrating	1)       Focus on the task for better results 2)       Using all your cortical skills attracts your attention
Memorizing	1)       Easy recall 2)       'See' the information in your mind's eye
Organizing	1)       Easy recall 2)       Be on top of all the details for parties, holidays, projects or any other subject
Presenting	Speeches are clear, relaxed and alive. You can be at your best
Communicating	In all forms with clarity and conciseness
Meetings	From planning to agenda, to chairing, to taking the minutes...the jobs are completed with speed and efficiency
Training	From preparation to presentation, they make the job easier and much faster
Thinking	Having a method to analyze thoughts - almost a 'way station' for them
Negotiating	All issues, your position and maneuverability on one sheet
Brain Blooming	The new brain-storming in which more thoughts are generated and apropriately assessed.

3.        Teaching Strategies

In teaching through using mind mapping software, there are two principles of mind mapping software that should be understood, as follows:

a.       Usability

Usability means the information created can be used and acessed easily either written or verbal direction. According to Hey et al, learning simply by using reading textbooks, or listening to a presentation (incorporating linear-structured power point slides) is far more likely to result in non-learning or rote learning. However, if the students are asked to study, draw, or manipulate a map of what they have learned. This may yield improved learning because it is more usable (this activity of making a map is also important). This is because maps aid in linking new information with what they have already known-meaningful learning.

b.      Complementation

Complementation is ability of brain to understand, retrieve, and process information. In addition, our memory stores are seriously limited. Similarly, our ability to ‘chunk’ complex pieces of relevant information and shift them from irrelevant information is also limited. Mapping allows this to be done effieciently because diagrams are more easily stored in memory than other kind of representational format[15]. Maps allow the separated encoding of information in memory in visual and well as propositional form.

4.      Material Development

Mind Mapping Software is a useful tool for developing material. It can be illustrated as follows:

		Knowledge about Classroom Teaching: Process of Presenting, Interaction, and Evaluation
	Knowledge about Material Development: Selection and Preparation of Material

 

Figure 5 The Relationship between Knowledge about Classroom Teaching, Knowledge about Material Development, and Knowledge about Mind Mapping Software

In the past, for developing material, teacher needed to select and prepare the material. Then, those were interpreted based on what teachers wants to do in classroom teaching. Next, it was transformed into operational material which can be presented, interacted to the students, and evaluated for analyzing students’ achievement based on learning objectives.

In contrast, nowadays the integration of ICT into ELT class brings both process of developing material and classroom teaching into one complete package through using mind mapping software. By using mind mapping, classroom teaching includes presenting, interaction, and evaluation can be provided and the development of material either selection or preparation can be prepared and managed once well. It doesn’t mean that by using this software, whole process of teaching-preparation, material development, presenting, interaction, and evaluation can be shorten, but the whole process of teaching can be operated efficiently.

Furthermore, the relationship between classroom teaching and material development is tightly together due to the involvement of cognitive and social process of language learning. The design created in the material development has a main purpose to develop students’ cognitive and social aspects in language learning. Meanwhile, in classroom teaching, this purpose is implied in the whole of students’ activities. One of the ways in bringing the involvement of cognitive and social process of language learning through using mind mapping software, as had discussed in the advantages of using mind mapping the ELT class. The following figure will illustrate the interconnected among classroom teaching, material development, cognitive and social process of language learning, and mind mapping software.   

 

Figure 6 The Relationship between Classroom Teaching, Material Development, Cognitive and Social Process of Language Learning, and Mind Mapping Software

            From the figure above, it can be seen that classroom teaching and material development are working together and simultaneously influencing cognitive and social process of language learning. Then, cognitive and social process of language learning interacts with mind mapping software. Both of them are influencing each other.

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[1]  Tony Buzan. The Buzan Study Skills Handbook: The Short Cut to Successs in Your Studies with Mind Mapping, Speed Reading, and Winning Memory Techniques. p.138

[2] Mary Jaksch. “How to Use a Genius Tool for Writers: Mind Maps”. (Retrieved on December 24, 2011), http://writetodone.com/genius-tool-for-writer.html

[3]Rajuta Borkar. 2011. “How to Use Mind Mapping for Studying”. (Retrieved December 23, 2011), http://www.buzzle.com/articles/mind-mappingforstudying.html

[4] Tony Buzan and Barry Buzan. The Mind Map Book: How to Use Radiant Thinking to Maximiza Your Brain’s Untapped Potential. (New York: Penguin Book, Ltd, 1994), p.59

[5]Wikipedia: The Free Encyclopedia. 2013. “Mind Map”. (Retrieved on 18 July 2013), https://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=1&cad=rja&ved=0CCgQFjAA&url=https%3A%2F%2Fen.wikipedia.org%2Fwiki%2FMind_map&ei=rG7nUeXLGMXqrQfFioDQCA&usg=AFQjCNHmZ86jqNGw-JYwAwn12-pQgD-CQA&sig2=rpLnnaoU63VGgiiG_QoUIg&bvm=bv.49478099,d.bmk

[6]Wikipedia Free Encyclopedia. Op.cit.

[7] Rachna Gupta. 2011. “Concept Process Mapping”. (Retrieved on December 23, 2011), http://www.buzzle.com/articles/best-mind-mapping-software.html 

[8] Burker. Loc.cit

[9] Hay et al. 2008 “Making Learning Visible: The Role of Concept Mapping in Higher Education”. Studies in Higher, 33 (3), pp.299-311

[10]Ibid

[11] Van Gelder, T. 2007. “The Rationale for Rationale”. Law, Probability, and Risk, 6, pp.23-42  

[12] Van der Laan, S., and Dean. G. 2006. “Assessment to encourage Meaningful Learning in Groups: Concept Mapping. New Zealand: AAFANZ SIG Wellington

[13] Tony Buzan. 2011. “7 Mind Mapping Uses for Students”. (Retrieved on April 5, 2012), http://www.thinkbuzan.com/7-mind-mapping-uses-for-students.htm

[14] Tony Buzan. 2008. “Benefits about Mind Maps”. (Retrieved on April 5, 2012), http://www.buzan.com.au/benefits.html

[15] Larkin, J.H & Simon, H.A. 1987. “Why a Diagram is (Sometimes) Worth Ten Thousand Words. Cognitive Science 11 (1), pp. 65-100