Active Learning With Information Mapping: Addressing Escalated Needs of Cognition, Retention, and Demonstration of Knowledge

• In Event: 31.040 - Learning Strategies for Diverse Learners in the Health Sciences

Abstract

The proposed paper will present details of how a science focused learning resource specialist utilizes information mapping to create active learning among students in health sciences oriented graduate programs at a large urban university.
The paper makes explicit use of cognitive learning theories of information processing and foundational ideas of Bransford, Brown, and Cocking (1999) and Novak & Gorwin (2002). Additionally, the paper is grounded in active and visual modes of learning explicated by Jonassen et al. (1997) and Tergan (2005).
The rigorous academic needs of students in graduate schools of health sciences require them to become adept in declarative (knowing what) and procedural (knowing how to) knowledge. Often, the knowledge resources are distributed across multiple domains including electronic servers. The concentration period is always intense because of a rapid pace of transition from one content area to another.
At the presenter’s institution, the schools of medicine, dentistry, and advanced nursing, together, enroll over a thousand new students each year. Students, faculty, and academic advisors indicate compounded effects of cognitive overload, navigation of complex information, and evolving executive functioning skills as a key source of academic concerns. Erroneous understanding and incomplete transfer of knowledge from one subject area to another are of concern for faculty in these schools. Finally, faculty express concerns regarding students’ beliefs that rote memorization of massive volumes of complex information can be effective means of learning.
A chief component of my work involves large group demonstrations active learning and information mapping techniques to address the prominent needs identified by students and faculty. A secondary goal is to share information that allows students to discern which kinds of information mapping techniques and tools are best suited to their learning styles. When needed, workshops are followed up with individual appointments to ensure that the students have adequately grasped the beginning steps toward independent active learning and information mapping. The goal is to facilitate self-regulated modes of active learning, effective management of multiple sources of knowledge, and accurate transfer of knowledge and understanding from one domain to another (Alexander & Murphy, 1998; Bransford, Brown, & Cocking, 1999; Novak & Gorwin, 2002).
My presentation will share broad overview of active learning enabled through visualization modes and digital platforms with specific examples. I will share learning strategies, skills, and technologies that are used with students to help them understand, retrieve, connect, evaluate, and demonstrate knowledge. I will explain the origin of concept maps as a cognitive tool with emphasis on their relevance in fast paced and rigorous academic programs, demonstrate a wide range of concept maps I developed, and platform used for guiding students to build digital concept maps and visual graphs suited to their particular needs.
The proposed presentation provides strong insight into the learning support needs of students in demanding and fast-paced professional schools in health sciences. The audience may find the numerous examples of specific techniques and tools including digital and collaborative tools as useful and ready take-aways that can be easily replicated and modified for institutional use.

Author

• Rashmi Kumar, University of Pennsylvania