Integrating digital mindmapping in psychology vvob vietnam

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Text of Integrating digital mindmapping in psychology vvob vietnam

  • 1. Integrate the Digital Mindmapping into Teaching and Learning PsychologyNong Khanh Bang, Pham Anh Tuan & Tran Nu Mai Thy VVOB Vietnam
  • 2. 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
  • 3. 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
  • 4. PRESSUREtheoretical abstract difficult to understand
  • 5. Collaborative learning Problem-solving Critical thinkingTransformative learning
  • 6. Tony Buzan Mind map
  • 7. Added value of Digital Mindmapping from Teachers
  • 8. ICT movement in Vietnam Master Plan on ICT in education for 2001-2005 2008: Year of ICT Reasonably implement ICT in different subjects
  • 9. VVOB ICT intergration in Teacher Institutes in Vietnam Result areas: Raise awareness Capacity building (basic skills, ICT4ATL, ICT4SS) Learning material Learning development
  • 10. 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 students attitudes toward the Psychology classes conducted?
  • 11. MethodsGroups Pre-test Activities Post-testExperimental group 01 Teaching and learning 04(E) with support of computer- based mind mappingControl group 1 (E1) 02 Teaching and learning 05 conventionally without support of mindmappingControl group 2 (E2) 03 Teaching and learning 06 with support of paper- based mindmapping
  • 12. Process A complete mindmap
  • 13. Findings- Research question 1Instruments Experimental Control Group 1 Control Group 2 Group (E1) (E2) (E) 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
  • 14. Mean comparison 87.5 76.5 6 1 Control group E1 Control group E2 Experimental group E
  • 15. 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
  • 16. 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
  • 17. subject age Digital mindmapping readinessICT infrastructure pedagogylearning style learning activity
  • 18. Way forwardDIGITAL MINDMAPPING & SUSTAINABILITY
  • 19. Thank youEmails for contact: khanhbang08@yahoo.com phamtuan74@yahoo.com thytranvietnam@gmail.com