Physical Webbing: Collaborative kinesthetic three-dimensional Mind Maps®

Abstract

Mind Mapping has predominantly been used by individuals or collaboratively in groups as a paper-based or computer-generated learning strategy. In an effort to make Mind Mapping kinesthetic, collaborative, and three-dimensional, an innovative pedagogical strategy, termed Physical Webbing, was devised. In the Physical Web activity, groups collaboratively build concrete (physical) representations of content using kinesthetic or participatory manipulatives. The theoretical underpinnings of the Physical Web include the scientific findings on the physicality of learning and Papert's constructionist theory. A case study example of the implementation of the Physical Webbing process delineates a specific application and provides procedures for replication and expansion of the strategy. Qualitative analysis of the attitudinal surveys following the activity provided data regarding students' preference for the Physical Webbing activity over the traditional lecture, acceptance of participatory manipulatives, perceived learning and attitudes towards collaborative kinesthetic three-dimensional Mind Mapping.

Lectures and collaborative working improves the performance of medical students

“…Active learning methodologies, such as those that involve collaboration, have been found to provide desirable positive effects. These include improved self-perceived competence (18), student engagement in the learning process (10,18,19), enhanced problem-solving skills, collaborative discussion of information, and working as a team to accomplish a task (11,(19)(20)(21)(22). Therefore, the aim of this study was to analyze the performance and perception of medical students who were submitted to a regime comprising shorter theoretical classes together with groups working to produce portfolios.…”

Use of Digital Mind Maps in Technology Education: A Pilot Study with Pre-Service Science Teachers

“…Furthermore, the PSTs addressed the instructional contributions of the DMMs such as visual richness, and collaboration-group work without place restrictions. DMMs allows students to perform a real time collaborative work (Jbeili, 2013;Nong, Pham, & Tran, 2009;Williams, 2012), which contributes to creative problem solving in addition to developing collaboration (Amin, 2005;Shih, Nguyen, Hirano, Redmiles, & Hayes, 2009). On the other hand, very few PSTs stated that web-based activity may be interrupted by possible technological problems or failures.…”

Using Mind Mapping Learning Methods for Children’s Language Skills

“…Buzan's mind mapping technique (Williams, 2012) is a technique that uses verbal and symbolic elements to present the relationship between ideas, emotions, and knowledge through non-linear networks or diagrams (Dhindsa et al, 2011) This technique, which started as the method of note-taking, has recently gained popularity due to certain characteristics that aid in the discovery of prior information by promoting successful imagination, retention, and learning. Individuals usually use the left hemisphere to represent their thinking and the right hemisphere to use visual elements in their maps when using this technique (Balim, 2013) as stated in the study (Aykac, 2014), learning is easier and experiences are sustained when all hemisphere is used.…”