1. Areas of Activities
1.1. A1 design and plan
1.1.1. (What) I have been using knowledge mapping to support PhD students, fellow-supervisors and academic communities at the OU-UK and from other Universities since 2006. pg3
1.1.2. (How) I design and plan activities with knowledge mapping in a variety of ways and with different tools to support PhD students in their research projects and fellow-supervisors in their research-based teaching. pg4
1.1.3. (Why) I design activities with knowledge mapping to help novices develop creative and critical thinking visually by creating graphical representations. pg4
1.2. A2 teach
1.2.1. (What) “Knowledge Cartography” offers a set of knowledge mapping principles, methods and technologies developed in collaboration with international scholars including academic lecturers. pg3
1.2.2. (How) I support students and fellows to develop pilot studies to create opportunities for them to apply and reflect on their knowledge of mapping in real scenarios. pg6
1.2.3. (Why) to enable students to “complete a full cycle of a mini-research project” while there are developing their research project, so that they can develop, apply and transfer research skills to their workplace. pg6
1.3. A3 assess
1.3.1. (What) I use knowledge maps combined with portfolio and rubrics. pg7
1.3.2. (How) to measure the organization of declarative knowledge, the strength of argumentation, the level of creative brainstorm of ideas and meaningful inquiry-based learning. pg7
1.3.3. (Why) formative and self-assessment to support students to locate, read critically and extract value from content. pg8
1.4. A4 develop environment
1.4.1. (What)Identifying students needs, issues and motivation” to ensure that they have adequate resources to undertake their research projects with supportive environment. pg9
1.4.2. (How)PhD students used weSPOT to generate, record and map research data by using video, audio and notes, supported by learning analytics. pg9
1.4.3. (Why) to share ideas, identify proposals, map arguments and articulate relevant issues for individual and collaborative learning. pg9
1.5. A5 engage in CPD
1.5.1. (What)The teaching inquiry cycle, which is designed to builds reflection and enhancement into its quality assurance process. pg 11
1.5.2. (How) The activities that I created with LiteMap and used for professional development were presented in the form of questions (e.g. ‘why does this technique work?’). pg11
1.5.3. (Why) dialogue map was used to support reflection in practice with different levels or depths of questions and answers. pg11
2. Core Knowledge
2.1. K1 subject
2.1.1. A knowledge map is an artefact that can be used for students to problematize, find connections, uncover conceptions and shape an answer. pg4
2.2. K2 teaching methods
2.2.1. scaffolding learning procedures, in small tasks such as annotation with visual representations facilitates reading and learning . pg7
2.3. K3 how students learn
2.3.1. The visual representation supports students to plan and track the research process by identifying what they do not know or need to know. pg4
2.3.2. I examined different techniques to make students' thinking visible, manageable and tractable within their “zone of proximal development”. pg7
2.4. K4 learning technologies
2.4.1. I developed my practice using different mapping technologies such as Compendium, CMap, MindMeister, LiteMap, iMindMap. pg5
2.5. K5 evaluating teaching
2.5.1. I learned a lot from receiving feedback from international PhD students and fellow-supervisors, which enabled me adapt my teaching practice to become more inclusive and diverse. pg6
2.6. K6 implications of quality assurance
2.6.1. This helped me acknowledge the wider context in which knowledge mapping can be useful by providing practical teaching and learning examples and implications for professional practice in communities where I do not have direct contact. pg6
3. Professional Values
3.1. V1 diversity
3.1.1. Students’ feedback about the activities (through co-evaluation) are very useful for me to plan the next steps taking into account their different needs, difficulties and current phase of their research project. pg4
3.2. V2 equality
3.2.1. I consider individual needs and equal access to resources and opportunities among all students pg5
3.2.2. My work include understanding students’ needs, difficulties and preferences that are essential for effective and inclusive teaching. pg7
3.3. V3 evidence-informed approaches
3.3.1. The lessons I have learned is that knowledge mapping can help students make explicit the multilinear thinking . pg4
3.4. V4 implications for professional practice
3.4.1. My work influences others’ practices when their research-based learning can be transferred to their own work and is cascaded into their own communities of practice. pg8
4. Senior Fellow
4.1. D3a Impact and Influence
4.1.1. A cascade effect of my work with positive influence on participants’ careers has been observed over these last five years. pg1
4.2. D3b Supporting novices
4.2.1. The reason why I design activities with knowledge mapping is to help novices develop creative and critical thinking visually by creating graphical representations pg4
4.3. D3c Wider teaching support
4.3.1. My work influenced various teaching academics through various European Projects in the UK and abroad pg10