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Mapping the student learning mindset onto learning spaces

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Process mapping or cognitive mapping involves participants modeling or mapping out for researchers how they accomplish tasks, experience spaces, or move through time and space using arts and crafts. This helps researchers understand "how" and "why" with richness and context, providing language. The document instructs participants to choose a prompt, spend 6 minutes drawing their own process or cognitive map, and then exchange and discuss maps with the person next to them.

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The Student Perspective Process & Cognitive Mapping Leah Emary, University of Sunderland @LeahEmary
Process Mapping or Cognitive Mapping A playful arts and crafts activity where participants model or map for researchers how they: Accomplish a task Experience a space Move through time and space This can help you: Understand how and why Richness, context Language Leah Emary, University of Sunderland @LeahEmary
Now its your turn Please choose prompt 1 or 2 on your page We will draw for 6 minutes please take a better done than perfect approach! Exchange with the person next to you, and talk through your maps together. Leah Emary, University of Sunderland @LeahEmary

More Related Content

Mapping the student learning mindset onto learning spaces

  • 1. The Student Perspective Process & Cognitive Mapping Leah Emary, University of Sunderland @LeahEmary
  • 2. Process Mapping or Cognitive Mapping A playful arts and crafts activity where participants model or map for researchers how they: Accomplish a task Experience a space Move through time and space This can help you: Understand how and why Richness, context Language Leah Emary, University of Sunderland @LeahEmary
  • 3. Now its your turn Please choose prompt 1 or 2 on your page We will draw for 6 minutes please take a better done than perfect approach! Exchange with the person next to you, and talk through your maps together. Leah Emary, University of Sunderland @LeahEmary

Editor's Notes

  1. 3 minutes background to the method, 1 minute of instruction and 6 minutes of them drawing, 4 minutes to exchange.
  2. A participants mental representation of their physical environment/process/or the way they move through time, represented as a drawing or a model for the researcher. Subset of the delightfully-called cultural probe which is getting a participant to take photos for you, do a diary, create something which they can then talk through with you. Not just a scale model of what happens but what is most important/salient. Highly qualitative this approach is about getting context, a very wide angled view or a very complex, messy understanding of an individual, trying to put yourself into the shoes of students, seeing the world as they see it. In my case I was interested in a map or flow chart of how they did their research. The colour coding allows you to see what occurs to them first and what develops as they think. Advantages: context, richness, identifying a problem, bottlenecks, frustrations and getting a full understanding of an individual problem or case study with a very small cohort. It can give you vocabulary and a compelling story. It can be fun. It plays to our strengths as librarians: active listening, question asking, rapport building, liminal position in terms of discipline. Disadvantages: data is time consuming to process, its not generalizable.
  3. What did they draw first? What did they mean by? Did they discover something they didnt know before? How could you use this to understand what students need in terms of space and services? Would this serve a purpose for relationship management, annual reporting, impact, skills offering, staffing etc?