Concept Mapping in Interaction Design
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This document discusses concept mapping and its role in interaction design. Concept mapping involves creating a visual representation of concepts and relationships using concepts, usually arranged hierarchically, and connected with linking words. It can be used for summarizing design sessions, establishing user interface vocabulary, and building a common understanding within project teams. The key elements of a concept map are a focus question, concept terms, linking lines between concepts, and labels on the links. There are different types of links such as causal and property links. Concept mapping is preferable to mind mapping for interaction design because it allows for labeling of links and a non-linear structure with multiple related concepts.
Concept Mapping in Interaction Design
- 1. Concept Mapping in Interaction Design IFI7313.DT Interaction Design Methods
- 2. Novak, J. D. (2010). Learning, Creating, and Using Knowledge: Concept Maps as Facilitative Tools in Schools and Corporations. New York, NY: Routledge.
- 4. Elements of a concept map • Focus question • Concept terms • Linking lines • Labels
- 5. Role in interaction design • Summarizing design sessions • Establishing user interface vocabulary • Building a common understanding in a project team • Providing input for information architecture
- 6. Process 1. Identify a focus question 2. Write down main concepts 3. Choose the most general concept and categorize other concepts under that 4. Connect concepts with linking lines and choose appropriate labels 5. Introduce intermediate concepts when you have more than 4 concepts under any concept
- 8. Types of links • causal (leads to, produces) • explanation (is a reason for) • nominal (known as) • property (consists of, has) • procedure (results in, done by, way to do) • probable (likely, always) • event (comes before) (Loganathan, 2010)
- 10. Examples
- 11. (Leinonen et al., 2010)
- 12. (Põldoja & Väljataga, 2010)
- 13. (Põldoja et al., 2014)
- 14. Why not mind maps? • Only one central concept • No linking labels • Typically only linear structure EduFeedr personas Primary persona Examples Teemu Hans Mart Secondary persona Examples Terje Kairit Supplemental personas Goals To get a quick overview of latest posts in the course Description 34 years old lecturer, long time doctoral student, has background in education but is quite technically savvy, early adopter of new technologies, has long experience in online learning, wantʼs to try out something different in each course, is participating in several projects and travelling quite often, has a constant lack of time, often reads the blog posts from his iphone but is planning to write comments later, sometimes leaves the laptop at work and writes comments from his iPad. Understands that the technology may have certain limitations when it is still under development. To give better feedback for the students To have multiple ways for browsing the course Teacher Examples Varje Heikki Student Examples Maris Elyna Goals To create a functional learning community To give support and feedback for all students To use course data for research purposes Description 28 years old PhD student, teaching her second online course, average computer user, experienced in using web 2.0 tools, very systematic, wants to use course data for research purposes. Wantʼs to have a reliable system. Is using desktop RSS reader in addition to EduFeedr. Goals Description Goals Not to spend to much time on managing the course To make students to submit their assignments on time To be sure that the system is reliable Description Teacher in a vocational school, has some experience both in using Moodle and in using social software. Wantʼs to have his first blog-based course. Is not using RSS reader. To find inspiration from other student blogs To explore other open courses Customer personaEducational technologist Examples Krista Marge Marko Negative persona ExamplesAnne Goals To have one learning platform that satisfies all her needs To customize the learning platform according to her taste and needs Goals Description To get teachers using the system To be sure that the system is reliable Not to spend too much time on supporting the users ... ... Description... Ilya To get statistics about the use in their institution
- 15. References • CmapTools (n.d.). http://cmapskm.ihmc.us/rid=1064009710027_1483270340_27090/CmapTools%20- %20Concept%20Map%20About%20Concept%20Maps.cmap • CmapTools (n.d.). http://cmapskm.ihmc.us/rid=1064009710027_279131382_27088/CmapTools%20- %20Bulding%20a%20Concept%20Map.cmap • Leinonen, T., Purma, J., Põldoja, H., & Toikkanen, T. (2010). Information Architecture and Design Solutions Scaffolding Authoring of Open Educational Resources. IEEE Transactions on Learning Technologies, 3(2), 116–128. doi:10.1109/TLT.2010.2 • Loganathan, M. (2010). Concept map vs mind map. http://www.slideshare.net/muralidharanl/concept-map-vs- mind-map-6287765 • Põldoja, H., & Väljataga, T. (2010). Externalization of a PLE: Conceptual Design of LeContract. In The PLE 2010 Conference Proceedings. Barcelona: Citilab. • Põldoja, H., Väljataga, T., Laanpere, M., & Tammets, K. (2014). Web-based self- and peer-assessment of teachers’ digital competencies. World Wide Web, 17(2), 255–269. doi: 10.1007/s11280-012-0176-2
- 16. This work is licensed under the Creative Commons Attribution-ShareAlike 4.0 International License. To view a copy of this license, visit http://creativecommons.org/licenses/by-sa/4.0/ Hans Põldoja hans.poldoja@tlu.ee IFI7313.DT Interaction Design Methods https://ifi7313.wordpress.com Tallinn University School of Digital Technologies