Stage 3: Project Outcomes

The students reaction to the supported experiment

Show in the following examples:

1. Audio podcast of student's reaction
2. Audio podcast of student's reaction
3. Audio podcast of student's reaction
4. Audio podcast of student's reaction
5. Audio podcast of student's reaction 

How the students benefit from the experiment.

The main benefits derived from the experiment - according to the student's examples provided - were the improvement in the structure of participating students assignment's; increased functionality of Mind-map applications and the development of their analytical skills.

The following are outcomes of student's completed work:

1. Student's work utilising a mind-map
2. Student's work utilising a mind-map
3. Student's work utilising a mind-map
4. Student's work utilising a mind-map
5. Student's work utilising a mind-map

Recommendations for the future of this experiment.
My principal recommendations for the future of this experiment, would be to incorporate the Mind-map approach for all Merit and Distinction assignments - for BTEC National Diploma courses - and perhaps include Mind-mapping methodology into the new function skills qualification.

Personal learning outcomes.

What I hoped to learn through this experiment was whether the students (learners) were much more actively involved in a joint enterprise with the teacher in creating new meaning.

Reference: Stage 1: Project Outline

The experiment demonstrated to me that the emphasis (to promote understanding) was on the learner as an active "maker of meanings" by utilising the Mind-mapping approach. My role as a teacher was to enter into a dialogue with the learner, endeavouring to promote understanding of the meaning (of Merit Assignments) to that learner (via assertive questioning metodology) and to help her or him to refine their understanding until it corresponded with the appropriate criteria (assignment standard).

An additional, learning outcome was the comprehensive technological skills developed using audit podcasting for both the student and the teacher.

Stage 2: Mid Project Rewiew

The students reacted to the experiment(s) so far? The students taking part in the experiment are those who have been studying the BTEC: National Diploma in Business at Southall and West London College. Moreover, their overall reaction to the experiment, so far, has been a positive one.

Outcomes and benefits so far? The main benefits for the students, so far, are the acquistion of ICT (presentation & planning) skills learnt from the Mind-mapping techiques. In addition, students are now able to utilise the Mind-mapping approach to develop their analytical skills for Merit Criteria Assignments and evaluation skills for Distinction Criteria Assignments. See examples of the incorporation of Mind-mapping applicationsin BTEC course assignments below:

Unit 29: Task 4 (c) & (d): Merit (2) & Distinction (1) criteria

Unit 37: Task 3: Merit (1) Criteria , Task 5: Merit (2) Criteria

Unit 2: Task 6: Merit (2) criteria, Task 7: Distinction (1) criteria

What is required between now and July 2009, to achieve the outcomes? Between now and July 2009 the support experiment aim is appraise the development of a selection of participating students assignments' - from the perspective of their application of analytical and evaluation skills as a result of using Mind-mapping techniques. Copies of these assigments will be used as evidence - for this experiment - if the students involved give permission.

Stage 1: Project Outline

Outline of experiment.
Application of assertive questioning via:

1. Exercises to encourage students to structured their assignments i.e. by the progression of Mind-Mapping techniques development, so as, to enhance structured-thought-process and decision making.
2. Specific group exercises - using Mind-Mapping techniques – to delineate what is required to achieve different grade criteria i.e. Pass, Merit and Distinction etc.

Raison d’être for choosing this experiment?
The project is to be used to effectively clarify the requirements of Pass, Merit and Distinction criteria of "BTEC Business vocational units" or "A Level Business Studies" requirements. Moreover, this experiment will also support the promotion of a deeper understanding of what is going to be taught during each block/unit of course content.

Outcomes and benefits for the students?
The project's methodology should encourage greater uptake of the Merit & Distinction options of the BTEC assignments and general raise acheivement levels. Students should also acquire a better understanding of the course content and what is expected of them. Furthermore, students should be able to learn/develop key competencies in the areas of: study skills, communications and information technology.

How will the project be measured?
The project will be measured by the number of students achieving Merit & Distinction grades and by comparing the Lecturer’s “Mind-Map” benchmark models with the student’s models.

What do I hope to learn through this experiment?
Constructivism — particularly in its "social" forms — suggests that the learner is much more actively involved in a joint enterprise with the teacher who is involved in creating ("constructing") new meanings. Consequently, the project should show me whether this assertion has validity in a Mind-Mapping application.