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Using Mind Maps to Make Student Knowledge Visible in an AAC Course

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Title: Using Mind Maps to Make Student Knowledge Visible in an AAC Course
Language: English
Authors: Allison Sauerwein, Natalie Quinlan, Coral Viernow
Source: Teaching and Learning in Communication Sciences & Disorders. 2025 9(1).
Availability: Teaching and Learning in Communication Sciences & Disorders. 685 Malena Drive, Ann Arbor, MI 48103. Web site: https://ir.library.illinoisstate.edu/tlcsd/
Peer Reviewed: Y
Page Count: 19
Publication Date: 2025
Intended Audience: Teachers
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Concept Mapping, Cognitive Mapping, Augmentative and Alternative Communication, Learning Processes, Graduate Students
ISSN: 2689-6443
Abstract: Concept maps make students' knowledge visible. Creating a mind map gives students an opportunity to organize their knowledge and allows instructors to visualize and assess it. When students create mind maps at multiple time points, instructors can compare the maps and use the themes, patterns, and gaps that emerge to reflect on their teaching and take action. The purpose of this study was to use concept maps in an AAC course to uncover students' knowledge. A total of 61 graduate students created a mind map with AAC as the central concept at the beginning and end of the term in a graduate-level AAC course. The researchers calculated frequency counts of concepts and connections on each map and completed categorical analyses. Analysis revealed an increase in students' breadth and depth of knowledge of AAC and related concepts. Concepts related to populations of AAC users, access methods, collaboration, and high tech and no tech AAC systems appeared most frequently on participants' mind maps. Assessment, intervention, and funding concepts appeared less frequently. Benefits and challenges to implementing concept maps are discussed so educators can consider how concept mapping may be useful in their contexts.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1460113
Database: ERIC
FullText Text:
  Availability: 0
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  Data: Using Mind Maps to Make Student Knowledge Visible in an AAC Course
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  Data: <searchLink fieldCode="AR" term="%22Allison+Sauerwein%22">Allison Sauerwein</searchLink><br /><searchLink fieldCode="AR" term="%22Natalie+Quinlan%22">Natalie Quinlan</searchLink><br /><searchLink fieldCode="AR" term="%22Coral+Viernow%22">Coral Viernow</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Teaching+and+Learning+in+Communication+Sciences+%26+Disorders%22"><i>Teaching and Learning in Communication Sciences & Disorders</i></searchLink>. 2025 9(1).
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  Data: Teaching and Learning in Communication Sciences & Disorders. 685 Malena Drive, Ann Arbor, MI 48103. Web site: https://ir.library.illinoisstate.edu/tlcsd/
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  Data: 19
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  Data: Concept maps make students' knowledge visible. Creating a mind map gives students an opportunity to organize their knowledge and allows instructors to visualize and assess it. When students create mind maps at multiple time points, instructors can compare the maps and use the themes, patterns, and gaps that emerge to reflect on their teaching and take action. The purpose of this study was to use concept maps in an AAC course to uncover students' knowledge. A total of 61 graduate students created a mind map with AAC as the central concept at the beginning and end of the term in a graduate-level AAC course. The researchers calculated frequency counts of concepts and connections on each map and completed categorical analyses. Analysis revealed an increase in students' breadth and depth of knowledge of AAC and related concepts. Concepts related to populations of AAC users, access methods, collaboration, and high tech and no tech AAC systems appeared most frequently on participants' mind maps. Assessment, intervention, and funding concepts appeared less frequently. Benefits and challenges to implementing concept maps are discussed so educators can consider how concept mapping may be useful in their contexts.
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      – Text: English
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      Pagination:
        PageCount: 19
    Subjects:
      – SubjectFull: Concept Mapping
        Type: general
      – SubjectFull: Cognitive Mapping
        Type: general
      – SubjectFull: Augmentative and Alternative Communication
        Type: general
      – SubjectFull: Learning Processes
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      – SubjectFull: Graduate Students
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      – TitleFull: Using Mind Maps to Make Student Knowledge Visible in an AAC Course
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            NameFull: Natalie Quinlan
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            NameFull: Coral Viernow
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              Y: 2025
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