Mind Mapping 

 Challenge and Selection 

 Transmission of knowledge present in the information by teachers does not guarantee an effective   understanding of the student in a large class room which has been a great challenge from time to   time . Here I used Mind mapping as a technique to educate third year engineering undergraduates in   an Engineering Institution . This tool was employed as a part of teaching methodology for Signals and   Systems course . Conventional teaching methods involve problem solving on boards as normal chalk   and talk method it works only for a small group of students . To address the large class room visual   techniques must be used as 65 % of students are visual learners . 

 Conceptual mapping that I implemented has two major purposes . One is to help students gain and   maintain an understanding of the overall conceptual structure of the course and , even more broadly ,   to see how and where the ideas in this course relate to other aspects of the engineering curriculum . 

 The point is to help students avoid the sort of tunnel vision that can occur as students work on   specific course tasks but never develop a meaningful conception of what the course is about . A   second , more focused map is used to help students organize their thinking and understanding of   specific technical concepts . 

 Application 

 All students had to take part in the following activities : 

 •   Concept analysis : In this , students must analyse the concepts dealt in the class and build a   mind map based on their understanding of the topics covered in the class individually in   every hour of the class on daily bases . 

 •   Group formation : In this the students in a group of four have discussions on the individual   mind maps , gather all the information from different mind maps exchange views and the   group must come up with a master mind map comprising of the viewpoints of every   individual in a team .   Fostering of creativity and ideas is addressed in this activity . 

 Groups have been formed comprising of four students , they have to co - ordinate , organize and   prepare a mind map in a team . Mind map is an interactive approach that forces the students to be   attentive in a class as this approach provides much time for students to fit in the topics and make   revision not a boring issue . Process of creating a mind map in this activity : 

 •   Begin the Mind Map with a concept at the centre that symbolizes the main topic . 

 •   With an open and creative attitude start with a brain dumping process that will stimulate   new ideas and connections . 

 •   Put down all the topics related to the central concept without evaluation and judgment . This   will build the mind map having branches and sub branches moving outward the central   topic . 

 •   Keywords , symbols and pictures should be used for recording the ideas quickly . 

 •   Topics related to the concept must be connected and organized in a better manner . 

 A questionnaire survey was conducted to administer the effect of introducing mind map as a part of   teaching - learning . The entire class of 69 students was considered for this study . The questionnaire   was conducted using 5 Likert scale .   Question 1 reﬂects on the improvement on the memory in   recalling , and in response 87 % students agreed that relates to whether the students will use this 

 learning technique in future for interactive learning . In response students were very interested to   use mind mapping technique for group concepts , project idea generation , planning of the project   and for preparation of competitive exams . 

 The questions were as follows : 

 1 . Mind mapping is an effective tool to recall the technical concepts . 

 2 . Mind mapping helps me to remember and recollect information better than note - making . 

 3 . The images , symbols and keywords , found in mind maps , helped me dynamically relate with   concepts . 

 4 . There is clear connectivity and categorization of topics when I mind map . 

 5 . Mind map helped me to collaborate with peers in the process of active learning . 

 6 . Mind map enabled me to think on a specific concept in a wide perspective . 

 7 . There was an increase in the confidence level , when I presented ideas on paper , learnt from mind   mapping . 

 8 . Mind map stimulates visual thinking . 

 9 . In future ‘ mind mapping ’ can be integrated in all classes as a part of teaching and learning . 

 10 . Mind map helped me to revise the course at the time of examination / test . 

 The response of the students is shown below : 

 Insights and Approach 

 It was observed that the students were very responsive to the use of mind map in the class .   Many   students find writing difficult , and they find getting started the most difficult part of writing . Mind   mapping reduces the difficulty by giving students an organizing strategy to get them started . In mind   mapping , ideas are freely associated and written out without pressure , thereby reducing tension and   resistance often associated with writing .   Unlike conventional outlining , the product of prewriting   activity using mind mapping does not follow a rigid fixed linear . In outlining , ideas must be arranged   sequentially which is contradictory with the natural way of how brain works , because brain works in   a nonlinear way . The elements of a given mind map are arranged intuitively according to the   importance of the concepts , and are classified into groupings , branches , or areas , with the goal of   representing semantic or other connections between portions of information .   Mind mapping also   aids recall of existing memories . Mind mapping may be used effectively with students beyond   primary grades and in any class that requires writing . As a matter of fact , mind mapping is not only   useful to help students writing a complex composition of a certain type text . It can help with almost   any types of texts . It even helps students to draw a grammatical schematic . It also does not merely   have to use words and phrases but also pictures , charts , or anything if they representing what   students have in mind . 

 Overall , it is observed that the students who used interactive learning technique that is , mind   mapping found it easier to learn and visualize the concepts . As this is a collaborative learning   technique the students were motivated to learn the course . Students who were not good in   mathematics found it easy after using this technique as they could analyse the connectivity between   different concepts . The most prominent positive outcome of the experiment is that over 90 % of the   students have clearly indicated that this has given them a very good opportunity to evaluate , work   on and improve their ability for interactive learning .   This interactive learning approach adopted has   great impact in signiﬁcantly improving the overall teaching learning process , encouraging the faculty   and the students to extend the same to the relevant courses in their curricular program . 


EMAIL: 
ID_NUM: 
NAME_STUDENT: 
PHONE_NUM: 
STREET_ADDRESS: 
URL_PERSONAL: 
USERNAME: 

### Task: You are a PII (Personal Identity Information) Detection. Given a essays written by students, you have to identify ONLY the following:
NAME_STUDENT - The full or partial name of a student that is not necessarily the author of the essay. This excludes instructors, authors, and other person names.
EMAIL - A student’s email address.
USERNAME - A student's username on any platform.
ID_NUM - A number or sequence of characters that could be used to identify a student, such as a student ID or a social security number.
PHONE_NUM - A phone number associated with a student.
URL_PERSONAL - A URL that might be used to identify a student.
STREET_ADDRESS - A full or partial street address that is associated with the student, such as their home address.
### Input: Mind Mapping 

 Challenge and Selection 

 Transmission of knowledge present in the information by teachers does not guarantee an effective   understanding of the student in a large class room which has been a great challenge from time to   time . Here I used Mind mapping as a technique to educate third year engineering undergraduates in   an Engineering Institution . This tool was employed as a part of teaching methodology for Signals and   Systems course . Conventional teaching methods involve problem solving on boards as normal chalk   and talk method it works only for a small group of students . To address the large class room visual   techniques must be used as 65 % of students are visual learners . 

 Conceptual mapping that I implemented has two major purposes . One is to help students gain and   maintain an understanding of the overall conceptual structure of the course and , even more broadly ,   to see how and where the ideas in this course relate to other aspects of the engineering curriculum . 

 The point is to help students avoid the sort of tunnel vision that can occur as students work on   specific course tasks but never develop a meaningful conception of what the course is about . A   second , more focused map is used to help students organize their thinking and understanding of   specific technical concepts . 

 Application 

 All students had to take part in the following activities : 

 •   Concept analysis : In this , students must analyse the concepts dealt in the class and build a   mind map based on their understanding of the topics covered in the class individually in   every hour of the class on daily bases . 

 •   Group formation : In this the students in a group of four have discussions on the individual   mind maps , gather all the information from different mind maps exchange views and the   group must come up with a master mind map comprising of the viewpoints of every   individual in a team .   Fostering of creativity and ideas is addressed in this activity . 

 Groups have been formed comprising of four students , they have to co - ordinate , organize and   prepare a mind map in a team . Mind map is an interactive approach that forces the students to be   attentive in a class as this approach provides much time for students to fit in the topics and make   revision not a boring issue . Process of creating a mind map in this activity : 

 •   Begin the Mind Map with a concept at the centre that symbolizes the main topic . 

 •   With an open and creative attitude start with a brain dumping process that will stimulate   new ideas and connections . 

 •   Put down all the topics related to the central concept without evaluation and judgment . This   will build the mind map having branches and sub branches moving outward the central   topic . 

 •   Keywords , symbols and pictures should be used for recording the ideas quickly . 

 •   Topics related to the concept must be connected and organized in a better manner . 

 A questionnaire survey was conducted to administer the effect of introducing mind map as a part of   teaching - learning . The entire class of 69 students was considered for this study . The questionnaire   was conducted using 5 Likert scale .   Question 1 reﬂects on the improvement on the memory in   recalling , and in response 87 % students agreed that relates to whether the students will use this 

 learning technique in future for interactive learning . In response students were very interested to   use mind mapping technique for group concepts , project idea generation , planning of the project   and for preparation of competitive exams . 

 The questions were as follows : 

 1 . Mind mapping is an effective tool to recall the technical concepts . 

 2 . Mind mapping helps me to remember and recollect information better than note - making . 

 3 . The images , symbols and keywords , found in mind maps , helped me dynamically relate with   concepts . 

 4 . There is clear connectivity and categorization of topics when I mind map . 

 5 . Mind map helped me to collaborate with peers in the process of active learning . 

 6 . Mind map enabled me to think on a specific concept in a wide perspective . 

 7 . There was an increase in the confidence level , when I presented ideas on paper , learnt from mind   mapping . 

 8 . Mind map stimulates visual thinking . 

 9 . In future ‘ mind mapping ’ can be integrated in all classes as a part of teaching and learning . 

 10 . Mind map helped me to revise the course at the time of examination / test . 

 The response of the students is shown below : 

 Insights and Approach 

 It was observed that the students were very responsive to the use of mind map in the class .   Many   students find writing difficult , and they find getting started the most difficult part of writing . Mind   mapping reduces the difficulty by giving students an organizing strategy to get them started . In mind   mapping , ideas are freely associated and written out without pressure , thereby reducing tension and   resistance often associated with writing .   Unlike conventional outlining , the product of prewriting   activity using mind mapping does not follow a rigid fixed linear . In outlining , ideas must be arranged   sequentially which is contradictory with the natural way of how brain works , because brain works in   a nonlinear way . The elements of a given mind map are arranged intuitively according to the   importance of the concepts , and are classified into groupings , branches , or areas , with the goal of   representing semantic or other connections between portions of information .   Mind mapping also   aids recall of existing memories . Mind mapping may be used effectively with students beyond   primary grades and in any class that requires writing . As a matter of fact , mind mapping is not only   useful to help students writing a complex composition of a certain type text . It can help with almost   any types of texts . It even helps students to draw a grammatical schematic . It also does not merely   have to use words and phrases but also pictures , charts , or anything if they representing what   students have in mind . 

 Overall , it is observed that the students who used interactive learning technique that is , mind   mapping found it easier to learn and visualize the concepts . As this is a collaborative learning   technique the students were motivated to learn the course . Students who were not good in   mathematics found it easy after using this technique as they could analyse the connectivity between   different concepts . The most prominent positive outcome of the experiment is that over 90 % of the   students have clearly indicated that this has given them a very good opportunity to evaluate , work   on and improve their ability for interactive learning .   This interactive learning approach adopted has   great impact in signiﬁcantly improving the overall teaching learning process , encouraging the faculty   and the students to extend the same to the relevant courses in their curricular program .
### Output: 