This pre-conference workshop will present three innovative learning techniques that I have been practicing and publishing on over the last ten years: mind mapping, learning objects, and proverbs. Upon the completion of this workshop, the participants will learn a variety of ways of using mind mapping, learning objects, and proverbs for teaching and learning.
This workshop relates to the conference theme by suggesting different ways of transforming learning experiences to embrace diverse student needs. For example, mind mapping introduces colours and images into the learning process to engage visual learners. Foreign proverbs transform the learning process by establishing connections between new concepts and diverse cultural backgrounds of students.
In the first segment, a brief history of mind mapping, which visually depicts concepts and their interrelationships in a non-linear way, and its main rules will be discussed. I will show different ways of using mind mapping in teaching and learning based on my experience and the experiences of other instructors. I will also provide a review and summary of mind mapping computer programs, and will demonstrate the creation of a mind map with Inspiration mind mapping software. In the conclusion, participants will work in small groups to draw a mind map of the mind mapping technique. Several groups will present their completed mind maps to all participants. By the end of this segment, the participants will not only appreciate the pedagogical benefits of mind mapping, but also will be able to use this technique themselves.
In the second segment, I will define key elements of a learning object and present several learning objects developed at Brock University. I will discuss the results of my empirical study on the learning impact of a learning object. From these results, the participants will learn what type of students tends to benefit the most from the use of learning objects. Several major depositories of learning objects will be presented, and participants will explore them and identify objects for use in their disciplines. Several participants will present the identified learning objects to the whole audience.
In the final segment, I will share my experience with using English, Chinese, Spanish, and French proverbs in teaching finance to English and foreign-speaking students. I will also show different examples of using proverbs for teaching from other disciplines. The participants will practice the use of Chinese, Spanish, and French proverbs in the classroom. The participants will also learn where to find relevant foreign proverbs and how to incorporate into their teaching. In conclusion, the participants will have an opportunity to suggest English proverbs that can be used to illustrate concepts in their disciplines.