Universitat Politècnica de València (SPAIN)
About this paper:
Appears in: EDULEARN18 Proceedings
Publication year: 2018
Pages: 535-543
ISBN: 978-84-09-02709-5
ISSN: 2340-1117
doi: 10.21125/edulearn.2018.0216
Conference name: 10th International Conference on Education and New Learning Technologies
Dates: 2-4 July, 2018
Location: Palma, Spain
One of the main methodological tools of learning theory, used to represent ideas, has been conceptual maps. They are particularly useful for as they enable students to learn to build their own mental models. The development of these models is done on paper and / or using different software.These tools provide important support to explain complex ideas and clarify problems, however, despite these advantages, they do limitations.

An alternative to this method is the use of co-operative mobile maps using visual language. The combination of coloured mobile cards (Post-it®) and visual language to design conceptual maps on large paper formats, represents an important change in the construction of cooperative models. The use of visual language facilitates making ideas visible, tangible and sequential, and encourages divergent collaborative thinking. Furthermore, the use of mobile cards facilitates collaborative work, and coloured cards allow participants to assign categories and characterise processes, therefore improving the organisation and structuring of maps, as reiterations are made with greater fluency.

Cooperative learning, based on problem solving through visual language, provides clarity; helping to tangibly visualise sequential ideas and facilitating the acquisition of innovative means for products or services, processes or management. This visual language method utilises post-its, which aid the acquisition of more efficient systematic thinking, enabling reiteration with greater ease. In addition, group work with the use of mobile conceptual mapping results in the entire group functioning more systematically, with processes perfected in an incremental way and as their ability to make connections is constantly improved. This is occurs as different points of view are synthesised, merging mental models, and facilitating the task of understanding and solving complex problems in a cooperative, creative and innovative way.

The objective of this analysis is to show the effectiveness and efficiency of the use of collaborative concept maps - using moveable coloured cards and visual language for problem solving - as a tool that facilitates the process of developing innovative ideas for products or services, processes or management.
Visual language, cooperative learning, teaching innovation, group work, conceptual maps, mental maps, mental models, post its, problem analysis, problem solving.