“Post-it mapping”: analogical disruption in the classroom

Abstract

[ES] Educators need to prepare students for an increasingly complex and interconnected world, and traditional teaching methods can fail to help students develop some of the needed skills. We set up to combine flipped-calssroom strategies and mapping techniques with the aim to encourage creativity and adaptability while ensuring deep learning of complex theoretical concepts. A simple analogical disruption was added, in the shape of post-it notes used to build concept maps, to disturb an otherwise heavy technology-based course. Our teaching innovation has been pilot tested in a range of groups and theoretical concepts with preliminary positive feedback being reported by students.They have described the innovation as “an entertaining change”, but also referring to improvements on their information searching and critical thinking skills. Students also found that the analogical mapping activity through post-it notes encouraged participation and an active attitude in class. Overall, they reported an improved understading of complex concepts and to their independent learning skills, which appears to support the literature linking visual representations and summary exercises with high student satisfaction and improvements in meaningful learning.