scholarly journals Bubbl.us – Web 2.0 Mind Mapping

2013 ◽  
Vol 4 (8) ◽  
Author(s):  
Nola Stair
Keyword(s):  
Web 2.0 ◽  
Mind Mapping ◽  
Mapping Software

This piece discusses the use of Bubbl.us mind mapping software in teaching.

Whole Life/Life Cycle Costing During the Design Stage of a Construction Project

2020 ◽  
Vol 9 (2) ◽  
pp. 66-87
Author(s):  
Daniel Clarke-Hagan ◽  
Michael Curran ◽  
John Spillane ◽  
Mary-Catherine Greene
Keyword(s):  
Life Cycle ◽  
Qualitative Methodology ◽  
Construction Project ◽  
Life Cycle Costing ◽  
Design Stage ◽  
Life Cycle Costs ◽  
Mind Mapping ◽  
Advantages And Disadvantages ◽  
Mapping Software ◽  
Whole Life Costing

The calculations of life cycle costs (LCC) and whole life costs (WLC) are important tools in the life cycle of a project. The aim of this research is to examine life cycle costing, whole life costing, and the possible advantages and disadvantages to their introduction and use. A qualitative methodology encompassing an in-depth literature review, interviews, and qualitative analysis using mind mapping software, this research is important as it can add to the industry's understanding of the design process. It highlights reasons for the success or failure of a construction project, in terms of sustainability at the design stage. Results indicate that the researched topics had many advantages but also had inherent disadvantages. It is found that the potential advantages outweighed disadvantages, but uptake within industry is still slow and that better promotion and their benefits to sustainability, the environment, society, and the industry are required.

scholarly journals Atmospheric learning: Pengembangan digital mind maps berbantuan mind mapping software untuk siswa Geografi SMA

2021 ◽  
Vol 1 (3) ◽  
pp. 300-310
Author(s):  
Selvi Nanda Oktavia ◽  
Ardyanto Tanjung ◽  
Listyo Yudha Irawan
Keyword(s):  
Descriptive Analysis ◽  
Research Subjects ◽  
Mind Mapping ◽  
Media Design ◽  
A Value ◽  
Mapping Software ◽  
The Media ◽  
Mind Maps ◽  
The Mind ◽  
Product Response

Learning media is a tool for students to make learning easier. Mind map digital is a learning media in the form of mind maps with the help applications of mindset mind manager presentation. The main objective of developing mind maps is to produce digital-based products for class X students on material atmospheric. This media can be a reference for the latest material, examples and learning resources around the atmosphere to provide students with an easy understanding of the lesson. The mind map digital developed has been tested internally by media experts and material experts. The final results are in the form of a digital mind map product design that has been revised based on suggestions and recommendations from each validator. This research and development use the modified ADDIE’s model only in the ADD section with research procedures namely goal formulation, media design, media validation. The research subjects were 28 students of class X IPS 4 in SMA 2 Batu. The research data used included the results of the media feasibility questionnaire, while the techniques data analysis used descriptive analysis to process the trial data. The results showed that digital mind maps were feasible to be used in the learning process with each gaining scores from material experts 98 percent and media experts 79 percent. Then the assessment or product response from students as research subjects get a value of 80.02 percent. Media pembelajaran merupakan alat bantu untuk peserta didik agar memberikan kemudahan dalam belajar. Mind map digital adalah media pembelajaran dalam bentuk peta pikiran dengan berbantuan aplikasi presentasi mindjet mindmanager. Tujuan utama pengembangan mind map adalah menghasilkan produk berbasis digital untuk peserta didik kelas X pada materi atmosfer. Media ini dapat menjadi rujukan materi, contoh, dan sumber belajar terbaru seputar atmosfer untuk memberikan peserta didik kemudahan dalam memahami pelajaran. Mind map digital yang dikembangkan telah di uji internal oleh ahli media dan ahli materi. Hasil akhir berupa rancangan desain produk mind map digital yang telah direvisi berdasarkan saran dan rekomendasi dari masing-masing validator. Penelitian dan pengembangan ini menggunakan model ADDIE yang dimodifikasi hanya pada bagian ADD dengan prosedur penelitian yaitu perumusan tujuan, desain media, validasi media. Subjek penelitian adalah 28 peserta didik kelas X IPS 4 SMA 2 Batu. Data penelitian yang digunakan meliputi hasil angket kelayakan media, sedangkan teknik analisis data menggunakan analisis deskriptif untuk mengolah data hasil uji coba. Hasil penelitian menunjukkan bahwa mind map digital layak digunakan dalam proses pembelajaran dengan masing-masing memperoleh nilai dari ahli materi 98 persen dan ahli media 79 persen. Kemudian penilaian atau tanggapan produk dari peserta didik selaku subjek penelitian mendapatkan nilai 80,02 persen.

Using mind mapping technology for personal preparedness planning

2019 ◽  
Vol 14 (2) ◽  
pp. 96-100
Author(s):  
Allison P. Chen, BS Candidate ◽  
Alexander H. Chang, BA ◽  
Edbert B. Hsu, MD, MPH
Keyword(s):  
Disaster Preparedness ◽  
Mind Mapping ◽  
Practical Utility ◽  
Preparedness Plan ◽  
Preparedness Planning ◽  
Promising Tool ◽  
Mapping Software ◽  
Mapping Technology ◽  
Mind Maps ◽  
Accessible Format

Objective: Organizing key information for personal disaster preparedness in an efficient and accessible format is critical to ensure practical utility. The authors examine the use of mind mapping technology to organize personal disaster preparedness information and explore the potential of mind mapping software as a tool to create individual and family preparedness resources.Design: The general features of mind maps are considered and a sample family preparedness plan was created using TheBrain, a mind mapping software.Results: Mind maps are a promising tool to organize personal preparedness plans with the ability to include significant amounts of varied information in a structure that emphasizes relationships between topics and enables collaborative sharing.

scholarly journals INTEGRATING THE LINGUOCULTURAL COMPONENT AND MIND-MAP METHOD TO DEVELOP A TRILINGUAL E-DICTIONARY OF BIOLOGICAL TERMS

2020 ◽  
Vol 17 (34) ◽  
pp. 412-424 ◽  
Author(s):  
Anna KALIZHANOVA ◽  
Taissiya MARYSHKINA ◽  
Margarita ISHMURATOVA ◽  
Bayan IBRAYEVA ◽  
Kurmangazy SEMBIYEV
Keyword(s):  
High School ◽  
School Environment ◽  
English Language ◽  
Natural Sciences ◽  
Learning Tools ◽  
Mind Mapping ◽  
Multilingual Education ◽  
Mapping Software ◽  
The Mind ◽  
User Friendly

The national project Trinity of Languages announced in Kazakhstan has brought forward multilingual education throughout the country. The project requires the implementation of rigorous learning tools to master the Kazakh, Russian and English languages within trilingualism. An e-dictionary to be used in content and language integrated learning is among modern e-tools promoted in a trilingual school environment. A user-friendly biological e-dictionary will help high school learners grasp fundamental concepts in natural sciences. The article aims to describe how to analyze and systemize the lexicographic material selected for developing a trilingual e-dictionary of biological terms for Kazakhstani school learners. Determining sources of vocabulary chosen was based upon a linguocultural approach, which highlights the cultural aspect embodied in the language, and mind-mapping, which allows deconstructing complex topics graphically. Twenty-eight items were selected to cover the biology school course, which was later analyzed and systemized to consistently present generic and species features via mind-mapping. Then organic unification of the items and compositional parameters of the e-dictionary were determined. The obtained findings show that a linguocultural component is embedded in a trilingual e-dictionary of biological terms that are taken from relevant Kazakh and Russian school textbooks (grades 6–11). The selected items are classified and subject to linguocultural analysis in conceptual groups which may show phytonyms and zoonima. The items are supplied with an adequate linguocultural commentary taken from English-language reference books and websites. The conceptual groups and linguistic analysis are displayed via the mind map Coggle used for the e-dictionary frame formation. The proposed linguocultural component embedded in the edictionary is rare in other existing trilingual e-dictionaries since they focus primarily on lexicographic material and their visual representation. Overall, the trilingual e-dictionary created in mind-mapping software is an effective etool for high school learners to study biological terms with their linguocultural commentaries.

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