Your task is to create a concept map, drawing upon the ideas we have discussed in class, including: readings, activities, and additional resource materials that you find. This assignment is to be completed individually. To start, create a focus question to guide the direction of your map.
Introduction
According to research, meaningful learning comes from one’s ability to take new knowledge and connect it to information in memory. The inter-relatedness of information is the key to understanding. This assignment will help you visually organize the concepts and information delivered in the course and recognize the connections. In addition, through reflection you will highlight the key takeaways from the course that will help you add value in your current work or future career.
The first part of the assignment requires you to build a concept map of the key concepts in the course. The second part of the assignment is an individual reflection of your learning experiences and how this can be applied to work in accounting.
Part 1 (15%)
What is a Concept Map?
A concept map is a visual diagram of the relationships among a number of concepts, and/or processes. Concept maps allow you to visually depict a system of relationships by creating a map in which nodes represent ideas or facts, and lines or connectors between nodes represent relationships. Concept maps usually follow a hierarchical structure.
Concept Maps stem from one main idea or topic and then branch out. Concepts or ideas are placed inside of circles or rectangles. Relationships between concepts are built using lines and linking words (such as verbs, phrases, adverbs, or prepositions). All concepts should be linked. Cross-linkages connect different paths in the map. The more cross linkages the better!
Concept maps are based on a focus question which helps define the issue or problem that the concept map needs to solve. When developing a concept map, creating a parking lot of concepts before building the map can be helpful.
Review this handy resource to learn more about concept maps and how to create them.
Some samples (do NOT copy these formats)…
Link to Example of Concept Map
Instructions
Your task is to create a concept map, drawing upon the ideas we have discussed in class, including: readings, activities, and additional resource materials that you find. This assignment is to be completed individually. To start, create a focus question to guide the direction of your map. Select a focus question that ties multiple learning outcomes, and provides an overview of the course.
Along with the map, provide a brief explanation (approx. 250 words) of the map’s focus, and your rationale and the logic used in the map creation. Your explanation will outline your thought process in how you chose the focus and the concepts, and discuss some of the important links.
Tools You Can Use
Below you will find some suggested tools for building your map. You can use Microsoft Word, PowerPoint, Google Drawing or any other program you feel comfortable with. However, the programs below make editing easy, and allow you to share. (Click to link to source)
Tips
- Start your concept map now, and build upon your map adding the concepts covered as we go.
- The map does not have to be symmetrical, but should be a hierarchy structure.
- The map is a way to represent information clearly, so be mindful of the relationships you build. The map should be clear to the user reading it.
- Everyone’s map will be unique and different as we all process and see information in different ways
- Review the rubric and be mindful of being too simplistic or too complicated.
- **If the concept map topic does not relate to the course, it will not be graded.
Part 2 (5%)
The reflection should be done after you complete your concept map. Reflect on your learning experience in this course. How did the course help your understanding of the information systems we use or will use every day? What did you find most interesting? What did you find most frustrating? What would have helped you to know or have to minimize your frustration? What teaching resources or methods worked best?
This course is designed to arm you with tools that you may find helpful in your current work or future career. Think about what we have learned, and describe what your “Systems Toolbelt” would encompass. What will you share with current or future employers? What makes you valuable as an employee?
Submissions should be approximately 500 words.
Submissions
Submit both parts of the final assignment in one document (Word or PDF) to FOL submissions by the December 17, at 11:59 PM. If you use an online tool you can download to a document, but please include the link to your online map as well. Mac formats, such as, Pages or Keynote will not be accepted.
Title page and references required.
Evaluation
Preview Rubric
Final Assignment
This table lists criteria and criteria group name in the first column. The first row lists level names and includes scores if the rubric uses a numeric scoring method.Criteria
Excellent
Good
Poor
Failing
Criterion Score
Concepts
6 points
Map includes the important concepts and describes focus on multiple levels.
4.5 points
Map includes most important concepts; describes focus on limited number of levels.
3 points
Important concepts missing and/or describes focus on only one level.
1.5 points
Map includes minimum concepts with many important concepts missing.
/ 6
Inter-relationships
6 points
All concepts are interlinked with several other concepts and links succinctly and accurately describe relationships.
4.5 points
Most concepts interlinked with other concepts. Links are descriptive and valid for most relationships
3 points
Several concepts linked to other concepts. Some links unclear or vague; some invalid or unclear
1.5 points
Few concepts linked to other concepts. Links are vague; show inconsistent relationships
/ 6
Structure
4 points
Map is contained in a single page, has multiple clear hierarchies, is well laid out and provides a sufficient number of relevant examples with links
3 points
Map is contained in a single page, has several clear hierarchies, is fairly well laid out and provides a sufficient number of fairly relevant examples with links
2 points
Map is not contained in a single page, has unclear hierarchies, is poorly laid out and provides some fairly relevant examples with links
1 point
Map is not contained in a single page, is confusing to read with no hierarchical organization
/ 4
Presentation
2 points
Information is presented clearly and fosters understanding
Uses techniques like color, and formatting to facilitate understating
1.5 points
Information is mostly clear and understandable. May use other techniques to facilitate understanding.
1 point
Information may not be clearly presented or some components are confusing.
1.5 points
Map presentation does not aid in understanding is not clearly displayed.
/ 2
Explanation
2 points
Rationale is well explained and easy to understand
The discussion is clearly illustrated and identified in the concept map.
1.5 points
Rationale is mostly explained. It may promote understanding and be somewhat identified in the map.
1 point
The rationale is somewhat confusing and challenging to identify in the map.
1.5 points
The rationale is not clear and is not identifiable in the map.
/ 2
Rubric Total ScoreTotal
/ Bottom of Form
Part 2 Rubric
Preview Rubric
Final Assignment Reflection
This table lists criteria and criteria group name in the first column. The first row lists level names and includes scores if the rubric uses a numeric scoring method.Criteria
Level 4
Level 3
Level 2
Level 1
Criterion Score
Depth
5.4 points
Demonstrates a conscious and thorough reflective analysis. Provides examples to illustrate ideas.
4.05 points
Shows evidence of reflective thought on the learning process, and provides some examples to support ideas.
2.7 points
Attempts to demonstrate reflective process, but analysis is vague, and few examples provided.
1.35 points
Does not demonstrate reflective thought, and no examples provided to help illustrate ideas.
/ 5.4
Connections
5.4 points
Rich connections to content in the course, and experiences outside the classroom including applications to future opportunities.
3.05 points
Makes connections to the course content, and begins to provide linkage to experiences outside the classroom, but requires further elaboration.
2.7 points
Few connections made to the course content and little or no connection to outside experiences.
1.5 points
No connections to the course content, and classroom learning, or experiences outside the classroom
/ 5.4
Structure
1.2 points
Uses appropriate language, sophisticated word choice and sentence structure. No spelling and grammar errors.
0.9 points
Appropriate language, word choice and sentence structure, with few spelling and grammar errors
0.6 points
Some language and word choice detracts from the message and spelling and grammar errors .
0.3 points
Language and word choice is unsophisticated and many spelling and grammar errors that deter from the content.
/ 1.2
Rubric Total ScoreTotal
/ 12
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