 So, the title of the session is what, why and how of concept maps. We are going to use this idea this technique of concept mapping and learn two or three diverse issues related to it. One is the technique itself and why it is useful and how to do it. And second is how do we use it for course design and how do we connect the syllabus and the learning objectives in our course. And thirdly what technology tools can help us actually create a concept map. So, what you have done in terms of course planning so far is we started by discussing and looking at the need for learning objectives, started with the mismatch between teacher and student and so on. Then you wrote learning objectives for a topic in your course and today in fact you wrote learning objectives at various cognitive levels for a specific topic or unit in your course. The next steps of course planning is that you need to think about the learning objectives for the entire course or at the course level. What I mean here is that the course your course or the subject that you are teaching has various modules. Usually it is about 5 to 8 modules per 40 hour course is a very standard number. And then each module has topics or subtopics again there are 3 or 4 or 5. So, totally there are about 40 or so subtopics because if it is a 40 hour course we usually do one subtopic in every class. And what we wrote learning objectives for were at the lower as in were at the more detailed specific level. And now we have to think about the entire course and see what are what is it that we want our students to be able to do at the end of the entire semester at a synthesized level. So, before you write your own course learning objectives let us look at a few examples. So, I have examples from 3 different courses and this example is on fluid mechanics. Again I have just chosen 3 diverse topics. So, let me tell you what these are. So, perhaps you will be able to connect to one or more of them. One is on fluid mechanics, one is on basic electromagnetic theory may be a first or second year course and the third one is a first year course on computer programming. So, hopefully a large number of few will be able to follow at least one or more than one example. So, for this course on fluid mechanics what the teacher wants the students to be able to do at the end of the course finally, is describe physical properties of the fluid and explain the consequences of this these properties. State some conservation principles, create models of different types of fluid flow and determine basic forces and moments acting on different profiles and shapes in a fluid flow. So, if you look at these they are actually at various cognitive levels. The one which says state the conservation principles are at the recall level. So, as we are looking at the objectives let us also try to pinpoint which cognitive level they are at. This is not written in order in terms of hierarchy, but it is perhaps written in order in which they appear in the course. Whereas describe properties of the fluid is and explain the consequence could be at understand level. Determine basic forces could be an apply or analyze level objective and create models of fluid flow can be at the highest create level. So, the other thing you want to observe when you look at course level objectives is that they are written at a broad perspective. It is not we are not saying any one specific topic or one specific application, but these this is these are techniques and knowledge and skills that we want our students to be able to learn and do after the entire course. So, I will just pause for about 10 seconds so that you can read this and then we will go to the next example. So, the next example is a course on electromagnetic theory again this is a basic course perhaps even at 12 standard in some in some curricula they might do it, but definitely at the first year level a lot of departments run a course like this. So, if you look at how it starts it says given an electromagnetic field problem in the sense all the objectives are with respect to a situation where some electromagnetic fields are described exist. Given an EM field problem students will be able to use the principles of electromagnetic theory to conceptually describe behavior of the charges and currents. So, the first bullet here is it is actually at an apply level, but it is saying that qualitatively and conceptually students should be able to reason. The second one says apply Maxwell's equations to quantitatively solve problems and the third one is derive expressions for energy. So, it is only three objectives, but this is all the problems and all the examples in the entire course usually will fit either one of these or some objectives that are under these. In the sense to be able to conceptually describe behavior of currents and charges the students should know what is a current and what is a charge and should know the laws and so on. Those are not stated here they will come in the unit level objectives. Finally last example and the reason I am showing you all this is because the next activity is where you will write your own course objectives. So, in this last example this is a course on computer programming it can mean any language it does not matter students should be able to trace code and predict output of a given program. So, they should be able to read a program understand what it is saying and be able to predict what the output of that program is. What kind of a program the ones involving pointers functions parameter passing and so on. They should be able to write a C plus plus class for such applications here they give an example. They should be able to design and implement applications that means they have to write large code and they to be able to create a simulation for an example like this. So, again I am going to pause here since a number of you might be teaching a computer programming course. So, that you get an idea of how to write course level learning objectives. The next activity is for your own course what you need to do is write a few learning objectives and I have said 2 to 4 it is it is ok if you write 5 do not go to 10. So, somewhere between 2 and 5 learning objectives at the course level please write this and what you have to say is that at the end of my course of this course name students should be able to and write these the way you saw the examples earlier. So, you can here I will give you some flexibility either do it as an individual activity or find somebody who is going to be teaching the same course. This exercise will work best if you choose a course that you will be teaching in the coming semester. And after you do this what you can do is the coordinators can post a few of course level objectives just so that we get an idea of what kind of objectives you are writing. So, let us say about 5 minutes for this activity again if you have any questions feel free to post it on chat ok. So, it looks like a number of you have been writing and sending let me first talk about one set of course learning objectives that came on chat which is actually not very helpful most of it most of what is there is useful and is written in the proper way, but there is one which is not and the reason I am talking about it is if you know what not to do you will always be able to do what you are supposed to do well. So, it is not trying to say that somebody did something wrong, but this is what you should not do. So, this is for a course on DBMS it is ok if you do not know what it is, but just listen to the words wording of the learning objective. It says that students should be able to get the fundamental concepts necessary for designing using implementing database systems. So, I think that the idea is more or less in the right direction, but the moment you say that students should be able to get the fundamental concepts it is no longer a performance outcome it is no longer written from the perspective of what students can do because as a teacher I do not know students get it or not get it. So, instead the way to reframe this is that students should be able to design database systems using fundamental concepts of DBMS or students should be able to implement database systems by doing something. So, keep thinking of what you want to see the student be able to do you know it is a performance think of that word perform. Similarly, it says clear understanding to solve practical problems that is not valid we saw there are lots of problems with the word understanding it is not bad, but it is not wrong, but it is really very complicated this beast called understanding. So, instead if you say that students should be able to solve practical problems such as given example using DBMS concepts then you are back on the right track. A number of you have written learning objectives at two the most common ones I see are applying concepts to solve problems and designing systems or designing circuits designing algorithms and so on. And this is not surprising because we are talking of engineering courses where solving applied problems and designing systems are two very common tasks two very common goals that all engineers have. So, it is good that we want our students also to be able to do it. In programming courses of course we want students to be able to write programs some of you have said that many of you have talked about students should be able to explain the working of either a system or working of a particular protocol and so on. So, all these are valid here is one from mechanical engineering I think this is again fairly comprehensive that students should be able to identify different boiler types they should be able to classify different types they should be able to calculate boiler parameters. So, course objectives also here have been written in increasing order and there is one last objective in this set of boiler which says which is a skill level objective. So, that is again something I want to highlight it says students should be able to interact with various tools using SQL. So, both content specific and two skills using tools are important ok. So, I think you can stop sending your course objectives now you have almost all the tools you need to do course design. So, let us go to the next point now. So, now here is a situation that a teacher faces where most of us are at this point that you wrote learning objectives for specific topics and modules you also wrote learning objectives at the course level. But the next point all of us need to be need to pay attention to is make sure that the topic level learning objectives and the course level learning objectives are aligned with each other because one is at specific level in the course the other is for the course as a whole. These cannot be independent they cannot be separate and they have to be exactly aligned to each other. So, this is one point one requirement that the teacher has to fulfill while doing course design. The second requirement is that in most courses these days 40 hour course semester long course complicated topics you have a large syllabus lots of topics and not just lots in terms of numbers, but there are lots of interconnections between these topics and what we want students to be able to do is actually see these connections make these connections themselves between the different topics and different concepts in the syllabus. So, as an expert in the domain and as a teacher you have an idea of what these different topics are and how they connect, but for a novice student who is learning it for the first time being able to see these interconnections is not very easy and when we think of our syllabus even if we print it out in three or four pages and give it to a student a syllabus has a long listing of topics one after the other and what is missing in a syllabus is these interconnections for a novice as an expert I am sure you can do it. So, there is a problem or not a problem there is something lacking in the in a syllabus the way we write it even though the syllabus is where we start one is that the syllabus does not have these objectives and it is a little hard to align these if only if all we have is the syllabus and secondly these interconnections are not clearly visible in the syllabus. So, what is needed is a back and forth connection between the learning objectives at all levels at all cognitive levels as well as at course module unit class level and the syllabus. So, these two ideas these two concepts so to say have to be interlinked and so far what we have done in actually in all these sessions what we do is first we set up the problem we say here is a situation faced by the teacher here are some gaps or here are some needs and then we think of the solution. So, here the situation faced by the teacher in the slide is actually the problem and one possible solution is actually given by the concept map. So, what the concept map or the technique of concept mapping helps us do is fulfill these requirements that we just talked about in the previous slide same these are the same requirements that teachers need to make need to make sure that the learning objectives at course and module and unit levels are all aligned and students should be able to see the connections. So, the way we are going to solve this problem is by actually creating a concept map of our own courses. So, at the end of today which includes the session and the lab after this students will be able to at the end of this course you will actually go back with a concept map and learning objectives for your own course ok. So, now let us come to what is a concept map we have been using this word for the last 15-20 minutes and the word itself is a little evocative it says map and there is a word concept. So, the moment you say map you get an idea that it is something visual and graphical. So, concept maps these are definitions are graphical organising tools they are visual they are actually a form of a static visualisation which are used for organising and representing complex bodies of knowledge. So, this in the first bullet it tells you what the concept map looks like we will see an example in a moment and in the second part it says what is the purpose of this concept map and I will just quickly I will give you a preview of a concept map and you will come back to it the preview will show you how complicated it actually looks. So, this looks this is a concept map and I am sure you cannot read it which is completely ok. So, it is visual it is a visual tool there is some organisation there are different concepts they are all interlinked and so on. So, it is clear that the body of knowledge is complicated it is also clear that the concept map is a visual tool for organising this. So, we come back to that slide in some more time ok. Concept mapping when we verbalise this noun is a technique to understand relationships between key ideas of a concept and we create visual map of these connections. So, creating this concept map by linking different ideas that is the concept mapping technique. So, let us actually now work our way through an example which finally leads us to that concept that horrible complicated messy diagram that you saw it is not horrible of course it is very useful it just looks complicated. So, every concept map exercise starts with a question and the question is called the focus question it is not simply draw a concept map off a computer, but usually there is a question and the question helps focus your focus the different concepts to come together. So, the question here is what are the different parts of a computer. So, this is something in all school level computer courses maybe at fourth grade or sixth grade we teach our children and it is a very simple example. So, I just wanted to walk through all the steps. So, we will do these slides quickly. So, the moment you say different parts of a computer you can start thinking of the parts and the way you do it is you simply list them first. So, I will keep clicking on slides from 12 till almost 30 hardware motherboard and you just list them and it does not matter which order you list them first you simply list all the ideas that come to your mind when you say when somebody says parts of the computer booting, ROM, memory, instructions, motherboard, CPU, operating systems ok I will just click on a few one by one this these parts are being added. So, let me pause here I think this is all the ideas together. So, you can take a look this contains most of the important parts of a computer. This is still not the concept map these are just the various ideas. So, various concepts which now we have to link together. In the next step what we do is we organize these. So, right now it is unorganized it is all all these ideas are just put together on the page. Now, let us try to organize these together. It looks like this printer and mouse or output devices keyboard there is something about an input device and it is up to you how you want to think of organizing them. So, let us see how the person who made the slide organized them. So, they have said ok hardware and software that is really at the top and they have put things like the parts that actually help the computer run CPU, motherboard, OS all these also hierarchically they are at a higher level than let us say printer or hard disk and all. So, these people have decided to do a top down hierarchical organization. Once this is done what is done next is to link each of these words which is in a circle. So, those are the concept, concepts link them using lines and this is what you get I am going to zoom in. So, right now I just want you to see the zoomed out view try to observe the picture. Those concepts we wrote in those circles are here this one there are lines and you cannot read it, but you will see that there are some words in between the lines. So, the words are what is called the linking prepositions that link one concept to another. So, I want to zoom in into different parts and hopefully you can read it better now. So, this is just some part on the left. So, there is hardware and it says broadly categorized as output device input device CPU and there is something else there. If you come to input device it says input device are examples of or contains examples of keyboard and mouse. If I go back to the previous slide what I would like you to notice is that this concept map has a top down approach like that. There are no loops, but it starts up here top center and it kind of goes outwards and downwards. That you can see in the zoomed out view that it has this top down approach ok. Let us zoom into some other part this is where it started it says computer consists of hardware and software. Software is broadly classified as system software and something else ok. So, what a concept map does is it has these let us actually dissect it a little bit more. What does a concept map contain? It has these concepts usually these concepts are enclosed in circles or boxes like this. It says computer software hardware and all the all the different circles that you saw here each of these is a concept. In addition a concept map has links, links are just lines connecting to concepts there should be an arrow it and it should be a unidirectional arrow there is there are whatever bidirectional arrows and concept maps. The direction is from the top or the more general to the bottom then there are things called linking prepositions. So, on each link there is a word which specifies the relationship between two concepts and this is a very important aspect of a concept map. You may be familiar with this technique and this idea of mind map where it usually looks like a radial diagram and people use it while brainstorming some ideas for something new. So, there we just write associations between words and often those diagrams are radial. So, mind map is also a useful technique, but it is not as structured and specifically a mind map does not need to have these linking prepositions, but in a concept map between two concepts you have to say how this idea at the top is related to this idea. So, here you have prepositions of the type consists of is an example of causes, effects. So, there is some verb some preposition which links these two and finally, if you look at this concept map most even though most of these arrows go top to down occasionally you will see arrows and lines which are horizontal these are called cross links. So, what cross links do are take a concept which is at one end of the map take another concept which is at some other part of the map often far away and it connects them again with a link and a preposition. So, this is why a concept map is rich and useful because it helps connects ideas which come from different parts or different angles, but later you know that there is some interlinks between them and this is extremely useful during while doing course design because you might be teaching chapter 5 and you realize that there is some concept in chapter 2 which actually is very relevant and which needs to be linked in chapter 5. So, that a cross link between that concept of chapter 2 and chapter 5 is what a concept map helps you to do. So, here is a summary of the features of a concept map we have talked about all of these it is a visual representation it is a hierarchical organization of knowledge this hierarchy also is useful in a concept map because it gives a top down view of the entire complex body of knowledge. So, hierarchy means the concepts at the top the ones you first write are more important and they are more generalized and the concepts at the bottom usually are examples and they are more specific ok. You cannot read it here, but let me just tell you what is at the top and what is at the bottom. Here it says computer it is the most general it is what you start with here it says software and hardware. So, if you think of the words the ideas of software and hardware they are broad they are generalized they are different because there are several types of software it is not a single idea hardware again there are different types for different purposes whereas, if you go all the way at the bottom here it says hard disk RAM and ROM which are more specific. So, the examples and the specific cases are at the bottom and the generalized terms the broad terms are at the top. If we had to pick the most important thing in a concept map my choice would be that it is the preposition that links the concepts because simply saying hardware, software, RAM does not tell you how they are related. So, these prepositions that we saw is a part of belongs to includes reason they are the ones that tell somebody and that help us understand how two concepts are related and the cross links that we talked about which connect different concepts across the map ok. Some logistical points so, usually it is top to bottom it is not radial and usually it does not go upwards it is just a convention. The top down also indicates the hierarchy usually we do not have upward or backward arrows and there are definitely no loops. So, this is not an algorithm it is a static picture of the entire complex interconnected body of knowledge. So, in terms of what is a concept map this is as much as we need to know as to what are the features how you know what comprises a map. So, let us do an activity where actually you create a concept map and this has nothing to do with your course this is an exercise it is actually a fun activity. There will be a video and the way the easiest way I think is I will provide you a link to the video and if you can play the video at your end watch the video think share activity as usual watch the video and as you are watching the video note the key concepts into it. So, keep jotting down the key concepts in your notebook you can play the video twice in fact I think that is a better idea it is a video from National Geographic on climate change and how astronauts seek a climate change. So, we wanted an example which all of you can understand which and which has nothing to do with our domains and teaching so, that we understand this we are able to apply this idea of concept map. Then pair up with a partner and you actually create a concept map for a focus question that I will show you in a moment and finally, in the share phase we will do something new which we have not done so far we will do a peer review of the concept map with another pair. So, as experts in the domain and as professionals you know the importance of peer review and you also know as a teacher that it is hard to assess complicated or open ended tasks. So, you might be wondering how will I do a review of a diagram. So for that we will provide some criteria and the main idea you want to take away as a teacher is that it is actually possible there are techniques to assess open ended tasks such as concept maps and diagrams ok. So, this is the summary of the activity and we will now we will do it phase by phase. So, the first phase here. So, here is the video it is called changing earth here is the link. So, if the coordinator could please play it on your on the screen and what the participants each of you need to do individually is note down the keywords and the key concepts. So, this video is about 1 and a half minutes long you can play it twice or 3 times will give you 5 minutes for this activity because it is it is important that you note down all the keywords. So, that in the next phase you can actually create the concept map. I could play the video from here, but you would not be able to hear the sound. So, that is why it is best if you play it at your end. So, what I will do is let us do it in two phases now. We will go to the next phase and if you have been able to see the video start working on the pair phase. If you could not see the video I am going to try to play it from this end and I will try to share my desktop and you can view it then. So, those of you who could see the video turn to your neighbor and based on the videos and keywords create a concept map with your partner to answer this question. The specific question is what and how have astronauts witnessed about the earth's changing climate. Let us move on to the next phase. Here you would actually be looking at each other's concept map and trying to trying to do a peer review. So, I am not going to call this an evaluation because it is not about one is better than the other, but there is an instrument there is a tool and what we mean by tool is let us say there is a technique of assessing open ended tasks such as diagrams and so on. And the technique is called a rubric and a rubric usually looks like this it is a table firstly. The columns or the first column here talks about the criteria along which the review will happen. So, in case you are not able to read this clearly I will just read out some of the criteria. The first criteria for reviewing a concept map is comprehensiveness. Does it completely cover the topic which was read by you or which was seen by you? Second criteria is organization which is to arrange by systematic planning. So, is the concept map systematically and hierarchically organized and the third one is correctness which says does it conform to the facts or to the truth. So, what you can do here again this whole exercise is to just give you a feel of how to create a concept map and how to review a concept map. The actual exercise you will be doing in the lab is where you will take your course and do it. But before you get to course level concept mapping where you have to think about both your course and the idea of concept map what we thought is you should get a feel for how to draw concept maps and how to review it. So, how to draw concept maps you have done in the first two phases and in this phase what you will do is find another pair and become their partner and you can exchange your concept maps. Remember that all of you will have different concept maps here. One of the two no two concept maps will be identical though they may be similar because it all started from the same material and use these rubrics here to peer review each other's concept maps. So, again I will let us spend about five minutes on this and then we will go to the next part of the session. If you learnt any new ideas it will help you to connect the new ideas to the knowledge you have. It helps you to organize ideas in a logical fashion but it is not very rigid because the concept maps can have different shapes and as you saw different people may have different concept maps. This last point is what the concept maps are recommended for the most and especially if you think of using concept maps as a tool in your course for not for course planning but if you want your students to be able to use it. It is said by doing the activity of concept maps a student can move from some road learning to more meaningful learning. So, in your particular course the reason to use concept maps are that it will help you create a big picture of the course and we said earlier that different elements of the course need to be linked to each other. Let us look at the first point first and then we will come back to the second and third point. So, we will do an example here. Before doing the example I am going to just pause on this slide. This is how exactly the steps you will use to construct the concept map in the course. The same list is there in your lab assignment also. But what I would like you to know is this list and my colleague Madhuri Mahadeva will do an example for you on how to construct a concept map and she is doing it for her course. So, she will in fact follow these steps in order and as she is doing it you can try to connect it to these ideas. So, first what she will do is identify key concepts in her course and then she let us do two steps and then we will come back to this slide. So, she will identify the key concepts and then she will rank these concepts for the most important or most general to the next most important and to the next most important and so on. So, tell us which course we are doing and what the concepts are. So, I am starting with the digital logic circuit. The same course where I have given example for learning objectives. The first step is identify key concepts in your course. Yeah, so the course is on digital logic design. So, the first one is the digital logic circuit for which I will write a, this is the course for which I will write key concepts or we can say that since we are generating it for a course level, definitely the modules which will go and what are the lessons. So, in order to write key ideas, I will just start writing key ideas. When I talk about a digital logic circuit, the key ideas will be, one of them is sequential circuits. Then there can be combinational circuits. Then we can write basic gates. So, you can see that I have listed few concepts here for digital logic circuits. It can be sequential circuits, it can be combinational circuits, then basic gates, number systems, truth tables, flip flops, then basic gates like AND or NOT gates or it can be even universal gates like NAND nor gates. There can be finite states machines. Then arithmetic circuits will be there, multiplexers, demultiplexers, then there can be decoders, there can be binary, octal, hexadecimal or even conversion of systems and arithmetic circuits. So, these are the key concepts or the key modules which I have noted. Now, the next step in drawing concept map, that is the next step. I have to identify which are the major modules or the important modules that we have to, I have to write down first. So, I have written few of the modules as a first module or I will write it here. So, after writing this concept, the first one or first module which comes to my mind is the number system and definitely it is as per syllabus. So, this will be the first module. Then comes the basic circuits or I can say that logic circuits that is its second idea. The third important idea is the combinational circuits. Now, the fourth important idea is the sequential circuits and the last one are the memories. So, this is how from the digital logic circuits, I can write this as includes number systems, logic circuits, combinational circuits, sequential circuits and memories. So, these are the most important modules which are there in the course of digital logic circuits. Now, further to write a secondary level concept in number system itself, I can further write as classified as is a preposition. Now, number system is classified into binary, then octal, then hex system. So, definitely as a teacher, if I start with this module, then the next part which I will follow is teaching this system that is I will teach all this number systems. If I take a second module suppose, then what I will write is logic circuit includes basic gates like then all and or not universal gates as well. So, this is the secondary level concept in the concept map. Now, in order to if I just follow this link, now this basic gates, how am I going to realize them? Realize using two tables. So, this is one link which I will follow. I am going to make a quick comment here. See, when you are showing the example, it is not so much to teach you what are logic circuits. So, we are not trying to focus on the content. We are picking a topic which may be familiar to at least half of you, but even if you are not exactly familiar with the circuit, what you want to try to follow in the demonstration is how starting at a general or top post topic, one can draw a concept map all the way to the less to the more specific topics. So, even if you do not understand the topic, you should be able to follow the key ideas of drawing the concept map and if you look at the demonstration demonstration. If you look at this, you saw how starting with the top the four most general topics were identified. They were drawn, circles were put under a preposition called includes was put on the top and then logic circuits was then further detailed. There was a preposition, another preposition called includes next set of concepts, another preposition called realize and the final set of concepts. So, this is the type of this is what you want to be able to see. So, right now we will do one more such branch and then we will just connect it to learning objectives. Now, if I select now this is being the fourth chapter in the module. Now, sequential circuit contains flip flops. So, this is another concept. Now, in order to realize this flip flop, you will require concept of basic gates as well. So, this is being a second chapter, flip flops can be realized. So, basic can be or you can say that basic gates can be used for flip flops. So, here is a cross link that is if you teach basic gates, student will able to realize flip flops as well. So, there is a connection between a second chapter and fourth chapter if we. So, this is a cross link actually. So, from basic gates we can say that flip flop can be realized. So, which are the part of chapter number 4. So, this is known as a cross link. Here earlier the only thing I would like to say is that in this live demonstration what you should have seen is that starting at the top. There were next level concepts identified, repositions included and then cross links between topics a little far away were put in. So, when you do your course design, this is exactly how you will do it. From the top go down all the way at the bottom. So, for digital logic circuit suppose there is one of the course objectives and design of student will be able to design different digital circuits. So, design of a digital circuit if it is the course level objective. Now, in order to fulfill this course objective I have to include which chapters I need a logic circuit, I need a combinational circuit, I need a sequential circuit. So, at logic circuit level I may include recall and understand type of learning objectives. Like I will first this is being a introductory chapter. I will write that student will able to draw logic diagrams, they will able to write to table or they will able to even construct a logic diagram for given situation. Now, once they are able to do this then using once they know how to do logic diagram then here I may introduce they may able to implement circuit or arithmetic circuit. So, this is little bit at higher level, apply level. So, probably I will choose only two learning objectives here and in order to develop this chapter I will go to the apply level. So, there is a possibility that one design level course objective can be fulfilled using chapter 1, 1, 2, level 1, 2, chapter 3 using third level, chapter 4 or 5 I may go with the higher level. So, this is how I can split one course objective into different levels across different chapter. So, it is not necessary that I will try to fulfill this learning objective or this course objective using only one link. There are links between the content. So, for every lesson I will try to set up a learning objective which will ultimately lead to the final course objective. Okay, so that brings us to the end of this session and what you will do in the lab is to create a concept map for your own course in the manner that the demonstration was shown now except that you would not do it on paper you will explore tools. So, earlier a number of you were asking on the chat window are there any technology tools? Yes, there are several of them and many of them are available in as free software. So, the lab assignment tells you gives you an example of one set software where you can actually create these bubbles it is called bubble.us you can create these concepts and the cross links and the prepositions and so on. So, you will explore technology tools you can do it collaboratively and you will create a concept map for your course using this tool and then in that concept map where you will essentially take your interlinked ideas and the syllabus you will include some learning objectives at the course level and at different levels and you will see how the how the entire picture fits together.