Concept mapping, PowerPoint, and a pedagogy of access

摘要

This article explores the synergy that can be created when concept-mapping techniques are used in collaboration with the construction of PowerPoint presentations to increase the richness of the learning experience. Some weaknesses of the typical PowerPoint format are highlighted with a description of how they can be overcome through a more considered approach to both the structure of the presentation and the design of supporting handouts that incorporate ideas taken from the literature on concept mapping. In combination, these complementary tools (concept maps and PowerPoint) might contribute to an epistemologically balanced teaching approach. Reflection upon the revealed diversity of students' views may contribute to lecturers' conceptions of teaching. The possibility of using this to generate an inclusive pedagogy of access within higher education is introduced.