[ Megan ]: Alright! Hello, ladies and gentlemen. Thank you for joining us for our after 
lunch session for a presentation with 
Karen Kackley, Instructor of Biology. Eileen Grodziak, 
who is with Media Commons. Media Commons? Yes! And 
presenting with them today will be two undergraduate students, Paolo 
Flauta and Dylan Grube, and they're presenting today on Making Connections: Lucid Chart 
and Collaborative Technology Classroom Equal Student Success. 
So, please join me in welcoming them.
[ Karen ]: Thank you, thank you! As was mentioned, I am an Instructor of Biology.
I'm at the Penn State Lehigh Valley campus. And I have, 
which I know up at University Park is considered a small class, 
of sixty students. And so I have 
frequently a difficult time in getting big concepts 
across to students. So the problem was in this 
introductory Biology course, students are presented with many 
different facts. In fact, I'd heard somewhere, and I wish I'd written down where it was, 
that students in their first year of Biology learn more new vocabulary 
than someone in their first year of Spanish. So we've got lots of facts and 
lots of figures that they need to learn 
and it's very complex. And the problem that I have is that 
many of these students, it seems, focus on wrote memorization. And it was 
we just came from lunch and we were...Eileen and I were sitting in 
and staring at each other, this is just what we want, you know, this guy could give the talk 
this afternoon. So we were trying to figure out ways of making 
connections. Instead of this just simply memorizing, tell me what I 
need to know to pass the test. Give me a study guide. Let me go. And then 
act like they're gonna forget it forever from then on. And this 
memorization is not gonna prepare them for future course work
or any of their studies. So we felt that they really needed a firm 
understanding of concepts and connections between 
this information. So one approach that we 
took was to use concept mind-mapping 
and our campus has a new collaborative classroom.
And another key piece in this whole thing was the fact 
that at our campus we instituted a 
course that I found out, that's offered at University Park, called Biology 003,
which is peer teaching in Biology. And in fact, 
the first student who taught it is Vinad Jeyaretnam, who's in the front row here.
And he handed the mantel off to 
Paolo Flauta and Dylan Grube. So these are the people that actually make 
it all happen. I just kind of sit there as the instructor of the course and these guys 
do the work. That's the great model. So that's, I guess, is the lesson to take home.
Find good undergraduates and then sit back.
So concept mapping, I'll have to admit, I'm 
trained as a biologist. And through my 
collaboration with Eileen and Media Commons, she taught me about this 
whole thing about concept mapping, which I didn't understand how it 
worked and what it was to do. And she says, well, it's a tool to build knowledge. And I'm like, oh, 
okay. I think I get that. And then she says, okay, Karen, 
I'll explain it to you in a way that even you can understand it. She says, imagine 
that you've lost your car keys and you want to find them.
What do you do? And then, well, I think back 
to the last place I had them. She says, exactly and then what do you do?
Well, you trace your steps. Okay, I came in the house. 
I had the keys in my hand. What did I do next? Well, I went into the kitchen and I put everything down.
And then from there I went to the next place. And then when we started to explain it to me in that 
kind of a format, I could understand what she meant. And she said that 
basically what this does is, according to these theorists that do education work, 
is that it is a way to build knowledge
by connecting separate pieces of new knowledge to 
your old knowledge. And so what we were trying to do is 
get the students to think about how the concepts connect to one another.
And one of the great things is, is we can see when 
they do concept mappings, which I didn't know until I saw the first student 
concept map, I can look at that map and I can see whether that student gets it
or not. So Eileen 
told me about this concept mapping. So we looked it up, and wouldn't you know it, 
the guy who published the first article is a biologist.
So it's like, okay, this is meant to be. I have to 
go for this. And it's this tool of helping to understand these 
concepts and...she has to help me with this stuff, 
this is not my preview here, reveals the semantic structure 
of knowledge. Not just a series of facts to memorize.
So how does it integrate together? How does it work together to build a larger concept?
She taught me about this word schema. I'm 
winging this right now. I'll let you know. That's the framework 
in which the pieces of information are connected... am I doing it right...
in the brain.  I'm not a psychologist either.
And it's shown that expert knowledge, experts
in the field have more highly developed schema in which they 
categorize this information. And what I see these 
benefits of concept maps, is it isn't just linear. Okay, this is a 
multi-format that they can use. They think at a higher level just 
to get this information together and get it on to paper. They have to see these 
individual concepts. How can I put them together? How can I construct this 
into some sort of a map? How does this information relate one piece 
to another? And I can see how the students are thinking by 
looking at those maps where these guys can see how they're thinking 
by looking at the maps. And it's easy to manipulate those maps to make 
changes. When the students see a change in the information where they 
had a misunderstanding they can rearrange these maps. 
So how we got started on this whole thing is we 
have new master's in education sitting up here. And as part of her research, 
she needed a big class, and that tends to be me at our 
university, and I actually started out with a non-majors Biology class.
And they were assigned the task of making a concept mind map for 
cell division. And we used, at that time, 
a software that's called Gliffy.  And they 
were given a concept map...the task to build a concept map, 
and then to turn that in. And I thought that I would be the end of it.
And Eileen is like, oh no, we have to give them a sample 
that they can compare theirs with. And I'm like, well, 
why would we do that? I mean, they've already built it. 
She's taking me through this step by step. And they had the chance to 
revise their maps and re-submit them. And this 
was a map that Eileen made of...this is the kind 
of thing that we showed the students for cell division. So, I know 
it's difficult to see, but this was a sample map. And it shows all the different stages. And you 
can see the interrelatedness and she can use different shapes and different colors
of the map. And there's arrows that show these connections from one
concept to the next. And that's what they had to compare theirs with.
Well, I got a first student map. And these are 
some before and afters. And on the top left, 
what we're seeing is mitosis and meiosis, which are two different kinds 
of, two different kinds of cell division for different purposes, 
and you can see that in that top left drawing there, that 
student saw no connection between those two processes.
They just went step by step, mitosis, step by step,
meiosis. No connection between them. Didn't seem to see any connection at all.
Now after looking at the map that Eileen had, 
we end up with this after map where we can start to see, oh, okay, well 
I can see this is a similar process. And this one connects to that one. 
And it's just a more detailed, but when I looked at that map on 
the top left, I said, uh, they don't get it. They don't get it at all.
Similar situation
here. The before map on the top left, 
mitosis on side. Meiosis on the other. No 
connection between the concepts at all. Look at their after map.
All these different connections that they're making of pulling 
this information together. The details. How it relates
to one another. And this is just one more 
example showing that they didn't necessarily have to use a whole lot of color, 
but we have three separate entities 
on the top left not connected to others at all. 
Where on the after, we begin to see all of these different connections. They're making 
these concepts weave together from one to the other.
They're building on that knowledge and constructing larger concepts with them.
So, Eileen did this 
study in the non-majors class. We saw the results.
I saw it immediately on the exams. I didn't need to wait for her data.
I saw it immediately. 
I saw results on the exam. Between those students who had been in the control group that studied on their own 
and then those that had been in this group that had to do mind maps.
And she tells me that after she ran the statistics 
it was even significant according to the statistical analysis that 
if she controlled for prior knowledge, they were given a test before, right? A quiz 
before and then afterward, that the concept mapping scored significantly 
higher on the test. So that's all I needed. 
It was kind of like one of those drug studies, we're gonna stop it, everyone is gonna do it now.
So what we did was we incorporated this concept into 
the majors course. And so I teach Biology 110. 
It's the introductory course for all Biology majors.
And they were assigned that they needed to build a concept mind map for 
the cell cycle, which is mitosis, meiosis, 
and all the parts that go with it, Aerobic Cellular Respiration, and 
Photosynthesis. And these are examples 
of some of the maps that we got from majors using 
Gliffy software. This one is actually cut off.
There's a whole other slide that went off to the other side, but what you can see 
is that you see these real cycles of components. They see where things happen. 
How the process relates to each other. Where in the cell it's taking place.
What are the different steps involved in the process. 
Here, again, relatedness of the process. It's not just 
the individual facts that don't relate to one another. They can see 
how what is the products that come from the light reactions are now 
used in the Calvin cycle and that things are regenerated and they go back. So it's this
whole concept of having to see how these facts relate to 
one another. And this one is also...this one 
has a little bit more detail on the individual Calvin cycle. So there was a whole variety 
of different ways, and different colors, and different shapes 
that these students used to construct this knowledge.
So our next step is to incorporate 
concept mapping in additional classes. And we started to incorporate this 
into another course, Biology 220,
as part of the lab activity. So I started taking time from labs to 
do concept mapping. And we wanted 
to use Gliffy again, but there's a glitch with Gliffy.
In that, students for free, and this was...I'm all about 
the money when it comes to the students, it cost money for this 
kind of stuff. So I didn't want a software program where they had to pay for anything. And Gliffy 
only allows five maps for free. And the other thing 
was there was no group collaboration. And what I wanted to incorporate into this 
is making them defend their maps. I wanted them 
to sit down with other students with the same concept, we saw maps that look different, 
and to try to convince the other ones why their map 
was better than the other students were. And you can't collaborate 
with Gliffy on your individual maps. You can bring in your computers, and 
you can sit them down, and you can...where you can print out a PDF, but 
you couldn't, they couldn't actually collaborate on their individual 
maps as a group. 
And that's when we discovered, or Eileen discovered, LucidChart,
which has free educational accounts,
and has...it's possible for group collaboration with
unlimited numbers of documents. So they can continue 
to keep using this over and over again. You just have to go in and fill out a form 
in their education link. And then these students are able to share 
these charts with one another. And these 
are some of the kinds of charts that these students are producing in LucidChart.
And this one is what? I'm having trouble reading 
it from up here. I can't see the words on it
very clearly. I don't know if it's my mitosis.
This is 
actually from Bio 220. This is from Ecology. So this is looking 
at why do we find species distributed where they are and
what effects their relative abundance from one another. So this is where they 
were actually putting these concepts together and relating them 
one to another. Similar situation. This is another one of the maps 
that they constructed on that same topic. So it's just 
different grouping, different groups came up with different collaborative 
maps to explain the same concepts.
And here's one that did it without using a whole lot of color. So it doesn't... 
they can pick the shapes. They can pick the color. They can pick whatever works out best for them.
But the thing that I'm, you know, I'm thrilled when I look at this 
is I see they're getting the connections. They understand how one topic relates to another 
topic and that it all builds one piece 
of information on another. 
And we actually did a little bit of a survey with the students.
Eileen, did we put this on ANGEL? You put this on ANGEL. This was a survey that was on 
ANGEL and we were reading through the student comments 
and the question that Eileen posted was, explain what you're 
thinking when you made the connection between these three lectures?
And a student...and working with these concept maps, 
and the student said, "I felt a lightbulb turn on." That's pretty 
powerful to hear from an undergraduate student. I didn't understand this before.
It all made sense, was another comment that was made.
Another one said, "realized that making connections makes the 
understanding of the concepts easier." So they're not seeing these as just random 
pieces of information for wrote memorization anymore.
They're seeing how one relates to the other and how it all builds.
And one said, "how well understood the concepts, because 
it was simple for me to connect them together."
And then after they compared their maps with other students 
maps, they said that they realized that the concepts were more 
interrelated than they had thought they would be before. And that comparing 
with a group broaden the connections and added more definitions and 
concepts into their webs, or their maps.
And rather than just thinking about three concepts as separate entities, 
they could see how they were all part of a bigger picture. So this was 
what we're doing. We're seeing them actually...we're seeing great success at them 
putting this together. Additional comments, they liked LucidChart 
and concept map making should be used more. 
The student who said that is now 
teaching, teaching it.
And they said that it helps to physically work with different concepts. So that it's not just 
reading it. They now have to get it. They have to type it. They have to move it. They have to put it in 
shapes. They have to move it all around and see how one concept relates to the other.
They're working with it as opposed to just being told 
what the concepts are. And they realize that making connections 
makes the understanding of the concepts easier. And another one said, 
that it should be used more and would make a great tool for early Biology courses.
The next steps, I'm gonna let Eileen 
take over. Our campus was fortunate to have a new collaborative classroom 
put together. So the next steps was to take this idea of concept 
mind mapping and putting it into a new classroom that we have. And making sure 
that Biology 003, this peer teaching in Biology, was 
scheduled for that room.
{silence}
[ Eileen ]: Okay, hi! 
So last year at the TLT conference that 
day before the Friday activity was the 
tour around campus, and one of the spaces that we saw was 
the Krause Innovation Studio. And there was quite a bit of 
discussion about, you know, how this space was gonna be used and we really don't have much 
information about how these collaborative spaces work 
for education. And what are the kinds of affordances that it provides us
in working with our students? And 
I really thought about that. And I thought about the fact that we 
have this beautiful new...let me just see if I'm doing it right, no,
wrong way, okay...this new collaborative 
classroom now. You're well aware of the steel-case units that are in the 
library in the new Knowledge Commons. And our campus 
had, you know, gave us a sum of money 
to be able to work with this room, but not 
to the extent that we would be able to purchase the steel-case cabinet and have a whole 
classroom of it. So Dean Shaffer, our instructional designer
in the IT department, put together the proposal 
for this room. So coming back, and of course, 
all the discussion that we had done over the previous semesters with regards 
to the concept map, we felt that this would be perfect 
affordance for this type of interaction. Especially with the web base tool.
So, you see, it's very similar to the little steel case 
units where you have two monitors. The students can connect their 
computers so that everybody can be working at the same time.
One screen, a student could share their screen, but then with the tool that we have 
for concept...the LucidChart, they can all work together. I'm sorry I had 
to convert this 
and it didn't do a very good job over the internet. Just 
a little bit of an action. Just a really short little video.
This was a small class that day. But 
you know, they all have their laptops. And she's working. There's 
actually, you can't see it, but the screen behind her that is displaying 
what she's doing. The other students can see what she's doing as well.
{silence}
Okay, so, why don't you 
guys talk. We're gonna just get a little bit of the student perspective 
about five...just a couple minutes, okay. And then I'm gonna 
actually have you go into LucidChart. It's something you can access. 
I was actually able to get it up on my iPhone, but it's probably better suited 
for either the iPad or a desktop.
Do you want to say just a couple of words? I mean, you 
had experience both as a student doing the concept mapping 
and then also as now a student who's helping other students 
understand. So why don't you come up and talk right in front of here.
{silence}
[ Dylan ]: I was a student that used 
concept mapping. My name is Dylan Grube. I took part in actually using LucidChart 
and Gliffy to make these concept mind maps. 
I found it very helpful from my standpoint. You have all this information,
all this vocab, all these terms getting thrown at you, and it kind of just gets 
jumbled in your head. You're like, what does this mean? How does this interconnect?
It kind of gets confusing. So with the LucidChart and the Gliffy 
you know, it kind of gives you that hands-on type of learning. Like, you could physically see 
how everything interconnects using the concept map. And that's what I really liked about it.
That really helped me kind of visualize and see 
the interconnectedness of everything and all the concepts that we were learning about.
[ Paolo ]: In terms of 
using it as a teaching tool, I tutor as well 
as teach Bio 003, and what I really find helpful with 
the concept mapping is they'll come to me in a tutoring session and they'll be like, 
Paolo, look at my concept map. Can you tell me 
what's wrong with it? So instead of actually telling them, okay, that 
should go here, I would go over what I was talking about 
in class or what was said in lecture for those 
topics and I would ask them questions. And they'll be like, oh, so this thing actually 
goes to this. So they physically move the arrow 
to the right concept from box to box 
they move the arrow. So you can see that they are making the connections.
And it makes it easy for me as well, because then I can look at it and I know where 
to pinpoint, oh, this is where I have to focus. If we were doing 
it in the collaborative classroom, I can have them working 
in groups. I can have my concept map or a list 
of terms on one screen and have them work in groups and look at 
their screen. They can all collaborate. 
They can say, okay, this term goes here, but what 
having them working in groups would generate a discussion and 
they would disagree with each other. Eventually, they will come up with the right answer.
And by the end of it I would ask them, okay, please one of you, can you 
stand up, explain to the class what you did, what connections you made, 
and by the end of the whole class that day, they all had 
a better understanding of it. And they usually did do better, which 
it's a good feeling to know that what you're doing is actually helping them 
and that after that test, they still remember it.
[ Eileen ]: And Paolo, why don't you explain 
what you're doing now. Because now Paolo has taken...using 
concept maps one step further in his own, in his own use 
with the research that you're doing. [ Paolo ]: Yeah, I had to 
make a poster for one of the research that 
I participated in. And what kept sticking 
in my head was the amount of times that you have to keep reminding 
the reader what you're talking about. You have three different groups, 
three different conditions, and to have to keep repeating 
that and repeating it, it takes up a lot of space on a poster.
So what I figured I would do was, why don't I make a schematic of it
using LucidChart. So instead in the figure legends having
what group was which, I just said, these are the groups. 
They're called this.  And what conditions are they in.
And then under those, I would have what data corresponded with 
which group. So instead of reminding the reader, taking up space in my figure legends 
to explain, okay, this is this group again, 
I would have them just refer to the concept map and be like, okay, so this 
is this. If they ever forget, they have something to look at.
So all of it was right there. They can just make the connections themselves.
[ Eileen ]: And you actually got a little kudos from your instructor as well. She said it was one 
of the best ways of illustrating your research
process. That was good. Okay, thanks!
Alright, and then there was one other thing 
I wanted to share. So Vinad why don't you come up here real quick and talk about 
what you discovered when you came up to University Park. So Vinad was at 
Lehigh Valley for two semesters. Then he came up to University Park 
and Karen found this on her phone one day. So why don't you talk about that real quick.
[ Vinad ]: Yeah, so this semester I'm taking [inaudible] in Physiology and we use a book 
by Dr. Silverthorne. And we... 
the first six chapters were required for the students 
to read on their own. It's not taught in class. So when I was studying for the first exam, 
I was just paging through the first chapter, and it had a whole section on 
concept maps. Like what you should do, how you should think about 
the topics, and throughout the entire textbook there are concept 
maps for each topic. And they even have end of chapter questions that 
are concept map based. So, I obviously took pictures and I sent it to Dr. Kackley,
because I knew she was working on this, so I thought she would appreciate that.
[ Eileen ]: You know it's obviously a tool that's being used. 
And it's helped our students immensely. Okay, so now we're gonna play.
So if you have a device, please 
go to www.lucidchart.com. And on the main 
page...on the page, I think there might be a pop-up box. The pop-up box 
shows up, just close out of it. You want to go to this try it now.
Now, 
there's gonna be two different views. This will be the web based view.
So those of you who are on a laptop, there's a couple of you, 
this would be your web based view, okay. So there's a... 
your canvas or your workspace, 
column of shapes, but if you're on
the iPad it's gonna look a little bit different. I think there's 
a pop-up box that comes up. So just close out of that. And it's just gonna be a white space.
Okay, so I'm just gonna toggle back one quick minute.
On the web based version...are you able to get in?
Are you on the webpage? Are you on the webpage? Because I know 
the wireless isn't always great. On the 
web based version, all you have to do is click with your 
mouse, drag a shape over on to the white space,
and you'll just see it show up. Any of you do that?
Okay, it's a simple drag and drop. [ Audience ]: What's the url again?
[ Eileen ]: Oh, lucidchart.com, L U C I D 
chart dot com. And then on the 
iPad version, what you have to do on the iPad version, is you have 
to select the little shape icon that's up on the top black 
taskbar. It'll open up this little panel of shapes 
and again, all you have to do is with your finger 
you can press lightly and move it over, or just tap it and it'll put it right in the middle.
So, did everybody...those of you on an iPad, we're you able to do that?
Okay, and just tapping on... 
tapping again on the shape will bring up your little text 
editor that I have over here. And then you can just type in 
I think, what did I put? I don't know. I don't remember what I wrote.
Test! It's hard to see.
I think I just did that to illustrate that you would bring it up.
Now if you put two, if you put two shapes on your 
white space and I'll do the iPad 
instructions first then I'll tell you what to do on the computer based. 
The little crayon or pen 
button if you select that a blue bar will appear on the top. 
And all you have to do is take your finger and draw a line between the two 
shapes and then hit done back up at the top.
And it will automatically make that...oh, it didn't do that. Sorry!
I guess I didn't add that picture. It'll automatically set that arrow.
Anybody able to that?
Yeah, okay, good. Now with the web based version, 
ah, lines.
Do you remember how to do this? We're you able 
to just drag it? I use so many of these different ones 
that I forget myself, but yeah, it's a simple drag and drop. It's actually 
easier on the web based version. You have to kind of play with it a little bit on
the iPad version. So those are the basic things 
that you need to know. You can change the colors. There's a line color
change. There's a fill color change that's on the top taskbar.
And then on the iPad, the same thing. There's a 
you can see the line fill and the 
color fill.
We're not gonna have too much to time to really get into a lot of fancy stuff, but what I wanted you to do, 
what I wanted us to do, 
should we do a collaborative thing or should we do...should we have them work 
individually? I think maybe individually, because it's gonna be hard to collaborate.
I would like to be able show you how it works 
collaboratively, but maybe what we'll do is we can all go into the same url 
after you play with this a little bit. What we thought we would have you do, 
this was Karen's first thought when we thought we had to do 
something a little collaborative here, was make a couple of shapes 
and arrows to show the process by which you're gonna 
attack the snack bar out here when we leave.
Everybody knows they have this wonderful little array of goodies out there.
And you know, are you gonna go get a drink first, or are you gonna go get a little 
piece of fruit first? Are you gonna go hit the ice cream first?
You know, just come up with a little plan 
using these little shapes, they're called nodes, in concept maps.
So a node for each item and then an arrow 
that shows you're gonna do the first node first and the second node 
and then the third node. And maybe the ice cream we're gonna put 
sprinkles and a cherry on it. And those can radiate out 
of, you know, 
that was my ice cream I could put a cherry  
coming out of the same shape. So why don't you just give a try for that 
a little bit. I'll give you about five minutes. How's that?
{silence}
We could plug it in. We could plug one in.
[ idle chatter ]
Does anybody have any questions?
[ Audience ]: I actually have a question for the students. Did you find it easier to sort of 
pre-conceive or to draw out your mind map before 
you did it with the computer?
[ Paolo ]: Well, usually I would just kind of go along
with it. I find it easier for me to just 
talk it out with the class, because they would ask me a question 
and it would usually be what step is next in
the process and where does this go? Because when you go through,
let's say, cell respiration. It's this part, this part, this part,
but then where do you get the stuff for the second part? Where do you get the stuff for the 
first part? So it's easier to say, okay, let's draw it out.
I'll open up LucidChart on my computer, project it, and then 
actually go through it with them. And ask them questions to guide them. 
Okay, this is how I would connect it. And by the time I finish mapping it out, 
they have the whole thing there. And usually they'll be like, can you send that 
to us? Because then they can use it to make their own map 
that they would hand in. [ Eileen ]: We did have a student 
who made a comment that they sketched it out on paper before they 
that was one of the comments that we received. I personally 
use concept mapping when I had...just recently I read 
an article that was heavy in history of adult learning theory and my brain just went 
okay, I can't remember all of this stuff.
And I just outlined the whole article in a concept map.
Just like throwing it all in there and then I 
later kind of played with it...with what everything was and how it, 
you know, a way to organize it. So it really depends on the person.
Anybody else? [Karen]: I've let students just turn them in on 
paper if they've...some people it's funny, they 
do better working on a computer because the computer allows you to
erase things and you end up with a nice clean map. And if they're doing it on paper and 
it's harder for them to revise it, but there's some of them and they're like, I just can't do it on a 
computer. I'm like fine, just turn it in on paper. I don't 
care, but at least I know that they're working with it and they're putting 
those concepts together. [Audience]: Is the collaboration function asynchronous, synchronous, 
or both. [Eileen]: Both, both. So in other words, the 
students in the collaborative classroom can be collaborating all at the same time. 
They all have the same screen up. They can be adding shapes, you know, 
or making changes on the document at one time. And then 
actually the way that I found out about this was I was taking an online course and we 
had to do a project where we used this. So, of course, we were all over the country.
So we were on it asynchronously and synchronously, 
because there is...
oh, it doesn't show up on this one. I think I cut it off.
But actually there's a chat feature and there's a comment section.
So similar to Google docs, you can leave comments for your, you know, 
for the other students that are working with you. So I found this really, really 
you know, it's pretty robust.
[inaudible question]
[Eileen]: This, I think, this works with 
are you talking about... 
[inaudible]
Oh, okay, Inspiration.
[inaudible]
Inspiration allows you to 
do an outline and then it automatically converts it to a 
concept map and vice versa. That's Inspiration software, but that, of course, 
is a licensed software product. I don't think this one does.
[inaudible question]
[Eileen]: You know, it was just, 
it was a tool that I learned about. I found Visio a little 
snaggy. It was just me. 
I saw a group collaboration working this 
and we just thought we would give it a try, and it worked.
It is free. So, you know, we were able 
to establish an education account. 
And I'd gotten support back and forth 
with the support people. So it just worked. I guess that's really the 
only reason. You could use CMap for that matter
or Visio, exactly. [Audience]: This does work with tablets and other devices, though, right?
[Eileen]: Well, 
it's a little bit...as you can see, it's just a little bit different. You know working on 
devices, but you do have a capability of doing it.  And when we were
working with it first, that was a year ago, right, a year ago.
It seemed to work better in Chrome, but now it seems like 
we don't have any problem with any of the browsers. Are there any other questions?
[Audience]: It does have the ability to 
save an animation like a 
building process for the map or just the final product?
[Eileen]: You know, I haven't really explored all the ins and 
outs. I mean, there's quite a bit, there's quite a bit of 
capability in that with UI 
interfaces and things like that for software development.
I just haven't explored all that it has to offer.
Alright, 
so let me go one step.
Okay, so what I...if you like 
to you can just go to this tiny url. And I'll leave it up 
for a minute. And you'll see that I created a little...and it was just in the free version, 
so that if you wanted to try this, you can actually use the free 
version, that little try it, to really, you know, attempt 
to collaborate with somebody else without having to sign up for it or anything like that.
So it's tinyurl.tlt2013lc
And 
let me escape out of here.
{silence}
Oh, it's not going.
Did anybody bring it up? It must have... 
I have it opened at home, believe or not, and it kept going back into it, because it's the free version I couldn't
save it. So I guess maybe my husband turned my computer off.
[laughter]
He gets mad at me because I leave my computer on all the time. But anyway you can 
collaborate and...[Karen]: That wasn't the same address you typed in. [Eileen]: Oh, it wasn't.
So was anybody able to get to that?
I just turned it off.
Keep going. You've got a long way to go.
It's hard to see when you're up here.
Right there.
That's not what you typed in. Is that not what I typed in?
Are you getting in? [Audience]: That's what I typed in.
[inaudible]
I'm in the LucidChart. You're in the LucidChart, do you see a little chart? It's still loading.
Yeah, it's our wireless. Thank goodness you were able to go into the 
free, you know, be able to at least do a little bit.
Okay, does it show three different shapes? [Karen]: It shows me 
three shapes on the top and some things on the bottom.
[Eileen]: That's probably stuff I left on the bottom. If there were two or three 
people in there, you would be able to add something to it and they would see it,
you know, just a couple seconds later. So I think, what I put in there was 
how to access it on an iPad.
So I just wanted to go over a couple of 
apps that you could do concept mapping with, Inspiration lite. 
Inspiration is a software program that a lot of schools use. Actually, we have it on our 
Mac builds for Penn State. 
And it's considered an accessibility software.
It was listed under like the categories of apps, 
of software applications, awhile back under accessibility. 
So there is an iPad app for it. And you can see Karen made 
her little map of what she's gonna do when she gets out to the 
snack bar.
{silence}
There's another one that's really very easy to use, it's Popplet lite.
Now these are single. You can't 
do group collaboration with these, because, you know, the full version 
obviously give you all those capabilities, but we were really looking 
for what was available for free. So Popplet lite and, of course, you know, 
that allows you to draw in the node.
And then on the Android side, we don't want to forget the Android, 
MindMaps lite, and this is an example that I was able to get 
on MindMaps lite. And then I don't know, are we posting these somewhere?
Are we posting our slides somewhere? You know we can make them available, but there's a 
top five Android apps for concept and mind mapping.
And I think that's it.
Would anybody like to share what they did...what they made, you know, their little... 
if they made a little map? Because we could hook it into the computer 
here if you would like.
Yeah, we're all done.
Do you have anything else to say? [Karen]: No! [Eileen]: And if anybody has 
any questions? Nope! Well, thank you so much.
[applause]
The fastest way to the snack bar is this door. I've already mapped that 
out. Straight out here.
[idle chatter]
