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This article explores the applicability of using artificial neural networks to help students in an online course as they situate their conceptual knowledge in the real world. Leadership and expository writing courses are ideal starting points because both involve processing a wide array of information, and the need to employ powerful analytical tools in diverse environments and with multiple delivery methods.

Further, this article examines a strategy for taking the concept maps and neural networks to second or third derivatives / iterations. This approach gives students additional methods for managing the information and to place it within a structure that facilitates the making of cognitive connections.

While the mind-maps used in this course are not fully developed neural networks, and do not have formal algorithms in place, they are useful for approaching material in a manner that is both systematic and flexible. The display of the neural network is graphical, which can help students visualize connections. It could also be combined with auditory cues.

Abdi etal (1999) provide a very clear definition of neural networks in their book, Neural Networks:

“Neural networks are adaptive statistical models based on an analogy with the structure of the brain. They are adaptive in that they can learn to estimate the parameters of some population using a small number of exemplars (one or a few) at a time. (Abdi etal, 1999)”

Although the terminology can be intimidating, suggesting that the work is extremely complex, the essential components are not too difficult to grasp. They are a simplification of how we now understand the function of the brain, with synapses and neurons constituting the networks. Again, Abdi etal provide very clear descriptions:

“Basically, neural networks are built from simple units, sometimes called neurons by analogy. These units are interlinked by a set of weighted connections. (Abdi etal, 1999)”

When the processes are iterated, and linear functions are multiplied by means of an array, it is possible to apply various weights to the factors. Of course, one should look carefully into the weighting (the factor-loading) and the assumptions and statistical data used to develop them.

The arrays can be very large and complex, requiring significant computational power. Nevertheless, a conceptual version can be employed in the classroom or in the e-learning space, and it can be one that uses conceptualized math rather than the actual calculations.

Case Study 1: Leadership — Social and Anthropological Issues in Organizations and Education

The use of concept maps and artificial neural networks can be very useful in both an online and hybrid course. The graphical representation of they way that the information from the course study helps

Because the learning outcomes involve demonstrating an ability to process information and then make leadership decisions from that, the concept-map, combined with the neural network factor-loading (or weights), can help immensely as students work collaboratively or individually to analyze a situation or a problem.

It also paves the way for truly effective and functional distance problem-based learning (PBL), which is often a cornerstone of leadership and social science courses.

An example of a beginning point is a flow chart / concept map which shows the basic linear unit in a flexible manner, useful in both individual and collaborative settings:

Basic Linear Unit

(http://beyondutopia.net/concept-mapping/graphics/unit-overview.jpg )

The model allows students to clarify the main idea or concept upon which outside influences are exerting a force, and to identify influencing factors, along with their relative weight.

The model shows where transformation / processing takes place, and then where and how it will be presented.

Unit 1: Organizational Culture

The goal of this unit is to be able to present a logical, thorough description of the factors that determine the organizational culture of an institution. It also allows students to determine the relative importance of each.

A key element in this model is the existence of influencing factor-neutral external pressures. Although the diagram shows a direct influence on the core organizational culture, it is also important to keep in mind that it exerts pressure on each influencing factor.

The first step is to utilize the course materials (readings from the texts, journal articles, and online readings) to develop a concept map that represents the component in an entity’s organizational culture.

In this case, they involve:

• Family structure
• Political structure
• Geography and the physical environment
• Beliefs about the nature of existence and reality
• Religion and religious beliefs
• Resources

Figure Unit 1-a

( http://beyondutopia.net/concept-mapping/graphics/unit1-a.jpg )

The second step involves determining the degree of influencibility — which is to say, which factors can be changed, modified, or corrected? This is very important because these are the sites (loci) of leadership decisions.

The degree of influencibility is determined by developing questions appropriate to the situation. The questions in the diagram referenced below are by no means final or definitive, but represent a starting point.

Figure Unit 1-b

(http://beyondutopia.net/concept-mapping/graphics/unit1-b.jpg)

Key questions include:

• Are there points of disagreement?
• Can things that seem inalterable be altered or modified?
• When do certain structures matter, and why?
• Are any groups or individuals marginalized? Why and when?
• Where and how are loyalty bonds built and expressed?

The outcome of the analysis would be a list of “Leadership Opportunity Points” and recommended actions, which would lead to a desired transformation in the organizational culture.

Unit 2: Family Structure, Communities, and Human Groups

Understanding the way that family structures integrate into community development, including leadership and decision-making, is often vital to success of an initiative, mission, or program.

Using concept maps and neural networks, students have a chance to practice analyzing the way that human groups are classified, and how they work together.

(http://beyondutopia.net/concept-mapping/graphics/unit2-a.jpg)

Next step would involve identifying subgroups. The criteria for labeling groups could be examined for signs of bias. Underlying assumptions can be probed, and students can become aware of how and why they evaluate and judge…

An analysis could center on challenging assumptions. Leadership opportunities exist where and when assumptions begin to be challenged.

Further concept maps can be produced that help resolve issues in the following areas.

• Conflict resolution between groups
• Generational “belief” gaps
• Culture clashes

Decisions can be made and accurate demographic profiles can be developed for a number of uses, including marketing, strategic planning, community development, association building, etc.

Unit 3: Transmitting Organizational and Cultural Knowledge

How knowledge, beliefs, and practices are transmitted is of vital importance to anyone who seeks to understand a community or human group, and to make changes to it.

It is also useful in determining how to package a message, and how to get the message out in a way that people will “hear” it.

Concept maps (cluster analyses) will help one identify and diagram the relation they have to each other. There are essentially two steps: 1) identify the formal ways of transmitting information; 2) identify the informal ways. Other classifications can be applied, depending on the desired goal. One may wish to classify according to

• Who uses each method?
• When and how are the methods done?
• Do some require special technology or training?

Figure 3a: Identifying the Contributing Elements (Nodes)

( http://beyondutopia.net/concept-mapping/graphics/unit3-a.jpg)

As second level can be done, which would involve finding relationships between the nodes, groups, or clusters.

Figure 3b: Finding Connections within the Nodes

(http://beyondutopia.net/concept-mapping/graphics/unit3-b.jpg)

Asking questions is perhaps one of the most effective ways to find connections. Questions can include:

• Do various methods require different levels of industrialization, or technology?
• Are the instructional strategies the same or different?
• Does one reinforce the other?
• Are there areas of shared content?

Goal — developing explanations for beliefs, understanding influences, tracing history, and mechanism of current transmission.

Case Study 2: Road Trip of the Mind — Creative Non-Fiction

Step 1: The General Model

Road Trip of the Mind contains an analysis of how images, archetypal narratives, and various types of “authority” exert a deterministic influence on readers and audiences, and contribute to the “managing” of meaning. These processes can occur in overt ways, as in propaganda, or in more subtle ones, as is the case in films and advertisements.

At the end of the course, the student will have had several opportunities to examine perspectives that may be very different than his or her own “framework,” and will have analyzed the process by which conclusions were reached and knowledge generated.

A pivotal component of Road Trip of the Mind involves providing students with the tools necessary to engage in critical analysis, and to see precisely how the mind makes meaning from cultural cues.

This occurs in the beginning of each chapter, in the form of an introductory essay. Further, there is an ongoing analysis of how one constructs hierarchies of values, which may or may not correspond to the most “logical” positions that seem to be the most practical, or the ones that are held by others in the same community.

Figure 1: The Map

(http://beyondutopia.net/concept-mapping/graphics/nash-roadtripofthemind.jpg)

Step 2: Adding Specific Details — Mapping One’s Story

When the map is personalized, the student / writer can begin to see how it could be turned into a personal essay. In some cases it could even take form as a fictionalized version — a short story, vignette, or screenplay.

An example of how a student can add details follows.

Figure 2: “Wildcatter”

(http://beyondutopia.net/concept-mapping/graphics/wildcatter.jpg)

Although concept mapping, and the construction of basic neural networks may seem formulaic and/or confusing, students will quickly find that not only does it create order out of chaos, it allows them to make connections and thus create meaning. Experience, readings, apprenticeships, concepts, and practice come together in an effective manner. This is helpful not only in an online environment, but also in hybrid delivery.

Reference:

Abdi, H., Valentin, D., and Edelman, B. (1999). Neural Networks. Quantitative Applications in the Social Sciences: 124. Sage University Paper. Thousand Oaks : Sage Publications.