Speaker
Abstract section 5: References
Doeller, C. F., Barry, C., & Burgess, N. (2010). Evidence for grid cells in a human memory network. Nature, 463, 657–661.
Dryzek, J. S. (2000). Deliberative democracy and beyond: Liberals, critics, contestations. Oxford University Press.
Moser, E. I., Kropff, E., & Moser, M.-B. (2008). Place cells, grid cells, and the brain’s spatial representation system. Annual Review of Neuroscience, 31, 69–89.
Nishiyama, K. (2025). Children, democracy, and education: A deliberative reconsideration. SUNY Press.
Abstract section 1: Relevance
University students often struggle to clarify goals and future direction through written reflection alone. Research in spatial cognition shows that neural systems supporting navigation also contribute to memory, imagination, and future planning (Doeller, Barry, & Burgess, 2010; Moser, Moser, & O’Keefe, 2014). Visual–spatial approaches may therefore strengthen reflective learning. At the same time, deliberative classroom pedagogy emphasizes making reasoning visible and engaging learners in dialogue about values and choices (Dryzek, 2000; Nishiyama, 2025). Territory Mapping integrates these perspectives through a visual activity that helps learners articulate priorities and discuss future pathways with peers.
Abstract section 4: Outcomes/results
Results suggest that visual mapping helps students externalize priorities and recognize connections between goals, constraints, and support systems. Students reported that drawing their maps made future plans clearer and easier to discuss with peers. The visual format appeared to reduce affective barriers and encourage reflective dialogue. These findings indicate that visual reflection tasks can complement language learning by supporting life orientation, personal expression, and structured peer discussion. Implications for reflective pedagogy in language classrooms are discussed.
Abstract section 3: Content/method
Territory Mapping activities were implemented in university language classes. Students created symbolic visual maps representing goals, supports, risks, and growth areas using a shared icon framework. Learners then explained their maps in small-group discussions. Data include student maps, written reflections, and short post-activity responses. Qualitative thematic analysis identified patterns related to clarity of reflection, communicative engagement, and perceived value.
Abstract section 2: Contribution/research questions
This study examines how a structured visual mapping activity influences student reflection and dialogue. The research asks:
How does Territory Mapping affect students’ ability to articulate goals, priorities, and future plans?
How does the activity influence peer discussion and reflective dialogue?
How do students perceive the usefulness of visual mapping for life orientation?
| Title | Territory Mapping for Reflection and Deliberative Learning |
|---|---|
| Teaching Context | College and university education |