Creating Online Mind Maps and Concept Maps

Michael Douma and Greg Ligierko

Institute for Dynamic Educational Advancement (IDEA)
www.idea.org & www.spicynodes.org
J oseph Romano
Sacramento City College (Adjunct Assistant Professor of English)
Introduction

Mind maps and concept maps have long been used as teaching tools. Now, innovative Web-based
technologies, like www.SpicyNodes.org, have made these tools available to distance educators and
trainers. Online mind maps facilitate teaching complex and multifaceted topics while offering a visually
rich and interactive interface that fuels students curiosity and creativity. This paper summarizes the value
of mind maps and concept maps for distance education, provides key tips on effectively teaching with the
tools, and supplies principles for assessment. In the companion workshop to this paper, participants
incorporated concept maps into their own lesson plans, and created their own concept maps using the
SpicyNodes authoring tool.
Background
From mapping the complex interdependencies of coastal ecosystems, to the web of love and betrayal in
Shakespearian plays, concept maps and mind maps are classroom workhorses that help students chart
complex concepts. Through the process of creating and sharing these maps, students garner a depth and
breadth of knowledge. As a result, maps provide students with a powerful and collective tool for taking
notes in class, preparing for exams, and organizing and sharing complex research.
Knowledge is stored in our brains as a network of inter-connected concepts and propositions. When we
learn something new, its crucial to integrate connections between new and existing concepts into our
cognitive structure. Concept mapping has been studied extensively and has been shown to encourage
meaningful learning, defined as representing a deeper understanding of materials (Novak, 1990).
Educators consider concept hierarchy and cross-concept links the most important features of concept
maps.
Online mind mapping and concept mapping help the teaching and learning process. They can empower
students to advance their own learning and to share their knowledge with their classmates and the public.
Based on the constructivist model of learning, maps allow students to interrelate isolated concepts by
visually representing and linking nodes. In addition, knowledge mapping helps students devise
hypotheses more quickly in the learning process than traditional text-based, threaded discussions (Suthers,
et al, 2006).
Distance and online education pose a unique set of challenges for educators. The absence of face-to-face
interaction between instructor and student has to be compensated for with interactive learning tools that
stimulate and engage the student (Dong et al., 2009). The R2D2 method is one model that is used to
effectively design and deliver distance education, particularly online education (Bonk & Zhang, 2006).
The method has four facets: read, reflect, display, and do. Reading, the first step or quadrant of this
method, is considered passive engagement with educational text. To become more active in the learning
process, students are encouraged to reflect on what they have read through writing exercises. The third
step or quadrant encourages the display of information learned through visual means such as animations
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and concept maps. The goal of this third step is to integrate knowledge so that it is meaningful and long-
term. In the fourth step, students apply what they have learned by doing a hands-on activity, such as
practice scenarios.

Concept maps or mind maps are therefore important in the design and
delivery of distance and online education. Recent research shows that
concept maps enhance lesson preparation and prioritization, encourage
discussions on relationships among items of learning, and provide a
basis for evaluation (Chiou, 2008 & 2009; Gonzalez, 2009; Suthers et
al, 2006).
Knowledge mapping has uses in many disciplines, especially those in
which textbook-style narratives have inherent limitations in teaching
concept hierarchy and relationships. Medicine, nursing, science, and
mathematics, as well as a number of other fields in higher education
routinely utilize concept mapping as a constructivist approach in o
learning environments (Concecao and Taylor, 2007). Educators such as
Gonzalez et al. (2008) have found that medical students learning
physiology gained deeper meaningful knowledge and exhibited
critical thinking through the use of concept maps. Chiou (2008) als
found that concept mapping helped accounting students integrate a
clarify complex materials in a much better way than the use of
textbook-style learning.
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more
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nd
While concept maps or mind maps are often popular with math and
science students, Rueda et al. (2009) showed that social science
students could benefit and gain meaningful learning through the use of
concept maps. These students were able to answer more questions
correctly about the subject matter with concept maps than without.
Similarly, Caldern-Steck (2006) engaged her social science students
in an active exploration of race relations through the use of concept
maps. She discovered that concept maps enhanced students critical
thinking skills by visually connecting social, historical, and economic
factors to ideas about race relations.
Despite these advantages, the ability to use mind maps and concept
maps in distance learning and training has traditionally been hindered
by the limits of technology. Traditional mind maps on paper or poster
board allow extensive customization, as students and teachers
manually draw and expand the maps. Electronic tools sacrifice the
large canvas and artistic ease (using colored markers, photos, etc.) in
exchange for the convenience of digital editing and saving. Desktop
applications also allow various degrees of customization, but charge
hefty fees for each user and lack integration with the Internet.
Online Mind Mapping and Concept Mapping Tools
With innovative advances in Web-based technologies, teachers and
students receive the benefits of an electronic canvas plus the ability to
link to other resources on the Internet, with the convenience of a
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browser-based environment. Online tools are now quite robust, providing an organized, structured
approach, enabling collaboration, and putting maps directly on students monitors.
The field of distance education and training is no longer forced to adapt compelling educational material
and teaching methods that use concept maps to the limits of technology. Now, Web-based technologies
can expand educators' repertoires by enabling distance learners to participate and collaborate in creating
concept maps and mind maps. In addition, they can assist educators and trainers in supervising and
evaluating the work of students.
The current generation of online Web 2.0 concept mapping tools share the common features of
representing morsels of information in nodes, linking those nodes, and allowing students to build and
edit a larger node map. They differ in features, customization, and the extent that layouts dynamically
change as students navigate from node to node, or expand and contract nodes. The layouts can be linear
(fanning into horizontal rows), radial (expanding in starburst or tree-branch shapes), or a mixture of both.
(A) SpicyNodes was created by the workshop presenter's team. It is unique among online tools in that its
radial layouts dynamically change as users navigate, moving from node to node. The center node displays
detailed formatted text, images, or videos, and the surrounding nodes are a reduced size, providing a sense
of context and links to related nodes. Nodes can link to other nodes, other nodemaps, or web pages.
Students have extensive options to customize attractive and inviting radial maps, and then display them
full screen, or embed them into class web sites or blogs. The result makes good use of limited screen
space, as the view changes layout as the viewer navigates from node to node. Students can collaborate on
editing the same nodemap or link to each others nodemaps. Includes approximate-spelling search. Cost:
Free and $25/month.
(B) Comapping uses a fixed, left-to right hierarchy, with a tree that builds vertically and scrolls to the
right. Users can add information for nodes, expand/collapse nodes, add various text notes, or link to
documents. Students can collaborate by editing the same nodemaps. There is limited appearance
customization. At the time of this paper, it appears to be in beta. Cost: $1,000/year for up to 50 users.
(C) Mindmeister uses a mixture of radial and linear layouts. The first level is radial, and subsequent
levels extend linearly. Nodes can link to other nodes, and there are collaborative features. There is limited
appearance customization. Cost: Free and $15/year.
(D) MindManager Web is the online version of the MindManager series of desktop applications. The
first level uses a radial layout, and subsequent levels are linear. Users screen the canvas to see large maps,
and can expand/collapse nodes. It integrates with the desktop application. There are various formatting
options, and enables linking to other URLs and adding images (no video). Includes search. Cost:
$120/year.
(E) bubbl.us supports colorful mind maps that have a fixed layout. Users can pan and scroll across the
canvas. Cost: Free.
The rest of this paper discusses SpicyNodes, but many principles apply to other mapping tools as well.
Concept Maps and Effective Teaching

Concept maps enhance student learning in a number of ways (Gonzalez et al. 2008; Kinchin et al., 2005;
Suthers et al., 2006). Research shows that concept maps are effective in different aspects of teaching
including preparatory, collaborative (team), and meaning-making work as follows:
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1. Preparatory: When used at the beginning of a teaching session, concept maps greatly influence
the trajectory of conceptual development. Teachers who use concept maps to outline learning
objectives in detail at the start of a teaching session enhance students ability to maximize their
conceptual gains from lessons.
2. Collaborative: Concept maps support effective teaching through collaborative work teams.
Research shows that collaborative teams that use concept maps have greater knowledge transfer,
especially when team members have different knowledge structures. In other words, concept
maps help less knowledgeable team members learn from their more knowledgeable members.
Concept maps seem to facilitate the transfer of knowledge amongst the group in addition to the
acquisition of new knowledge.
3. Meaning-making: Concept maps increase retention of new knowledge and correction of
misconceptions more effectively than traditional expository methods alone (such as textbooks).
Meaning-making, in this sense, refers to effective linking of new knowledge to old knowledge.
Concept maps allow this process to occur more readily, which leads to effective teaching of new
concepts.

Tips on Lesson and Activity Planning
We have collaborated with several educators in developing lesson plans that use SpicyNodes. The
workshop presented a few of these lessons, and workshop participants tried following parts of some of the
lessons.
Concept maps have to be well developed in order to facilitate meaningful learning. Kinchin et al. (2005)
suggest that, to maximize that gain from concept mapping, teachers should:
1. Engage students actively in learning activities.
2. Encourage team work and collaborative map building.
3. Allow sufficient time for reflection and development.
4. Allow flexible conceptual learning and development through connecting new and old knowledge.
The most common application of concept mapping consists of outline what you learn activities,
wherein mapping is a form of note taking. This is useful for outlining inter-related topics and making
connections among concepts, where linear essays would not suffice.
An outcome-based learning activity is a present what you learn activity, akin to a seminar presentation,
poster session, or science fair. In these activities, mapping is used a presentation tool, like a content
portal. Students build a nodemap with the purpose of communicating to other students. Using
SpicyNodes, they create a professional looking, navigable information portal. This can make the project
seem much more real, rather than simply an assignment to be graded by their professor. For example,
the task could be to make an information portal, as would appear in a museum, government, public
service, or educational web site. In making a portal, students must achieve a level of understanding that
enables them to explain the topic, and engage their creativity in creating personalized nodemaps with
jokes, images, and videos.
With nodemaps, principles of good communication apply. Here are a few tips you can share with your
students:
Synthesize the concepts. Meaningful learning goes deeper than definitions and rote memory
work and into connections between ideas and knowledge (old and new).
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Keep in mind that you are working in two-dimensional space, and readers dont need to travel
in a linear fashion from one nugget of information to the next. Provide a larger organization
or hierarchy, within which your readers follow their own path.
As part of mapping concepts, break down information into small bits of ideas.
Keep it short and to the point. Optimally, the title length should be from one to six words; the
text can range from a short phrase to several sentences, since visitors can read more
information by expanding a node or by scrolling.
Be interesting. Try to write node titles and descriptive text from your audiences point of
view. What would be familiar or interesting to your readers?
Make use of multimedia. You can add images and YouTube videos to your nodes. Plus, you
can use HTML code, or color the node background and text color.
Be user friendly. Add prompts as needed, such as Check out this link for more information
about the worlds largest geyser, or Click any node to get started. Prompts are strongest
when you start with a verb.
The workshop covered several ideas for lesson plans. Themes included those lessons where students
would create a miniature portal for a topic, draw their visitors into the topic with a general invitation,
and then encourage them to explore several branches and sub-branches to learn more.

Learning Assessment and Evaluation

An important aspect of effective teaching is a careful assessment of how much students have learned. But
how do you evaluate whether students have made good use of their time and actually learned anything? It
turns out that evaluating the nodemap is a credible way to evaluate learning (Lee et al. 2009). There are
two ways in which concept maps assess students learning:
1. Concept maps display new knowledge acquisition more effectively than traditional expository
assessment methods such as essay writing. Research (Caldern-Steck, 2006; Chiou, 2008 &
2009; Gurlitt & Renkel, 2008) shows that students who use concept maps score higher than with
the use of traditional expository methods.
2. Concept maps assess meaningful learning, or connections between old and new knowledge, more
effectively than traditional expository assessment methods (Ausubel, 1968; Hay et al., 2008;
Keppens & Hay, 2008).

Hays research has shown that concept maps help instructors judge the depth of their students learning
(2007). In fact, he has shown that concept maps directly assess whether a students learning is deep,
surface, or minimal. The implication of this research is that concept maps or mind maps provide a much
better gauge of students mastery of the subject matter (meaningful learning) than essay-style testing. The
reason for this seems to lie in the manner in which concept maps integrate students prior knowledge with
new materials.

Keppens and Hay (2008) studied concept mapping as a way to assess computer science students
programming knowledge development. Their study showed that concept maps helped students model
what they learned. For example, concepts such as class and object in computer programming are best
understood via their relationships. While textbook style definitions of these concepts is the first step in
understanding programming language, it is an understanding of how well they relate to each other that
reflects deep, meaningful learning. Keppens and Hay argue that concept mapping enhances deeper,
meaningful learning by assimilating computer programming concepts with prior technological and
mathematical knowledge. This assimilation is due to the concept map facilitating connections between
new knowledge and old knowledge.

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Similarly, Hay et al. (2008) demonstrated that concept maps help assesses meaningful knowledge
acquisition in e-learning. They followed medical students e-learning about MRIs. Their results show that
concept maps assess the quality of e-learning students learning, and a significant determinant of this
meaningful learning is students prior knowledge. These results should be considered when designing
and delivering distance and online teaching materials.
Practical Assessment Tips
Two components should be considered when assessing nodemaps: content and presentation. The content
includes the words and phrases that logically flow one to the next. They should be in the correct order,
and explanations for one principle cannot be placed with an example from another section or chapter.
Each lengthy chapter or section , or set of activities, deserves its own nodemap; otherwise the whole
nodemap may become unwieldy. So, in addition to the start-up set of nodes, you need to carefully look at
the second, third, fourth, and fifth levels of nodes for the procession of ideas. Some of the nodes will be
text heavy, but can it be bulleted for efficiency as opposed to wordy.
In evaluating the presentation of the nodemap, you need to look at the choice of shapes of nodes, the
colors used, the connectors, the size of the print, and the cleverness of phrases and titles. You also need to
assess how well students connect ideas and understand their relationships. It is possible to have an
excellent, creative presentation but the wrong content, and vice versa. Your student grading can
incorporate these two factors as follows:
Content Development
Is the content outlined in depth and breadth? In other words, are the definitions and relationships
between concepts clearly outlined?
Is the content complete and correct?
Is the flow of ideas and concepts logical?
Does the content demonstrate new knowledge and critical thinking?
Is there enough space for misconceptions to be corrected as the content is developed and
presented to students?
Presentation
Do the relationships among the concepts demonstrate thorough knowledge of the topic?
Are all possible topics explored?
Does the presentation make the topic relevant to the real world through the use of news items,
other web links, videos, and so forth?
Is the nodemap easy to use and inviting, with short and sweet node titles, useful prompts for
users, and appealing design, colors, or visuals?
Educators can obtain URLs from students to evaluate their work. For efficiency, the paid version of
SpicyNodes also provides distance educators with a way to centrally manage student nodemaps and more
quickly evaluate students' work. Educators can track all nodemaps for a class, reset usernames and
passwords, view live nodemaps, and view a simplified, linear text version to quickly review the details of
students nodemaps.
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Conclusion
Online mind maps and concept maps are productive ways to engage students interest and teach complex
or multifaceted topics, from the web of characters in a novel, to the complex cultural challenges of a
global economy, to the interplay of factors affecting climate change. Workshop participants discussed
ideas for new lessons, shared thoughts about the future of information mapping tools, and provided
feedback for SpicyNodes design and development team.
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