Mindomo – Map this!!
With so many outstanding tools available free of charge on the web, it is very difficult to narrow down choices and focus on those that are most productive. One very outstanding tool is Mindomo. If this has been addressed on the blog previously, it is certainly worth covering again.
Research studies indicate that “mind maps provide an effective study technique when applied to written material” (Farrrand, 2002). If this is the case, then Mindomo, a free graphic mind mapping tool, is well worth the time investment to integrate into instruction.
This tool is very similar to Inspiration/Kidspiration. It is a free download and carries the same basic features as these packages. Teachers can use Mindomo as a way for kids to contribute in building a classroom or group map, to create a map that shows a basic process, or to design visual representations for a unit of instruction.
Each cell in the map can be marked with priority marking, as well as with an indicator showing which tasks have been 1/4, 1/2, 3/4 or fully completed. Notes can be added to any cell, and cells can even be linked when comments relate to more than one topic or subtopic. Hyperlinks can be embedded with any cell, and fonts, symbols, colors and layout can be instantly adjusted as desired. Mind maps can be shared and built as a group, so projects can be a result of several contributing members. This is excellent for collaboration among kids or among professional colleagues. Additional features can be added such as images, video, and multimedia with the purchase of Mindomo Premium.
It is well worth investigating Mindomo as you or your teachers search for tools that allow for better recall of written material, or if there is a need to collaborate on a project in visual format. Go to www.mindomo.com to sign up for your free access to a superb mind mapping tool.
University of West Georgia
Farrand, P., Hussain, F., & Hennessy, E. (2002). The efficacy of the ‘mind map’ study technique, 36 (5). Retrieved from http://www3.interscience.wiley.com/journal/118952400/abstract