2 Using mind maps

One technique that many people find helpful is to draw a mind map that allows you to explore how all your different ideas could be connected.

Mind mapping was invented and developed by Tony Buzan, an author who has explored ways in which people think and learn. The technique helps open your mind to a broad range of ideas, and record these in a flexible format that can be easily altered and developed. So, as well as organising your thoughts and essay plans, mind mapping can help you to think more creatively and to come up with new ways of looking at things.

A mind map can be produced for any subject or topic. A good way of creating a mind map is to start with a large sheet of paper and coloured pens or pencils. Mind maps usually begin in the middle of the paper with a word, phrase, picture or symbol that represents the topic being explored.

The next stage is to let your mind wander as freely as possible around the topic. Think of some key words or phrases (there is no right or wrong here), then write them near to the central image or words. Finally, connect each of them to the centre with lines. This is the beginning of your mind map.

Keep adding lines and words (and pictures, if you like), linking them to each of the words or phrases that triggered them – so that your map becomes a network of words and lines.

Mind maps are often very personal – they are, after all, maps of your mind. They can be as elaborate or as simple as you wish – whatever you find helpful. Some people like to add a lot of detail, including colour, pictures, page references and examples, while others prefer a simple plan, concentrating on key points.

The figure below is a simple mind map that a student created for an earlier version of this course, reflecting on what they had learned.

Figure 2 Mind map of an early Succeed with learning course

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Drawing of a mind map, mostly handwritten. This mind map shows the kinds of things you might put on a mind map about a course, and one way of laying it out.

In the centre is an open book with the word ‘Introduction’ written on the left-hand page. From this book, six lines lead to oval shapes with words inside. The headings of these six ovals read, clockwise: skills, different viewpoints, case studies, activities, assignments and aims. These are each broken down further, either within the oval or nearby, linked by another line.

‘Skills’ is linked with two separate lists: firstly, to a list consisting of ‘communication, problem solving, organisational’ and, secondly, to ‘academic’ with a list below breaking this down into ‘reading, note taking, writing, evidence and ideas’. ‘Ideas’ is further broken down, with a line from it going to the words ‘thinking about my ideas’ and ‘evaluating them’.

The oval containing ‘Aims’ also has this term subdivided into ‘being a student’, ‘skills’ and ‘learning’.

‘Different viewpoints’ has a line linking it to ‘mine’, ‘other people’s’ and ‘theories’.

Under ‘case studies’, three little frames containing simple figures are drawn, with the names Karen, Levene and Shehnaz beneath them.

Finally, unconnected to the rest of the mind map, in the bottom right-hand corner, the words ‘color?’, ‘pictures?’ and ‘DVD’ are written, with a simple illustration of a DVD.

Figure 2 Mind map of an early Succeed with learning course

Now you have a go.