Mind Mapping - Still Can't Get It!

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Here we exchange knowledge and experiences in the field of Mind Mapping.

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Moonesh Shibdoyal
Student (MBA), Singapore

Learning to Use Mindmapping

Hi Henrik, I find it difficult to expand from the main idea. For example, if I start with the word "book", there are so many possible associations for book that I feel like am swimming in a ocean, without the right tool to navigate in the right direction. It's just too vast.
As for the association (represented by the arrows), do we have to write the association type? I often find it hard to find the appropriate action word to describe the mind map, maybe this is not an issue with the mind mapping itself, but what can I do to improve this shortcoming?

Wulf-Dieter Krueger
Teacher, Thailand

Mindmapping - Problem Solving

It seems to me that, particularly in Asia, Mind Mapping (MM) is often done for MM' sake and not as a tool for solving issues.
I've introduced my Thai students to it for project work - with the prime target to make them speak about and discuss an issue in English - the opener being the initial brain storming. The results are mixed as to the English outcome, however, as far as critical thinking is concerned, it is quite promising.
The problems the students are to tackle are either major subject related or another problem tangible to them.
It is quite interesting that whatever other faculty at my university, that is doing MM to enter MM competitions to win prices have never contacted me since apparently their academic exercise approach does not match my down to earth practical tool-approach.
I strongly believe that MM deployed in the classroom as a tool to foster learning could boost students' potential.
Could be, however, that there are teachers who are just afraid of that.

Tebboub Abdelamelk
Professor, Algeria

Re: MM I Still Can't Get It

Hi Shibdoyal, be sure that there is nothing wrong with you, but remember a MM is a visual representation. It could be you can't work with it, because you are auditive - your perception style to learn is by using your ears. I give you a few examples as a test and you will get the right answer:
- When you are studying, do you prefer to learn all the lessons in classroom?
- Do you enjoy music more than beautiful nature pictures?
- Can't you read with noise around you?
If you have 3 x yes, you have to develop your visual style
I hope that this helped a little...

Wulf-Dieter Krueger
Teacher, Thailand

Difficulties with Applying Mind Mapping

@Tebboub Abdelamelk : Indeed MM is primarly a visual (seeing) tool, but it can for be used for audio (hearing) and kinesthetic (doing) learners too.
If you do it single handed the audio component is weak. You could bypass this drawback, by reading everything out loud, that you put into a MM.
A MM may help to structure a report, argumentative essay and the like since visualising you ideas it will help you put all your thoughts into the right logical slot.
Start with a simple MM titled like 'how to cook a fried egg' and put every single step into a logical sequence. Best, do it with a software, because this makes it easier to move ideas around, once you realise they are in the wrong place. Freemind is a free of charge one.
You also may use it for note taking, e.g. if you have to read an article to report on.
But never use MM just for mm's sake. MM is useful for tangible issues only.

VIAIRON
Project Manager, France

Mind Mapping Does not Work Well for Sensors (MBTI)

Hello, Mind Mapping is just not compliant with "type S" people (Editor: Sensors - practical, detail-oriented people trusting and focusing on tangible, concrete, measurable facts and procedures) of the MBTI.
Or perhaps it could be with more work and the understanding that you need to change completely your way of thinking...
So just take time to see if it's really suitable with you, not everybody can use it easily.
Find your own way to manage your mind :-).

Maurice Hogarth
Consultant, United Kingdom

Opening your Mind to Mind Mapping

@Moonesh Shibdoyal: When I first came across Mind Mapping (then called "Brain Patterns"), I thought it a great scam and could see little if any value in it. As I was to train people in the topic it took a major self-training follow-up and a fortuitous circumstance, to see the value in it. So I fully empathise with anyone struggling with it.
Your use of the word "book" relates to how I introduce people to MM when training them in it and the other aspects of what Tony Buzan linked with Organic Study.
Consider your topic title (whatever it is) as the book title. From this will branch/grow your section or chapter titles, from these your paragraph titles, then your sentence titles.
Don't worry if you have a flood of associations, start by simply writing them down as the branches of a bush growing from the main stem down to the twigs. It will help if you are clear as to what your required outcome is from displaying the data on this topic. This will assist you in your selection/rejection of the words coming to mind. At his stage you are simply allowing your right brain to think up points and your left brain to write them down where they fit. You may find 'twigs' arriving before 'branches'. Don't worry you can transplant them later.
If you think of this, first draft as the bush as having grown wild. It is now time for the gardener to do some pruning to shape the bush into a form that is pleasing. So, in relation to your required outcome, re-write/map your information onto a new sheet, selecting what is relevant and structuring it from main branch to twigs. Repeat until you have your required final outcome.
The norm for people on my courses is a saving of some 40% of their time when planning & organising info for topics, for some 90% of their time.
@Wulf-Dieter Krueger: It is indeed possible that 'audio'-orientated people will find it particularly difficult, until they say-hear the words and then write them down, rather than trying to work visually from the start.