CmapTools at school: concept maps that reduce workload and increase inclusion
- Redazione ForAllWe
- 2 days ago
- 6 min read
There's a common misunderstanding, especially when we talk about digital study tools: a concept map isn't a drawing . It's not a "nicer" way of taking notes. It's a different way of thinking. It's a way of thinking clearly: making steps, relationships, and priorities visible.
And when school truly aims to be for everyone, this matters enormously: because many difficulties (DSA, SEN, linguistic fragility, attention deficit, performance anxiety) arise not from a lack of effort , but from too high a cognitive load, all at once, all in a row, all in text. The map, if designed well, distributes that load across the space.
In this context, CmapTools is one of the longest-running and most "serious" software programs for building concept maps: fewer "special effects," more structure. And above all: collaboration, sharing, and export tools, and a strong theoretical foundation.
What is CmapTools?
CmapTools is a program designed to create concept maps : concepts (nodes) connected by lines and linking words (those that transform two words into a sensible sentence).
The unique feature is that it doesn't just "draw": it allows you to build knowledge models by connecting different resources (images, videos, documents, links) to the map, publishing it on the web and even working on it in collaboration with other people.
Free or paid?
On the official IHMC (Institute for Human and Machine Cognition) website, the desktop version is listed as free (with a download form), and the organization encourages donations to keep it free for schools and universities. The most recent version listed is 6.04 .
(Practical note: License terms may change over time; in educational settings, it's always a good idea to check the terms when downloading.)
First question: “concept map” or “mind map”?
It seems like a nitpick, but it changes everything.
Mind map : often starts from a center and branches out through associations (useful for brainstorming, ideas, creativity).
Concept map : aims to create propositions : “A is part of B,” “A causes B,” “A depends on B.” It is a network of meanings, not just words.
CmapTools was born for the second: if your goal is to study, understand and explain , it is in its habitat.
Why CmapTools is Interesting for Inclusion
In accessible teaching, the "most modern" tool doesn't win. The one that wins is the one that:
reduces barriers,
increases participation,
It offers multiple ways to represent and rework. (If you're interested in this approach, here on ForAllWe you'll find a useful guide to accessible learning.)
Concept maps, if done well, can:
reduce cognitive load (less continuous text, more structure);
support working memory (see everything, you don't have to "keep everything in your head");
make reformulation easier (go from “I copy” to “I explain”);
help those who need different timing or a clearer sequence.
But there is one condition: the map must be readable and meaningful , not a labyrinth.
What you can do with CmapTools (besides “drawing boxes”)
From a functional point of view, CmapTools allows you to:
create maps on your computer and organize them into collections;
share them on servers (CmapServer / Cloud);
connect external resources to concepts;
generate map web pages;
work collaboratively even in real time.
Collaboration: When the Map Goes Social
Here, CmapTools has a clear identity: it's not just a one-person studio. With the CmapServer infrastructure, you can have:
shared repositories,
permissions (view / note / edit),
discussions related to concepts,
synchronous collaboration (multiple people editing the same map).
For a class this means something powerful: knowledge as a collective construction , not as a delivery to be returned.
How to create your first map that “works”
1) Start with a focus question (guiding question)
A good map starts with a question: “How does… work?” “Why…?” “How are they related to…?” It’s not a detail: it helps you decide what goes in and what stays out.
Example: “How are subordinate clauses formed and used?”
2) Put 8–12 concepts, not 40
Just a few basic concepts at first, but they're important. You can add the rest later.
3) Write the linking words on the lines (always)
Without connecting words, the map is often just a scattered list. With connecting words, it becomes a sentence, that is, meaning.
4) Hierarchy: from the general to the specific
In well-constructed concept maps, concepts tend to be arranged hierarchically: more general at the top, more specific at the bottom.
5) Cross-link: the “wow” level (but with criteria)
Cross-links are often where the deepest understanding arises: seeing that two parts of the program talk to each other .
Three practical examples (ready for the classroom)
1) Formative assessment "on a map" (before the actual assessment)
Objective: To understand what's clear and what's not, without worrying about grades. How:
deliver a “skeleton” map with 6–8 concepts already placed;
students complete linking words and 4–6 missing concepts;
comparison in pairs: "what sentence comes out of this connection?"
Why it works: It assesses understanding and relationships, not rote memory.
2) Map + resources (guided study, not just summary)
Goal: To shift studying from "I read and underline" to "I connect and explain." How:
each key concept has a related resource (an image, an example, an exercise, a short video);
the student opens the resource only when needed: the map becomes a “dashboard”.
CmapTools was also created to connect resources to nodes and build navigable knowledge models.
3) Inclusive teamwork (clear roles, low chaos)
Goal: to get people to work together without overwhelming those with different schedules. Roles (simple):
Concept curator (chooses nodes)
Word-link curator (writes clear relationships)
Readability check (font, order, consistency)
Example Finder (add examples/resources)
With servers and permissions, you can also have annotations made without “destroying” the main map.
Inclusive Checklist: When the Map Helps and When It Becomes a Barrier
A map can be inclusive… or it can become a wall, especially if:
it's full of small text,
use only colors to distinguish,
it has lines that cross everywhere,
it has no possible reading.
(Simple but crucial) tips
Large font and few styles (max 2 fonts).
High contrast (not light gray on white).
Don't use color as the only information (add labels, shapes, or words).
Only one idea per node (if it needs a paragraph, it's not a node).
Readable linking words : “causes”, “depends on”, “leads to” are better than “linked to”.
And what about those who use screen readers?
It's important to be honest here: I haven't found, in the most immediate official sources, a clear statement regarding the software's full accessibility for assistive technologies. On the App Store page, for example, the developer does n't appear to have indicated which accessibility features it supports.
Practical solution: Don't leave anyone behind with a "maybe." When the map is an image or canvas, always place it alongside:
a text version (outline / hierarchical list),
or a short audio explanation,
or a page with titles and subtitles.
(If the map is for evaluation, the text version is also a safeguard: it clarifies what you're really asking for.)
Limits and precautions to consider
Like any tool, CmapTools is not “the solution”.
Initial curve : the first 20 minutes may seem cumbersome (then it gets better).
“Cathedral map” risk : if you let everything grow without rules, it becomes illegible.
Sharing : Advanced features (server/cloud) require a minimum of management and good classroom practices (roles, permissions, versions).
Export and accessibility : If you export as an image, you get something easy to see but less easy to "read" with assistive technologies. This is where the dual track (visual + text) comes in handy.
Operational Sheet – CmapTools for Inclusive Teaching
Who needs it?
students (secondary / university) who struggle to organize their studies
teachers who want to explain the relationships between concepts, not just the contents
support / tutor / PDP-PEI: as structuring support, not "empty simplification"
Objectives (examples)
reduce cognitive load
improve understanding and reformulation
increase autonomy in studying
make connections between topics visible
Recommended mode
short sessions (15–25 min)
small and progressive maps (v1, v2, v3)
always a retort: “explain the map to me”
Inclusive arrangement
The map works when it leads to participation (I explain, discuss, connect), not when it replaces learning with a file to hand in.
Resources and insights
Your next step
Choose a single topic that the class finds “heavy” (because it is dense, abstract, or full of relationships). Then:
write a focus question ;
create a map with max 12 concepts ;
have them complete only the linking words in pairs;
ask: “Which connection really clarified something for you?”
If the answer is "none," it's not a failure: it's a signpost. The map needs to be redesigned, not idolized.
This article is not sponsored. The tools cited are for informational and editorial purposes only.
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