Concept Maps

Introduction

Concept maps are visual tools that organize and present information in a clear, structured way. For faculty, they offer a practical method for breaking down complex topics into manageable parts, helping students see how ideas fit together.

In online courses, where students mostly work independently, concept maps can guide learning by making course content more transparent and easier to navigate. They can also support students in organizing their own understanding of the material.

A Closer Look

Approaches to Creating Your Concept Map

There are different ways to structure a concept map depending on your purpose. You might design a map to reflect how your course is organized, or you might focus on helping students understand a single topic in depth. The following approaches illustrate these options and can be adapted to fit your course design and instructional goals.

Based on Course Structure

In this approach, the concept map mirrors how your course is organized. For example, you might create a map for each lesson by listing its learning objectives and the key concepts within them. This helps students see how content is grouped and how ideas progress over time.

This type of map is especially useful in semester-based courses, where the goal is to clarify the sequence of material. The emphasis is on organization rather than showing detailed relationships between concepts.

A hierarchical concept map diagram. At the top is a box labeled “Lesson 1.” It branches into three boxes labeled “Learning Objective 1,” “Learning Objective 2,” and “Learning Objective 3.” Each learning objective connects to smaller boxes representing concepts: Objective 1 branches to “Concept 1.A,” “Concept 1.B,” and “Concept 1.C”; Objective 2 branches to “Concept 2.A” and “Concept 2.B”; Objective 3 branches to “Concept 3.A,” “Concept 3.B,” “Concept 3.C,” and “Concept 3.D.” The layout shows a structured breakdown of a lesson into objectives and their related concepts.
Hierarchical concept map illustrating “Lesson 1” broken down into three learning objectives, each linked to its respective concepts

Based on a Single Module or Concept

In this approach, you begin with a single module, lesson, or key concept and build outward. The concept map focuses on the topic itself—what it includes, what supports it, and how it can be understood.

This approach is useful when the goal is to deepen understanding of a specific topic. For example, you might use it to map out the parts of a research paper, explain a key theory, show the steps in a lab procedure, or support exam review on a particular concept.

 

A detailed hierarchical concept map. At the top is a box labeled “Module/Concept 1,” which branches into three main boxes: “Concept 1,” “Concept 2,” and “Concept 3.” Under “Concept 1,” there are sub-boxes “Concept 1.A,” “Concept 1.B,” and “Concept 1.C.” “Concept 1.A” further branches into two smaller boxes labeled “Lesson 1.A.a” and “Lesson 1.A.b.” “Concept 2” connects to a sub-box labeled “Concept 1.A.” “Concept 3” branches into “Concept 1.A,” “Concept 1.B,” and “Concept 1.C,” with “Concept 1.C” further connecting to a smaller box labeled “Concept 1.C.a.” The diagram shows multiple levels of connected boxes illustrating relationships between a module, concepts, sub-concepts, and lessons.
Hierarchical map of “Module/Concept 1” illustrating its main concepts, sub-concepts, and associated lesson sections

Concept maps can also be used as learning activities for students:

  • Ask students to create a concept map for a lesson or module to demonstrate their understanding of the content.
  • Have students share their maps in a discussion forum and give feedback to their peers.
  • Provide your own concept map as a reference and ask students to compare it with theirs as a form of self-assessment.

Additional Resources

Process for Building a Concept Map

A four-step graphic organizer for building a concept map. Step 1 asks, “What is the central idea?” with a blank box for the answer. Step 2 asks for key concepts related to the central idea, with a numbered list (1, 2, 3, etc.). Step 3 prompts for explanations or examples for each concept, shown as “Concept 1, Concept 2, Concept 3,” each followed by space for verbal information. Step 4 shows a visual concept map: a central box labeled “Idea/Lesson/Module” connected to three boxes (“Concept 1,” “Concept 2,” “Concept 3”), each branching into smaller boxes containing supporting verbal information.
Four-step graphic organizer guiding the creation of a concept map from a central idea to key concepts, explanations, and a visual representation