The Affordances of MindMeister

In education, the term ‘affordance’ has several meanings but generally relates to the potentials of technologies (Hartson, 2003). For the sake of discussion and analysis, Bower (2017) defines an affordance as an ‘action potential’ that can determine how an object such as a technology can be used. Reflecting on the ‘action potentials’ of for example, a web-based ‘mindmap’ creation tool such as the website ‘Mindmeister’ can be a worthwhile activity. Indeed, a consideration of the site’s affordances can be of great value to an educator in understanding how to best utilise them when seeking to achieve a desired outcome (Bower 2017).   

 Figure 1: The Mind Meister Control Menu. Retrieved from http://www.mindmeister.com

When considering the affordances of Mindmeister, Bower’s (2008) conceptualisation framework will provide a solid starting point. Bower, for example refers to affordances as ‘abilities’, considering the option to read, write draw and produce video as ‘media affordances’ and the ability to resize and move content ‘spatial affordances’.  In these areas Mindmiester offers many options. Text can be entered and formatted along with audio and visual content. The user has essentially a limitless canvas on which to construct and resize their mindmap, with an option to use a pre-set template if desired. Content can be moved around with ease. Functionally, these options mean that Mindmiester would be a very useful tool for visualising large amounts of content and demonstrating links between various ideas. However, there are no options for audio-visual capture meaning that all content used must be pre-prepared. Mindmiester would not be a suitable tool for content creation.

           

 Figure 2: The Mind Meister Work Canvas and Control Menu. Retrieved from http://www.mindmeister.com

 Figure 3: The Mind Meister Template Selection Menu. Retrieved from http://www.mindmeister.com

Within his framework, Bower (2008) also categorises the degree of access, ability to record and playback content and option to interact synchronously as ‘spatial affordances’ and the ability to highlight content and indicate focus ‘emphasis affordances’. Mindmeister is arguably strong in these domains, making it perhaps an ideal tool for group collaboration and presentation in Project Based Learning. Indeed, content can be shared with multiple users who can collaborate in real time, accessing the site in any context with internet access, via a computer or mobile device using an app. A ‘history’ feature allows the user to track changes and there is a function that allows for the recording of a linear presentation that sequentially emphasises different areas of the mindmap allowing the user to give emphasis particular areas of content.

 Figure 4: The Mind Meister Presentation Toolbar. Retrieved from http://www.mindmeister.com

In the Bower’s category of ‘Navigational Affordances’ however, Mindmiester is arguably weak making it an inappropriate tool for research and gathering information. While users have some ability to search for and access images and video from the web, this function is confined with limited options. The site has no function for browsing web pages or manipulating data. Indeed Mindmeister would not be a suitable tool for research based activities including locating and gathering information.   

Bower, M. (2008). Affordance analysis: Matching learning tasks with learning technologies. Educational Media International, 45 (1), 3 -15.

Bower, M. (2017). Design of technology-enhanced learning: Integrating research and practice. Bingley: Emerald Publishing. p.65-92

Hartson, H. R. (2003). Cognitive, physical, sensory, and functional affordances in interaction design. Behaviour and Information Technology, 22 (5), 315 - 338.