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In this article, Novak\'s concept mapping technique is compared to Tony Buzan’s mind mapping technique. The application parameters and the respective advantages and disadvantages for two formats for learning and knowledge sharing are reviewed and discussed. It is argued that the combination of these two visualization types can play to the strength of each one. The article then provides real-life examples from such a use in undergraduate and graduate university teaching. The results provide first indications that the different visualization formats can be used in complementary ways to enhance motivation, attention, understanding and recall. The implications for a complementary use of these visualization formats in class room and teaching contexts are discussed and a future research agenda in this domain is articulated.