In the last issue, we introduced online concept mapping as a valuable teaching strategy for distance instruction. We shared several strategies for generating concept maps, from fill-in-the-blank maps to preselected, seeded, and open-ended maps (see Figure 1). In part two, we discuss several strategies for using concept maps in the classroom after a concept map has been generated. Again, we use the free Cmap Tools software to support all listed activities (IHMC, 2007).