Abstract
Designing project-based learning (PBL) demands managing highly interdependent components, a task that both traditional linear tools and purely conversational Al struggle with. Traditional tools fail to capture the non-linear nature of creative design, while conversational systems lack the persistent, shared context necesary for reflective co-creation. Grounded in theories of distributed cognition, we introduce CoMAP, a system that embodies a graph-based co-design paradigm. By providing a shared visual workspacewith dual-modality Al support, CoMAP transforms the human-Al relationship from a prompt-and-response loop into a transparentand equitable partnership. Our study with 30 educators shows CoMAP significantly improves teachers' design expression, divergenthinking, and iterative practice compared to a dialogue-only baseline. These findings demonstrate how a non-linear, artifact-centric approach can foster trust, reduce cognitive load, and empower educators to take control of their creative process.