In this article, the authors compare students’ use of traditional written notetaking in lectures with the use of digital devices such as recording pens, laptops, and recorders. He notes that the average student writes .3 or .4 words per second but can type at 2 or 3 words per second. He observes that 66.5% of students do not have any structure to their notetaking or any knowledge of effective notetaking systems. The authors quote research from the University of Washington (n.d.) which notes the cognitive value of written notetaking. While listening only, the brain is not sorting information which increases the processing and memory, but if making notes while listening the brain is sorting and this procedure increases learning and memory. Da Sousa (2001) states that listening only to a lecture results in 5% retention after 24 hours; audio + visual provide 20% retention after 24 hours.
The authors report that in 2010 40% of students prefer a blended approach, but that nevertheless there is a need for teachers to actively teach notetaking skills. They suggest that, in order for students to gain practice in organizing information, the teacher provide a scaffolded framework with main ideas and spaces for students to write in secondary or supporting information. The authors outline the convenience of digital notetaking and conclude with the belief that the students gain much by the interactivity and speed, but believe that traditional notetaking skills provide better cognitive value while the brain is dealing with auditory input and committing it to paper. The practice of the teacher scaffolding notetaking fits with Vygotsky’s zone of proximal development (ZPD) theory, cognitive and constructivist theories. The authors observe that there are many methods of notetaking but suggest the Cornell method of dividing the page into three zones: a cue area, a summaries area and a follow up area.
The site, www.teachthought.com, offers a variety of progressive articles for 21st century teaching and learning and claim that their mantra is simple: Keep learning. While not all articles give an author, the content appears to be written by informed educators and thinkers. The writing style tends to be informal and referencing is not according to academic conventions; therefore the reader may make his/her own critical judgment.
References
Da Sousa, D. (2001). How the brain learns (Second Edition). Thousand Oaks, California: Corwin Press, Inc.
Notetaking in the digital classroom: A blended learning approach (2013, January 9). Retrieved from www.teachthought.com
Notetaking in the digital classroom: A blended learning approach (2013, January 9). Retrieved from www.teachthought.com
Interesting - I remember the copious notes I used to take in lectures back in pre-digital days. For slow, boring lectures note-taking could help somewhat with engagement, but note-taking detracted from the interesting lectures which I wanted to just soak in. Certainly this is easier these days when lecture notes can be downloaded or even replayed electronically.
ReplyDeleteYes, I'm inclined to agree with Joanna. Note taking has it's up and it's down side.
ReplyDeleteIs multi-tasking a myth? Can we effectively listen, write and process information simultaneously? Digital note taking has become 'cut and paste'. On the up side, at least I can read my notes, on the down side, I still end up with vast amonts of verbage that has to be reshuffled and sifted through. I'm beginning to think that time spent pondering, cogitating and contemplating is of greater value than note taking, recording and copying. The former makes for deeper learning while the latter serves the regurgitation model well for assignment, dessertation and thesis writing.
Thank you Joanna and Karesse for the feedback. I found in my uni days I did process information well and retained it better by making my own notes. These days I see both have their benefits depending on the students' inclination or skill, i.e. for our ESOL students being able to record and reply is a distinct advantage and reduces stress in the lecture room. In my current teaching course, I'm teaching to the test so philosphy has to be sidelined. :)
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