battis.net and I'm all out of bubble gum…

This post is part of a series that are components of my “Expert Plan” at my school, looking to create a shared resource for my colleagues as the school moves towards greater adoption of laptops and technology in our pedagogy.

The Model

For the last few years, I have found that, when appropriate, I get far more use out of my notes if I take them on a computer. Using the computer allows me to keep my notes organized, to instantly create links to related information (either within my notes or on the web), to flag my own questions as they arise (and unflag them as they are answered), to find ideas in my notes later (search is way faster than flipping through my notebooks and legal pads), to share my notes with colleagues and students, and to link to as references and resources in later iterations of documents.

In Practice

It’s not always kosher to have your laptop open in a conversation. If I take notes in a one-on-one meeting in my laptop, there is a real danger that I will be talking to my computer rather than the person I am meeting with. (Simultaneously, if I take the notes on my laptop, I am able to refer back to them more easily than in handwriting.) Personally, I have found that if I feel compelled to take notes by hand, that those notes are not going to make it into my computer except in extraordinary circumstances, and that the only service that paper notes have for me is as a memory aid (“the information has passed from at least one neuron to at least one other neuron, crossing at least one synapse in the process, giving you a faint hope of remembering the information.” — Duane Bailey).

If there are network connectivity problems (or battery power level issues), my notes may either not be available or may disappear entirely (as happened at one point this fall, taking notes on [a major collaborative project] presentation). This doesn’t happen with notebooks. However, referring back to the last paragraph… those notes would have gone into the ether anyway (for me at least) if I had taken them on paper.

I find that I am much more willing to share my digital notes than I would hand-written notes — not just because of legibility issues, although those are real, but also because when I share my notes, I share it with an expectation that the recipient will be adding some input to those notes, adding value for me as well.

I have also found that using the tagging feature of the wiki gives me a tool for taking attendance at a meeting — who was there, so that I can find notes based not just on content, but on the makeup of the meeting: “I know we discussed this in EdTech, I think Scott said something about it…”

Reflection

As someone who spent years not taking notes on anything, simply remembering what was said to the best of my ability, I find that taking notes on my computer is a massive advantage: it allows me to empty my brain and forget things with confidence. And taking my notes in a wiki makes them instantly shareable and referable from any computer, anywhere. I love it.

November 22nd, 2009

Posted In: "Expert Plan", Collaborative Writing and Editing, Educational Technology, Teaching

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This post is part of a series that are components of my “Expert Plan” at my school, looking to create a shared resource for my colleagues as the school moves towards greater adoption of laptops and technology in our pedagogy.

The Model

I started off using this model in both my [high school] classes. I post an outline of the class to the wiki before class. At the start of class, as I discuss the agenda for the day with the students, I project the outline on the board. After discussing the agenda (my plan, their questions, etc.), I ask for three volunteers: one to take notes into the outline during class, one to review those notes for content before the next class, and one to review those notes for clarity before the next class. The content reviewer is responsible for correcting any mistakes (or omissions) that the original notetaker made. The clarity reviewer is responsible for proofreading and correcting the notes into a readable, standard English format.

In Practice

I found, almost immediately, that while the [media design] class was (grudgingly) willing to do the notetaking, the [computer animation] class revolted against it. The revolt in computer animation had a lot to do with the difficulty of simultaneously following along with the processes that we were learning in a computer modeling application and also keeping a browser window open and taking notes into the wiki. Theoretically, a dual display setup might have ameliorated some of those concerns (screen real estate was demonstrably at a premium as they were trying to use both applications, the browser and the 3D modeling tool). However, the real issue lay in the division of attention.

I have stopped asking the computer animation class to take notes into the wiki, but continue to encourage them to take their own notes (a practice that none of them engages in voluntarily — and their difficulty grasping new concepts reflects real difficulty storing the concepts for reflection, whether in their heads, their notebooks or their computers).

I have substituted somewhat more detailed notes of my own in the outlines for computer animation, or links to more detailed tutorials online covering the same concepts that we are learning in class, or links to screencasts demonstrating the concepts and processes we are learning in class. (One challenge that I have run into is that, using Blender, many of the tutorials and screencasts assume a great deal of prior familiarity with the materials, if not the tool, so I have been working on recording more basic level screencasts for that class).

On the flip side, we have settled into a routine in [media design] in which I ask for a notetaking team only on days when I know that we will be having a concept-based discussion/critique/lecture (as opposed to process or application-based lessons). A core of students have stepped up as fairly reliable notetakers, although I am working to spread the responsibility out across all students in the class — although I have set up no formal system of rotation (this lack of a formal system is actually based on previous experience with rigid rotations on what is, essentially, a creative task: it’s lousy. It works far better to set up an expectation that everyone will do it, and then ask for volunteers in the moment, while creating a (public) tracking system to ensure that no one is left out.

One issue that I have run into, particularly over a span of project-based lessons which are not discrete lessons but actually the continuation of a single idea (editing a video, for example), is that I lose track of time and forget to keep the wiki up-to-date. I focus my attention on the process occurring in class, rather than in documenting the process. Since my rationale for documenting the process is provide a resource for the students, this is deeply problematic and something that I need to address.

Reflections

Early on, I realized that I should have made more of an effort to distinguish between concept-based and practice-based classes, and to create different models for collaborative notetaking in each of those environments. My computer animation class did well in articulating their frustration (mostly) respectfully, and speaking up for their own needs and learning styles.

I have not incorporated the notetaking into the students’ grades (which was, really, something that slipped my mind), framing the notetaking not as an assignment, but as a collaborative study tool. I’m not sure that this is a winning motivator for students. I think it works in my [media design] class because they are a) intrinsically interested in the material at a more conceptual level and b) generally a year or two older on average than my computer animation class. That maturity is reflected across the board — preparation, classroom demeanor, participation, actual product. It would, of course, be easy to connect a grade to participation in the notetaking (do some math, figure out how many times everyone needs to do it to cover the semester or quarter and assign it that many times).

The other missing component, and this has much to do with my teaching style, is adequate review of the student notes, to provide feedback on quality (and quantity). Early(er) in the year, I should have dedicated much more of a class period to going over the previous period’s notes and pushing each of the members of the notetaking team to be more accountable. To be honest, the switch from meeting my classes 4-5 times a week to 2-3 meetings (yay for changing schools!) left me running ragged trying to keep up with material, and process fell by the wayside.

November 22nd, 2009

Posted In: "Expert Plan", Collaborative Writing and Editing, Educational Technology, Teaching

Tags: , , , , , , , , ,

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