11–20 of 235 posts
For anyone wondering why their stories don’t initially gain traction, timing is important.
This helps a lot the learning process, because summarizing makes you understand better the content, and the relations between concepts
Beyond that I always got a much better return on paying more attention to the lecture, and trying to see how what is told fits with what I know rather than how to fit it into my notes.
I will sit there in a meeting (or retrospectively in a university lecture) and regularly derive nothing of value at all from my notes, be they written or typed. It's the media that is wrong, not the note taking medium. You can't rewind a meeting or a lecture. You can't pause to think. You can't review the text in the middle. Everything is immediate, transient. If you lose the pace, then everything after that point is…
I have long known this to be the case for myself, and switched back to pen and paper for taking notes. I also learned shorthand to reduce the amount of time and mental effort I spend on taking notes, though I sometimes revert to longhand when I need something to be more readable. It is also great for diagrams, math notation, etc. Touchscreens may someday get there, but so far I have found that even the best touchscre…
I will sit there in a meeting (or retrospectively in a university lecture) and regularly derive nothing of value at all from my notes, be they written or typed. It's the media that is wrong, not the note taking medium. You can't rewind a meeting or a lecture. You can't pause to think. You can't review the text in the middle. Everything is immediate, transient. If you lose the pace, then everything after that point is…
The best solution is audio/video recording. I think every lecturer can record their lectures and publish them online later in the college's database or wherever. Cheap, easy and you don't have to worry about taking notes and missing anything
I will sit there in a meeting (or retrospectively in a university lecture) and regularly derive nothing of value at all from my notes, be they written or typed. It's the media that is wrong, not the note taking medium. You can't rewind a meeting or a lecture. You can't pause to think. You can't review the text in the middle. Everything is immediate, transient. If you lose the pace, then everything after that point is…
Agree 100%. I went to college before tablets and affordable laptops became ubiquitous, but the same problem applied to handwritten notes. After a few tries to keep notes and re-read them at my leisure I gave up, it was exhausting to take them and in the end I was missing too much. The best solution is audio/video recording. I think every lecturer can record their lectures and publish them online later in the college'…
Note that you also need to have someone add captions to them for accessibility.
I will sit there in a meeting (or retrospectively in a university lecture) and regularly derive nothing of value at all from my notes, be they written or typed. It's the media that is wrong, not the note taking medium. You can't rewind a meeting or a lecture. You can't pause to think. You can't review the text in the middle. Everything is immediate, transient. If you lose the pace, then everything after that point is…
Sounds like ADHD.
I will sit there in a meeting (or retrospectively in a university lecture) and regularly derive nothing of value at all from my notes, be they written or typed. It's the media that is wrong, not the note taking medium. You can't rewind a meeting or a lecture. You can't pause to think. You can't review the text in the middle. Everything is immediate, transient. If you lose the pace, then everything after that point is…
Note taking exists to combat what you're talking about. You can improve your note taking, and how you use your notes, on paper or on a device.
Painting all lectures and meetings as 'broken' because one would prefer to have video for everything (that's how I understood it) is pretty hyperbolic.
In short, if you want people to pay attention to the content during the lecture, remove the incentive to take notes during the lecture.