Category: Digital notes

I have been trying to decide how to bring together a couple of strands I have been exploring for several months. I tend to write for educators in the world of K12, but explore ideas and research from elsewhere. I have spent a lot of time lately examining the focus on professional or life-long learning involving personal knowledge management (PKM) / second brain uses of technology tools. You can review the posts by selecting the category for digital notes you should find in the margin of this post. Somewhat independently of this strand, I have been reviewing the content on the advantages and disadvantages of reading from paper compared with reading from a screen. Many of these posts appear within the category I have labeled digital literacy. Finally, there is the issue I have long been interested in which I might describe as who teaches what? Who teaches learners to study? Who teaches learners to highlight and annotate? Does anyone? At some point, I should make an effort to offer the K12 audience actionable recommendations. So, here is one idea.

This recommendation combines strategies recommended by Porter-O’Donnell (see reference at end) and the use of Scrible a digital note-taking and highlighting environment I described in a recent post. There are probably many options to Scrible, but it is free, useful in a group setting, and available for educators and learners. 

Let me begin with Porter-O’Donnell. She teaches what I think most would be described as literature. For those reading her article, her focus is important to keep in mind as I believe her strategies generalize, but the specifics of the strategies would vary with other content areas. For example, what one might be guided to highlight and annotate when reading a classic poem or story would be different from what one would annotate or highlight when reading a chapter in a biology or history textbook. The author beings by reflecting on her own experiences. She notes that in high school she was not allowed to highlight or annotate and then was lost when entering college without such restrictions. She claims she initially highlighted far too much and without much in the way of goals. She said it took her several years to develop strategic approaches. I can identify and would add from the personal perspective of teaching a couple of very book-based, large lecture, introductory courses (Introduction to Psychology and Developmental Psychology) that effective reading skills are most deficient at a time when there is limited support for application. Students begin college taking many courses in a large lecture setting and have limited interaction with the instructor.

Porter-O’Donnell accepted the responsibility for changing this typical set of learning experiences and developed strategies to embed as part of her traditional instructional goals. She began by asking students to work with her in identifying types of information they might expect to glean from a reading assignment projected using pages on an overhead (note the date of the author’s activities as I describe them). What would be highlighted and what notes might be written in the margins. For example, one might highlight characters, setting (where and when), vocabulary, and important information. One might write in the margins – predictions, questions, summarizations, connections, and literary techniques. She then proposed making copies of pages from a story and having students apply these categories (she used symbols to differentiate) making use of highlighters, margin annotations, and sticky notes. She also created a system for after-reading follow-ups. Reread annotations and review highlights. Were predictions verified? Was the title a good summary? What would be a good summary? These are just a few of her suggestions and what I am asking would be the equivalent categories during reading and post-reading in content areas you teach. Students were asked to compare notes (my effort at a pun) as a way to gain insight into how their interpretation and emphases contrasted with those of other students. 

I cannot help but think of reciprocal teaching when I review the Porter-O’Donnell approach – teacher modeling and think-aloud, group-guided effort and sharing, etc. 

Now, consider how a digital annotation and highlight environment would be applied in a similar way. Scrible does make a great example with its features for sharing. Demo, specify specific goals to identify and annotate, share and discuss, etc.

The basic transfer of strategies seems easy to grasp and once applied other strategies could also be explored. For example, how about progressive summarization. What about smart notes and the question what about this chapter do you think you might want to have at your disposal a year or decade from now. 

Porter-O’Donnell, C. (2004). Beyond the yellow highlighter: Teaching annotation skills to improve reading comprehension. English Journal, 82-89.

I promised I would explain Forte’s notion of progressive summarization which I mentioned in a recent post. The idea concerns how to transform typical annotations and highlights taken while reading into what Ahren’s would call Smart notes – stand-alone notes that capture the essence of what was read.

The process works like this. Read and annotate as usual using an app that allows the isolation of the highlights and annotations. My example is based on using Highlights while reading journal article pdfs on my iPad. In the following image you can see a little bit of the article pdf to the left of the image and the extracted highlights and annotations to the right. This extracted content can then be shared with another app. Ideally, the extracted content would allow linkages back to the original content and this works when moving content to Apple Notes. This works only when the content resides on the same device is not very practical long term. I simply cut and paste the content into a Google doc for the additional processing I describe next. The page references provide a way to connect to the original content.

Forte suggests the following sequence with the extracted content. First,, bold the most important ideas. Then, in a second pass, highlight the essential ideas from this bolded content (the reason I like Google files in drive is the opportunity to both bold, highlight, and add text). Finally, write a summary of the highlighted material. He suggests bullet points. I prefer the Ahren stand-alone notes as a way to record the key ideas I may want to use later.

If you are interested in an example of the finished product, I have embedded a pdf of progressive summarization I created in this format.

The goals of this approach are to find the most essential information to retain a context that maintains the context from which the key items extracted. Ideally these documents would be retained in a meaningful way. Making certain the full citation is included and searchable would be one way to do this. To tell the truth, I store the stand-alone notes and go back to the annotation original if necessary.

Perhaps you are familiar with the new jargon describing Personal Knowledge Management (PKM) and second brain. These ideas may have not filtered down to educators yet, but the practices that are related to these terms certainly would apply to educators as knowledge workers. I have followed and explored these ideas as they relate to my long-term interest in developing and applying effective annotation practices (e.g.,note-taking). I will likely eventually write more about the tools and tactics of PKM as they might apply to secondary and students. For now, I want to offer a related proposal.

The core idea of a second brain is that learners can create and cultivate an external record of what they have learned to augment what they retain internally at some later point in time. These tactics can be implemented on paper, but for me make more sense when applied with technology. 

As I have several books on the concepts and explored and used several different tech tools for applying proposed approaches, I have what I think is a useful insight. The guiding principles of an effective second brain seem remarkably similar to core ideas from cognitive psychology about what learning is and how a learner can improve the effectiveness of the time devoted to learning.

Here are what I consider overlapping themes. Both an effective second brain and effective learning encourage:

1. The storage of big ideas / core concepts / personal concepts
2. The linkage of personal concepts with other personal concepts and with stored examples
3. The reexamination of stored concepts to activate these ideas and maybe connect them with newly stored information.

The proposal of the components and tactics of a second brain require that these themes be concrete and actionable. Having something to look at and explore can be useful in understanding similar ideas that are more abstract or even invisible.

A personal concept (my term) might be described as a personal summary of an important concept or an idea that can stand alone so that it can be understood in the future without additional context and could be understood by another individual with a good background. 

In a digital second brain, linkages can be links among concepts or to examples, citations for context or support, or questions yet to be answered. Links are links that might be the familiar connections among web pages or tags that can be added to indicate a commonality with different elements of information. 

The physical store of linked content is intended to be reexamined regularly. This process has some of the same goals as what cognitive psychologists call the testing effect (retrieval practice). Attempts to recall what has been learned strengthen future retrievability and the effort involved can identify new linkages as a by-product of the search for the desired information.

Exploring the techniques and components of an effective second brain makes concrete some of the same mechanisms important in learning and applying these techniques externally may provide practice for the related cognitive skills that are difficult to explain and develop.

Just a couple of examples that may help with the idea of a second brain. After exploring several options, I have settled on the use of a tool called Obsidian. The following images show a couple of features of this tool that illustrate the ideas mentioned here.

This image shows what is called a graph view. The image shows the linkages I have created among individual notes (personal concepts). Individual notes can be accessed by clicking on a node within the graph.

This is an example of an individual note. I have selected an example that shows a personal summary of key ideas, links, and tags.  

Sometimes I can’t tell if a trend in an area I follow is emerging or a small shift in my interests reveals a new area that has long existed but now has entered my awareness. Such is the case with digital note-taking. There is some overlap with the note-taking of students, but my focus here is on note-taking for purposes other than getting through the next test. What is different about these activities is the focus on a longer term process that may feed into something other than exam performance. Such long-term goals may involve the easy rediscovery of specifics that were available at an earlier point in time and may now be a challenge to locate and perhaps the integration of such archived insights into a combination to be expressed as a written product or the solution to some information-based problem. Unlike or perhaps more accurately building on the benefits of hand-written notes, there are digital advantages that aid rediscovery (e.g. tags, searching). 

As an information worker, I have had a natural tendency to explore systems and tools purported to make the processing of information easier or more productive. As digital tools became available I have taken the time to explore. There is a risk in this tendency. You can spend so much time exploring new tools and translating artifacts created with an older system to a new system you risk using time that could have been used to get work done. It is kind of a “grass is greener” problem. I legitimate my time investment as partly a function of my professional interest in learning tools. I have come to personal decision about such activity. I have decided it is important to differentiate the capabilities of a tool and the activities that these capabilities enable (or not). When you study the work flows those who develop such tools imagine, you can identify a tactic you had not considered that could potentially be implemented with a tool you already use. If you get focused the combination of tool and tactic, you limit the flexibility that might be available.

If you are interested in this topic, you can explore by searching “note-taking” within the Apple or Google stores. Or, just try a general search for something like “best note-taking tools”. 

Here is one final observation. Note-taking and note collection have become a personal productivity theme and productivity experts have recognized the opportunity. I have no idea if this is an example of following the money or promoting the details of a unique insight that most do not recognize. I will give two examples. The first is Sonke Ahrens promotion of digital applications of the Zettelkasten. My recent posts have offered several comments on both the process Ahrens promotes and the tools that might be applied. Ahrens work and the benefits he has received as a consequence come from his writing and insights rather than the promoting of any specific tools which he describes. My second example is the Forte Lab’s (Tiago Forte) promotion of the “Second Brain”. Forte offers seminars/courses (very expensive and beyond the budget of most academics) and a book (not released yet). The concept of a second brain taps into some of the ideas as the Zettlekasten and the core ideas can be implemented with multiple apps. 

To this point, my personal insight has resulted in a change in my own behavior derived from investigating these ideas and tools. This insight can be described as write earlier in my information processing work flow. This idea comes from Ahrens (Smart Notes) and I would translate the tactic as take notes that capture an idea in enough detail (context) that the note still offers useful information when reviewed after a significant delay. Increase the rediscovery of these notes with tags and links to notes offering related concepts/ideas.

I think it time to move on focusing so much of my time on this topic. Unlike the research that informs learner classroom note-taking, there does not seem to be a research literature to consider when it comes to personal productivity. It is worth an investment of attention for anyone reading and applying (writing), but once basic issues have been understood exploring logical application to personal tasks is where effort should be focused.

One advantage I see in using a technology device instead of a paper notebook is the opportunity comes from added capabilities of technology. When it comes to taking notes, I would propose that the simultaneous recording of audio linked to personal notes is a great advantage over taking notes on paper. The addition of the linked audio allows the note taker to revisit the audio in a precise way when notes are confusing or incomplete. A more complete and personalized representation of key information can then be generated after the presentation.

There are several different applications for doing this. The demonstration that follows makes use of Notability on a tablet.