{"id":82,"date":"2013-04-24T15:09:43","date_gmt":"2013-04-24T15:09:43","guid":{"rendered":"https:\/\/cohort21.com\/thutton\/?p=82"},"modified":"2013-04-24T16:57:49","modified_gmt":"2013-04-24T16:57:49","slug":"using-sketchnotes-in-the-classroom","status":"publish","type":"post","link":"https:\/\/cohort21.com\/thutton\/2013\/04\/24\/using-sketchnotes-in-the-classroom\/","title":{"rendered":"Using Sketchnotes in the Classroom"},"content":{"rendered":"<p>Sketchnoting is a note taking process that focuses on capturing &#8220;big ideas&#8221; rather than getting every single remark a speaker makes down on the page. Rather than bulleted point form notes, the note taker uses a common set of symbols and graphics to represent key take aways from a lecture or talk. The formal sketchnoting process was pioneered by Mike Rohde, as seen in this video:<\/p>\n<p><iframe loading=\"lazy\" title=\"Mike Rohde&#039;s Sketchnotes\" width=\"720\" height=\"405\" src=\"https:\/\/www.youtube.com\/embed\/6SKQsULasTg?feature=oembed\" frameborder=\"0\" allow=\"accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share\" referrerpolicy=\"strict-origin-when-cross-origin\" allowfullscreen><\/iframe><\/p>\n<p>In some of our cohort face-to-face meetings we have talked about whether students need to master large amounts of content because it is so easily searchable via the web. Adapting a sketchnoting, or some similar process for note taking, in my mind, combines the best of several worlds, in that students can learn to focus on relationships, themes, connections, and big ideas, becoming deeper and more analytical thinkers. A sketchnote functions much as a mind map\u00a0 might. The technology is not sophisticated. My starter set is on the right.<\/p>\n<p>I am a terrible artist, so I am approaching this with a bit of hesitation. My sketches might not be too great, but the handbook provides a lot of advice on how to quickly translate ideas into sketches. As an alternative form of note taking for students who struggle with typical note taking, whether on a computer or by hand, it might have some use.<\/p>\n<p><a href=\"https:\/\/cohort21.com\/thutton\/files\/2013\/04\/DSC_0325.jpg\"><img loading=\"lazy\" decoding=\"async\" class=\"alignright  wp-image-83\" alt=\"DSC_0325\" src=\"https:\/\/cohort21.com\/thutton\/files\/2013\/04\/DSC_0325.jpg\" width=\"334\" height=\"221\" srcset=\"https:\/\/cohort21.com\/thutton\/files\/2013\/04\/DSC_0325.jpg 4288w, https:\/\/cohort21.com\/thutton\/files\/2013\/04\/DSC_0325-300x199.jpg 300w, https:\/\/cohort21.com\/thutton\/files\/2013\/04\/DSC_0325-1024x680.jpg 1024w, https:\/\/cohort21.com\/thutton\/files\/2013\/04\/DSC_0325-400x265.jpg 400w\" sizes=\"auto, (min-width: 960px) 75vw, 100vw\" \/><\/a><\/p>\n<p>Sketching as a skill has importance in the life sciences. One of my favourite books is <a href=\"http:\/\/books.google.ca\/books\/about\/Field_Notes_on_Science_and_Nature.html?id=aIcRqxwRHKIC\"><em>Field Notes On Science and Nature<\/em><\/a> (Harvard 2011). This delightful book presents persuasive evidence for the importance of sketching as a record keeping tool for scientists in the field.<\/p>\n<p>Probably the best known integration of sketching and technology is the <a href=\"http:\/\/www.thersa.org\/events\/rsaanimate\">RSA Animate<\/a> phenomenon. I am a big fan of the RSA-inspired videos made by Dr. Mike Evans, a doctor at St. Michael&#8217;s Hospital in Toronto and a professor at the University of Toronto&#8217;s Faculty of Medicine. Mike&#8217;s <a href=\"http:\/\/www.youtube.com\/watch?v=aUaInS6HIGo\">23 1\/2 Hours<\/a> video went viral last year. Here is a more recent video on treating acne:<\/p>\n<p><iframe loading=\"lazy\" title=\"What is the Best Way to Treat Acne?\" width=\"720\" height=\"405\" src=\"https:\/\/www.youtube.com\/embed\/C5Co4czoo5s?feature=oembed\" frameborder=\"0\" allow=\"accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share\" referrerpolicy=\"strict-origin-when-cross-origin\" allowfullscreen><\/iframe><\/p>\n<p>Here is a student project inspired by this technique (with a bit of <a href=\"http:\/\/www.commoncraft.com\/\">Common Craft<\/a> thrown in):<\/p>\n<p><iframe loading=\"lazy\" title=\"Adam Smith vs. Karl Marx - The Industrial Revolution Philosophers\" width=\"720\" height=\"405\" src=\"https:\/\/www.youtube.com\/embed\/E4YlOyugato?feature=oembed\" frameborder=\"0\" allow=\"accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share\" referrerpolicy=\"strict-origin-when-cross-origin\" allowfullscreen><\/iframe><\/p>\n<p>Please let me know if you think these techniques might work in your classroom.<\/p>\n<p>&nbsp;<\/p>\n","protected":false},"excerpt":{"rendered":"<p>Sketchnoting is a note taking process that focuses on capturing &#8220;big ideas&#8221; rather than getting every single remark a speaker makes down on the page. Rather than bulleted point form notes, the note taker uses a common set of symbols and graphics to represent key take aways from a lecture or talk. The formal sketchnoting &hellip; <a href=\"https:\/\/cohort21.com\/thutton\/2013\/04\/24\/using-sketchnotes-in-the-classroom\/\" class=\"more-link\">Continue reading<span class=\"screen-reader-text\"> &#8220;Using Sketchnotes in the Classroom&#8221;<\/span><\/a><\/p>\n","protected":false},"author":18,"featured_media":0,"comment_status":"open","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"wds_primary_category":0,"footnotes":""},"categories":[17],"tags":[22,19,21,20,18],"class_list":["post-82","post","type-post","status-publish","format-standard","hentry","category-note-taking","tag-lectures","tag-note-taking-2","tag-science","tag-sketchnoting","tag-visualization"],"_links":{"self":[{"href":"https:\/\/cohort21.com\/thutton\/wp-json\/wp\/v2\/posts\/82","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/cohort21.com\/thutton\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/cohort21.com\/thutton\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/cohort21.com\/thutton\/wp-json\/wp\/v2\/users\/18"}],"replies":[{"embeddable":true,"href":"https:\/\/cohort21.com\/thutton\/wp-json\/wp\/v2\/comments?post=82"}],"version-history":[{"count":0,"href":"https:\/\/cohort21.com\/thutton\/wp-json\/wp\/v2\/posts\/82\/revisions"}],"wp:attachment":[{"href":"https:\/\/cohort21.com\/thutton\/wp-json\/wp\/v2\/media?parent=82"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/cohort21.com\/thutton\/wp-json\/wp\/v2\/categories?post=82"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/cohort21.com\/thutton\/wp-json\/wp\/v2\/tags?post=82"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}