'Very urgent, very difficult and quite possible': changing students' attitudes to notemaking by encouraging user generated content

This paper explores the role that notemaking strategies can play as part of an emancipatory pedagogy designed to empower students. We will argue that being taught active notemaking is fundamental in enabling students to use information with confidence and thus that notemaking allows students to gain...

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Autores principales:	Tom Burns, Sandra Frances Sinfield, Debbie Holley, Kate Hoskins
Formato:	article
Lenguaje:	EN
Publicado:	Association for Learning Development in Higher Education (ALDinHE) 2010
Materias:	Plagiarism User Generated Learning Mobile Learning Learning Design Theory and practice of education LB5-3640
Acceso en línea:	https://doaj.org/article/a4e196fa0c70444bbbfaa1cf8a789c47
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id	oai:doaj.org-article:a4e196fa0c70444bbbfaa1cf8a789c47
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spelling	oai:doaj.org-article:a4e196fa0c70444bbbfaa1cf8a789c472021-11-29T14:04:24Z'Very urgent, very difficult and quite possible': changing students' attitudes to notemaking by encouraging user generated content10.47408/jldhe.v0i2.481759-667Xhttps://doaj.org/article/a4e196fa0c70444bbbfaa1cf8a789c472010-03-01T00:00:00Zhttps://repl.gianfj.com/index.php/jldhe/article/view/48https://doaj.org/toc/1759-667XThis paper explores the role that notemaking strategies can play as part of an emancipatory pedagogy designed to empower students. We will argue that being taught active notemaking is fundamental in enabling students to use information with confidence and thus that notemaking allows students to gain a voice (Bowl, 2005; Burns et al., 2006) within their own education. Rather than taking a psychological approach to notemaking, we suggest that notemaking allows students to take ownership of ideas and concepts in powerful ways (Gibbs, 1994 cited Burns and Sinfield, 2004), ways that reinforce understanding and build knowledge. These processes and practices can essentially help students to learn what they want to learn - and, pragmatically, to write essays that are adequately researched and correctly referenced (Burns and Sinfield, 2004). The final focus will be on the collaborative development of NoteMaker, a Reusable Learning Object (RLO) designed for use across the university and across the sector. Tom BurnsSandra Frances SinfieldDebbie HolleyKate HoskinsAssociation for Learning Development in Higher Education (ALDinHE)articlePlagiarismUser Generated LearningMobile LearningLearning DesignTheory and practice of educationLB5-3640ENJournal of Learning Development in Higher Education, Iss 2 (2010)
institution	DOAJ
collection	DOAJ
language	EN
topic	Plagiarism User Generated Learning Mobile Learning Learning Design Theory and practice of education LB5-3640
spellingShingle	Plagiarism User Generated Learning Mobile Learning Learning Design Theory and practice of education LB5-3640 Tom Burns Sandra Frances Sinfield Debbie Holley Kate Hoskins 'Very urgent, very difficult and quite possible': changing students' attitudes to notemaking by encouraging user generated content
description	This paper explores the role that notemaking strategies can play as part of an emancipatory pedagogy designed to empower students. We will argue that being taught active notemaking is fundamental in enabling students to use information with confidence and thus that notemaking allows students to gain a voice (Bowl, 2005; Burns et al., 2006) within their own education. Rather than taking a psychological approach to notemaking, we suggest that notemaking allows students to take ownership of ideas and concepts in powerful ways (Gibbs, 1994 cited Burns and Sinfield, 2004), ways that reinforce understanding and build knowledge. These processes and practices can essentially help students to learn what they want to learn - and, pragmatically, to write essays that are adequately researched and correctly referenced (Burns and Sinfield, 2004). The final focus will be on the collaborative development of NoteMaker, a Reusable Learning Object (RLO) designed for use across the university and across the sector.
format	article
author	Tom Burns Sandra Frances Sinfield Debbie Holley Kate Hoskins
author_facet	Tom Burns Sandra Frances Sinfield Debbie Holley Kate Hoskins
author_sort	Tom Burns
title	'Very urgent, very difficult and quite possible': changing students' attitudes to notemaking by encouraging user generated content
title_short	'Very urgent, very difficult and quite possible': changing students' attitudes to notemaking by encouraging user generated content
title_full	'Very urgent, very difficult and quite possible': changing students' attitudes to notemaking by encouraging user generated content
title_fullStr	'Very urgent, very difficult and quite possible': changing students' attitudes to notemaking by encouraging user generated content
title_full_unstemmed	'Very urgent, very difficult and quite possible': changing students' attitudes to notemaking by encouraging user generated content
title_sort	'very urgent, very difficult and quite possible': changing students' attitudes to notemaking by encouraging user generated content
publisher	Association for Learning Development in Higher Education (ALDinHE)
publishDate	2010
url	https://doaj.org/article/a4e196fa0c70444bbbfaa1cf8a789c47
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'Very urgent, very difficult and quite possible': changing students' attitudes to notemaking by encouraging user generated content

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