Note-Taking Technologies - Revision history

Koedinger: /* Background/Significance */

2007-04-14T23:49:22Z

Background/Significance

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	It is useful to cast the two above hypotheses in PSLC terms. The attention hypothesis can be restated with regards to the [[focusing]] aspect of [[Refinement and Fluency]]. Note-taking thus facilitates learning when it requires students to focus on the critical [[knowledge components]] of the learning material. The generation hypothesis can be restated with regards to the [[Coordinative Learning]] cluster. Note-taking facilitates learning when it requires students to coordinate multiple versions of the same learning material.		It is useful to cast the two above hypotheses in PSLC terms. The attention hypothesis can be restated with regards to the [[focusing]] aspect of [[Refinement and Fluency]]. Note-taking thus facilitates learning when it requires students to focus on the critical [[knowledge components]] of the learning material. The generation hypothesis can be restated with regards to the [[Coordinative Learning]] cluster. Note-taking facilitates learning when it requires students to coordinate multiple versions of the same learning material.

	Our [[Note-Taking:_Restriction_and_Selection\|preliminary results]] indicate some support for the focusing hypothesis. We found that when students use copy-paste functionality, they performed worse on items that they recorded in a wordy fashion than they did on items they recorded more efficiently. The wordiness may be an indication of students' [[focusing\|focus]], showing a lack of attention to the critical components of the ideas. In addition, copy-paste functionality increased the number of items students recorded when compared to note-taking via typing. This may be an indication of decreased attention to key ideas.		Our [[Note-Taking:_Restriction_and_Selection\|preliminary results]] indicate some support for the [[focusing]] hypothesis. We found that when students use copy-paste functionality, they performed worse on items that they recorded in a wordy fashion than they did on items they recorded more efficiently. The wordiness may be an indication of students' [[focusing\|focus]], showing a lack of attention to the critical components of the ideas. In addition, copy-paste functionality increased the number of items students recorded when compared to note-taking via typing. This may be an indication of decreased attention to key ideas.

	Technology offers a valuable comparison by which to evaluate the coordination hypothesis. While copy-paste note-taking involves the creation of a secondary notepad, which is available at all times, highlighting does not involve a notepad. Coordinating the information in the notepad with the information in the window may promote learning, much as seen in Wiley's work (Wiley, 2001).		Technology offers a valuable comparison by which to evaluate the coordination hypothesis. While copy-paste note-taking involves the creation of a secondary notepad, which is available at all times, highlighting does not involve a notepad. Coordinating the information in the notepad with the information in the window may promote learning, much as seen in Wiley's work (Wiley, 2001).

Koedinger: /* Descendents */

2007-04-14T23:48:07Z

Descendents

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	*[[Note-Taking: Coordination]]: Evaluates the hypothesis that positive note-taking involves coordinating the notepad with the learning materials by comparing performance using copy-paste with performance using highlighting.		*[[Note-Taking: Coordination]]: Evaluates the hypothesis that positive note-taking involves coordinating the notepad with the learning materials by comparing performance using copy-paste with performance using highlighting.
	*[[Note-Taking: Focusing On Concepts]]: Evaluates the hypothesis that positive note-taking involves attention to what is being recorded by comparing unrestricted copy-paste with a restricted copy-paste.		*[[Note-Taking: Focusing On Concepts]]: Evaluates the hypothesis that positive note-taking involves attention to what is being recorded by comparing unrestricted copy-paste with a restricted copy-paste.
	*[[Note-Taking: Focusing On Quantity]]: Evaluates the hypothesis that positive note-taking involves focusing on key concepts by comparing a tool that allows students to record as many ideas as they desire with a tool that limits the number of notes students can record.		*[[Note-Taking: Focusing On Quantity]]: Evaluates the hypothesis that positive note-taking involves [[focusing]] on key concepts by comparing a tool that allows students to record as many ideas as they desire with a tool that limits the number of notes students can record.

	== Further Information ==		== Further Information ==

Abauer at 18:08, 13 April 2007

2007-04-13T18:08:00Z

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	# Bauer, A., Koedinger, K. Pasting and Encoding: Note-taking in Online Courses. IEEE International Conference on Advanced Learning Technologies (ICALT 2006), 5-7 July, Kerkrade, Netherlands.		# Bauer, A., Koedinger, K. Pasting and Encoding: Note-taking in Online Courses. IEEE International Conference on Advanced Learning Technologies (ICALT 2006), 5-7 July, Kerkrade, Netherlands.

	# Bauer, A., Koedinger. K.R., Selection-Based Note-Taking Applications, ACM Symposium on Human Factors in Computing Systems 2007, ~~in submission~~		# Bauer, A., Koedinger. K.R., Selection-Based Note-Taking Applications, ACM Symposium on Human Factors in Computing Systems 2007, accepted for publication

Abauer: /* Independent Variables */

2007-03-30T00:01:04Z

Independent Variables

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 [[image:NT-TextEditor.gif]]
-''This is the basic note-taking text-editor. Built in javascript, the editor occupies the lower third of the screen, while the learning materials occupy the top of the screen. The functionality of the various manipulations is described below.
+''This is the basic note-taking text-editor. Built in javascript, the editor occupies the lower third of the screen, while the learning materials occupy the top of the screen. The functionality of the various manipulations is described on the individual study pages.
 == Hypotheses ==

Abauer: /* Dependent Variables */

2007-03-30T00:00:31Z

Dependent Variables

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	== Dependent Variables ==		== Dependent Variables ==
	Described on individual study pages. [[~~Robust measures]] include [[long~~-term retention]].		Described on individual study pages. [[Long-term retention]] measures are included in all but the initial study.
	~~'''Motivation/Interest'''~~

	~~''Experience:'' After taking the final test, students~~ are ~~given a survey which solicits their reaction to~~ the ~~tool they used. They are asked to identify their most and least favorite features of the tools, and how they believe the tool affected their note-taking behavior~~.

	== Independent Variables ==		== Independent Variables ==

Abauer: /* Dependent Variables */

2007-03-30T00:00:04Z

Dependent Variables

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 == Dependent Variables ==
+Described on individual study pages. [[Robust measures]] include [[long-term retention]].
 '''Motivation/Interest'''

Abauer: /* Descendents */

2007-03-29T23:54:43Z

Descendents

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	== Descendents ==		== Descendents ==
	'''Completed Experiments'''		'''Completed Experiments'''
			*[[Note-Taking: Copy Paste]]: compares Paste and Type with Typing-Only and Pencil-and-Paper
	*[[Note-Taking: Restriction and Selection]]: compares Typing, Paste-Only, Restricted-Paste, and Selection		*[[Note-Taking: Restriction and Selection]]: compares Typing, Paste-Only, Restricted-Paste, and Selection
	'''Planned Experiments'''		'''Planned Experiments'''

Abauer: /* Findings */

2007-03-29T23:40:46Z

Findings

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	== Findings ==		== Findings ==
	* Copy-Paste vs. Typing		* Copy-Paste vs. Typing
	** Copy-paste, when combined with Typing functionality, appears to result in reduced long-term retention than Typing alone.		** [[Note-Taking:_Copy_Paste\|Copy-paste, when combined with Typing functionality, appears to result in reduced long-term retention than Typing alone. ]]
	** [[Note-Taking:_Restriction_and_Selection\|Copy-paste, when alone, appears to result in more efficient learning than typing alone. Students learn the same amount in less time.]]		** [[Note-Taking:_Restriction_and_Selection\|Copy-paste, when alone, appears to result in more efficient learning than typing alone. Students learn the same amount in less time.]]
	** Given both copy-paste and typing functionality, students' will tend to paste ideas more often then they type ideas.		** [[Note-Taking:_Copy_Paste\|Given both copy-paste and typing functionality, students' will tend to paste ideas more often then they type ideas.]]
	* [[Note-Taking:_Restriction_and_Selection\|When students record wordy ideas using copy-paste functionality, they perform worse on learning outcomes than when they record ideas using fewer words.]]		* [[Note-Taking:_Restriction_and_Selection\|When students record wordy ideas using copy-paste functionality, they perform worse on learning outcomes than when they record ideas using fewer words.]]
	* [[Note-Taking:_Restriction_and_Selection\|Students have a certain resistance to novel interaction techniques that makes it difficult to create interventions to evaluate note-taking hypothesis. This indicates the need for careful design of interventions.]]		* [[Note-Taking:_Restriction_and_Selection\|Students have a certain resistance to novel interaction techniques that makes it difficult to create interventions to evaluate note-taking hypothesis. This indicates the need for careful design of interventions.]]

Koedinger: /* Hypotheses */

2007-03-29T18:33:45Z

Hypotheses

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	1. ''Attention/Fluency-[[Refinement]]:'' Note-taking benefits students when it requires them to focus on the critical components of the ideas they are recording. Restricting the amount of material students can select in any individual selection behavior will increase the attention paid to critical features of the learning material. This will result in improved retention compared to unrestricted selection.		1. ''Attention/Fluency-[[Refinement]]:'' Note-taking benefits students when it requires them to focus on the critical components of the ideas they are recording. Restricting the amount of material students can select in any individual selection behavior will increase the attention paid to critical features of the learning material. This will result in improved retention compared to unrestricted selection.

	2. ''Coordinative Learning/Additional Representation:'' Note-taking benefits students because it allows them to simultaneously coordinate two representations of the same material, the fixed one created by the content author, and their own set of notes.		2. ''Coordinative Learning/Additional Representation:'' Note-taking benefits students because it allows them to simultaneously [[coordinate]] two representations of the same material, the fixed one created by the content author, and their own set of notes.

	== Findings ==		== Findings ==

Koedinger: /* Explanation */

2007-03-29T18:31:39Z

Explanation

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	== Explanation ==		== Explanation ==
	See individual experiment pages		See individual experiment pages listed below in the Descendents section.

	== Descendents ==		== Descendents ==