Imagine having as an assignment: "Summarize this article", "Which evergreen notes would you extract", "How would you connect these ideas". Of course will always be artificial, but would lead to great discussions and leveling up.
Conversation
This could be very hands-on (feedback from expert), socially distributed (scaffolded peer-feedback), asynchronous (worked examples, first try yourself then see example of good and bad note), and using AI/NLP to give you automated feedback.
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It‘s gonna be a shared Roam for each cohort and a forum to discuss. Collecting the exercise syllabus right now.
But Shhhhhh 🤫 Gotta work on my papers first
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Would love to discuss, have lot's of ideas around this.
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Took a bunch of notes while listening to a podcast with Andy Matuschak and Erik Torenberg recently
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Hi, . Have you done any thinking about explicit (or implicit) teaching of note taking strategies or knowledge work? See my notes in the thread ^^
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Yes. But I concluded that the underlying ideas are too nascent, and that I want to develop them much more before spending time spreading them.
May run workshops/classes in the meantime, but the point will be to help me understand, not to teach.
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To put it another way: I’ll want to work on spreading a given computer-supported thinking idea once I feel it's clearly enabled important work on the margin. Before then, feels too navel-gaze-y / “lifehacker”-y. Better to focus on honing and testing the ideas themselves.
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I’m extremely concerned about falling into this trap:
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On the one hand I agree - you want teachers teaching from the right context. But on the other hand, this feels very close to the sentiment of „those who can‘t do, teach“. Do I need to take math lessons from a Nobel Prize Winner for the lesson to be legit?
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My concern is similar but slightly different. Not just: "I don't understand these ideas enough" but "*no one* understands these ideas enough" (to enable transformative impact)—i.e. there is no "Nobel-level" teacher, only high school math teachers (and people fooling themselves).
And to add: shouldn’t we also accept that note-taking is so personal and contextual past the professional/disciplinary context that it is not about “note-taking” but external thinking - and therefore infinitely variable?
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I don’t teach my students how to take-notes, I am to instruct/demonstrate thinking and sense-making.