- Jun 2022
Christine Moskell talks about a professor's final exam design prompting students to go back to annotations and add new commentary (or links to other related knowledge) that they've gained during the length of a course.
This is very similar to the sort of sensemaking and interlinking of information that Sönke Ahrens outlines in his book How to Take Smart Notes though his broader note taking thesis goes a few additional steps for more broadly synthesizing ideas into longer papers, articles, theses, and books.
Dr. Moskell also outlined a similar tactic at the [[Hypothesis Social Learning Summit - Spotlight on Social Reading & Social Annotation]] earlier today, though that video may not be accessible for a bit.
How can we better center and model these educational practices in our pedagogies?