https://www.reddit.com/r/Zettelkasten/comments/1amt6ir/seeking_inspiration_for_a_university_course_on/

u/enabeh and u/Busy-Feeling-1413 interested in zettelkasten pedagogy

https://www.amazon.com/Antiracist-Deck-Meaningful-Conversations-Justice/dp/0593234847

Kendi, Ibram X. The Antiracist Deck: 100 Meaningful Conversations on Power, Equity, and Justice. One World, 2022.

A zettelkasten for creating conversations (randomly) around power, equity, and justice.

I'd listened to this whole episode sometime since 2022-04-05, but didn't put it in my notes.

Mark Robertson delineates how he actively models the use of his note taking practice (using Roam Research) while teaching/lecturing in the classroom. This sort of modeling can be useful for showing students how academics read, gather, and actively use their knowledge. It does miss the portion about using the knowledge to create papers, articles, books, etc., but the use of this mode of reading and notes within a discussion setting isn't terribly different.

Use of the system for conversation/discussion with the authors of various texts as you read, with your (past) self as you consult your own notes, or your students in classroom lectures/discussion sections is close to creating your own discussion for new audiences (by way of the work your write yourself.)

https://www.buzzsprout.com/1194506/4875515-mark-robertson-history-socratic-dialogue-live-roaming.mp3

Zettelkasten Lesson Plan Intro

Not much here beyond his longer article, though it does have a sample format for zettel which can be useful for those starting out.

Santalucia, Nick. “The Zettelkasten in the Secondary Classroom.” Blog, July 6, 2021. https://www.nicksantalucia.com/blog/the-zettelkasten-in-the-secondary-classroom-k12.

reply to u/enabeh at https://www.reddit.com/r/Zettelkasten/comments/13s6dsg/comment/jluovm9/?utm_source=reddit&utm_medium=web2x&context=3

If you're curious, I've been collecting examples of teachers/professors who used their zettelkasten for teaching: https://hypothes.is/users/chrisaldrich?q=tag%3A%27card+index+for+teaching%27 Examples include Mario Bunge, Frederic L. Paxson, Gotthard Deutsch, Roland Barthes, and Joachim Jungius. In more recent contexts, I've seen Dan Allosso (aka u/danallosso), Mark Robertson (aka calhistorian u/calhistorian), and Sean Graham (https://electricarchaeology.ca/) using zettelkasten or linked notes using Obsidian, Roam, etc. for teaching. Perhaps we should get the group together to trade stories? Ping me with an email if you're interested.

Has your prior system not been working for you? What do you want to gain from making the change? What list are you looking at that you don't see a category? Isn't the category "writing", "fiction writing", "nonfiction writing", etc.?

This sounds somewhat similar to Mark Robertson's method of "live Roaming" (using Roam Research during his history classes) as a teaching tool on top of other prior methods.

link to: Roland Barthes' card collection for teaching: https://hypothes.is/a/wELPGLhaEeywRnsyCfVmXQ

machine translation (Google):

His estate includes i.a. Notes on all important natural-philosophical questions of his time and correspondence with his students who stayed at the various universities in Protestant Germany and the Netherlands. He wrote excerpts from literature, observation notes, lecture preparations and other things on small pieces of paper, of which almost 42,000 are still preserved in the Stabi today.

Die Staats- und Universitätsbibliothek Hamburg Carl von Ossietzky (Stabi) houses the almost 42,000 slips of paper from Joachim Jungius' lifetime collection of notes which include excerpts from his reading, observational notes, his lecture preparations, and other miscellaneous notes.

An example of a ticker file in the vein of getting things done (GTD) documented using index cards and a card file from 1917. Sounds very familiar to the Pile of Index Cards (PoIC) from the early 2000s.

Sutherland, Lois Gilbert. “The English Teacher’s Card File.” The English Journal 6, no. 2 (1917): 111–12. https://doi.org/10.2307/801508.

Lois Gilbert Sutherland suggests using a card index system for multiple uses in the classroom including notes, administration, and general productivity.

There are so many parallels from this to how people are using platforms like Obsidian, Roam Research, and Notion in 2022.

Max Raisin indicated that Gotthard Deutsch read several events with dates out of a little notebook during lectures. Was this really a notebook or possibly a small stack/deck of index cards? The could certainly be easily mistaken....

Check these references

From his bibliography, it appears that Deutsch was a prolific writer and teacher, so how will Lustig (or others he mentions) make the case that his card index was useless "chips from his workshop"? Certainly he used them in writing his books, articles, and newspaper articles? He also was listed as a significant contributor to an encyclopedia as well.

It'd be interesting to look at the record to see if he taught with them the way Roland Barthes was known to have done.

Dwyer, Edward J. “File Card Efficiency.” Journal of Reading 26, no. 2 (1982): 171–171.

Ease of use in writing and grading with short assignments by using 4 x 6" index cards in classrooms.

This sounds like some of the articles from 1912 and 1917 about efficiency of card indexes for teaching.

I'm reminded of some programmed learning texts that were card-based (or really strip-based since they were published in book form) in the 1960s and 1970s. Thse books had small strips with lessons or questions on the front with the answers on the reverse. One would read in strips through the book from front to back and then start the book all over again on page one on the second row of strips and so on.

Rotzel, Grace. “Card File.” The English Journal 6, no. 10 (December 1917): 691–691. https://doi.org/10.2307/801092.

Follow up note to prior article indicating some sorter term benefits of filing student work and taking notes on it for helping to create improvement over time.

https://doi.org/10.2307/801508

See also: https://hypothes.is/users/chrisaldrich?q=url%3Aurn%3Ax-pdf%3A991b743f2525d208ec93184fcfa93f08

Breitenbach, H. P. “The Card Index for Teachers.” The School Review 20, no. 4 (1912): 271–72.

Apparently in 1912, the card index was little known to teachers... this isn't the sort of use case I was expecting here...

The general gist of this short note is an encouraging one to suggest that instead of traditional grade books, which are still used heavily in 2022, teachers should use rolodex like cards for keeping attendance and notes on a student's progress.

Presumably this never caught on. While some elementary teachers still use older paper gradebooks, many others have transferred to digital LMS platforms.

<small><cite class='h-cite via'>ᔥ <span class='p-author h-card'>Michael Leddy</span> in Orange Crate Art: Writing and index cards (<time class='dt-published'>09/15/2022 10:38:15</time>)</cite></small>

Elaine Fine is Michael Leddy's wife.

In addition to using his card index for producing his published works, Barthes also used his note taking system for teaching as well. His final course on the topic of the Neutral, which he taught as a seminar at Collège de France, was contained in four bundles consisting of 800 cards which contained everything from notes, summaries, figures, and bibliographic entries.

Given this and the easy portability of index cards, should we instead of recommending notebooks, laptops, or systems like Cornell notes, recommend students take notes directly on their note cards and revise them from there? The physicality of the medium may also have other benefits in terms of touch, smell, use of colors on them, etc. for memory and easy regular use. They could also be used physically for spaced repetition relatively quickly.

Teachers using their index cards of notes physically in class or in discussions has the benefit of modeling the sort of note taking behaviors we might ask of our students. Imagine a classroom that has access to a teacher's public notes (electronic perhaps) which could be searched and cross linked by the students in real-time. This would also allow students to go beyond the immediate topic at hand, but see how that topic may dovetail with the teachers' other research work and interests. This also gives greater meaning to introductory coursework to allow students to see how it underpins other related and advanced intellectual endeavors and invites the student into those spaces as well. This sort of practice could bring to bear the full weight of the literacy space which we center in Western culture, for compare this with the primarily oral interactions that most teachers have with students. It's only in a small subset of suggested or required readings that students can use for leveraging the knowledge of their teachers while all the remainder of the interactions focus on conversation with the instructor and questions that they might put to them. With access to a teacher's card index, they would have so much more as they might also query that separately without making demands of time and attention to their professors. Even if answers aren't immediately forthcoming from the file, then there might at least be bibliographic entries that could be useful.

I recently had the experience of asking a colleague for some basic references about the history and culture of the ancient Near East. Knowing that he had some significant expertise in the space, it would have been easier to query his proverbial card index for the lived experience and references than to bother him with the burden of doing work to pull them up.

What sorts of digital systems could help to center these practices? Hypothes.is quickly comes to mind, though many teachers and even students will prefer to keep their notes private and not public where they're searchable.

Another potential pathway here are systems like FedWiki or anagora.org which provide shared and interlinked note spaces. Have any educators attempted to use these for coursework? The closest I've seen recently are public groups using shared Roam Research or Obsidian-based collections for book clubs.