https://www.youtube.com/watch?v=fxfTVdohSwA

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.

Link to:

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.

Cross reference: https://web.hypothes.is/event/social-learning-summit-spotlight-on-social-reading-social-annotation/

How can we better center and model these educational practices in our pedagogies?

Within the P.A.R.A. framework it's helpful if you know what your note capture is meant for, but it's wholly against a lot of note taking for things which may simply spark joy. This may be helpful for the work-a-day productivity person, but is painfully out of sync with keeping notes as a means of generating new ideas. Many of these sorts of notes will be hidden away in an archive and thus broadly unusable in the long run.

Sorting ideas into folders is still an older classical way of thinking instead of linking an idea to related things that make it imminently more usable. Cross linked ideas seem wholly more interesting, vibrant and more useable to me.

Does the system really do each of these? Writing things down for our future selves is the thing that makes ideas concrete, not the system itself. Most notebooks don't reveal new associations, we actively have to do that ourselves via memory or through active search and linking within the system itself. The system may help, but it doesn't automatically create associations nor reveal them. By keeping our ideas in one place they do incubate to some extent, but isn't the real incubation taking place in a diffuse way in our minds to come out later?

For deep understanding the elaboration method may be the best tool, but may not be the best choice for learning isolated encyclopedic facts.

By learning isolated facts do they really mean memorizing here? In which case, perhaps using mnemotechniques is the best way to create synthetic associative links by which to tie one's knowledge into their other mental frameworks of knowledge. If thought about this way one is really elaborating their knowledge in a synthetic manner instead of more naturally. Either way, you're doing some form of elaborating as a means of assuming the knowledge. Both forms are work, though slightly different.