This document provides strategies and tips for effective note-taking for university students. It discusses different note-taking methods such as the Cornell method, outline method, mind maps, and T-notes that are suited for different types of courses. It also provides tips for effectively using and reviewing notes through the 5R method of record, reduce, recite, reflect, and review. Lastly, it discusses using technology and online resources to support note-taking.
The document describes the Cornell Note Taking Method, which involves partitioning a page into three sections - a narrow left column, a wide right column, and a summary section at the bottom. Notes from class or readings are written in the right column. Key topics, questions, and concepts are written in the left column. After class, a summary of the notes is written in the bottom section. This note taking method encourages active learning through questioning and reviewing notes.
The Cornell Note taking method involves organizing notes on a page with sections for the date, main topics and key points in the left column, notes from the material in the center column, and a summary of the main ideas and points in the bottom right section. To use it, a large "I" shape is drawn on the page and the various sections are written in the appropriate areas. The notes are reviewed by reading the right column and focusing on the key ideas in the left column for studying.
This document provides tips and guidelines for taking Cornell notes. It explains that Cornell notes involve taking notes in the large right column with questions, key terms, diagrams, etc. in the left column. A summary should be written at the bottom of the last page. Guidelines are provided for what information goes in each column and examples are given. Tips for active reading, textbook organization, and identifying important points from text style are also outlined.
Cornell Notes is a note-taking system that helps students organize and retain information. It involves writing notes in the right column and questions, cues, and summaries in the left column. The bottom of each page includes a 3-4 sentence summary of the main ideas from the notes. This system stimulates critical thinking and helps students study by recalling information when reviewing their notes.
Cornell Notes is a note-taking system that helps students organize and retain information. It involves writing notes in the right column and questions, cues, and summaries in the left column. This structure stimulates critical thinking as students review their notes. Taking notes helps students remember class material and prepare for tests. Cornell Notes can also be used collaboratively as students discuss questions and fill in each other's notes.
Cornell Notes is a note-taking system that helps students organize and retain information. It involves writing notes in the right column and questions, cues, and summaries in the left column. This structure stimulates critical thinking as students review their notes. Taking thorough notes and reviewing them regularly aids memory and allows students to learn from each other. The Cornell Notes method was developed at Cornell University to improve student test scores and can be adapted for different learning styles and subjects.
The document provides an overview of the Cornell Notes note-taking method, including its history, structure, and benefits. Cornell Notes involve writing notes in the right column and questions/key terms in the left column. Students are instructed to add a 3-4 sentence summary at the bottom to reinforce learning. Tips are provided for taking effective notes from texts, lectures, and discussions.
Cornell Notes is a note-taking system that helps students organize and retain information. It involves writing notes in the right column and questions, cues, and summaries in the left column. This structure stimulates critical thinking as students review their notes. Taking thorough notes and reviewing them regularly aids memory and prepares students for assignments and exams.
The document describes the Cornell Note Taking Method, which involves partitioning a page into three sections - a narrow left column, a wide right column, and a summary section at the bottom. Notes from class or readings are written in the right column. Key topics, questions, and concepts are written in the left column. After class, a summary of the notes is written in the bottom section. This note taking method encourages active learning through questioning and reviewing notes.
The Cornell Note taking method involves organizing notes on a page with sections for the date, main topics and key points in the left column, notes from the material in the center column, and a summary of the main ideas and points in the bottom right section. To use it, a large "I" shape is drawn on the page and the various sections are written in the appropriate areas. The notes are reviewed by reading the right column and focusing on the key ideas in the left column for studying.
This document provides tips and guidelines for taking Cornell notes. It explains that Cornell notes involve taking notes in the large right column with questions, key terms, diagrams, etc. in the left column. A summary should be written at the bottom of the last page. Guidelines are provided for what information goes in each column and examples are given. Tips for active reading, textbook organization, and identifying important points from text style are also outlined.
Cornell Notes is a note-taking system that helps students organize and retain information. It involves writing notes in the right column and questions, cues, and summaries in the left column. The bottom of each page includes a 3-4 sentence summary of the main ideas from the notes. This system stimulates critical thinking and helps students study by recalling information when reviewing their notes.
Cornell Notes is a note-taking system that helps students organize and retain information. It involves writing notes in the right column and questions, cues, and summaries in the left column. This structure stimulates critical thinking as students review their notes. Taking notes helps students remember class material and prepare for tests. Cornell Notes can also be used collaboratively as students discuss questions and fill in each other's notes.
Cornell Notes is a note-taking system that helps students organize and retain information. It involves writing notes in the right column and questions, cues, and summaries in the left column. This structure stimulates critical thinking as students review their notes. Taking thorough notes and reviewing them regularly aids memory and allows students to learn from each other. The Cornell Notes method was developed at Cornell University to improve student test scores and can be adapted for different learning styles and subjects.
The document provides an overview of the Cornell Notes note-taking method, including its history, structure, and benefits. Cornell Notes involve writing notes in the right column and questions/key terms in the left column. Students are instructed to add a 3-4 sentence summary at the bottom to reinforce learning. Tips are provided for taking effective notes from texts, lectures, and discussions.
Cornell Notes is a note-taking system that helps students organize and retain information. It involves writing notes in the right column and questions, cues, and summaries in the left column. This structure stimulates critical thinking as students review their notes. Taking thorough notes and reviewing them regularly aids memory and prepares students for assignments and exams.
The document provides an overview of the Cornell Notes note-taking system. It describes how Cornell Notes are organized into five distinct sections - including notes, questions, and a summary - and recommends best practices for each section. The benefits of taking organized notes using the Cornell System are highlighted, such as remembering 90-100% of material indefinitely compared to only remembering 60% without taking notes.
The document provides tips for effective note-taking. It recommends preparing for lectures by reviewing previous notes and readings. During lectures, students should write down main ideas and facts while leaving space for additions. After lectures, students should fill in gaps, clarify unclear parts, and review notes within 24 hours. The Cornell note-taking system uses a two-column format where key points are written in the left column and notes are taken in the right column to aid review. Regular review of notes is important for effective studying.
The document provides guidance on how to take effective Cornell notes, including pre-reading to understand the structure and key points, taking notes in the structured Cornell format with questions on the left and notes on the right, and finishing each set of notes with a 3-4 sentence summary. Following these Cornell note taking steps can help students organize lecture information, review and study materials effectively, and improve retention of the content.
Cornell note taking is a system for organizing class notes that involves dividing a page into three sections - a narrow column on the left for questions and key terms, a wider column on the right for notes, and a summary section at the bottom. The presentation provides instruction on how to use the Cornell note taking system, including taking notes during class, adding questions to the left column after class, and writing a summary of the lesson. Benefits of the Cornell method include organizing information for easier studying and review.
The document introduces the Cornell Notes note-taking strategy. Cornell Notes involves dividing a page vertically with notes taken on the right side and key points and questions summarized on the left. This strategy helps with organizing notes, identifying important concepts, and scanning notes efficiently when studying. The steps of the Cornell Notes method are to record notes during class, revise the notes by summarizing and labeling the left column, recite from the notes to study, reflect on the material, and regularly review past notes. Following this note-taking strategy is said to improve study skills and grades.
This document discusses different note taking strategies and methods. It outlines the pros and cons of various approaches like linear notes, mind mapping, Cornell method and outlining. Mind mapping is emphasized as it uses both sides of the brain and allows information to be condensed in a very visual way. The document provides tips for effective note taking in lectures and from readings. It encourages actively listening and reviewing material to aid comprehension.
The document provides guidance on exam preparation and revision strategies. It discusses:
1) Understanding command words and how answers are marked using point and level marking.
2) Common mistakes to avoid such as misreading scales or not including required details.
3) Characteristics of good answers such as answering all parts of the question and using case studies.
4) Different learning styles and revision strategies like mind maps, flashcards, and practice exams.
The document provides tips for students on how to take effective notes during lessons. It recommends focusing on writing down important information like main ideas, details, and vocabulary. Comparing notes with other students is suggested. Good notes are described as tidy, readable, and including the key points, rather than just copying what is on the board. Different note taking techniques like outlining, patterns and linear are described.
This document provides training for note takers assisting students through the Office of Academic Support. It reviews why note taking accommodations are provided according to US law, examples of students who may need notes, situations where notes are needed, and benefits to both students and note takers. Guidelines are given for note takers, including attending class regularly, having legible handwriting, labeling notes, and maintaining confidentiality. Strategies are suggested to improve note taking such as using different formats and noting important information from instructors.
This document discusses effective note-taking strategies for students. It recommends focusing notes on relevant analysis rather than details, and understanding how examples relate to the overall course. The Question-Justify-Conclude method is suggested for non-technical courses to force thinking about topics differently. For technical courses, the key is getting practice problems and annotating important steps. Several specific note-taking methods are outlined, including the Cornell method, outline method, mind mapping method, and T-method, along with their pros and cons.
The document discusses the importance of effective note-taking skills for academic success. It provides tips for taking notes during class, such as writing one idea per line and abbreviating words. The document also recommends strategies for reviewing and organizing notes after class, like rewriting notes, highlighting important information, and addressing questions. Finally, it describes three common note-taking methods: free-form, Cornell, and outline notes. The Cornell system involves dividing a page into columns for recording notes and key terms, with steps for reciting, reflecting on, and reviewing the material.
1) Cornell Notetaking is an effective note-taking system developed by Dr. Walter Pauk that involves dividing notes into questions on the left and notes on the right with a reflection section.
2) Taking organized notes and reviewing them helps students remember information indefinitely, while not taking notes results in forgetting 60% of information within two weeks.
3) The key aspects of Cornell Notetaking include labeling notes, writing questions as notes are taken, and reflecting on the material after class.
The Cornell note-taking method provides a systematic format for organizing notes without laborious recopying. Notes are written in the main section on the right while key details in the left margin are labeled with clues. During review, clues are read aloud and details underneath recalled before checking understanding. Dash outlining and concept mapping are also effective note-taking methods that emphasize visual organization and relationships between ideas.
This document discusses various note taking methods that can help students be effective in class. It provides details on the Cornell note taking method, outline method, mapping method, charting method, and sentence method. For each method, it outlines the advantages and disadvantages and when each method is best to use. It encourages students to try different methods to find what works best for their individual learning needs and instructs them to explore other topics in the effective student series, such as time management, study skills, and taking exams.
Cornell Notes help students organize class notes and information in a structured format. The large right column is for notes, while the left column is for questions, keywords, and summaries. After class, writing a 3-4 sentence summary across the bottom of the last page helps with recall and processing the material. Reviewing questions from the left column and covering up notes on the right can be used to quiz yourself when studying.
The document discusses the Cornell note-taking method and provides tips for using it effectively. It explains that Cornell notes stimulate critical thinking by having students take notes and generate questions. The history and layout of Cornell notes is described, including questions in the left column and notes in the right column with a summary at the bottom. Tips are provided for taking notes from lectures, texts, and discussions as well as studying with Cornell notes by quizzing oneself, writing, reviewing regularly, and studying in groups.
The document outlines a first day schedule for a new student at Westside High School, suggesting they be assigned to a house, visit the library or see the mascot, enjoy lunch, attend an assembly, join JROTC, work out, try out for baseball, or have practice for their favorite sport.
This document provides an overview of military ranks and how to recognize them through insignia. It begins with a brief history of how ranks developed and how insignia originated. It then defines the differences between rank, insignia, and pay grade. The bulk of the document describes the various ranks in more detail, including junior enlisted personnel, non-commissioned officers, warrant officers, and commissioned officers. For each it provides who holds that rank, typical job roles, and how to recognize their insignia. Resources for learning more about ranks and insignia are provided at the end.
Crunches can strain the back and fail to strengthen core muscles for spine stability and movement. A better approach is full-body circuit training including exercises like planks, side bridges, and ball exercises. Pilates is also recommended as it builds core strength for sports and reduces injury risks while potentially improving sex life and lowering prostate cancer risk.
The document provides an overview of the Cornell Notes note-taking system. It describes how Cornell Notes are organized into five distinct sections - including notes, questions, and a summary - and recommends best practices for each section. The benefits of taking organized notes using the Cornell System are highlighted, such as remembering 90-100% of material indefinitely compared to only remembering 60% without taking notes.
The document provides tips for effective note-taking. It recommends preparing for lectures by reviewing previous notes and readings. During lectures, students should write down main ideas and facts while leaving space for additions. After lectures, students should fill in gaps, clarify unclear parts, and review notes within 24 hours. The Cornell note-taking system uses a two-column format where key points are written in the left column and notes are taken in the right column to aid review. Regular review of notes is important for effective studying.
The document provides guidance on how to take effective Cornell notes, including pre-reading to understand the structure and key points, taking notes in the structured Cornell format with questions on the left and notes on the right, and finishing each set of notes with a 3-4 sentence summary. Following these Cornell note taking steps can help students organize lecture information, review and study materials effectively, and improve retention of the content.
Cornell note taking is a system for organizing class notes that involves dividing a page into three sections - a narrow column on the left for questions and key terms, a wider column on the right for notes, and a summary section at the bottom. The presentation provides instruction on how to use the Cornell note taking system, including taking notes during class, adding questions to the left column after class, and writing a summary of the lesson. Benefits of the Cornell method include organizing information for easier studying and review.
The document introduces the Cornell Notes note-taking strategy. Cornell Notes involves dividing a page vertically with notes taken on the right side and key points and questions summarized on the left. This strategy helps with organizing notes, identifying important concepts, and scanning notes efficiently when studying. The steps of the Cornell Notes method are to record notes during class, revise the notes by summarizing and labeling the left column, recite from the notes to study, reflect on the material, and regularly review past notes. Following this note-taking strategy is said to improve study skills and grades.
This document discusses different note taking strategies and methods. It outlines the pros and cons of various approaches like linear notes, mind mapping, Cornell method and outlining. Mind mapping is emphasized as it uses both sides of the brain and allows information to be condensed in a very visual way. The document provides tips for effective note taking in lectures and from readings. It encourages actively listening and reviewing material to aid comprehension.
The document provides guidance on exam preparation and revision strategies. It discusses:
1) Understanding command words and how answers are marked using point and level marking.
2) Common mistakes to avoid such as misreading scales or not including required details.
3) Characteristics of good answers such as answering all parts of the question and using case studies.
4) Different learning styles and revision strategies like mind maps, flashcards, and practice exams.
The document provides tips for students on how to take effective notes during lessons. It recommends focusing on writing down important information like main ideas, details, and vocabulary. Comparing notes with other students is suggested. Good notes are described as tidy, readable, and including the key points, rather than just copying what is on the board. Different note taking techniques like outlining, patterns and linear are described.
This document provides training for note takers assisting students through the Office of Academic Support. It reviews why note taking accommodations are provided according to US law, examples of students who may need notes, situations where notes are needed, and benefits to both students and note takers. Guidelines are given for note takers, including attending class regularly, having legible handwriting, labeling notes, and maintaining confidentiality. Strategies are suggested to improve note taking such as using different formats and noting important information from instructors.
This document discusses effective note-taking strategies for students. It recommends focusing notes on relevant analysis rather than details, and understanding how examples relate to the overall course. The Question-Justify-Conclude method is suggested for non-technical courses to force thinking about topics differently. For technical courses, the key is getting practice problems and annotating important steps. Several specific note-taking methods are outlined, including the Cornell method, outline method, mind mapping method, and T-method, along with their pros and cons.
The document discusses the importance of effective note-taking skills for academic success. It provides tips for taking notes during class, such as writing one idea per line and abbreviating words. The document also recommends strategies for reviewing and organizing notes after class, like rewriting notes, highlighting important information, and addressing questions. Finally, it describes three common note-taking methods: free-form, Cornell, and outline notes. The Cornell system involves dividing a page into columns for recording notes and key terms, with steps for reciting, reflecting on, and reviewing the material.
1) Cornell Notetaking is an effective note-taking system developed by Dr. Walter Pauk that involves dividing notes into questions on the left and notes on the right with a reflection section.
2) Taking organized notes and reviewing them helps students remember information indefinitely, while not taking notes results in forgetting 60% of information within two weeks.
3) The key aspects of Cornell Notetaking include labeling notes, writing questions as notes are taken, and reflecting on the material after class.
The Cornell note-taking method provides a systematic format for organizing notes without laborious recopying. Notes are written in the main section on the right while key details in the left margin are labeled with clues. During review, clues are read aloud and details underneath recalled before checking understanding. Dash outlining and concept mapping are also effective note-taking methods that emphasize visual organization and relationships between ideas.
This document discusses various note taking methods that can help students be effective in class. It provides details on the Cornell note taking method, outline method, mapping method, charting method, and sentence method. For each method, it outlines the advantages and disadvantages and when each method is best to use. It encourages students to try different methods to find what works best for their individual learning needs and instructs them to explore other topics in the effective student series, such as time management, study skills, and taking exams.
Cornell Notes help students organize class notes and information in a structured format. The large right column is for notes, while the left column is for questions, keywords, and summaries. After class, writing a 3-4 sentence summary across the bottom of the last page helps with recall and processing the material. Reviewing questions from the left column and covering up notes on the right can be used to quiz yourself when studying.
The document discusses the Cornell note-taking method and provides tips for using it effectively. It explains that Cornell notes stimulate critical thinking by having students take notes and generate questions. The history and layout of Cornell notes is described, including questions in the left column and notes in the right column with a summary at the bottom. Tips are provided for taking notes from lectures, texts, and discussions as well as studying with Cornell notes by quizzing oneself, writing, reviewing regularly, and studying in groups.
The document outlines a first day schedule for a new student at Westside High School, suggesting they be assigned to a house, visit the library or see the mascot, enjoy lunch, attend an assembly, join JROTC, work out, try out for baseball, or have practice for their favorite sport.
This document provides an overview of military ranks and how to recognize them through insignia. It begins with a brief history of how ranks developed and how insignia originated. It then defines the differences between rank, insignia, and pay grade. The bulk of the document describes the various ranks in more detail, including junior enlisted personnel, non-commissioned officers, warrant officers, and commissioned officers. For each it provides who holds that rank, typical job roles, and how to recognize their insignia. Resources for learning more about ranks and insignia are provided at the end.
Crunches can strain the back and fail to strengthen core muscles for spine stability and movement. A better approach is full-body circuit training including exercises like planks, side bridges, and ball exercises. Pilates is also recommended as it builds core strength for sports and reduces injury risks while potentially improving sex life and lowering prostate cancer risk.
These are detailed notes from the visit at the Copenhagen's Danish Design Centre, which had on display a very informative exhibition on a model for a design-driven innovation, developed by the Danish Design Centre.
Design-driven Innovation (DIN) is a tool for developing better responses to complex challenges while ensuring implementation through a design-driven approach.
I was interested in the potential of this model for designing public communication.
The credit for all the information in this document goes to Danish Design Centre.
Vancouver Real Estate December 2012 Stats Package REBGVMatt Collinge
VANCOUVER, B.C. – January 3, 2013 – The Greater Vancouver housing market experienced below average home sale totals, typical home listing activity and modest declines in home prices in 2012.
The document presents the results of a study evaluating the toxicity of TMOF, an insecticide, and its formulations (WP TMOF and Rice Husk TMOF) on Elaeidobius kamerunicus, a pollinator of oil palms. Exposure to the insecticide formulations resulted in mortality rates of less than 20% for the pollinator at 24, 48, and 72 hours, classifying the toxicity as "harmless" according to international standards. This confirms that TMOF and its products have little to no adverse effects on non-target insects like E. kamerunicus.
This photo album contains images of a wolf, the number 5, something green, an arrow, something related to "westside", a group of 3 items or people, an advertisement, something you can sit on, a textbook, something seasonal, litter, something that can hold liquid, the word "exit", and an open door.
24 Oct 2012 1ABCT Weekly News Update: please pass along to Soldiers, Family and Friends of 1ABCT. You can always stay up to date with local events by going to 1st Infantry Division page at http://www.riley.army.mil/default.aspx or if you are having issues reading this you can click on this link to read the weekly news. http://www.riley.army.mil/UnitPage.aspx?unit=1bct. We are always up and posting new information on FaceBook
The document discusses production and consumption in a marketplace economy. It explains how a production possibilities curve can illustrate trade-offs and opportunity costs using two goods or services. It also discusses demand, production methods like barter and money, credit, the relationship between supply and demand, and how higher demand for one product can lead other consumers to want to purchase from that company.
DVR Networking: How to Connect Your DVR to the LANChristian Watson
View step-by-step instructions for connecting your DVR to the LAN, along with screen shots.
http://www.supercircuits.com/resources/learn/dvr-networking-guide/connecting-your-dvr-to-the-lan
- Vancouver housing markets continued to surge in February 2011, driving up provincial housing statistics. The average home price in BC rose 18% compared to February 2010.
- Sales activity in Vancouver's pricier communities pushed up average home prices more than market conditions would suggest, according to BCREA's chief economist. The average home price in Vancouver rose 19% versus a more modest 4% increase in benchmark home prices.
- Residential sales dollar volume in BC increased 15% in the first two months of 2011 compared to the same period in 2010, while residential unit sales remained relatively unchanged. The average home price climbed nearly 16% year-to-date.
- Housing starts in the Vancouver CMA increased slightly in February 2011 compared to February 2010, with 1,414 total starts.
- Over 85% of starts were multi-family units like apartments, townhomes, and semi-detached homes, primarily in Richmond, Coquitlam, and Surrey.
- Nationally, seasonally adjusted annual housing start rates increased in February 2011 compared to January 2011.
Jan 2012 1 ID Fort Riley Monthly NewsletterNoel Waterman
Please find attached this month’s 1ID and Fort Riley monthly news update, as well as the Network meeting slides. For your convenience it will be posted to the following link in the next few days: http://www.1id.army.mil/DocumentList.aspx?lib=1ID_FRG_Updates <http: />
October 2012 1ID and Fort Riley Monthly Newsletter Noel Waterman
Please find attached this month’s 1ID and Fort Riley monthly news update*. For your convenience it will be posted to the following link in the next few days: http://www.1id.army.mil/DocumentList.aspx?lib=1ID_FRG_Updates
The cyber threat to our Army and Nation is pervasive and most often target, human behavior through social engineering. The best mitigation measure for this risk is to increase cyber awareness by educating our Soldiers, Family Members, Government Civilians, and Contractors. HQDA has directed Army Antiterrorism Quarterly Theme Cyber Threat Awareness (2Q/FY13). For more information on Cyber Security, visit http://www.staysafeonline.org/stay-safe-online/
The document outlines the rules for a classroom which include being respectful, prompt, raising your hand to speak, listening to directions, and keeping electronics off. It then discusses the Cornell note taking method, developed in 1949 at Cornell University to improve student test scores. The Cornell method involves taking notes on the right side of a page and summarizing and questioning on the left side to help recall and organize information.
Note taking is important for several reasons: it helps students become active listeners and critical thinkers; notes serve as a storehouse of information for studying; and notes have been shown to improve retention of information over time. To take good notes, students should prepare by reviewing the syllabus, understanding the relationship between class material and textbooks, determining what type of tests will cover, finding a study partner, and choosing an effective note taking system like Cornell notes, outlining, mapping, charting, or sentences/paragraphs. The key is to listen actively in class and record information in a clear, organized format that can be easily reviewed later.
Here are some suggestions for being an active reader:
- Ask questions as you read. Highlight or underline key points.
- Paraphrase what you read in your own words. Put the main ideas in your own words.
- Make connections between what you already know and what you're reading. Relate new ideas to past experiences.
- Visualize concepts. Create mental images to help remember and understand ideas.
- Take notes to help you remember and synthesize important information. Notes can take many forms like outlines, diagrams, charts.
- Discuss what you read with others. Explaining ideas helps solidify your understanding.
- Review what you read periodically. Re-reading sections
This document provides instruction on how to take Cornell notes, including:
1. Setting up notes with headings, date, topic in the left column and a large right column for details.
2. Taking notes during a lecture or reading in outline or narrative form in the right column.
3. Generating questions in the left column to prompt critical thinking.
4. Adding a 3-4 sentence summary at the bottom that recaps the key information.
The Cornell note taking method aims to help students organize ideas, review content, and study more effectively.
Cornell Notes is an effective note-taking system that involves recording notes in the right column and questions in the left column to promote critical thinking. The notes should include headings, key points, and a 3-4 sentence summary at the bottom to reinforce learning. Using Cornell Notes helps students organize information, review content, and prepare for tests through questioning and summarizing.
Note taking involves actively listening and connecting new information to prior knowledge. Effective note taking requires recognizing main ideas, identifying relevant information, having an organized system, and recording information in your own words. Different note taking systems include the Cornell method of taking notes in the main space and labeling ideas in the left margin, outlining to show hierarchical relationships through indentation, mapping to graphically represent relationships, and charting or sentences to organize information into categories or individual points.
The document provides guidance on how to take Cornell notes, including:
- Setting up Cornell notes with headings, dates, and sections for questions and notes
- Taking sequential or simultaneous notes during lectures
- Adding questions to the note-taking process to encourage critical thinking
- Writing a summary of the key points after class to reinforce learning
The Cornell Note taking method provides a systematic format for organizing notes into three sections: a notes section to record information from lectures or readings, a cue section to write questions or key ideas, and a summary section. Using this method, students take notes, then generate questions to help synthesize the material by reciting and reflecting on the key points in their own words, and regularly reviewing their organized notes.
This document provides information on effective note-taking strategies for lectures and reading. It discusses why taking notes is important for learning, as well as different note-taking methods like the Cornell method, mind maps, and outlining. The key points are that note-taking aids in comprehension, retention, and organization of information. Effective strategies include identifying main ideas, being selective about what to write down, and reviewing notes after class. Different methods like Cornell notes and mind maps suit different learning styles and situations.
Note making- Professional communication- NIT notesverb3
1. The document discusses different note-taking and note-making strategies for academic study, including the differences between note-taking and note-making.
2. It provides tips for effective note-taking, such as focusing on main ideas, using abbreviations, and reviewing notes regularly.
3. Various note-taking systems are described, including the Cornell note-taking system, mapping, spidergrams, timelines, tables, and outlining.
This document provides an overview of lesson planning for teachers in the LTPS district. It discusses why lesson plans are important, the typical parts of a lesson plan including objectives, standards, materials, instructional techniques and modifications. It also covers pre- and post-assessments, Bloom's taxonomy, and using Bloom's levels and the learning pyramid to promote student achievement when planning lessons. Teachers are asked to complete an exit ticket posting about lesson plans using the Wall Wisher link by 9PM.
1. The document outlines the objectives, outcomes, and content of a Communication Skills course. The course aims to improve students' oral, written, reading, and soft skills for professional life.
2. It discusses the differences between note-taking and note-making, and various note-taking methods like the Cornell method. Note-taking involves listening and copying, while note-making requires critical thinking and is used for studying.
3. Effective note-taking requires selecting important points, using abbreviations, and reviewing notes. Note-making helps organize and understand information for exams by clarifying and condensing notes.
Cornell Notes is a note-taking system that helps students organize and retain information. It involves writing notes in the right column and questions, cues, and summaries in the left column. This structure stimulates critical thinking as students review their notes. Taking notes helps students remember class material and prepare for tests. Cornell Notes can also help students study by defining terms, identifying concepts, and getting an overview of the topic.
The document discusses different note-taking strategies for college courses including the Cornell note-taking system, outline system, and notes on notes system. It provides tips for effective note-taking during lectures and from textbooks. Additionally, it reviews study methods for college-level textbooks including avoiding multi-tasking, studying with purpose, and techniques for reviewing notes.
The document provides an overview of the Cornell Notes note-taking method, including its history, structure, and benefits. Cornell Notes involve writing notes in the right column and questions/key terms in the left column. Students are instructed to add a 3-4 sentence summary at the bottom to reinforce learning. Tips are provided for taking effective notes from texts and lectures, as well as studying strategies like self-quizzing using the note format.
The document provides guidance for facilitating a workshop on note taking strategies for university students. It includes an outline of the workshop with timing for each section, which introduces students to different note taking methods like the Cornell method, outline method, T-notes, and mind maps. The workshop aims to help students take better notes through practicing active listening, identifying their personal note taking styles, and learning recommended strategies.
This document provides guidance on effective note taking techniques for university students. It discusses 8 key aspects of note taking: 1) what note taking is, 2) why it's important, 3) the note taking process, 4) what to do before, during and after lectures, 5) common techniques like outlining and patterns, 6) what information to include, 7) using symbols and abbreviations, and 8) evaluating notes. The document recommends preparing before lectures, focusing on writing down important concepts and details in an organized way like outlining, and reviewing notes after class.
1. Choose a content area and specific learning objectives to focus the centers around.
2. Design 3-5 centers with hands-on activities that reinforce the objectives. Include visuals, organizers, and interactive elements.
3. Pilot the centers with a small group and collect feedback to refine the activities. Observe student engagement and understanding.
4. Once refined, implement the centers as a rotation for whole class and continue assessing student learning from the activities. Adjust as needed based on results.
This document provides tips and guidelines for taking Cornell notes. It explains that Cornell notes involve taking notes in the large right column with questions, key terms, diagrams, etc. in the left column. A summary should be written at the bottom of the last page. Guidelines are provided for what information goes in each column and examples are given. Tips for active reading, textbook organization, and identifying important points from text style are also outlined.
This document provides guidance for facilitating a workshop on writing research papers. It outlines the learning outcomes and agenda, including introducing key steps and resources to support students' research papers. The facilitator is encouraged to engage students through polls to understand their experience levels and topics. Key topics covered include understanding assignments, developing a thesis statement, designing a research strategy, and using citation management tools. The overall aim is to equip students with best practices for writing successful research papers.
This document outlines the 8 steps for writing a research paper at the University of British Columbia. It provides guidance on understanding the assignment, selecting and focusing a topic, writing a thesis statement, designing a research strategy, finding and evaluating resources, creating an outline, drafting and revising the paper, and putting it into final form. Resources are recommended for each step to aid students in the research and writing process and properly citing sources to avoid plagiarism.
The document is a presentation on writing a research paper. It provides steps for writing a research paper, including understanding the assignment, selecting and focusing the topic, developing a thesis statement, designing a research strategy, finding and evaluating sources, creating an outline, drafting and revising. It emphasizes maintaining academic integrity by properly citing sources to avoid plagiarism and introduces students to library resources for research.
This document provides an outline and facilitator notes for a workshop on exam strategies for university students. The workshop covers various topics to help students prepare for and manage exam anxiety, including self-assessment of anxiety levels, Bloom's taxonomy of learning, how some stress can be beneficial, strategies to overcome anxiety during exams, steps to prepare for exams, and different exam question types. The outline provides estimated times for each section and suggests interactive polls and discussions to help students reflect on effective study methods and ways to apply the material.
This document provides a facilitator's guide for a time management workshop, including an outline of the workshop content and timeline. The workshop is designed to help students assess their current time management habits, identify common barriers to effective time management like procrastination and unrealistic expectations, and provide a framework to set goals and create a weekly time management plan. The facilitator is advised to introduce themselves, get students engaged through polling and activities, and orient students to additional time management resources.
The document discusses types of groups, when to work in groups versus individually, characteristics of effective and ineffective groups, common group problems, identifying group values, and establishing an effective group process. There are three main types of groups discussed: informal classroom groups, formal class project groups, and long-term study groups. Effective groups have clear goals, task delegation, balanced participation, and support disagreement. Ineffective groups are dominated by some members and lack clear goals or roles.
This document summarizes an online workshop about effective strategies for working in groups. The workshop covers the dynamics of group work, types of groups, what makes groups effective or ineffective, how to address common group problems, and tools for collaboration. Attendees are provided tips for establishing group processes like ground rules, schedules, and designating roles to promote effective and productive group work.
Presentation skills have evolved over time from classical rhetoric focusing on ethos, logos and pathos, to the modern era where logos has become dominant with slide projectors and digital tools. Effective presentations tell a story through speech or use slides to convey waves of information like a heart monitor. Bullet points should deliver facts not talking points, with the audience able to absorb only a few points. Good presenters establish expertise, understand their audience's needs and wants, and write out what they will say before making slides. The presentation should have a clear flow led by the presenter, not just bullet point islands. Effective starts use mind maps to explore topics and choose the right tools based on the space, allowing audience engagement through polls or
The document provides guidance for conducting a workshop on presentation skills. It outlines the learning outcomes, agenda, and activities for the workshop. The workshop focuses on critical thinking skills for presentations and emphasizes visual elements over bullet points. It encourages students to consider their presentation style and how to best convey information through alternative means like handouts or data visualization.
This document appears to be a presentation about presentation skills. It includes sections on the history of rhetoric, key rhetorical concepts like ethos, logos and pathos, strategies for effective presentations including writing first, using bullet points carefully, focusing on delivery, and engaging the audience. Images and polls are included throughout. The presentation recommends attendees take away a deeper understanding of presentation skills and strategies for more effective presentations.
This guide provides facilitator notes for presenting a workshop on critical thinking. The workshop outline includes: introducing learning outcomes, defining critical thinking and barriers to it, introducing basic tools like mind mapping and force field analysis, and more advanced methods like CoRT and six hat thinking. Students will participate in polls and reflections to analyze their own critical thinking skills and discuss how they will apply the tools learned.
This document provides information about an online workshop on critical thinking skills. It discusses defining critical thinking, identifying benefits, applying strategies, and understanding individual preferences for strategies. The workshop covers barriers to critical thinking like cultural conditioning and stereotyping. It then presents methods and tools for critical thinking like force field analysis, mind maps, and Six Hat Thinking. Attendees are encouraged to consider which strategies they will apply going forward.
This document appears to be a presentation about exam strategies. It discusses how to control exam anxiety, effectively prepare for exams, and improve exam performance. It provides tips on managing stress, preparing well in advance by attending classes and taking good notes, and sizing up the exam format to know what to study. The presentation also covers different types of exam questions and strategies for tackling multiple choice, true/false, short answer, and essay questions. Participants are polled to share what they learned and how they will apply strategies to upcoming exams.
This document is a blank weekly timetable from the University of British Columbia. It contains no information in the time slots and is intended for a student to schedule their classes, study time, meals, sleep, recreation, social activities, work, and other commitments for each hour in a weekly schedule. The document provides a template to help students organize and plan their week.
This document provides resources for university students on developing effective time management skills. It outlines time management objectives and common obstacles students face such as procrastination and unrealistic expectations. Students are guided through exercises to assess their use of time, identify problems, and create a personalized time management plan aligned with their energy cycles and goals. Additional resources for time management tools and strategies are also provided.
This document appears to be a slide presentation on effective note-taking techniques for university students. It introduces the Cornell note-taking method, which involves structuring notes with headings, cues, and summaries. It also discusses listening strategies, such as focusing on main ideas and examples. Additional methods covered include outlining, mind maps, and the 5R method of recording, reducing, reciting, reflecting and reviewing notes. The presentation emphasizes identifying key concepts and relationships between ideas, as well as regularly reviewing and summarizing notes. It directs students to campus resources for further developing effective study skills.
This document appears to be a presentation on time management for university students. It discusses assessing how time is currently spent, identifying barriers to effective time management like procrastination and unrealistic expectations. It also covers understanding one's energy cycle, setting SMART goals and priorities, creating a weekly time management plan, and tools to monitor progress. The presentation recommends personalizing an action plan to achieve academic goals using time management skills.
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Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
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ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
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In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
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Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
1. THE UNIVERSITY OF BRITISH COLUMBIA
GETTING TO THE POINT:
NOTE TAKING STRATEGIES FOR THE UNIVERSITY STUDENT
STUDENT HANDOUT
Notes | Flickr - Photo Sharing! (n.d.).Retrieved
February 22, 2011, from http://www.flickr.com/photos/english106/4357529719/
BASIC TIPS:
□ Attend all the lectures or discussion groups
□ Date the first page of all of your notes (all the time!)
□ Use a topic heading or sub-heading to label your notes – this makes it easier to tell where
discussions start and end and new ideas/thoughts come into play
□ Use phrases/point form not sentences
□ Create your own symbols and abbreviations
□ Write down all material that the instructor emphasizes (i.e. writes down, repeats)
□ Write down main ideas, a few supporting details and one example
□ Look for and mark relationships between ideas, concepts or thoughts
□ Summarize and review material prior to next class
1
2. THE UNIVERSITY OF BRITISH COLUMBIA
DIFFERENT LECTURES, DIFFERENT NOTES
LECTURE-BASED COURSES: CORNELL METHOD
Subject: Notetaking_________________ Date: 09/14/2005_____
Main Ideas Details
Cornell Cornell Method
Note taking Before class, draw a vertical line1 ½ inches from left edge of the paper.
Cue Column area
Write notes to the right of line. Reserve the left column for key word
summaries (cues), headings and titles and sample questions. Fill in this
left hand column when you reviewing notes after class.
Summary
Make sure each page includes a date and title of lecture (even if instructor
Title and date each lecture does not have title). Make title meaningful.
Cornell method is best when the information is given in a sequential,
Best for orderly lectures orderly fashion
This style of note taking requires you to go back and review your notes
This column is to be filled in promptly to fill in the left hand column with cues pertaining to the concepts
after the lecture with described in the note taking column.
headings, sub-headings,
cues and key words. Why should use the Cornell Method?
1. Encourages organization of class notes.
2. Results in polished set of notes to study from.
3. Aids in getting information into both short- and long-term memory.
4. Saves time when studying for periodic, mid-term, or final examinations.
Summary: This section of the page is dedicated to providing a summary of the material which has been
described and written in the note taking column on this page. This is a great way to review your class notes
and provides an excellent study aid for future tests and exams.
• Please see the Cornell Method templates attached on p.9-10 of your hand-out.
• Check here for more options to create your own note-taking templates.
http://learningcommons.ubc.ca/get-teched-up/getting-your-study-on/note-taking-templates/
2
3. THE UNIVERSITY OF BRITISH COLUMBIA
OTHER LECTURE-BASED NOTE TAKING STRATEGIES
There are many other note taking methods and strategies out there which might be better suited to meet
your individual needs. It may be beneficial to research a few more note taking strategies to try out which
one is best for you! Here is another note taking strategy that can be useful in lecture based courses:
OUTLINE METHOD
The main advantages of this specific note taking strategy are outlined below:
• Illustrates major points and supporting ideas
• Requires critical thinking throughout the lecture in order to organize ideas
• Helpful for a lecture that may be presented in a disorganized way
Example:
Bones – living organs; 206 in body, 13% of weight
A. Marrow – in center of bones, contains nerves and blood vessels
1. Red
a. In flat bones (ribs) & ends of long bones
b. Produces red blood cells in adults
2. Yellow – mostly flat tissue
a. In center of long bones
b. Might make red blood cells if great blood loss or with certain blood diseases
B. Haversian canals – carry blood thru bones (of oxygen, food and wastes)
C. Periostium – protective membrane covers bone
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4. THE UNIVERSITY OF BRITISH COLUMBIA
PROBLEM-SOLVING COURSES (MATH, ECONOMICS, ACCOUNTING): T – NOTES
A variation of the Cornell Method can be used in problem-solving based courses such as mathematics or
economics.
Lecture Title or Topic: T Notes Date: _____________
divide the two columns into either:
Terms
Concepts/Ideas Definitions
Visual Diagrams Examples
Theories Explanations
Equations/Formula Evidence/Proof/Explanations
Proof/Explanations/Examples
Another example of “T – Notes” specifically in a mathematics class looks like this:
4
5. THE UNIVERSITY OF BRITISH COLUMBIA
DISCUSSION-BASED COURSES: MIND MAPS1
Advantages for this type of note taking strategy:
• Shows the structure of the subject and linkages between points
• May be used on their own or in conjunction with Cornell Method
• Useful for:
o Summarizing information
o Consolidating information from different research sources
o Thinking through complex problems
o Presenting information that shows the overall structure of your subject
Sample mind map from Becoming a Master Student 2
EFFECTIVELY USING AND REVIEWING YOUR NOTES: The 5R METHOD
1
Tony Buzan, Use Both Sides of Your Brain (New York, NY: Dutton, 1991).
2
Ellis, 149.
5
6. THE UNIVERSITY OF BRITISH COLUMBIA
1. RECORD
• Find a way to arrange your page that is comfortable for you (Cornell, outline, mind maps)
• Review readings in advance. Doing so means you have a better chance of understanding what the
professor is talking about and helps you pick out important points
• Learn your professor’s verbal and non verbal cues
2. REDUCE
• 80% of material is lost with a 24-hour period if you don’t review
• Doing reduction quickly after class (10-15 minutes) allows you to:
o identify the key point while they are still fresh
o identify concepts you didn’t understand fully (or can’t remember)
o come up with questions to resolve by consulting your textbook/professor or TA
o summarize key points
3. RECITE
• Studies show that saying material aloud helps with information retention
4. REFLECT
• Where does this lecture fit into the objectives of the course?
• What does this information tell you about the larger world? What does it connect to?
• Why is this information important? How can it be used?
• What kind of exam questions could be extracted from this material?
5. REVIEW
• Short, sharp reviews work best
• Review 1: Same day as class
• Review 2: At the end of the week, compile all of your notes onto one sheet
• Review 3 & on: Each weekend, review that sheet and ask yourself if anything has changed, or if
you see the links between the 13 sheets of paper!
• Before your exam, review your 13 sheets. Due to your ongoing review, studying will be much less
onerous.
E- STRATEGIES
6
7. THE UNIVERSITY OF BRITISH COLUMBIA
1. Visit the Learning Commons website for more note-taking resources http://learningcommons.ubc.ca/
get-started/study-toolkits/notetaking-toolkit/ or for info about peer tutoring (in-person and online), other
learning skills toolkits and workshops, study groups and a wealth of learning and research resources.
2. Free online Mind Mapping tools:
Bubbl. Us https://bubbl.us/
Text 2 Mindmap http://www.text2mindmap.com/
3. Other online resources (suggested by students) include:
www.utexas.edu/student/utlc/learning_resources/
> University of Texas at Austin
http://www.yorku.ca/cdc/lsp/skillbuilding/notetaking.html
> York University’s workshop on note taking
http://www.lib.uoguelph.ca/assistance/learning_services/fastfacts/
> Helpful info on “Learning from Lectures”/Learning from Textbooks from the U of Guelph.
http://www.englishcompanion.com/Tools/notemaking.html
4. For additional online learning skills workshops visit the UBC Library Events Calendar at
http://elred.library.ubc.ca/libs/series/54 or check out Student Services in-person workshops at
https://secure.students.ubc.ca/workshops/study.cfm
New Technology and Note Taking:
o Laptops or paper and pen? A study that compared conventional note taking to note
taking on a PC found that students handwriting notes took more notes and more
compact notes than did those working on a computer. There was not significant
difference between the two groups on multiple choice and free-recall texts given one
week later.3
o Keep in mind when choosing to take notes with a laptop over paper and pen: lecture
notes tend to be full of little diagrams, sketches, circles, arrows, wavy lines and so on.
Either have a laptop equipped with a drawing tool, or bring a pen and paper along for
back-up.
o Instructor’s lecture notes: A 2002 study found that biology students who used
instructor’s lecture notes performed worse on exams than student who avoided using
notes.4 These notes need to be used to improve clarity of lecture or encourage
advanced preparation—not as a replacement for your own notes.
3
H. Van Oostendorp, “Studying and annotating electronic text,” in J.F. Rouet, J. Levonen, A. Dillon & R.J. Spiro
(eds.), Hypertext and Cognition, (Hillsdale, NJ:Erlbaum).
4
Terence M. Murphy and Victoria Cross, “Should students get the instructor’s lecture notes?” Journal of Biological
Education 36, no. 2 (2002): 72.
7
8. THE UNIVERSITY OF BRITISH COLUMBIA
REFERENCES
“10 ‘Worthwhile consideration’ for improving lectures.” The Teaching Professor 18, no. 1 (2004): 3.
Buzan, Tony. Use Both Sides of Your Brain. New York, NY: Dutton, 1991.
Burke, R. et. al.. Educating for change. Toronto: Between the Lines & Doris Marshal Institute for Education
and Action, 1991.
Dochen, Carol and Hodges, Russ. Academic Transformation: The Road to Success. Upper Saddle River,
NJ: Pearson Education Inc., 2005.
Ellis, Dave. Becoming a Master Student. St. Charles, IL: Houghton Mifflin Company, 2000.
Fleet, Joan, Fiona Goodchild and Richard Zajchowski, Learning for success: Effective strategies for
students, 3rd ed. Scarborough, ON: Nelson Thomson Learning, 1999.
Gaylin, Willard. “Faulty Diagnosis.” Harper’s (October 1993): 57-64.
Giltrow, Janet. Academic Writing: Writing and Reading Across the Disciplines, 2nd ed. Peterborough, ON:
Broadview, 1995.
Hartly, James. “Studying for the future.” Journal of Further and Higher Education 26, no. 3 (2002): 215.
Hull, Jillian and Modahl, Amy. (Eds.). Student Success: Introduction to College Studies (2nd Ed.). Dubuque,
IO: Kendall/Hunt Publishing Company, 2004.
Murphy, Terence M. and Victoria Cross. “Should students get the instructor’s lecture notes?” Journal of
Biological Education 36, no. 2 (2002): 72.
Nielsen, Jakob. “How Users Read on the Web,” Jakob Nielsen’s Alertbox for October 1, 1997,
http://www.useit.com/alertbox/9710a.html, (14 April 2004).
Robinson, F.P. Effective Study. New York: Harper & Row Publishers, 1970.
Van Oostendorp, H. “Studying and annotating electronic text.” In J.F. Rouet, J. Levonen, A. Dillon & R.J.
Spiro (eds.). Hypertext and Cognition. Hillsdale, NJ: Erlbaum, 1996.
8