Sketchnoting to Support Memory Recall and Social Sharing of Knowledge

Framework

The study intends to explore the use of dual coding and the picture superiority effect of educators as they use a sketch noting approach to note taking. In order to achieve this, it will be important to develop a deeper understanding of the theories and how they relate to the sketch noting methods used. Samples of sketch notes will be explored that have been shared by educators on social media and these will be compared and contrasted as well as exploring the links that these sketch notes have to the theories themselves. The mode of study used will be a literature review study utilising secondary research in the form of the educators sketch notes as well as a review of the previous research into the use of imagery in note taking.

Methods

To be able to compare and contrast what is being created by educators, several individuals will be contacted to ask permission for their sketch notes to be used as part of the research. These will be sketches that have been shared publicly on social media and will be used to look at the similarities and differences in approaches.

The potential bias in this approach will be noted, as a user of social media, the researcher is a follower of the creators of the sketchnotes, though it should be noted that this study is not looking tat the sketch notes as a way of measuring impact on recall but simply as a way of contrasting approaches used by educators in different fields.

As noted the work of the educators will be linked to the theory around dual coding and the picture superiority effect

Further study is aimed at understanding approaches used by students in Higher Education in University of South Wales and how alternate approaches are perceived.

Results

Initial literature review results demonstrate that the approach is effective in supporting memory recall in students and that it offers an alternate approach for understanding new vocabulary. Expectations on additional study would be that more students find the approach to be more engaging due to the nature of heightened focus but a concern around artistic ability in order to use the method

Importance

Students attending university expect learning to follow the same pattern as their secondary education, this entails being provided with a lot of the information they will need in order to pass the test at the end of the course. In university there is more emphasis on self study. This approach supports higher levels of focus and engagement in session in university and a personalised approach to note taking.

References

Andrade, J. (2010). What does doodling do?. Applied Cognitive Psychology, 24(1), pp.100-106.

Au-Yong-Oliveira, M. and Pinto Ferreira, J. J. (2014) ‘What If Colorful Images Become More Important than Words? Visual Representations as the Basic Building Blocks of Human Communication and Dynamic Storytelling’, World Futures Review, 6(1), pp. 48–54.

Aiyegbayo, Olaojo. "How and Why Academics Do and Do Not Use iPads for Academic Teaching?" British Journal of Educational Technology 46.6 (2015): 1324-332. Web.

Baadte, C, and Meinhardt-Injac. B (2019) “The Picture Superiority Effect in Associative Memory: A Developmental Study." British Journal of Developmental Psychology (2019): . Web.

BUI, D.C., MYERSON, J. and HALE, S., 2013. Note-taking with computers: Exploring alternative strategies for improved recall. Journal of educational psychology, 105(2), pp. 299-309.

Beckwith, H. (2014). Response to ‘Is the keyboard mightier than the pen?’. The Clinical Teacher, 11(4), pp.322-322.

Brown, S (2011) Doodlers Unite Available at https://www.ted.com/talks/sunni_brown/up-next?language=en (accessed 15th July 2019)

Caviglioli, O. (2019). Dual coding with teachers. Melton, Woodbridge. John Catt Educational Ltd,

Clark, J. and Paivio, A. (1991). Dual coding theory and education. Educational Psychology Review, 3(3), pp.149-210.

Crutcher, Robert, and J. Beer. "An Auditory Analog of the Picture Superiority Effect." Memory & Cognition 39.1 (2011): 63-74. Web.

Cuevas, J. and Dawson, B. L. (2018) ‘A test of two alternative cognitive processing models: Learning styles and dual coding’, Theory and Research in Education, 16(1), pp. 40–64.

Cyamani, A. Mina, M and Paepcke-Hjeltness, V. (2017) Sketchnoting: A new approach to developing visual communication ability, improving critical thinking and creative confidence for engineering and design students DOI: 10.1109/FIE.2017.8190659

Edutopia. (2019). The Science of Drawing and Memory. [online] Available at: https://www.edutopia.org/article/science-drawing-and-memory [Accessed 16 Apr. 2019].

Fernandes, M., Wammes, J. and Meade, M. (2018). The Surprisingly Powerful Influence of Drawing on Memory. Current Directions in Psychological Science, 27(5), pp.302-308.

Geer, R. , White, B. , Zeegers, Y. , Au, W. and Barnes, A. (2017), Emerging pedagogies for the use of iPads in schools. Br J Educ Technol, 48: 490-498.

Hippasus.com. (2019). [online] Available at: http://hippasus.com/resources/sweden2010/SAMR_TPCK_IntroToAdvancedPractice.pdf [Accessed 16 Apr. 2019].

Ink Factory. (2019). The Powerful Science Behind Visual Note-Taking - Ink Factory. [online] Available at: https://inkfactorystudio.com/powerful-science-behind-visual-note-taking/ [Accessed 16 Apr. 2019].

KQED. (2019). Making Learning Visible: Doodling Helps Memories Stick. [online] Available at: https://www.kqed.org/mindshift/39941/making-learning-visible-doodling-helps-memories-stick [Accessed 16 Apr. 2019].

Knezel, S. (2019). The Power of Visual Notetaking. [online] Teacher Teacher. Available at: https://www.edweek.org/tm/articles/2016/12/28/the-power-of-visual-notetaking.html [Accessed 16 Apr. 2019].

Kress, G. (2000). Multimodality: Challenges to Thinking about Language. TESOL Quarterly, 34(2), p.337.

Kusumawati, D and Rachmawati, Y. (2016) Optimising Storytelling through Dual Coding Theory. Advances in Social Science, Education and Humanities Research, Volume 58, Atlantis Press

Malani, R. (2009) “Public Digital Note-taking in Lectures." 1 PDF (xiv, 140 P. ). Web.

Math Giraffe. (2019). Dual Coding Theory & Visual Note Taking. [online] Available at: https://www.mathgiraffe.com/blog/dual-coding-theory-visual-note-taking [Accessed 16 Apr. 2019].

Medina, J. (2014). Brain Rules. Seattle, WA: Pear Press.

Mendonça, P. (2016). Graphic facilitation, sketchnoting, journalism and ‘The Doodle Revolution’: New dimensions in comics scholarship. Studies in Comics, 7(1), pp.127-152.

Mueller, P. and Oppenheimer, D. (2014). The Pen Is Mightier Than the Keyboard. Psychological Science, 25(6), pp.1159-1168.

Munn, P. and Drever, E. (1990) Using Questionnaires in Small-Scale Research. Loanhead Midlothian: SCRE Publication.
Paivio, A, 2014, Intelligence, dual coding theory, and the brain, Intelligence, Science Direct Volume 47, 2014, Pages 141-158,

Paivio, A., 2013. Dual coding theory, word abstractness, and emotion: A critical review of Kousta et al. (2011). Journal of experimental psychology, 142(1), pp. 282.

Paivio, A. Rogers, T and Smythe, P (1968) Why are pictures easier to recall than words? Psychonomic Science, 11(4), 137-138

Pals, F., Tolboom, J., Suhre, C. and van Geert, P. (2017). Memorisation methods in science education: tactics to improve the teaching and learning practice. International Journal of Science Education, 40(2), pp.227-241.

Rohde, M. (2013). The sketchnote handbook. [Berkeley, Calif.]: Peachpit Press.

Schepman, A., Rodway, P., Beattie, C. and Lambert, J. (2012). An observational study of undergraduate students’ adoption of (mobile) note-taking software. Computers in Human Behavior, 28(2), pp.308-317.

University Affairs. (2019). In defense of doodling | University Affairs. [online] Available at: https://www.universityaffairs.ca/features/feature-article/in-defense-of-doodling/ [Accessed 16 Apr. 2019].

Thomas, G. (2017). How to do your research project. Sage, London

Wammes, J., Meade, M. and Fernandes, M. (2016). The drawing effect: Evidence for reliable and robust memory benefits in free recall. Quarterly Journal of Experimental Psychology, 69(9), pp.1752-1776.

Willett, W, Pascal G, and Petra I. "Understanding Digital Note-Taking Practice for Visualization." IEEE Computer Graphics and Applications 35.4 (2015): 38-51. Web.