Sketchnoting as a Tool in Digital Classes
Participate and share : Poster
Héctor Gracida Andrea Pérez Emmanuel Ramos
Students share their experience applying sketchnoting as a note-taking tool for digital classes and how it led to better understanding of the concepts and comprehension of Mexican history.
|Audience:||Principals/head teachers, Teachers, Professional developers|
|Attendee devices:||Devices useful|
|Attendee device specification:||Smartphone: Android, iOS, Windows
Tablet: Android, iOS, Windows
|Participant accounts, software and other materials:||Scan QR|
|Topic:||Distance, online & blended learning|
|Subject area:||Performing/visual arts, Social studies|
|ISTE Standards:||For Educators:
|Additional detail:||Student presentation|
Participants will find the Sketchnoting technique as a tool to help students in their digital class; not only as “take – notes” also as tool to improve their homework delivers.
Presenters will show the audience the products they got (Sketchnoting) and their experience to acquire meaningful learning and motivation to do homework in their digital classes, because it is fun to work with Sketchnoting.
Sketchnoting is a tool that allows students to take notes by bringing more visuals; this help them to apply their skills and related with the topic that they are studying. In other words, Sketchnoting is based on the idea of dual coding: The brain retains information better if it is taken in both visually and verbally. Carter says it’s less passive than traditional note-taking and requires students to synthesize information. (Fingal, 2020)
Teach Mexican history in virtual class is not easy, and also to motivate students to deliver their homework; therefore, I started to work with Sketchnoting as tool to help them to improve their meaningful learning and to deliver homework on time, by allow them to use their creativity “so, when we see stuff that does not appeal aesthetically, we tend to tune it out.” (Fingal, 2020).
As consequences of applying this technic, students participated better in class because before each one, they needed to send their Sketchnoting. Likewise, students sent their homework when I asked for, and they manifested that allow them to draw was one of the main things that they enjoy, and for those students that did not like to draw they had the opportunity to take-notes in a dynamic way.
• Verbal to Visual. Retrieved March 2020. From: https://www.verbaltovisual.com/what-is-sketchnoting/
• Fingal, Jerry (2020) Sketchnoting brings power of brain science to the classroom. Retrieved April 2020, from: https://www.iste.org/explore/classroom/sketchnoting-brings-power-brain-science-classroom
• Steinbrink, Laura. (2019). Mythology and the magic of dual coding. Retrieved March, 2020, from https://www.iste.org/explore/classroom/mythology-and-magic-dual-coding
• Fingal, Jerry (2019), What Works: Sketchnoting engages students while building comprehension. Retrieved March 2020, From: https://www.iste.org/explore/empowered-learner/what-works-sketchnoting-engages-students-while-building-comprehension