Sketchnoting as a Tool in Digital Classes

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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, Professional developers, Teachers
Skill level: Beginner
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
Grade level: 9-12
Subject area: Performing/visual arts, Social studies
ISTE Standards: For Educators:
  • Advocate for equitable access to educational technology, digital content and learning opportunities to meet the diverse needs of all students.
For Students:
Knowledge Constructor
  • Students plan and employ effective research strategies to locate information and other resources for their intellectual or creative pursuits.
Creative Communicator
  • Students communicate complex ideas clearly and effectively by creating or using a variety of digital objects such as visualizations, models or simulations.
Additional detail: Student presentation

Proposal summary

Purpose & objective

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.

Supporting research

• Verbal to Visual. Retrieved March 2020. From:
• Fingal, Jerry (2020) Sketchnoting brings power of brain science to the classroom. Retrieved April 2020, from:
• Steinbrink, Laura. (2019). Mythology and the magic of dual coding. Retrieved March, 2020, from
• Fingal, Jerry (2019), What Works: Sketchnoting engages students while building comprehension. Retrieved March 2020, From:

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Héctor Gracida, Prepa Anahuac, Campus Maddox
Andrea Pérez, Prepa Anahuac, Campus Maddox
Emmanuel Ramos, Prepa Anahuac Campus Maddox