subject: Audio Recordings Make The Best Notes For Students [print this page] While everyone has a different learning style, there is an overwhelming movement towards that of listening to a lecture instead of feverishly trying to dictate notes. Previous to now, even when the technology existed for other means of learning, diligent note taking was encouraged. We were encouraged to use as many of our senses as possible, thus triggering more sections of our brain and helping us remember.
While the utilization of multiple senses is still encouraged, recent thought has suggested that having a focus on comprehension is better than retention at first. In other words, we do not comprehend what is being said, then trying to retain it will be futile. However, if we are alert enough to follow what is being said, a review of the subject later will lead to the most retention.
The modern invent of the professional digital recorder has made this means of learning a reality. Now students can combine the best of both worlds, the can focus solely upon understanding what is being taught, while at the same time having perfect notes that they can review later. Since repetition is also an important factor in learning, listening to a lecture several times allows the listener to keep things in the right context. If during our review, we also right out our thoughts, and restate ideas in our own words, we can utilize more of our brain power. On our own time, we have the privilege of hitting the pause button any time we want to.
Some simple suggestions can make this process even more valuable. If you take the time to learn how your digital recorder works, so you can use it fast, you can save more time down the road. For example, if you start your recording, but notice after five minutes that his discussion wasn't very relevant, simply delete the last five minutes, and continue recording from then on.
Later, you will not need to waste time listening to unimportant things again. Break up your recording time segments into small manageable segments. For example, you may want to hit stop and then record every few minutes or so, in essence, to create different tracks. When reviewing your recorded notes, if you want to skip on thought and go to the next, simply hit the next button. This almost becomes impossible if the entire lecture is recorded in one hour long segment.
It is conceivable in the future that more and more students will skip lectures for which they have someone to make the recording for them. Some have suggested that professors structure their class around this model They might lose a bit of their ego, but could make much better use of their time by making one quality recording, and spending future semesters making their teaching system better and better.
