Public debate about artificial intelligence in higher education has largely orbited a familiar worry: cheating. Will students use chatbots to write essays? Can instructors tell? Should universities ban the tech? Embrace it?
Taking notes myself was a big part of my success in college even if rarely referenced them, just writing it down while listening helped it stick. Same for reading a text book. The AI summary might have all the important points, but that takes me 30 seconds to read and ponder vs 30 minutes.
That’s an important part of note-taking. While something is shown on screen, it doesn’t make sense sometimes. But after further explanation from the professor, you’re able to note it down in a way you understand it. Often as simple as an analogy or a sketched up diagram that makes more sense to you.
Then as it inevitably goes foggy, referring to the notes brings it back quickly in a way you immediately find clear again.
Taking notes myself was a big part of my success in college even if rarely referenced them, just writing it down while listening helped it stick. Same for reading a text book. The AI summary might have all the important points, but that takes me 30 seconds to read and ponder vs 30 minutes.
That’s an important part of note-taking. While something is shown on screen, it doesn’t make sense sometimes. But after further explanation from the professor, you’re able to note it down in a way you understand it. Often as simple as an analogy or a sketched up diagram that makes more sense to you.
Then as it inevitably goes foggy, referring to the notes brings it back quickly in a way you immediately find clear again.