Graphic Notes – AEPL 2009

Thursday, August 6, 2009.

Here below are three attempts at graphic notetaking. These are from three sessions at a conference I attended last week at the YMCA of the Rockies in Estes Park, Colorado.

Irene and Donna Opening Plenary AEPL 2009

The conference was organized by the Assembly for Expanded Perspectives on Learning (AEPL), a group for which I’m treasurer and membership chair.

Peter and Mary AEPL Duet and Believing Game

I was inspired to take notes in this format by Austin Kleon–here are some examples of his.

And one last example of mine:

Jim Davis AEPL 2009

I found this a very interesting way to try to capture my experience of these sessions–rather than try to capture exactly what took place.  I also found that I began in the center and then started in the top right corner and continued clockwise around that page.  I’m think that it’s somehow a result of a top to bottom pattern I’m used to taking in regular notetaking.  In the future, I’ll try to take notes in a landscape format and see if that makes a difference.

3 thoughts on “Graphic Notes – AEPL 2009

  1. austinkleon

    Good stuff! The landscape / portrait thing doesn’t seem like a big deal, but it does make a difference, I think. I find that whenever I have the paper turned portrait, I tend to go linear, whereas landscape just pushes me more towards non-linear. Now that I think of it, “landscape” orientation suggests looking at a “landscape,” or a scene, which is pretty much what I think this is…

  2. ellensuzanne

    This summer I taught a course entitled Foundational Topics in Education: Scholarly Reading and Writing. For two chapters in the text I had students create graphic organizers of the content and come to class prepared to distribute and discuss their organizers in small groups. I saw some of the most fascinating visuals for their organizers and overheard engaging conversations. It was clear (and supported verbally by the students) they had engaged with the content and integrated key points regarding the chapters. They each had a issue/problem in education of which they were working on a literature-based paper. In their discussion groups I had them brainstorm ways in which the content of the chapters related to their topic. They were then able to utilize the text as a resource for their papers and the conversations helped to facilitate their conceptualizing of the issue. I was thrilled with the outcome. Now that I have seen these examples I am interested in broadening my understanding of organizers. Thanks!

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