This research investigated the of sketch notes — non-linear, content-rich maps - in supporting understanding and critical analysis among higher education students. This research project was focused on moving from traditional text-based, time bound lesson plans to creating visual maps of the content for each class and the discussions etc that ensued. Instead of being a guide for the teacher alone, they were developed into a map of the full session for the students as well. The research involved 2 small cohorts of early childhood student teachers in the third year of their B.Ed (Early Childhood Teaching) degree in Aotearoa New Zealand. The methodology took a qualitative approach through a survey of students about the impact of using sketch notes in class. The project also used a self-study-autoethnographic lens employing a reflective journal kept by the lecturer. The feedback from the students in the survey showed that they found that the non-linearity of the maps made the content easier to understand. The deconstruction of each part of the content facilitated new connections to be made by the students. These two points had impact on the cognitive load of the class as they found the content easier to understand in the deconstructed form. This research shows that the use of a mixture of the text and visuals included in sketch notes is an important pedagogical tool that helps students retain information and explore the topic from a range of critical perspectives.

Authors:
Jo Perry, Manukau Institute of Technology, New Zealand

About the Presenter(s)
Ms Anna Jo Perry is a University Associate Professor/Senior Lecturer at Manukau Institute of Technology, Auckland in New Zealand

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