According to Oxford Languages, a note in the context of this document is:
a brief record of facts, topics, or thoughts, written down as an aid to memory
The answer is a definite “yes.” The minimum notes of a recorded lecture should look like a timeline, where time marks are recorded along with topics introduced. The marks of the timeline can help locate the beginning of a segment quickly.
Think of jotting down notes a mechanism to help maintain focus on the subject-matter in a class. The active task to write requires more attention than the passive task of listening, at least to most people.
If the professor did not mention the connection between two concepts, but that you make that connection during class, the connection can only be recorded in your notes, and not the lecture recording.
Some people prefer the tactile feel of using paper and a writing instrument.
A Tablet is a mobile device that has a touch screen, potentially a stylus, but typically without a full-size keyboard.
A 2-in-1 laptop is a computer that can be configured both as a normal laptop computer with a full-size keyboard or folded into a “slate” (a rather large and thick tablet).
Regardless of the tool and medium, one key question is what is it that should be captured in notes?
verbatim contentThis is simply impossible in most cases. Even if the note taker is typing instead of writing, an instructor often speak, talk and draw on the whiteboard faster than a person can record in a verbatim manner. This is best demonstrated by the training and specialized equipment needed by a court recorder.
Your notes is not going to be graded by an English writing teacher. As long as you can read and understand it, it is “fine”.
To speed up note taking, start with using points instead of complete sentences. Use abbreviations and short-hands. For example, assume the following is what the instructor actually said in class:
A quadratic equation has two roots. A root is a value for the variable in a quadratic equation such that the equality is true. In certain cases, the two roots can be the same.
The following may be how the note is taken:
Note that the time is also recorded. This is helpful if an instructor provides full recordings of lectures.
As more instructors provide access to lecture recordings, the need to frantically write down everything is reduced. The attention can then be shifted to capturing your own thoughts.
To continue the example of the discussion of quadratic equations, let’s say that when you heard “the two roots can be the same”, you connected that phrase to the \(\pm\) part of how the roots of a quadratic equation are computed. Even if the instructor did not say a single thing, you can add something like the following to your note:
Or, if you are a visual person, you can also jot down the following:
(“prbla” is an abbreviation of “parabola”.)
You can also capture questions and observations to be resolved later. For example:
Sure, you can ask in class right away, but trying to answer the question on your own after class is an essential exercise that lead to a deeper understanding, self-learning, self-confidence, and critical thinking. Besides, even if you cannot answer the question on your own after class, you can still ask the instructor during office hour or the next class.
This is only applicable if you are using paper to capture notes. At the expense of sheets of paper, leave some space for after thoughts. Some people write on every other line, some people leave a wide right or left margin on each page.
If you write notes on paper, you can also take a look at Cornell notes. The advantage of adopting Cornell Notes is that it is not just how a page is formatted, but it also includes processes and guidelines to take notes and understand course content effectively.
You can start with “a way”, and then refine it until it is “your way.”
There are a few key points, however. Note-taking should: