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https://sites.google.com/site/ipadmultimediatools/sketchnote-tools
https://www.youtube.com/watch?time_continue=1098&v=3tJPeumHNLY

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In our second mentor meeting, Sali and I reviewed goals, shared evidence of learning, and discussed next steps in my learning journey. Sali provided both encouragement and insightful feedback for me to further develop my sketchnoting skills, while thinking about practical ways to incorporate the skill in the classroom setting.

Looking over the sketchnotes that I took during the literacy lecture, Sali thought that I have done a great job in keeping the notes concise and organized. She thought that the use of icons and layout have made the notes visually appealing and easy for the reader to understand. As I discussed with her about my goal in incorporating colour into my sketchnotes, she built upon my idea and suggested that not only could I use different coloured pens, but I could also use highlighters. She thought the highlighting could help zoom into the most important parts of my notes. Furthermore, as we discussed about the elements of design, she recommended me to try incorporating various types and weights of shapes and lines. She also suggested me to try using block letters as headings. Our discussion was productive as it gave me many practical ideas to implement in my next set of sketchnotes. I believe that by adding colour, highlight, different shapes and weights of lines, and block letters, these elements of design would all contribute to creating a more clear and engaging presentation of sketchnotes.

In the second half of our meeting, I wanted to seek Sali’s ideas on ways to connect sketchnoting with the specific curriculum expectation D1.4, use a variety of materials, tools, and techniques to respond to design challenges. This was an expectation that I was unsure on how to incorporate beyond the technique of drawing. Through our discussion, we came up with multiple ideas for a cross-curricular unit plan. Specifically, Sali reminded me that the icons that I have been practicing on are basically symbols that each carries different meanings. From there, we decided that it would be appropriate for students to begin by exploring the messages that different symbols seek to communicate, and eventually leading to a task where they would create symbols of personal significance using various types of materials, tools and techniques. For instance, students could be creating a symbol using clay, photography, mixed media collage, and more. These were excellent ideas to support me in designing my final unit plan.

Having a mentor during my personal learning project journey has been highly valuable. Not only has Sali been an encouraging support to me through showing genuine interest in my work, she is also able to provide another set of lens to look into the work that I have been heavily invested in. Through sharing and discussions, having a mentor brings in fresh ideas and perspectives that I would not be able to generate on my own otherwise. This professional relationship is one that mirrors an ideal partnership that teachers should have in the school setting. Having a colleague who is both supportive and willing to challenge my teaching practice would encourage me to take greater risks in implementing new and creative ideas while being held accountable in delivering effective instruction to my students.

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As I continue to develop my visual note-taking skills through applying the skill in a lecture setting, I further engaged in the Creative Process. Below is the sequence of stages that I went through, and a brief description at each stage. More details of each of the stages are explained in the above reflection entries.

Challenging/ Inspiring: Through reading about research findings (Tadayon & Afhami, 2017) in the positive effects of doodling in the learning process when the primary task is not a visual one, I was inspired to connect this new learning to sketchnoting and the findings challenged my previous plan of creating sketchnotes during a reading task.

Imagining/ Generating: After leaving behind my previous plan, I brainstormed other possible ideas that were not visual tasks, so that the sketchnoting process would not interfere with the primary task. I then decided to apply the skill during a lecture.

Planning/ Focusing: At this stage, I previewed the content of the lecture, and anticipated the topics and concepts that would be covered. This helped to narrow down the scope of the task, and helped me become familiarize with a specific topic and related ideas.

Exploring/ Experimenting: I began to brainstorm a list of icons, and types of layouts that I can use to represent various ideas. Using the elements of design, I practiced drawing the icons and layouts. This process built up my background knowledge and confidence in creating sketchnotes during the lecture.

Producing preliminary work: Using my background knowledge, I engaged in a sketchnoting session during a literacy lecture, and produced two pages of notes that included symbols, words, and layouts by the end of the lecture.

Presenting/ Performing/ Sharing: I shared my sketchnotes with some of my classmates, my mentor, and uploaded images on this Padlet to be shared on the internet. This sharing stage allowed me to engage in conversations with my peers about sketchnoting. They gave me a lot of positive feedback, and concured that it is a very creative and effective way of organizing ideas and information. They also suggested that I should consider using colours, various types and weights of shapes and lines, and block letters in my sketchnotes, in order to highlight certain ideas and enhance the overall message being communicated.

Reflecting/ Evaluating: I felt that sketchnoting during the lecture had helped me concentrate better and retain more of the information that was being presented. By incorporating the use of lines, shapes, and space, it made clear the relationships between ideas, and presented the overall message clearly. Taking my peers' feedback into consideration, I would like to explore on incorporating other elements of design such as colour, and different types of shapes and lines in my future sketchnotes.

Planning/ Focusing: Using the feedback and the outcome of my reflection from the previous cycle, I decided to focus on adding 3 colours, using a highlighting, different shapes and weights of lines, and block letters in my upcoming set of sketchnotes.

Exploring/ Experimenting: I added to the previous list of icons based on the upcoming lecture topic and practiced drawing various types of lines and shapes to signify separation and hierarchy of ideas. This process helped prepare me for the upcoming sketchnoting task.

Producing preliminary work: Using the goals I had set for myself earlier, I created a page of sketchnotes that incorporated three different colours, highlighting, block letters, and various types of borders (3D shapes, bubbles, ovals, etc.).

Presenting/ Performing/ Sharing: I shared my new sketchnotes with classmates, my mentor and on this Padlet. I received a lot of positive feedback on how the increased use of elements of design has contributed to greater clarity in presentation, and some peers even felt inspired to try sketchnoting on their own! I also shared about some of my challenges and began reflecting on the experience more deeply.

Reflecting/ Evaluating: By incorporating a greater variety of elements of design (colour, types and weights of lines, etc.), it made my sketchnotes more clear and visually appealing. To respond to the challenge of the use of space and uncertainty of layout choice, I would like to explore on using a sketchnoting app on an iPad to create my future set of sketchnotes, and compare the experience with my current one.

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Recently, I read a research article that examined the effects of doodling, which is closely related to sketchnoting, on middle school students’ academic achievement. The study (Tadayon & Afhami, 2017) found that doodling increases concentration, and is related to being better able to remember information. However, the findings also indicated that doodling is only helpful to learning when it shares no common cognitive resource with the main activity (i.e., the primary task is not a visual task as well). Due to this new piece of information I uncovered, I realized that if I were to continue with my original plan of taking sketchnotes for my literacy reading assignment, it may interfere with the reading itself as they would both be heavy visual tasks. Therefore, I decided to change my plan to taking sketchnotes during a lecture, where the primary task is auditory, so my sketchnoting would not interfere with it.

Prior to the task, I spent some time previewing some of the concepts that would be covered in that class, and determined a list of icons that would represent a range of ideas (see image below). I also reviewed the lesson from the online course that taught me about different types of layouts, and decided that I would be using mostly lines and boxes to connect and separate ideas. The use of these elements of design, including line, shape and space, to communicate ideas, messages and understanding, is tied to the curriculum expectations of D1.3. Despite having done some planning and practice before the task, knowing that there would be a constraint on the amount of time in drawing and organizing ideas and information that would be presented, I was feeling quite nervous and hesitant prior to the task. I was unsure whether or not sketchnoting would actually facilitate my learning, and communicate clearly the speaker’s message. I was even worried that I might embarrass myself if I couldn’t draw well enough or quick enough during class that day.

Despite having some prior concerns and fears, I must say I felt pleasantly surprised by how well the sketchnoting session turned out. I noticed that my engagement level throughout the lecture was very high. This was because I was constantly thinking and making sense of what I heard, in order to represent the information and ideas with symbols and key words. As I continued on, I noticed myself making more visual connections in my mind, whereby as information was being presented orally, images began to appear in my mind.

Looking back at my experience, there are several factors that contributed to the positive outcome. First, since I had to draw quickly during the sketchnoting session, it was helpful to have a set of predetermined symbols that I could draw from immediately. Moreover, the use of specific elements of design such as lines, arrows, boxes, and space were effective in organizing my thinking, and presenting the information in a clear layout (S.E. D1.3). Furthermore, it was helpful to skip and revisit a drawing later when I felt stuck in representing a specific concept. Based on this experience, I would agree with the research findings that similar to doodling, my sketchnotes did help me concentrate better, and retain much of the information that was presented.

Moving forward, I should continue to develop a growing bank of visual vocabulary through engaging in skill-building practices, and being more aware of signs and symbols that I encounter in my daily life (S.E. D2.3) as my inspiration. I would also like to explore on the use of colour, a very important element of design. Specifically, I would like to use colours to enhance the communication of the message by highlighting, connecting and separating specific ideas. I hope to explore this element of design in my next sketchnoting session.

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Doodling “activates the mental eye using a part of the visual cortex, resulting in the ability to make mental images, to solve problems in an innovative way, and to activate the unconscious part of the mind through keeping the conscious part activated” (Tadayon & Afhami, 2017, p.119).

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Reflecting on curriculum connections and the creative process

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Reflecting on curriculum connections and the creative process

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D1.3 Use elements of design in artworks to communicate ideas, messages, and understandings
Through creating a variety of icons, I have used the elements of design such as line, and shape and form to communicate ideas. I realized that by breaking down the technique of drawing into these smaller elements, it gives me a greater understanding and appreciation for the arts. I used to think that I am not good at drawing at all, but this project so far has taught me that drawing is about using various types of lines that together create shapes and forms, which then turn into an art piece that communicates ideas and messages. For instance, my mini project on representing my day of events in visual form encompassed the use of a variety of lines (ex. straight, curved, wavy, short, and long lines) and shape and form (ex. circle, square, rectangle, dot) to communicate the sequence of events I had engaged in on the particular day.

D1.4 Use a variety of materials, tools, and techniques to respond to design challenges
So far in this project, I have only used liquid gel ink pens and paper to create my drawings. The online course I am taking is mainly focused on using pen and paper as drawing tools. However, I would like to think about ways to incorporate other types of materials, tools and techniques in my designs of symbols. This would likely push me further out of my comfort zone, but I believe it would be worthwhile as it would allow for the development of a more open-ended creative task for my students in future. Perhaps this is something I can discuss with my mentor about.

D2.3 Demonstrate an awareness of signs and symbols encountered in their daily lives and works of art
From road signs, map symbols, to all types of brand designs, we are surrounded by all kinds of signs and symbols in our everyday life. As I embarked on my PLP journey, I realized when I tried to represent an object or idea in visual form, certain symbols would come to mind very quickly (ex. lightbulb for idea, stick figure for person, heart for love, etc.) whereas for other ideas (ex. assessment, progress, learning, etc.), I had a much harder time wrapping my mind around how to represent them. I think this has to do with a buildup of prior knowledge and whether the idea is concrete or more abstract. Connecting this to my teaching practice, in order to engage with students’ creative brain, I believe it is important to help students think beyond what immediately comes to their mind based on their prior experiences, and expose them to alternative ways of representation. This can be done through a research process (ex. researching online a variety of ways and different materials that have been used to represent an idea) and gathering observations of everyday signs and symbols.

Taking the perspective of a student going through this learning process of developing a new skill, I have been working through a mini-cycle of the Creative Process, where I engaged in all of the key stages.

Challenging/ Inspiring: At this stage, the student is being presented with various models and examples, and begins to participate in developing success criteria. Through taking the online course, I was being inspired by the various types of layouts and ways of using specific elements of design (lines, shapes, form, space) to represent thinking and organize ideas in a visually effective way. By seeing these examples and practicing drawing the given icons, it helped me develop a certain comfort level in applying elements of design in drawing, which laid the foundation for upcoming steps.

Imagining/ Generating: As I continued to build up my visual note-taking skills through developing different visual symbols and layouts, I began to brainstorm ways I could apply the skill in a real-life context to further my learning. I thought about applying the skill in coming up with my grocery list, using it when giving procedural instructions in the classroom, recording visual notes during class, and/ or completing a reading assignment.

Planning/ Focusing: At this stage, after reviewing my different brainstormed options and thinking through the feasibility of each, I determined that I would apply the skill while taking notes for a literacy reading assignment. I then considered my strategy for this challenge, where I wanted to set myself up for success by first determining a top ten list of icons that will be used.

Exploring/ Experimenting: In response to the challenge, I first previewed the chapter of reading and listed 10 broad categories of ideas. Then, through researching online, I started exploring different ways of representing each idea.

Producing Preliminary Work: Based on my research findings, I sketched out multiple images next to each idea, and presented them all on the same page.

Revising/ Refining: From the page of icons that I created, I had to narrow down my choices to picking one final icon for each category of idea. I decided the criteria of choosing would be based on ones that are simplistic, visually appealing and distinct from the rest of the categories. The rationale is that by using images that are more simplistic and abstract, they serve as a quick reference and give way to open-ended interpretation. This would allow each icon to represent multiple ideas and concepts.

Presenting/ Performing/ Sharing: Once I identified the final 10 icons, I took a video of myself drawing each of them, and shared my drawing process and product on Padlet. This helps me to document my learning process, which can be used for self-reflection, and for sharing with my course instructor, mentor, and anyone else who is interested in my learning journey.

Reflecting/ Evaluating: So far in the process of applying visual note-taking skills in a reading assignment, I have practiced using specific elements of design (lines and shapes and forms) to communicate ideas and messages. As I begin recording the actual notes, I will also be experimenting on the elements of space and colour. Through this mini project, I learned of the importance of setting specific goals when developing a skill and finding creative and relevant ways in applying the skill. I also realized that my project so far is mostly focusing on the technique of drawing with pens. For my next steps, I would like to explore ways to connect representing ideas beyond drawing with a pen and paper, into using a variety of materials, tools and techniques. I will do so by reviewing curriculum goals and discussing my ideas and plans with my mentor.

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Using the specific goals I had set based on the first piece of sketchnotes I did, I created another piece of sketchnotes during a literacy lecture on the topic of Identifying and Teaching Students with Reading and Writing Difficulties. This time, I used three different colours, highlighter, block letters, and various types of borders (3D, bubbles, ovals, etc.). This related to the specific expectation D1.3, where I further explored on various elements of design in order to communicate my understanding from the lecture more clearly. Specifically, the use of colours helped to separate the information under three main headings, the highlighted parts helped readers zoom into the important details, and the use of different shapes of borders, and block letters created a hierarchy of ideas. All of these elements enhanced the clarity of ideas, and presented the messages in a more organized and easy to read fashion.

Similar to my previous sketchnotes piece, I have found myself being more focused during the lecture, as I had to listen carefully, in order to understand and capture the key points through visual representations within a short period of time. The process of receiving, synthesizing and representing information repeatedly throughout the lecture was highly stimulating to my mind, and motivated me to make sense of the information being presented. Connecting this to my classroom practice, I would encourage students to apply sketchnoting, along with the various elements of design, as a learning tool to enhance focus, engagement and understanding of information.

One of the challenges I experienced was having to make quick decisions on the type of layout I would use, and the amount of space a certain idea should take up. This was especially difficult when I was not sure what the speaker would be talking about next. In response to the challenge, I did some further learning through various online sources. Essentially I learned that the process of sketchnoting is about making connections to an internal frame of reference, where I am taking new information and hooking it to old information I already have. To facilitate this process, it is beneficial to have a rich bank of visual vocabulary and possible layout types in my mind already. I am also reminded that if I get stuck, I can always return to certain drawings later on. In addition, through my research, I learned about different sketchnoting apps, such as SketchBook, Paper, and Sketches. Using these apps would allow for greater flexibility in changing the layouts and sizes of sketchnotes, and the possibility of erasing and recreating images. Moving forward, I would like to continue practicing and further develop my internal library of visual vocabulary, and to explore on the use of space and variety of tools in my sketchnotes. Specifically, I would like to try using the iPad to create sketchnotes, and experiment on its effectiveness as compared to using paper and pen.

On the other hand, as I continue to seek ways in linking sketchnoting with the curriculum, I became invested in being a learner myself through demonstrating an awareness of signs and symbols encountered in daily life (D2.3). During my daily commute to and from school, I have been paying extra attention to the signs and symbols that surround me, and have been taking pictures of them (see on the right). I could interpret these signs and symbols by connecting the messages with various elements of design (ex. the colour red is often associated with the message of “no” or “stop”). I hope to bring this fun and engaging activity into my classroom, as a way to help students see the real life applications of symbols, and how they are connected with the elements of design in conveying meaning.

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After meeting with my mentor, I decided that I would apply and connect my visual note-taking skills by applying them while taking notes for a literacy reading assignment. First, as I have learned in the course, at the beginning stages of sketchnoting, it is helpful to start with a more structured format, where there are higher levels of constraints. This would allow me to focus my attention in practicing specific skills without having to consider too many areas of skill development at the same time. One of the structures I would like to implement in my upcoming note-taking session is to use a predetermined set of visual vocabulary. This would include a few icons that I am already very familiar with, as well as the top ten icons surrounding the topic of literacy. To come up with the top ten literacy icons, I first brainstormed the key terms pertaining to the topic, then I came up with several different icons that could represent each term, and finally, I picked out my favourite icons that would represent each idea (see below; circled in purple).

The video and image below show the process I took in practicing drawing the top ten literacy icons. As I was coming up with the icons, I realized many of the icons that I had been practicing from before came to mind quickly. I noticed my pace of drawing the familiar icons is increasing, which is a sign that I am becoming more comfortable with sketching, and some of the drawings have now become more automatic. I am glad to experience this growth in my sketchnoting journey. When deciding on which icons to pick, I made my decision based on ones that are simplistic, yet visually appealing and distinct from others. By using images that are more simplistic and abstract, they serve as a quick reference and allow more room for interpretation. This would also allow each icon to represent multiple ideas and concepts. Determining and practicing the top ten literacy icons has been a meaningful process as it serves as a skill-building task that would give me greater confidence when I engage in the actual note-taking task.

For my next steps, I would like to set another constraint for my note-taking task by using a structured layout. I would like to incorporate lines, arrows and boxes to show both connection and separation between ideas. Depending on the content of the reading, I may use graphic organizers that show a sequence, flow, or hierarchy of ideas. However, I think I would need to remain flexible in terms of the specific type of graphic organizer I would be using, as it all depends on the ideas being presented in the reading. The goal of setting these constraints ahead of time is to allow for greater flow and efficiency during the note-taking process, where the icons and layout would assist in the capturing, understanding and storing of knowledge and ideas.

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The explicit goal of my Personal Learning Project is to complete the nine modules of the Introduction to Visual Note-Taking course. So far I have completed four modules of the course focusing on fonts, organic and structured approach to layout, building a visual vocabulary, and practicing drawing people, faces and scenes. Before each lesson, I warm up by doodling and drawing different shapes, and followed by practice drawing specific icons from the visual vocabulary pack. During each lesson, I create a page of visual notes that records some of the key images and ideas that were presented (see images below). This helped highlight my learning from each lesson, and becomes a resource that I can look back to later on to review and practice specific skills with. After the lesson, I usually practice drawing some of the images or layouts I learned in the lesson and extend the learning through thinking of possible ways to apply the skill in specific contexts.

In the process of extending my learning, one of the ways that I applied the skills is to represent a sequence of events using the elements of layout, icons, people and faces. As shown below, I used arrows and icons to show the sequence of events that I engaged in during the day. Comparing to describing the day using words, which is my typical default in communication, drawing visual representations took a longer time to complete. However, I felt that it had stimulated the visual side of my brain, and made me visualize what was happening during each part of my day in a much more vivid way. Connecting my learning to my classroom practice, I can incorporate the use of icons and symbols when giving procedural instructions to students (ex. daily routine, a task involving multiple steps, etc.). This would enrich the information that is being presented, and may engage students in a more visually-rich way, allowing a way of accessing information that is essential for some and beneficial for all.

Reflecting on this current task, I realize how powerful it is to use simple images composed by lines and shapes to represent and communicate ideas. When looking at a page of visual notes, the icons definitely stand out and catch my attention much more than the texts do. To make my messages more explicit and allow for greater clarity, I can consider incorporating the use of texts written next to each icon. Moreover, this task helped me see the importance of applying learned skills in specific tasks. Another application of my developing sketchnoting skills could be to use them when writing a to-list or a grocery list. Through continual practice, I find myself becoming more comfortable in drawing certain icons. In future, I hope to continue practicing and designing various icons and layout types, while applying them to practical situations. Furthermore, I look forward to the upcoming lessons where I will learn about the use of colour in enhancing my visual notes.

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In the first mentor meeting, my mentor, Sali, and I discussed about our roles as both mentors and mentees. We established that the role of the mentor is to provide encouragement and accountability in the mentee's learning journey. The mentor would also ask insightful questions and offer suggestions when appropriate in order to elicit reflection and support mentee in identifying future steps. As a mentee, my role is to provide my mentor with a clear picture of how I am doing with my PLP. This includes to openly share my learning progress, the successes and challenges that I encountered, the pieces of work that I have developed, and taking the initiative to ask for and be open in receiving specific feedback. Having a mentor in this project is highly valuable, as it allows me to share my progress with someone who is interested in my learning, provides a level of support and challenge that will motivate me to stay on track, and pushes me to continually reflect upon my own learning experience. Moreover, having a mentor provides a fresh pair of eyes to look at what I am doing, in which she may be able to identify gaps in my learning or offer new ideas that an insider may not necessarily see. The insightful feedback that Sali can provide through an outsider's perspective will enhance my overall learning experience.

After defining our roles, I shared about the learning and ongoing practices I have been engaging in with Sali. I showed her some pieces of work I have done in the past few weeks. I also discussed with her a challenge that I was facing – I felt a bit stuck as to how I could apply my sketchnoting skills in a tangible way. Through talking with Sali and listening to her suggestions, we were able to come up with a plan where I would apply my sketchnoting skills while taking reading notes for a literacy class. We then set up goals for me to achieve before our next meeting. This includes coming up with the top ten icons that I will use in the literacy note-taking task, and to practice drawing these icons. Then I would engage in the actual task by recording visual notes while reading the text. I will share my work with Sali in our next meeting so we can review the learning together and identify next steps from there. This was definitely a highlight in our meeting, where through questioning and sharing of new ideas, I was supported in addressing a challenge and coming up with a plan of action.

I appreciate having a mentor in this project as it has kept me motivated in my learning. It also provided me with practical insights as to what I will be doing next. I look forward to the next mentor meeting we will be having.