Free, online resources on how to take notes in university

October 4, 2010

Know someone in university or college who struggles with note taking? Here are a few excellent free, online resources that offer practical tips, strategies and advice.

Taking Class and Lecture notes
http://www.dartmouth.edu/~acskills/success/notes.html
Dartmouth College site on note taking. Scroll to the bottom of the page for even more resources.

Note Taking Skills from Lectures and Readings
http://education.exeter.ac.uk/dll/studyskills/note_taking_skills.htm
Exeter University (U.K.) page on taking good notes. There are other links directly under the main title of the article to related pages. Good stuff here.

Taking and making notes
http://www.st-andrews.ac.uk/students/academic/Studysupport/Takingandmakingnotes/
Page from St. Andrew’s University (UK). I like this page because it takes a strength-based approach to note-taking.

Taking notes from Textbooks
http://www.athabascau.ca/counselling/whats_in_it_for_me.php
University of Athabasca page on how to take notes from textbook. Very practical advice on how to get the most out of your textbooks.

Note taking at University
http://lss.info.yorku.ca/resources/note-taking-at-university/
This page is a little text-heavy and definitely worth the time. It’s jam-packed full of useful strategies for note taking.

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Update – January 2018 – This blog has had over 1.8 million views thanks to readers like you. If you enjoyed this post, please “like” it or share it on social media. Thanks!

Sarah Elaine Eaton is a faculty member in the Werklund School of Education, University of Calgary, Canada.

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Posted by Sarah Elaine Eaton, Ph.D.

Formal, Non-formal and Informal Learning in the Sciences

August 18, 2010

A few months ago I shared a research report called Formal, non-formal and informal learning: The case of literacy and language learning in Canada. Following that report, I began working with a geophysicist, Heather L. Ainsworth, who also had interest in learning contexts. We collaborated and together we researched, wrote and published a companion report that took the same concepts of formal, non-formal and informal learning and applied them to science and engineering. The result was this companion report, which we co-authored.

View this document on Scribd

Formal, Non-formal and Informal Learning in the Sciences (July, 2010)

ISBN: 978-0-9733594-5-9

Formal abstract: This research report investigates the links between formal, non-formal and informal learning and the differences between them. In particular, the report aims to link these notions of learning to the field of sciences and engineering in Canada and the United States, including professional development of adults working in these fields. It offers practical, concrete examples as well as a conceptual framework for understanding formal, non-formal and informal learning. It offers examples of how all three types of learning are valued in the fields of science and engineering in both educational and professional contexts. It also discusses science literacy, what it is and how popular media is elevating science literacy in general. This is a companion report to “Formal, Non-formal and Informal Learning: The Case of Language Learning and Literacy in Canada” (February, 2010).

Full-text copies of this report may be downloaded from:

National Library of Canada Online Archives (Note: This link works in Explorer and Firefox.)

Related posts:

Formal, Non-formal and Informal Learning (Infographic) https://wp.me/pNAh3-266

Formal, non-formal and informal learning: The case of literacy and language learning in Canada

Formal, non-formal and informal education: What Are the Differences?

Formal, Non-formal and Informal Learning: A podcast

Breathtaking Impact of Volunteers’ Contribution to Non-formal and Informal Literacy Education in Alberta

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Update – January 2018 – This blog has had over 1.8 million views thanks to readers like you. If you enjoyed this post, please “like” it or share it on social media. Thanks!

Sarah Elaine Eaton is a faculty member in the Werklund School of Education, University of Calgary, Canada.

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Learning means growing your heart and soul

August 6, 2010

My neighbor is an outstanding gardener. She’s gone away for a few days and asked me to water her plants while she’s away. After returning home from lunch with a friend today, I went as feeling inspired as I was watering my neighbour’s beautiful flowers. The vibrant colours of her garden inspired this metaphor:

“Learning is about growing your heart and soul. The fertilizer is passion. The result is a blossoming mind and a character rich with color.”

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Update – January 2018 – This blog has had over 1.8 million views thanks to readers like you. If you enjoyed this post, please “like” it or share it on social media. Thanks!

Sarah Elaine Eaton is a faculty member in the Werklund School of Education, University of Calgary, Canada.

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Posted by Sarah Elaine Eaton, Ph.D.

The many faces of non-formal learning

July 9, 2010

In Formal, non-formal and informal learning: The case of literacy and language learning in Canada (2010), I examine the notions of formal, non-formal and informal learning. Non-formal learning may be defined as:

Learning which “may or may not be intentional or arranged by an institution, but is usually organized in some way, even if it is loosely organized. There are no formal credits granted in non-formal learning situations.”

Non-formal learning can go by many names including:

  • nonformal or non formal learning
  • continuing education, programs or courses
  • community-based education, programs, or courses
  • adult education (non-degree)
  • continuing professional development
  • non-credit education, programs or courses
  • post-degree continuous learning
  • post-degree course work
  • professional development courses, seminars, conferences or webinars

Regardless of the name it goes by, non-formal learning may happen in a variety of contexts, such as:

  • educational institutions offering non-credit programs
  • voluntary and non-profit organizations
  • private learning academies
  • small and large businesses
  • community organizations
  • recreation centres
  • professional associations

Non-formal learning is likely led by someone with experience and expertise. The person in the teacher or tutoring role may or may not have formal training as an educator, but he or she probably has a deep interest in – and passion for – the subject matter.

Though some consider non-formal learning to be less credible than formal learning that is sanctioned or accredited by governments, the fact is that non-formal learning accounts for a huge percentage of the learning that occurs over one’s life span.

Check out these related posts:

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Update – January 2018 – This blog has had over 1.8 million views thanks to readers like you. If you enjoyed this post, please “like” it or share it on social media. Thanks!

Sarah Elaine Eaton is a faculty member in the Werklund School of Education, University of Calgary, Canada.

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