Academic Listening and Note-Taking

Start Date: 10/13/2019

Course Type: Common Course

Course Link: https://www.coursera.org/learn/note-taking

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Course Syllabus

This is the first course in the Learn English: Advanced Speaking and Listening specialization. It is aimed at learners whose native language is not English. This course will help you improve your academic listening and speaking skills. For example, you will learn how to understand and follow a lecture, how to take better lecture notes, how to discuss courses with classmates and professors, and how to give an effective academic presentation.

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Course Introduction

This course will help non-native English speakers improve their listening and note-taking skills for

Course Tag

English Language Lecture Note Taking Speech

Related Wiki Topic

Article Example
Note-taking Note-taking is a race against time. The note taker typically is under severe time pressure, and different note-taking styles and techniques try to make the best use of time. The average rate of speech is 2–3 words per second, but the average handwriting speed as only 0.2–0.3 words per second.
Note-taking Online note-taking has created problems for teachers who must balance educational freedom with copyright and intellectual property concerns regarding course content.
Note-taking Regardless of the medium (paper, computer), note-taking can be broadly divided into linear and nonlinear methods, which can be combined.
Note-taking Note-taking (sometimes written as notetaking or note taking) is the practice of recording information captured from another source. By taking notes, the writer records the essence of the information, freeing their mind from having to recall everything. Notes are commonly drawn from a transient source, such as an oral discussion at a meeting, or a lecture (notes of a meeting are usually called minutes), in which case the notes may be the only record of the event.
Note-taking However, computerized note-taking, whether with a word processor, an outliner like Workflowy, or a digital notebook program such as OneNote, Evernote or TiddlyWiki, provides the opportunity to revise easily and add more entries or rows to the outline.
Note-taking There are many types of non-linear note-taking techniques, including: Clustering, Concept mapping, Cornell system, Idea mapping, Instant replays, Ishikawa diagrams, Knowledge maps, Learning maps, Mind mapping, Model maps, Pyramid principle, Semantic networks, and SmartWisdom.
Note-taking Note-taking is a central aspect of a complex human behavior related to information management involving a range of underlying mental processes and their interactions with other cognitive functions. The person taking notes must acquire and filter the incoming sources, organize and restructure existing knowledge structures, comprehend and write down their interpretation of the information, and ultimately store and integrate the freshly processed material. The result is a knowledge representation, and a memory storage.
Note-taking The growing ubiquity of laptops in universities and colleges has led to a rise in electronic note-taking. Many students write their notes in word processors or prepare digital hand-written notes using a graphics tablet or tablet computer and styli or digital pens, with the aid of note-taking software. Online applications are receiving growing attention from students who can forward notes using email, or otherwise make use of collaborative features in these applications and can also download the texts as a file (txt, rtf...) in a local computer. It has also become common for lecturers to deliver lectures using these and similar technologies, including electronic whiteboards, especially at institutes of technology.
Note-taking Many different formats are used to structure information and make it easier to find and to understand, later. The format of the initial record may often be informal and/or unstructured. One common format for such notes is shorthand, which can allow large amounts of information to be put on paper very quickly. Note-taking is an important skill for students, especially at the college level. In some contexts, such as college lectures, the main purpose of taking notes may be to implant the material in the mind; the written notes themselves being of secondary importance. Historically, note-taking was an analog process, written in notebooks, or other paper methods like Post-It notes. In the digital age, computers, tablet PCs and personal digital assistants (PDAs) are common.
Note-taking Note-taking has been an important part of human history and scientific development. The Ancient Greeks developed hypomnema which were personal records on important subjects. In the Renaissance and early modern period commonplace books which served a similar function became popular. Philosopher John Locke developed an indexing system which served as a model for commonplace books; for example, it inspired another book, "Bell’s Common-Place Book, Formed generally upon the Principles Recommended and Practised by Mr Locke" nearly a century later.
Note-taking Professional notetakers provide access to information for people who cannot take their own notes, in particular the deaf and hearing impaired. Professional Notetakers most frequently work in colleges and universities, but are also used in workplace meetings, appointments, conferences, and training sessions. They are usually educated to degree level. In the UK they are increasingly expected to have a professional note-taking qualification, such as that offered by the Council for the Advancement of Communication with Deaf People (CACDP).
Listening A distinction is often made between "intensive listening", in which learners attempt to listen with maximum accuracy to a relatively brief sequence of speech, and "extensive listening", in which learners listen to lengthy passages for general comprehension. While intensive listening may be more effective in terms of developing specific aspects of listening ability, extensive listening is more effective in building fluency and maintaining learner motivation.
Note-taking Here, ideas are written in a tree structure, with lines connecting them together. Mind maps, also referred to as brain-storming are commonly drawn from a central point, purpose or goal in the center of the page and then branching outward to identify all the ideas connected to that goal. Colors, small graphics and symbols are often used to help to visualize the information more easily. This note-taking method is most common among visual learners and is a core practice of many accelerated learning techniques. It is also used for planning and writing essays.
Listening Semiotician Roland Barthes characterized the distinction between listening and hearing as "Hearing is a physiological phenomenon; listening is a psychological act." Hearing is always occurring, most of the time subconsciously. In contrast, listening is the interpretative action taken by the listener in order to understand and potentially make meaning out of the sound waves. Listening can be understood on three levels: alerting, deciphering, and an understanding of how the sound is produced and how the sound affects the listener.
Listening Along with speaking, reading, and writing, listening is one of the "four skills" of language learning. All language teaching approaches except for grammar-translation incorporate a listening component. Some teaching methods, such as Total Physical Response, involve students simply listening and responding.
Dialogic listening Dialogic listening is an alternative to active listening which was developed by John Stewart and Milt Thomas. The word ‘dialogue’ originated from the Greek words ‘dia’, meaning ‘through’ and ‘logos’ meaning ‘words’. Thus dialogic listening means learning through conversation. Dialogic listening is also known as ‘relational listening’ because with the help of exchange of ideas while listening, we also indirectly create a relation.
Note-taking Every new thought is written as a new line. Speed is the most desirable attribute of this method, because not much thought about formatting is needed to form the layout and create enough space for more notes. When taking these notes, you can number them or bullet them. This method can allow the reader to tell where a new thought ends and begins. This strategy is short and helpful, especially when a professor or teacher may need to read the notes.
Listening Understanding, the third level of listening, means knowing how what one says will affect another. This sort of listening is important in psychoanalysis. Barthes states that the psychoanalyst must turn off their judgement while listening to the analysand in order to communicate with their patient's unconscious in an unbiased fashion.
Dichotic listening An emotional version of the dichotic listening task was developed. In this version individuals listen to the same word in each ear but they hear it in either a surprised, happy, sad, angry, or neutral tone. Participants are then asked to press a button indicating what tone they heard. Usually dichotic listening tests show a right-ear advantage for speech sounds. Right-ear/left-hemisphere advantage is expected, because of evidence from Broca's area and Wernicke's area, which are both located in the left hemisphere. In contrast, the left ear (and therefore the right hemisphere) is often better at processing nonlinguistic material. The data from the emotional dichotic listening task is consistent with the other studies, because participants tend to have more correct responses to their left ear than to the right. It is important to note that the emotional dichotic listening task is seemingly harder for the participants than the phonemic dichotic listening task. Meaning more incorrect responses were submitted by individuals.
Listening Listening differs from obeying. Parents may commonly conflate the two, by telling a disobedient child that he "didn't listen to me". A person who receives and understands information or an instruction, and then chooses not to comply with it or to agree to it, has listened to the speaker, even though the result is not what the speaker wanted. Listening is a term in which the listener listens to the one who produced the sound to be listened.