It has been several months since I’ve posted any writing on my site.
Why?
AI.
When ChatGPT came on the market, I experimented with it and eventually discovered many other tools. I found tools that could make my life easier and save me time so I could explore other hobbies. When I entered my writing and asked ChatGPT for suggestions, corrections, or citations, I received fully revised articles. The revisions may have lacked my voice, but no matter, I now had time. What used to take me hours, sometimes days, to complete was done in seconds. Literally seconds. I no longer had to wrack my brain for the perfect word or phrase. Deleting entire paragraphs and moving sentences around was no longer part of my struggle with writing. I should be happy.
I’m not happy.
I actually like reworking paragraphs and struggling to find the perfect word. I enjoy the initial brainstorming where I think about topics that might be beneficial to my target audience. Playing with my writing (yes, playing) is my kind of fun; it’s my hobby. The ease of writing does not necessarily equate to satisfaction, especially when the process is what I enjoy most. I don’t want a tool to take my fun away.
Even though this might be “my” kind of fun, I think about all the students who give away their voices to a bot. They are giving away what writing does for all of us: thinking, meaning-making, and creativity. Writing is a valuable process; it’s how we discover more about ourselves and the world around us. But now, many may never know the benefits of writing because they will always have a tool ready to take it over for them. The thinking, the writing, the revising, the editing—all gone.
I understand that many students do not see the fun in writing and allow large language models (LLMs) to take away their burdens and struggles. But when students outsource their thinking and drafting to AI, they lose the learning that happens through writing. I worry about students losing their voices to AI. Voice is formed through practice and intellectual friction. It can take years to develop, but it is the unique voice of each student that needs to be heard.
My suggestion for students who struggle with writing is this: take a chance and write down any thoughts you have on the topic. Get out all your ideas in whatever way feels natural. Then, after the struggle is over, ask the LLM to make grammatical corrections and offer suggestions for clarity, but tell the tool to maintain your voice.
Although much of the struggle is gone, the voice remains, but only if we insist on keeping it. AI can polish our writing, but it cannot replace the joy of wrestling with an idea until it finally clicks. As I return to writing, I’m choosing to embrace the struggle again, the many drafts and all the rewriting, because that’s where my voice lives.
And I hope our students discover that their voice is worth wrestling for too.
Taking effective notes during class is a crucial skill for college success. Whether you’re jotting down key points from a lecture or capturing insights from a discussion, good note-taking can enhance your understanding of the material and help you retain information for exams and assignments. Here are some essential tips to help you master the art of note-taking:
1. Come Prepared
Before each class, review the previous lecture’s notes and skim through the upcoming material. This process will give you a framework for understanding the new information and help you anticipate what to focus on during the lecture. You don’t want to enter the class cold, where you spend part of the time trying to remember information from the prior class or your homework. Make sure to bring all the necessary note-taking tools such as pens, pencils, highlighters, and notebooks or a laptop.
2. Develop a System
Experiment with different note-taking systems to find what works best for you. Some popular methods include the Cornell method, outlining, mind mapping, and the charting method. Choose one that aligns with your learning style and the type of material being presented. Although there are AI tools that can take notes for you, it is essential for you to take your own notes to stay active and engaged in class, especially if the class is primarily lecture. During lectures, it is easy for the mind to drift, but if you are taking notes yourself, you will be actively listening. If you choose to use AI for note taking, you can then compare your notes with the tool. How did you do? How did the tool do?
3. Listen Actively
Stay engaged during class by actively listening to the instructor and participating in discussions. Focus on understanding the main concepts rather than trying to transcribe everything word for word. Listen for cues such as repeated phrases, emphasis, and tone, as these can signal important information. Many students work too hard to capture each word; however, this does not allow time for you to process the information or distinguish what’s important from what’s not. During the lecture or reading, important points are typically repeated and/or emphasized, so make sure to include this information in your notes rather than every word.
4. Organize Your Notes
Keep your notes organized and easy to review later on. Use headings, bullet points, and indentations to structure your notes hierarchically. Leave plenty of white space for annotations and additional comments. Consider color-coding or using symbols to highlight key points, definitions, and examples. It’s always a good practice to return to your notes shortly after the class so you can fill-in information where you may have missed an important point or connection. Set aside time after each class to review and revise your notes. Fill in any gaps, clarify confusing points, and reinforce your understanding through summarization and paraphrasing.
5. Collaborate with Peers
Consider forming a study group or partnering with classmates to compare notes and discuss the material. Collaborating with peers can provide different perspectives and insights, fill in any missed information, and reinforce your learning through discussion and debate. Once again, being active during the learning process helps you make sense of the information.
Effective note-taking is a skill that can significantly enhance your academic success in college. By coming prepared, developing a system, actively engaging with the material, and regularly reviewing your notes, you can optimize your learning experience and retain information more effectively. Experiment with different strategies, stay organized, and don’t hesitate to seek support when needed. With practice and persistence, you can master the art of note-taking and excel in your studies.
I want to spend more time writing. I have many projects in the works, but I often find myself getting sidetracked and not writing as much as I would like or at all. I just read a book that encourages writing at least 1000 words per day. I have some days where I don’t even write 100 words. I have many strategies to help me focus on writing, but so far, each strategy has not completely worked for me. Here are some of the strategies suggested to me:
Schedule a time each day to write
Most of us have some type of daily schedule, so it should be relatively easy to carve out time each day for writing. Making writing part of your daily routine will help it become a habit. A healthy habit that will perhaps produce a new article, essay, book, or memoir. Maybe you’re not interested in producing anything; maybe you just want to explore your creative side. Whatever type of writing you want to do, carving out time each day will help you reach your writing goal.
Write for just 10 minutes
After all, writing for 10 minutes is still better than not writing at all. Proudly, I accomplished writing for at least 10 minutes per day for several days until it just didn’t work anymore. Ten minutes was so minimal that it became easy to skip it. However, ten minutes is still better than no minutes. If you can stick to just 10 minutes, set a date for when ten minutes turns into 15 minutes and then twenty minutes. Hopefully, the ten-minute habit will naturally ease into more minutes because you are so immersed in what you are writing.
Find a Writing Partner
Finding someone who has the same interests as you and will also hold you accountable for your writing practice is the ideal situation for meeting your goals. This strategy helps with reaching any type of goal. With a writing goal, you can set up a time to meet with a fellow writer to read each other’s writing. Or, you can meet at a coffee shop or over Zoom to spend time writing without talking. Just knowing that someone else is working will help motivate you to do the same.
Join a Writing Group
Search the internet for a writing group near you. I searched my area and found over twenty possibilities. Some of the groups emphasize a particular genre, others have membership fees, and some have no conditions or requirements; they just like to write in the presence of others. These groups are more than writing at the same time; you will have people willing to read and comment on your work. Finding others who support you is not only motivating but it also helps you grow as a writer. You can learn from others’ writing approaches and their comments as well as learning more about how you can improve your own writing.
Finding more time to write is a common struggle for many aspiring writers, but it’s not an insurmountable challenge. By implementing strategies such as scheduling dedicated writing time, committing to short bursts of writing, finding a supportive writing partner, or joining a writing group, you can create an environment that works for you. Remember, consistency and perseverance are key. Even small steps taken daily can lead to significant progress in achieving your writing goals. So, whether it’s carving out ten minutes or an hour each day, prioritize your passion for writing and watch it flourish.
Allowing others to read your writing can be stressful at any age, but when you are returning to school after a significant break and beginning a new course, letting others read your writing can feel like running naked outside: exposed.
Although unfair, there’s a certain amount of expectation surrounding the writing abilities of students in a college level course and yet an even higher expectation when the student appears a little older than the “average” or traditional college student. Many students are making the decision to return to school decades after their last course. The last time they wrote anything significant or academic could have been in high school or maybe a college course along the way. So writing an academic paper for class and then sharing it with relative strangers is difficult.
When I taught a writing course to non-traditional students, my focus was on building a community of learners that worked together to improve everyone’s writing. Afterall, receiving feedback from more than just me would help students improve. I created peer revision groups and went to work on building trust within each small group.
I often utilize peer revision groups to optimize feedback. Although most students do not have formal training in how to teach writing, they are all readers and have opinions about how welI a piece of writing informs. I just needed to help them believe they had the credentials to respond to writing.
Getting people comfortable with sharing their writing begins with sharing their history as writers. I had students write about and then share a pivotal experience that involved writing. Some shared papers that were read aloud in class when they were in middle school and others shared times when they were embarrassed by all of the red marks and comments the teacher wrote on their papers. Whether the experience was positive or negative, this activity gave students an opportunity to share with their peers and begin the long and important process of building trust.
After the initial reflective journal, students were placed in small groups that would remain the same throughout the semester. In these groups, students shared their writing weaknesses as well as their needs concerning feedback. Some needed help with organization and others wanted more suggestions about clarity or passive voice. Straightforward feedback was the preferred method but a few said they needed more kindness because of past experiences. All of the small group conversations helped students progress towards sharing their first writing drafts.
Authors read aloud their first drafts to the small group. Each student had a copy of the paper so they could closely follow along and mark places where they had questions or comments. Each student received 30 minutes of discussion where members gave suggestions for improvement along with praise for areas of strength. Students could then rewrite the drafts based on the feedback and share them again at a later date.
Before revised drafts were shared with their small groups, I explained the importance of different types of feedback and tried to build confidence by explaining that everyone is a reader. As readers, we know what good writing is. We know when we’ve read something that clearly explains the topic. We also know when a sentence doesn’t make sense or when a paragraph seems out of order. I encouraged them to ask questions about the writing. I explained that if they had to reread a sentence or paragraph then something is probably missing or out of place. It wasn’t necessary to give a name to the problem because sometimes we don’t really know what’s wrong. But asking a question or pointing out the confusion was enough to help the author understand if the writing was clear. This attempt to build confidence in giving feedback helped students understand that pointing out grammar and punctuation mistakes was not as helpful as asking questions or describing places of confusion.
After being uncomfortable with sharing their writing at the beginning of the semester, students understood the benefits by the end. Many continued sharing their writing for other classes. They reaped the benefits of lowering their defensive walls and putting themselves and their writing out there for others to read. Yes, sharing writing with fellow students can be stressful and even scary, but taking time to build trust and believe in the process creates stronger writing and builds confidence at any level.
It’s the time of year to reflect on the past and look to the possibilities of the future. As I write this blog on New Year’s Eve, I’ve thought a lot about the types of resolutions I’d like to make to be a better version of myself. Will I stick to each one? I hope so, but I’m also realistic and know that some will fall through the cracks. Sharing some of my professional resolutions in a public forum will hopefully help me achieve my goals… time will tell.
2024 Resolution #1
To begin, I’d like to be more consistent with my Online Learnings’ blog. I feel so good when I post a new blog, yet I haven’t made time for writing, one of my favorite activities. Writing this blog is something I enjoy, so why haven’t I made it a priority? I’ll start small by creating a new writing schedule for myself.
Making a goal achievable should begin with action steps, a way to make the goal possible. Setting aside a time to write each day will be a part of my daily schedule. The weekends will be optional, but I can set a time to write every morning during the work week. I’ll begin with just ten minutes each day because I know I can keep this schedule. Once I get into the rhythm, I’ll be able to add more minutes, and hopefully, produce blogs every 7 to 10 days, which is another goal of mine. How do I hold myself accountable? I’m going to keep a tracker on my iPad and tell family members about my plan. Keeping track and telling others about my goals will increase my chances of success.
Resolution #2
In my professional life as an instructional designer, I want to continue learning more about artificial intelligence and how it can help instructors create amazing courses and students engage in significant learning. We all have a lot to learn about AI, and it will be interesting to see what 2024 will bring. Will instructors begin to embrace AI? Will it become embedded in our everyday tasks? Will students use it to assist them in their learning?
Of course I’m hoping for the best with AI. The technology is rapidly progressing and it can be difficult to stay on top of the changes. At times I feel overwhelmed; it seems impossible to learn it all, but reading an article or watching the latest video 3 or 4 times each week will help me continue to progress.
Along with seeking out and reading the latest articles, I want to use AI more in my everyday tasks. And, while I feel confident in my knowledge of ChatGPT, I’m eager to delve deeper into other AI technologies like Claude and Bard. Exploring their functionalities will not only broaden my expertise but also open new possibilities in my teaching and instructional design projects.
Measurable?
How will I know if my AI resolution is achieved since it’s not really a measurable goal? While goals should be measurable, I’d like for my goal of learning more about AI to be charted through my writing, teaching, and designing. I will begin by keeping a log of the articles and videos I’m reading and watching. I’ll include the link of the article or video and write a brief summary for each. I’ve been collecting articles over the past year, but I don’t always create the time to read each one. Writing brief summaries and playing with AI technologies will increase my knowledge base, which will begin to show in my work. It already has to some degree, but I’m ready to do more and share more of what I learn and how I use these technologies.
Learning Goals
Include a learning goal as one of your resolutions. Creating a goal that involves learning something new, like my AI goal, is a fun way to keep progressing and improving. If you’re a parent, showing your kids that you’re still a learner is an excellent demonstration of the importance of lifelong learning. If you want to climb the ladder at work, share a new skill at a party, or just challenge yourself, create a resolution that involves learning. Noone regrets learning something new, so pick a topic and start exploring. Begin with just 5 minutes each day. We can all afford 5 minutes out of our day, so set a reminder on your phone and begin.
More writing, more blogs, and more usage of AI seem to be the main resolutions for my professional side. I know many people don’t believe in making resolutions and many break them within the first week; however, I’ve always loved the idea of a fresh start, a new beginning. It doesn’t have to be on January 1st each year; it can be the start of a new week or month, really any day can be a do over. I’m going to get started tomorrow and let you know about my progress every few months. You’ll know whether I’m producing more blogs, but I’ll keep you updated on my progress with AI. Feel free to post a comment about one of your resolutions and how you plan to achieve it.
Sarah came home from school dejected. In her hand was an essay she had written the week before. The teacher’s comments written in red on the paper said, “be more specific, run-on sentence, unclear, and weak conclusion.” Sarah spent hours working on her essay, and even with all of the comments, she still has no understanding of why it received such a low score.
Countless adults have similar stories about their grade school experiences with writing. “My 5th grade teacher hated my writing,” or “My essays looked like they were bleeding with all the comments written in red.” These experiences have a lasting impression that affects most people into adulthood. Their attitudes about writing are often connected to their experiences in school. However, no matter the attitude, either positive or negative, many of our daily tasks require some form of writing, and more importantly, most jobs require writing, so it is imperative that students learn writing skills.
Parents can play a vital role in helping students improve their writing skills and their attitudes towards writing. Hopefully, you can begin this process at least three or four days before the paper is due. The dreaded last minute essay rarely receives the attention needed to write a solid high scoring paper.
The following offers several tips that parents can use to assist their children with their next writing assignment.
Understand the Assignment
Before the writing begins, it is necessary to understand what the teacher is asking of the students. Ask your child to read the directions, or the essay prompt to you. Is this a persuasive essay, a book report, a literary analysis? It doesn’t matter what type of essay because all good writing requires the same elements, but we’ll get to that later. What does matter is that the child understands what the teacher expects for this writing assignment.
Brainstorm Ideas
Once you have a clear understanding of the assignment, you can begin discussing possible ideas about how to approach the topic. Brainstorming is a necessary step before the actual writing begins. Try to get your child to express as many ideas as possible. You can add to the list, but the majority of ideas should come from your child. During brainstorming, there is never a bad idea. It is just a time to discuss all of the possibilities. You can do this in a discussion, or you can have your child jot down ideas in a list.
Narrow the Topic
After you have exhausted all of the possible topics for the essay, it is time to narrow it down to the one topic that will work best. Typically, the chosen topic is one where the child has some background or passion for the idea. It is always easier to write about something where you have knowledge and/or passion. So, help your child choose the topic that is most appealing. Narrow the topic if necessary. If the main topic is education, obviously, the topic is too big for an essay. Discuss with your child how you can narrow the topic on education to his favorite subject. If his favorite subject is science, then his paragraphs can be divided into the different aspects of science class that he most enjoys.
Your child has narrowed the topic, so now it is time to figure out the “roadmap” for the essay. The roadmap is a way to explain to readers in just one sentence what the essay will cover. For example, with the science essay, the thesis statement or roadmap could be: Science is my favorite class because of the experiments, new discoveries, and hands-on learning. The main paragraphs would cover those three sub topics. If you find it difficult to create sub topics then you may need to return to the brainstorming you created earlier. However, if it was easy to determine the subtopics, you can begin adding details.
Details and the Rough Draft
It is time to write the first draft of the essay. During this stage, many students struggle with adding details to their essays. They often assume the reader understands what they are thinking, so they often omit information that helps with understanding. Parents can help their children add details by asking questions. “What do you do during an experiment in science? What was your last experiment? Do you work with a partner or by yourself?” These questions help students understand they must add information to help the reader picture the scene. When the rough draft/first draft is complete, you should read over it and point out the positives. Be specific with your praise. “I liked how you described the tools needed to conduct the experiment.” You can also give some constructive feedback, “I think you could add some more description here.” At this stage in the writing process, it is important to spend more time praising the good parts, and less time critiquing the weak parts. You are trying to help the student have a positive relationship with writing, so you want this help session to be uplifting.
Final Copy
After the rough draft was discussed, it is time to do some final revisions before writing the final copy. At this stage, encourage your child to look for varied sentence structure, strong verbs, and good vocabulary. One good strategy is to have your child underline the first few words of each sentence. Are the sentences varied? Some sentences should follow the pattern of a subject followed by a verb, and other sentences should begin with a clause. Once the changes are made and the final copy is written, you have one final step. It’s time for your child to read the essay out loud. This strategy helps the student hear how the writing flows, and you can listen for any confusion or awkwardness.
Remember, writing for many people is a difficult endeavor, yet it is a necessary life skill. Helping your child with writing will benefit him for the rest of his life. You don’t have to be an expert writer, you just need to support, encourage, and praise your child as he struggles through his next writing assignment. If you do this, he will develop the necessary writing skills as well as a positive attitude towards writing.
Learning by Design 