The Video Information System (VIS) permits the fiber-optic distribution of teaching media from a central resource facility to the classroom. Undergraduate students taking a Western civilization course that used VIS, reported that VIS helped their notetaking, made the textbook more understandable, and encouraged learning. (KS)

Tablet PCs and graphics tablets employ digital ink technology. In this paper the author introduces the reader to digital ink technology with the aim of promoting its use in various instructional or training settings, with the goal of improving instructor-learner dialogue and student learning. The potential of digital ink for improved instructional…

This booklet provides a framework within which information skills may be taught. Four broad categories of information skills--identifying and locating information sources, information intake, organizing information, and communicating information--are described. The development of an information skills policy which includes a sequential list of…

Professors need to stimulate both sides of students' brain to allow for efficient increase of information absorption. As an alternative to linear outlines, mind maps can provide for more effective comprehension as related ideas are conceptualized from the center out to supporting details, as well as from top to bottom or left to right. The mind…

Study skills are acquired abilities; they are processes for learning. They can and must be taught in elementary school classrooms. This is best done through activities which are integrated and practiced in all areas of the curriculum. Teachers can start teaching study skills with the three lesson plans on listening, notetaking, and testing that…

Describes a four-phase assignment in an English-for-academic-purposes class in which nonnative-speaking students apply the listening and notetaking skills learned to other classes, then write a report that both the English instructor and the content area instructor evaluate. (HTH)

Offers a method for teachers in the content areas to teach study skills, specifically, strategies for allocating study time, reading, note taking, and learning for tests. (SRT)

Problems experienced by mildly handicapped students include visual perceptual and visual motor problems, inability to use and organize time, poor notetaking and outlining skills, and deficient reading vocabulary and writing skills. What the social studies teacher can do to alleviate each of these problems is discussed. (RM)

Outlines a basic writing skills course organized around the process of transcribing reading and lecture notes from students' other classes. (HTH)

Results of an experimental study of 46 field-independent and 39 field-dependent undergraduates indicate that immediate testing after a lecture resulted in no performance differences on a delayed test. However, without immediate testing, field-independent students performed better. All students reviewed notes before delayed testing. (IAH)

This article describes using graphic organizers as a way of assisting students with disabilities in the note-taking process and helping them link the new information to their existing schema of knowledge. It discusses the concept behind graphic organizers, graphic organizer activities, and steps for creating a graphic organizer. (Contains…

This investigation sought to determine if supplementing lectures using Microsoft PowerPoint slides with handouts of the slides enhanced test-taking performance in an undergraduate Human Development course. In the first study, one section of the course (N = 50) was given handouts for one exam and a final; the other (N = 50) received handouts only…

This guidebook attempts to move theory into application by sharing ways that teachers fuse the teaching of learning processes with the teaching of course content. Chapters focus on: (1) motivating students to learn; (2) concentration and learning to focus; (3) time management; (4) remembering; (5) technical vocabulary; (6) streamlining study; (7)…

Surveys some of the research concerning underlining and notetaking and draws from it some suggestions for using the two study techniques in the classroom. (FL)

Results are reported from a study that investigated which combinations of structural support involving embedded headings and intact outlines optimize immediate and delayed recognition as well as recall learning from videotaped instruction. Subjects were 102 college students. (IAH)