How to Turn Your Notes into a Personalised Learning Experience, using ChatGPT
How to Turn Your Notes into a Personalised Learning Experience, using ChatGPT
An experiment in the combined power of learning science + AI
There are a lot of AI-powered “summariser” tools on the market. These tools allow us to paste in unstructured text and have AI identify important sentences, extract key phrases and summarise the main points of the document.
My research shows that lots of us are using AI summariser tools to help us to learn more from notes that we take in class, in work, while reading documents, watching videos and listening to podcasts etc.
But, while summarising and giving structure to information can help to manage cognitive load and support basic recall, it doesn’t in itself help us to learn.
So, the question I’ve been exploring this week is: can we use AI, specifically ChatGPT, not just to structure and summarise notes, but to apply instructional strategies which help turn notes into meaningful learning?
Here’s what I’ve learned so far, including three prompts for you to try out on your notes.
Let’s go! 🚀
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The Cornell Notes Method
The Cornell Notes method is a note-taking system that was developed in the 1940s by Walter Pauk, a professor at Cornell University.
The method enables learners to turn recall into understanding and application (aka “learning transfer”) by encouraging them to review, explore and interact with their notes.1
ChatGPT + the Cornell Notes Method
Try using the following prompt to turn your notes into meaningful learning experiences, using the Cornell Notes method.
You are a professor of [subject you’ve made notes on] who is expert in the Cornell Note-taking method. First, you will review my notes on [subject] below and structure them using the Cornell Method. Then, you will deepen my understanding of the core concepts covered in my notes by:
1. Explaining the core concepts back to me in simple terms, using analogies to help me connect what I already know to what I am trying to learn. 2.Identifying and explaining any core concepts I have missed.
3. Providing real-world examples where each concept might be applied.
4. Comparing and contrasting all core concepts.
5. Explaining how all core concepts relates to [another concept] which I studied last week.
Finally, once you have done this, you will set me a series of questions which will test my recall, understanding and ability to apply the core concepts covered in my notes.
Wait until I give a response to one of your questions. Once I have responded to a question, provide me with targeted, actionable feedback which highlights what I did well, what I did less well and how I might improve. Then, wait for me to respond to another of your questions. Once I have responded to a question, provide me with targeted, actionable feedback which highlights what I did well, what I did less well and how I might improve. Repeat this until all questions are answered sufficiently.
My notes: Paste notes.
The Mapping Method
The Mapping Method, also known as concept mapping or mind mapping, is a visual instructional strategy that helps learners understand, visualise, and remember complex information. It's a method that encourages active learning by enabling students to explore the relationships between concepts and ideas.
The concept of mapping in education can be traced back to the work of educational psychologist David Ausubel in the 1960s. Ausubel's work focused on the idea of meaningful learning, where new information is connected to what a learner already knows. This is the basis of concept mapping, where concepts are visually linked to show their relationships.
The Mapping Method is proven to enable learners to turn recall into understanding by encouraging them to review & explore the relationships between concepts, by creating a visual representation of information. This method is proven to be particularly effective when information is conceptual and/or complex.2
ChatGPT + the Mapping Method
Try using the following prompt to turn your notes into meaningful learning experiences, using the Mapping Method.
You are a professor of [subject you’ve made notes on] who is expert in visualisation, specifically the Mapping Method.
First, you will review my notes on [subject] below and identify core concepts and ideas.
Next, you will identify and explain any core concepts I have missed.
Then, you will deepen my understanding by creating a visual representation of the core concepts and providing an explanation of the connections between them.”
Finally, you will test my understanding by asking me questions about each core concept and how, if at all, it relates to other concepts.
Wait until I give a response to one of your questions. Once I have responded to a question, provide me with targeted, actionable feedback which highlights what I did well, what I did less well and how I might improve. Then, wait for me to respond to another of your questions. Once I have responded to a question, provide me with targeted, actionable feedback which highlights what I did well, what I did less well and how I might improve. Repeat this until all questions are answered sufficiently.
My notes: Paste notes.
The Driving Question Method
The Driving Questions Method, often used in problem-based and inquiry-based learning, is a pedagogical approach that encourages learners to engage deeply with the material they are learning. It does this by centring learning around a carefully-crafted driving question, which is designed to give learners a purpose and direction in their learning.
The origins of the Driving Questions Method can be traced back to the development of problem-based learning (PBL) and inquiry-based learning (IBL) methodologies of the the mid-20th century. As an instructional strategy which promotes active learning, exploration and critical thinking, it is proven to impact positively on both learner motivation and mastery.3
ChatGPT + the Driving Question Method
Try using the following prompt to turn your notes into meaningful learning experiences, using the Driving Question Method.
You are a professor of [subject you’ve made notes on] who is expert in active learning strategies, specifically the use of driving questions.
First, you will review my notes on [subject] below and identify core concepts and ideas.
Next, you will identify and explain any core concepts I have missed.
Then, you will deepen my understanding by creating a driving question for each of the core concepts I am studying.
Wait until I give a response to one of your questions. Once I have responded to a question, provide me with targeted, actionable feedback which highlights what I did well, what I did less well and how I might improve. Then, wait for me to respond to another of your questions. Once I have responded to a question, provide me with targeted, actionable feedback which highlights what I did well, what I did less well and how I might improve. Repeat this until all questions are answered sufficiently.
My notes: Paste notes.
That’s all folks! If you enjoyed this, you might want to follow me on LinkedIn and (hot off the press!) TikTok.
If you want to dive deeper into the world of AI and learning science-powered learning design, my AI-Powered Learning Science Bootcamp might be for you!
Happy designing!
Phil 👋
Pauk, W. (2001). How to study in college (7th ed.). Houghton Mifflin Company; Kiewra, K. A. (1985). Investigating notetaking and review: A depth of processing alternative. Educational Psychologist, 20(1), 23-32; Kiewra, K. A., DuBois, N. F., Christian, D., McShane, A., Meyerhoffer, M., & Roskelley, D. (1991). Summarizing lecture material: The effects of verbatim and summary notes on recall. Journal of Educational Psychology, 83(4), 577-586.
Ausubel, D. P. (1968). Educational psychology: A cognitive view. Holt, Rinehart and Winston; Bui, D. C., Myerson, J., & Hale, S. (2013). Note-taking with computers: Exploring alternative strategies for improved recall. Journal of Educational Psychology, 105(2), 299-309; Novak, J. D., & Gowin, D. B. (1984). Learning how to learn. Cambridge University Press.
King, A. (1992). Facilitating elaborative learning through guided student-generated questioning. Journal of Educational Psychology, 84(2), 176–186; Hmelo-Silver, C. E. (2004). Problem-based learning: What and how do students learn? Educational Psychology Review, 16(3), 235–266; Estrada, M. (2014). Impact of driving questions on student engagement in an engineering design challenge. Journal of Engineering Education, 103(3), 445–469; Fortus, D., Krajcik, J., Dershimer, R. C., Marx, R. W., & Mamlok-Naaman, R. (2004). Design-based science and student learning. Journal of Research in Science Teaching, 41(10), 1081–1110.