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Jo Perry, Manukau Institute of Technology, New ZealandAbstract
Developing the skills to scrutinise evidence in a critical manner and adopt varied perspectives are essential for success in the 21st-century workplace. This research focuses on moving from traditional text-based, time bound lesson plans to creating visual maps of the content for each class and the discussions etc that ensued. Instead of being a guide for the teacher alone, they were developed into a form of map for the whole session. This research involved two small cohorts of early childhood student teachers in the third year of their B.Ed (Early Childhood Teaching) degree. The methodology employed a qualitative approach through a survey of students about the impact of using sketch notes in class. A self-study autoethnographic lens was applied through the researcher’s reflective journal. The feedback from the students in the survey showed that they found that the non-linearity of the maps made the content easier to understand. The deconstruction of each part of the content facilitated new connections to be made by the students. These two points had an impact on the cognitive load of the class as they found the content easier to understand in the deconstructed form. This research shows that the use of a mixture of the text and visuals included in sketchnotes is an important pedagogical tool that helps students retain information and explore the topic from a range of critical perspectives.
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Conference: BCE2025Stream: Adult
This paper is part of the BCE2025 Conference Proceedings (View)
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To cite this article:
Perry J. (2025) Using Sketch Notes in Higher Education Classrooms: Creating Visual Roadmaps to Foster Critical Thinking and Creativity ISSN: 2435-9467 – The Barcelona Conference on Education 2025: Official Conference Proceedings (pp. 1-10) https://doi.org/10.22492/issn.2435-9467.2025.1
To link to this article: https://doi.org/10.22492/issn.2435-9467.2025.1
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