Also whenever someone's on a laptop on a meeting I just assume they're not listening and looking at their emails, doesn't matter what they say before or during. Happens too often. Double if it's a googler lol.
I remember it having a fantastic feel to it for being plastic. Other than that though, things like this were about having a system that you could write on without having to worry about battery life. Laptops were more expensive back then (oh man, I finally feel 31).
Currently to take notes in class, I use a 2008 MacBook Pro running Manjaro w/ i3wm. I try to copy the instructors talking points with shorthand.
If you need to be able to engage in the meeting, trying to transcribe it isn't much of an option, while taking paper notes remains so, and still provides as much or more benefit.
And this is possibly a fantastic insight into how brain-memory actually works.
Or when reading through materials, jotting down specific insights or relevant particular passages & page notations. Research is about getting through an initial swath of material to elements of interest & use.
Subjected to an involuntary lecture on a subject not of immediate interest that will test recall or retention later, I can see their being benefit in recording what is being expressed - after all, that is literally the purpose of lecture - but the concept of notation is further reaching and of greater depth than a boredom remedy.
How do you do that while driving? I am looking for a solution.
> The fact that you cannot write everything down forces you to think about what you are hearing and find the important part to write down. Now that you have found the important part the writing helps you remember it.
Definitely! You are processing and analyzing the information "on the fly", possibly writing a shorter blurb that captures the essence of the information.
That style can help or hurt. When the class is straight info then sure, I can see the advantage but would never take another class from the professor. When the class is designed for analysis and critical thinking about the topic it kills interest and if they had offered another slot or I wasn't set on graduating quickly and could delay I would have.
I end up summarizing things that don't connect immediately and allowing the connections to stand against reviewing the notes the next day. I can then triage if I took too many notes (remembered more connections and can scale back) or need to review certain topics or sections (dropped connections). I also preferred class structures where we could participate vs being told the info and tested on our ability to regurgitate it. It's good for 101 classes but does not build an educated mind, just knowledge.
The other point is that if notes are valuable for future reference, i end up missing stuff during a discussion. Which is a problem
The fact that you cannot write everything down forces you to think about what you are hearing and find the important part to write down. Now that you have found the important part the writing helps you remember it.
When you are done with the above throw your notes in the recycling... Note that the above system works for me because I can't read my own writing anyway. (Probably a case of dysgraphia but I've never been formally diagnosed)