Police officers' note-taking of interviews with alleged child abuse victims

The field and experimental studies for this thesis revealed that: the quality of documentation of 'disclosure' (initial) interviews with child abuse witnesses was poor; under optimal note-taking conditions, verbatim records of interview were still not provided, and considerable variability was observed in the quality of notes and strategies employed to document content and structure. The portfolio presents four case studies to illustrate similarities and/or differences between offence behaviour in child sex offenders with impairment, and the offence behaviours that characterise Canter et al.'s intimate, criminal-opportunistic and aggressive type offenders.

Structural understanding from note-taking within video lectures

 Note-taking during all kinds of lectures is a standard and easy technique for learners of all ages to self-document their thought during learning. Based on a metacognitive rationale, this study investigates the effect of note-taking within different kinds of video-lectures – text-driven presentations versus graphical presentations. The availability of note-taking is experimentally controlled for 54 undergraduate students, and the quality of the nodes is then projected to the learning outcome as compared to the content of the lectures. Our results indicate little direct impact of the note quality, and contra-intuitively, not taking notes helped learners with their knowledge structure. Our study helps to understand the limits of note-taking during learning and with a broader theoretical understanding of idiosyncratic externalization.

Dyanote: Hypertext-based note-taking

Dyanote é un programma di note taking dove gli appunti sono gestiti in un ipertesto. E' stato sviluppando usando Django ed AngularJS.

Note-taking in consecutive interpretation; advantages and disadvantages of various techniques

The objective of this thesis is to investigate which contexts should be used for different kinds of note-taking and to study the evolution of the various types of note-taking. Moreover, the final aim of this thesis is to understand which method is used most commonly during the interpreting process, with a special focus on consecutive and community interpreting in the sector of public service and healthcare. The belief that stands behind this thesis is that the most complete method is Rozan’s, which is also the most theorized and used by interpreters. Through the analysis of the different rules of this practice, the importance of this method is shown. Moreover, the analysis demonstrates how these techniques can assist the interpreters in their jobs. This thesis starts from an overview of what note-taking means in the different settings of interpreting and a short history of note-taking is presented. The section that follows analyzes three different well-known types of note-taking methods outside the interpreting environment, that is: linear, non-linear and shorthand. Subsequent to the comparison, Rozan’s 7 principles are analyzed. To authenticate this thesis and the hypotheses herein, data was collected through a survey that was conducted on a sample of a group of graduated students in Linguistic and Intercultural Mediation at the University of Bologna “Scuola Superiore di Lingue Moderne per Interpreti e Traduttori”.

Mobile note taking:investigating the efficacy of mobile text entry

When designing interaction techniques for mobile devices we must ensure users are able to safely navigate through their physical environment while interacting with their mobile device. Non-speech audio has proven effective at improving interaction on mobile devices by allowing users to maintain visual focus on environmental navigation while presenting information to them via their audio channel. The research described here builds on this to create an audio-enhanced single-stroke-based text entry facility that demands as little visual resource as possible. An evaluation of the system demonstrated that users were more aware of their errors when dynamically guided by audio-feedback. The study also highlighted the effect of handwriting style and mobility on text entry; designers of handwriting recognizers and of applications involving mobile note taking can use this fundamental knowledge to further develop their systems to better support the mobility of mobile text entry.

Room for Writing: Automated note taking

An introductory exercise to practice when reading papers

The effect of note taking on memory for details in investigative interviews

Across 3 experiments, the effect of different styles of note taking, summary and access to notes was examined for memory for the details contained in a witness interview. In Experiment 1, participants (N = 40) were asked to either take notes or listen as they watched a witness interview. In Experiment 2, participants (N = 84) were asked to either take notes in one of three ways (i.e., conventional, linear, spidergraph) or listen as they watched a witness interview. In Experiment 3, participants (N = 112) were asked to take notes using the conventional or spidergraph method of note taking while they watched a witness interview and were subsequently given an opportunity to review their notes or sit quietly. Participants were then either granted access to their notes during testing or were not provided with their notes. Results of the first two experiments revealed that note takers outperformed listeners. Experiment 2 showed that conventional note takers outperformed those who used organizational styles of note taking, and post-hoc analyses revealed that recall performance was associated with note quality. Experiment 3 showed that participants who had access to their notes performed the best. The implications of these findings for police training programs in investigative interviewing are discussed.

The introduction of an interactive teaching and learning activity (TLA) in class and its relationship to students’ learning-outcomes

In the university education arena, it is becoming apparent that traditional methods of conducting classes are not the most effective ways to achieve desired learning outcomes. The traditional class/method involves the instructor verbalizing information for passive, note-taking students who are assumed to be empty receptacles waiting to be filled with knowledge. This method is limited in its effectiveness, as the flow of information is usually only in one direction. Furthermore, “It has been demonstrated that students in many cases can recite and apply formulas in numerical problems, but the actual meaning and understanding of the concept behind the formula is not acquired (Crouch & Mazur)”. It is apparent that memorization is the main technique present in this approach. A more effective method of teaching involves increasing the students’ level of activity during, and hence their involvement in the learning process. This technique stimulates self- learning and assists in keeping these students’ levels of concentration more uniform. In this work, I am therefore interested in studying the influence of a particular TLA on students’ learning-outcomes. I want to foster high-level understanding and critical thinking skills using active learning (Silberman, 1996) techniques. The TLA in question aims to promote self-study by students and to expose them to a situation where their learning-outcomes can be tested. The motivation behind this activity is based on studies which suggest that some sensory modalities are more effective than others. Using various instruments for data collection and by means of a thorough analysis I present evidence of the effectiveness of this action research project which aims to improve my own teaching practices, with the ultimate goal of enhancing student’s learning.

Enhancing foreign language learning through listening strategy delivered in L1: an experimental study

Listening used in language teaching refers to a complex process that allows us to understand spoken language. The current study, conducted in Iran with an experimental design, investigated the effectiveness of teaching listening strategies delivered in L1 (Persian) and its effect on listening comprehension in L2. Five listening strategies: Guessing, making inferences, identifying topics, repetition, and note-taking were taught over 14 weeks during a semester. Sixty lower intermediate female participants came from two EFL classrooms in an English language institute. The experimental class (n = 30) who listened to their classroom activities performed better (t value = 10.083) than the control class using a methodology that led learners through five listening strategies in Persian. The same teacher taught the students in the control class (n = 30), who listened to the same classroom listening activities without any of the above listening strategies. A pre and post listening test made by a group of experts in the language institute assessed the effect of teaching listening strategies delivered in L1. Results gathered on the post intervention listening test revealed that listening strategies delivered in L1 led to a statistically significant improvement in their discrete listening scores compared with the control group.

笔记采集工具的设计与开发

移动计算是当今主流的计算模式之一，以MID、UMPC、Tablet PC、PDA为代表的移动设备为移动计算的实现提供了可行性。在办公软件领域，随着用户需求的多样化发展，办公软件的非结构化、自由化输入是未来发展的趋势，以鼠标、键盘为主的传统办公软件已不能适应移动设备的需求。 思维是人接受信息、存贮信息、加工信息以及输出信息的活动过程。知识工作者是思维最为活跃的人群，是开发和使用知识的人。笔记是思维重要的呈现方式，笔记采集是知识工作者主要的活动之一。笔记采集正朝着个性化、智能化的方向发展，传统的办公软件已不能适应笔记采集的需求，以笔记采集为主要内容的移动办公软件将是办公软件发展的方向之一。 为适应笔记采集的移动性、自由性特点，本文设计和开发了面向知识工作者的笔记采集工具。本文的主要工作如下： 1． 笔记采集工具的需求分析 通过分析知识工作者的代表人群（老师和学生）在特定场景下的手写材料，总结得到笔记采集工具的功能需求。笔记采集工具需要支持笔迹的输入、笔迹结构的高级理解（如概念图理解等）以及一些特定领域下的功能（如动态几何作图等）。 2． 笔记采集工具的系统设计 依据PIBG界面范式，设计了笔记采集工具。具体地，通过剖析笔迹信息处理的层次关系，设计出笔迹处理解析机制；按照功能将系统划分为四个模块：笔迹采集、笔迹编辑、笔迹理解和笔迹管理；设计出包含交互层、任务层、算法层和数据层的软件体系结构。 3． 笔记采集工具的主要算法和特色功能 笔记采集工具的个性化和自由化需要各种高级功能（如概念图理解、动态几何）的支持。工具中采用的算法包括$1模板匹配算法、数学公式理解、概念图结构理解、笔迹搜索以及几何约束求解相关的算法。工具设计了一套笔手势，并为手势交互提供了有效的可视化反馈。 4． 笔记采集工具的实现与应用实例 实现了笔记采集原型工具，并给出一个学生使用该工具进行学习的实例。该工具的主要功能包括笔手势交互、动态几何、手写数学公式输入、概念图结构化编辑、笔迹搜索等。

Mind mapping: A tool to facilitate learning; why not give it a try?

Schools of nursing continuously strive to facilitate learning through student engagement and teaching strategies that encourage active learning. This paper reports on the successful use of mind mapping, an underutilised and underdeveloped strategy, to enhance teaching and learning in undergraduate nurse education (Spencer et al., 2013). Mind mapping or concept mapping has been defined in the literature as a visual representation of one’s thoughts and ideas (Abel and Freeze, 2006). It is characterised by colour, images and text in a graphical, nonlinear style. Mind maps promote the linking of concepts and capitalise on the brain’s natural aptitude for visual recognition to enhance learning and memory recall (Buzan, 2006). Traditional teaching strategies depend on linear processes, which in comparison lack engagement, associations and creativity (Spencer et al., 2013). Mind mapping was introduced to nursing students undertaking modules in ‘Dimensions of Care’ and ‘Care Delivery’ on year two of the nursing degree programme in Queen’s University Belfast. The aim of introducing mind mapping was to help students make the critical link between the pathophysiology of conditions studied and the provision of informed, safe and effective patient care, which had challenged previous student cohorts. Initially maps were instructor-made as described by Boley (2008), as a template for note taking during class and as a study aid. However, students rapidly embraced the strategy and started creating their own mind maps. Meaningful learning occurs when students engage with concepts and organise them independently in a way significant to them (Buzan, 2006). Students reported high levels of satisfaction to this teaching approach. This paper will present examples of the mind maps produced and explore how mind mapping can be further utilised within the undergraduate nursing curriculum.

Dificuldades de síntese na escrita de alunos do ensino superior politécnico

O presente estudo teve como objectivo analisar o desempenho de alunos de primeiro ano dos cursos de Engenharia e de Ecoturismo da Escola Superior Agrária (ESAC) do Instituto Politécnico de Coimbra (IPC) no que respeita à realização de uma síntese da informação escrita a partir de várias fontes. O estudo compreendeu duas partes, constituídas em dois estudos de caso: no primeiro, realizado no ano lectivo de 2003/2004, participaram 123 alunos; no segundo, realizado no ano lectivo de 2006/2007, participaram 60 alunos, constituindo estes a totalidade de alunos de primeiro ano que estudaram a língua nacional sob as orientações do novo “Programa de Língua Portuguesa” vigente no Ensino Secundário a partir de 2003. Em ambos os estudos de caso, procurou-se conhecer o que pensavam os alunos sobre a sua relação com a escrita em contexto escolar e sobre os seus procedimentos e dificuldades relativos à selecção e síntese da informação. Foram analisados os seus procedimentos preliminares à produção de um texto a partir de várias fontes através de eventuais sublinhados, apontamentos e rascunhos e, em seguida, através do trabalho de revisão e qualidade do texto final, que pressupunha o domínio ao nível da explicitação do conhecimento. A análise comparativa a partir dos estudos e os resultados finais revelaram dificuldades de selecção, organização e conexão da informação, bem como dificuldades relativas a uma construção discursiva própria a partir da situação de comunicação proposta, tanto ao nível da superfície do texto quanto ao nível da sua estrutura profunda. Assim, considerando que os participantes no estudo apresentaram dificuldades ao nível da explicitação do conhecimento, considerando a pouca ou nenhuma abordagem do assunto no Ensino Secundário em Portugal, considerando ainda que, em contexto académico, a competência de escrita a partir de várias fontes com vista à explicitação do conhecimento é uma condição básica e necessária para uma escrita de transformação do conhecimento e consequente literacia crítica, torna-se imperativo reflectir sobre o problema para buscar soluções. A inclusão de uma disciplina no primeiro ano do Ensino Superior (cujos conteúdos básicos são aqui sugeridos) - que contemple o ensino explícito da escrita para o desenvolvimento das competências de explicitação e transformação do conhecimento - poderá ser uma interessante solução para promover a melhoria do desempenho escritural dos alunos na difícil transição do Ensino Secundário para o Superior, tornando-os mais auto-confiantes, afastando-os da prática do plágio e contribuindo para o seu sucesso escolar.