PKM and the Future of Note-Taking

Zia Hassan

Why This Study Matters

Students rarely question if their note-taking suits their learning style.

GenAI tools can automate notes, risking deep engagement.

Note-taking must evolve: from recording to thinking and creating.

The Research Problem

  • Most note-taking research focuses on retention, not creativity.
  • AI can recall facts, but creativity is uniquely human.
  • We need methods that foster interdisciplinary thinking and motivation.

Research Question

To what extent does a structured interdisciplinary note-taking system affect student engagement and creative thinking?

Theoretical Framework

  • Encoding Theory
    Durable learning through meaningful processing
    (Craik & Lockhart, 1972)

  • Schema Theory
    Linking new knowledge to prior mental frameworks
    (Anderson & Pearson, 1988)

  • Self-Determination Theory
    Motivation through autonomy and purpose
    (Deci & Ryan, 1980)

  • Dual-Coding Theory
    Combining visual and verbal input for deeper learning
    (Paivio & Begg, 1971)

  • Scaffolded Instruction
    Teaching note-taking as layered, supported sub-skills
    (Vygotsky et al., 2012)

  • Creativity
    Producing novel, valuable ideas in context
    (Plucker et al., 2014)

  • Constructivism
    Learners actively construct knowledge by connecting new information to prior experiences
    (Vygotsky et al., 2012)

Personal Knowledge Management (PKM)

  • Tools like Obsidian enable atomic notes and bidirectional links.
  • PKM is a tool for thought.
  • Promotes creativity via interconnected ideas.

PKM in action

Study Design

  • Randomized Controlled Trial with 3 groups:
    1. Control – Cornell method.
    2. PKM – Atomic notes + linking.
    3. PKM + Goal – PKM + creative personal project.

Procedure

  • 4 weekly 45-minute sessions:
  • Mini-lesson on method
  • Guided practice with school content
  • Reflection and discussion

Outcome Measures

  • Retention – short history quiz
  • Intrinsic Motivation – Intrinsic Motivation Inventory
  • Creative Synthesis – open-ended prompt scored with rubric
  • Engagement – post-study survey

Data Analysis

  • ANCOVA with GPA as covariate
  • Thematic coding of open responses
  • Rubric-scored creativity (blinded raters, Cohen’s kappa)

Science of Learning Impact

  • Links note-taking to elaboration, motivation, and creativity.
  • Addresses the shift in learning needs in the AI era.
  • Encourages students to build interdisciplinary meaning.

Peer Feedback Incorporated

  • Clarified procedures and outcomes.
  • Improved rationale and flow.
  • Added specific details about creativity assessment and methods.

Final Thought

In a world where AI can summarize, note-taking might become an act of creative generation.