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Multimodal reformulation during shared synchronous note-taking and its potential pedagogical consequences for teachers and students

Although there has been much research conducted on how students take notes (e.g. Sutherland, Badger & White, 2002) the techniques usually involve analyzing the form of written notes according to pre-established normative categories and interviewing students to find out why and how they took notes. In a new study, Igo, Kiewra & Bruning (2008) recorded students' copy and paste activity while on the web and found that pedagogical value resides in concentrating on meaning in the text to be potentially copied and not on the characteristics of ones notes. We propose to use a synchronous shared note-taking interface because it lets students organize their own work, thus revealing their choices, but also allows their activity to be traced in real time and subsequently compared to teacher dialogue. It follows that our analysis is based on reformulation e.g. continually showing — every step of the way — the manner in which what has been formulated is articulated with what has already been formulated (Apotheloz, 2001). We study the ways in which students reformulate teacher talk when taking notes, both temporally and qualitatively.