'Very urgent, very difficult and quite possible': changing students' attitudes to notemaking by encouraging user generated content


  • Tom Burns London Met
  • Sandra Frances Sinfield London Met
  • Debbie Holley London Met
  • Kate Hoskins Researcher-LearnHigher CETL




Plagiarism, User Generated Learning, Mobile Learning, Learning Design


This paper explores the role that notemaking strategies can play as part of an emancipatory pedagogy designed to empower students. We will argue that being taught active notemaking is fundamental in enabling students to use information with confidence and thus that notemaking allows students to gain a voice (Bowl, 2005; Burns et al., 2006) within their own education. Rather than taking a psychological approach to notemaking, we suggest that notemaking allows students to take ownership of ideas and concepts in powerful ways (Gibbs, 1994 cited Burns and Sinfield, 2004), ways that reinforce understanding and build knowledge. These processes and practices can essentially help students to learn what they want to learn - and, pragmatically, to write essays that are adequately researched and correctly referenced (Burns and Sinfield, 2004). The final focus will be on the collaborative development of NoteMaker, a Reusable Learning Object (RLO) designed for use across the university and across the sector.

Author Biographies

Tom Burns, London Met

SL Learning Development


London Met

Sandra Frances Sinfield, London Met

Senior Lecturer

University Teaching Fellow

Learning Development Coordinator

Debbie Holley, London Met

PL L&T Facilitator


London Met

Kate Hoskins, Researcher-LearnHigher CETL

PhD student and researcher for LearnHigher CETL




How to Cite

Burns, T., Sinfield, S. F., Holley, D. and Hoskins, K. (2010) “’Very urgent, very difficult and quite possible’: changing students’ attitudes to notemaking by encouraging user generated content”, Journal of Learning Development in Higher Education, (2). doi: 10.47408/jldhe.v0i2.48.




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