My chair when I was a graduate student was a life span developmental psychologist. The life-span approach was a different what of approaching development that was most obvious to me in how textbooks were organized. Were they structured by topic (language development. cognitive development) or by age category (infancy, childhood, adolescence). At some level, the information was the same, but the emphasis on transitions did vary. I retain some of the terminology and have applied it to the purposes people apply to notes. You make a similar distinction here while indicating that adults can take notes for immediate projects or for use over time. My argument has been that even college students do not imagine their notes being useful into the future and this is too bad as they are preparing for their future but they do not often think in this way as they work their way through their courses. https://learningaloud.com/blog/2023/09/23/notetaking-across-the-lifespan/
Thanks for the link! Yes, I think it's challenging, getting students to imagine themselves as lifelong learners who may have a use for information they uncover now. That may have something to do with the triviality and irrelevance of some of the info they are forced to engage with in order to get a grade.
My chair when I was a graduate student was a life span developmental psychologist. The life-span approach was a different what of approaching development that was most obvious to me in how textbooks were organized. Were they structured by topic (language development. cognitive development) or by age category (infancy, childhood, adolescence). At some level, the information was the same, but the emphasis on transitions did vary. I retain some of the terminology and have applied it to the purposes people apply to notes. You make a similar distinction here while indicating that adults can take notes for immediate projects or for use over time. My argument has been that even college students do not imagine their notes being useful into the future and this is too bad as they are preparing for their future but they do not often think in this way as they work their way through their courses. https://learningaloud.com/blog/2023/09/23/notetaking-across-the-lifespan/
Thanks for the link! Yes, I think it's challenging, getting students to imagine themselves as lifelong learners who may have a use for information they uncover now. That may have something to do with the triviality and irrelevance of some of the info they are forced to engage with in order to get a grade.