Sketchnoting is a design methodology that involves communicating concepts visually. This active learning tool has shown potential for influencing student learning but its applications have been limited. Adopting the principles of research related to the Scholarship of Teaching and Learning and employing Mayer’s cognitive theory of multimedia learning, our interdisciplinary team from industrial design, biology, and education incorporated this pedagogical tool in an undergraduate upper-level ecology course and assessed its effectiveness. We found that students’ perceptions of the value of using tools such as sketchnoting did not significantly change after being introduced to the tool, but over two-thirds of students found the tool valuable and would recommend it to other students. The percentages of students who used the tool never or seldom, remained similar over the semester, but a much higher percentage of students increased their use of sketchnoting. We found that there were differences in how students utilized sketchnoting for learning. Students reported the importance of using sketchnoting for communicating. Because drawings are critical ways to communicate science, teaching visual representation techniques such as sketchnoting can improve science students’ability to identify and solve problems; subsequently improving their long-term success. Additional research exploring why and how this approach could be integrated within college coursework and how it can support learning in science is needed. Framed as an example of SoTL work, our efforts also highlight the iterative nature of these projects and the importance for researchers and faculty members to embrace the multiple roles of teacher and learner.

Sketchnoting是一种涉及视觉传达概念的设计方法。这种主动的学习工具已显示出影响学生学习的潜力，但其应用受到限制。我们采用与教学奖学金有关的研究原则，并采用了梅耶（Mayer）的多媒体学习认知理论，我们的工业设计，生物学和教育跨学科团队将此教学方法纳入了本科生高层生态课程，并评估了其有效性。我们发现，学生对使用诸如注记符号之类的工具的价值的看法在被引入该工具后并没有显着改变，但是超过三分之二的学生认为该工具很有价值，并会推荐给其他学生。从不或很少使用该工具的学生所占的百分比，在整个学期中仍然保持相似，但是更高比例的学生增加了对速记功能的使用。我们发现，学生在利用素描进行学习的方式上存在差异。学生们报告了使用草图标注进行交流的重要性。由于绘画是交流科学的重要方式，因此教授诸如素描法之类的视觉表示技术可以提高理科学生识别和解决问题的能力。随后提高了他们的长期成功率。还需要进行其他研究，以探讨为什么以及如何将这种方法整合到大学课程中，以及它如何支持科学学习。以SoTL工作为例，