Notes in the Margin - noticing the learning that matters

The rise of AI in education is a growing concern because students are using it to bypass critical thinking and genuine effort. If an end product can simply be generated by AI, its educational value is lost. The solution lies in shifting the focus from the final product to the process— focusing more on the learning journey and all of the mistakes, reflections and growth that happens along the way. If we shift our thinking to value the 'how' over the 'what,' we can create deeper, more authentic learning experiences.

Process over Product

I’m a firm believe in ‘process over product’ when it comes to assessment design. To combat plagiarism and avoid AI produced artefacts or ‘too easy’ copying and pasting, I try to design assessment that champion ‘notes in the margin’ rather than a shiny product at the end.

A quick anecdote

This week, I witnessed a student on the verge of giving up—frustrated by a lack of skill and a soured partnership. The assessment felt overwhelming, and the temptation to use AI for quick solutions was strong. Their belief that the final product mattered more than the learning journey was holding them back.

I reminded them that the real focus of the task is the thinking and problem-solving along the way. Through planning, drafting, making mistakes, and reflecting, students log their learning in a journal with prompts like: “What was hard?”, “What didn’t work at first?”, “What did I fix?”, and “What feedback did I receive?”. These notes capture the true essence of learning.

For this student, that shift in perspective was transformative. Their productive struggle and decision to take a new direction became a key part of their growth. While students may still submit a polished final product, the real value lies in the ‘notes in the margin’—the evidence of their process. If we can help students see that the journey matters more than the destination, we can equip them with the skills they need to become lifelong learners.

Notes in the margin

When I refer to notes in the margin I’m referring to the messy and sometimes incomplete jottings that happen during the thinking process. It might be annotation or quick notes or even question marks to show that a concept is not yet clear. Notes in the margin are personal and don’t need to be polished for presentation. They are a vital part of revealing the personal learning journey - so that even if information is sourced from ‘you know where’ - the notes reveal an element of processing and engaging with the text that is a record of engagement. Margin notes can include reflections, annotations, insights, or sketches that capture personal thinking

Drawing, sketching, scribbling, questioning, wondering, noticing, asking, clarifying - this are the verbs that matter.

The role of notes in the margin

As a counter to generative AI , personal and reflective notes in the margin are the shiny human thing.

I have noticed with interest that my best ideas are the ones that I have scribbled into the margins of printed drafts. Similarly, this blog is born out of a scrawly page of notes that I started this morning while I was cooking the family breakfast. Notes in the margin can provide a depth of understanding that a published text on its own may not fully show.

Similarly I recently printed a page of typed unit planning notes that I might have thought were finished had I not provided myself time for the valuable ‘jotting and scribbling’ stage where I could clarify sequences, question my timing and extend some of my thinking.

Practical strategies

A fantastic literacy activity is using comment codes to annotate texts where you can come up with your own acronyms to record the process of reading. ‘LUL - look up later’, "‘II” - interesting insight, ‘DTS’ - don’t think so, ‘NP - needs proof’ - you can come up with your own to match the voice in your head - but the act of making notes (rather than taking notes) is an important key to showing understanding through personal processing.

For teachers the most opportune moments to offer guidance to students is in formative feedback - steering a learner into the right direction before a high stakes outcome. This might be as comments in Google Docs or writing in additional comments in the margins of a student’s work as it is being drafted.

Some practical tips:

Use digital tools like annotation apps.
Incorporate peer review of notes.
Create a bingo board of reflective prompts
Keep a daily learning log
Include ‘today’s focus’ in learning reflections
Record, log and celebrate failures
Summarise content with quick bullet lists
Encourage a personal vernacular of comment codes
Model ‘scribble-thinking’ with note-taking
Draw diagrams
Model questioning and active reading
Peer-review - use margin notes as discussion prompts for collaborative clarifying activities

Notes in the margin help students to:

Clarify understanding

Record reflections

Ask questions

Justify thinking

Show resilience

Provide evidence of decision-making

Record a range of feedback

Create refined outcomes

Personalise learning

Strengthen metacognition

Take, Shake, Make Away

Using notes in the margin and focusing on reflective note making as a key part of assessment design can counteract plagiarism and AI misuse by emphasising originality and personal voice.

How might you incorporate a learning journal, process log or process over product component to assessment design?

And for your final notes (I will be using this activity to foster discussion about assessments this week;)

What is your big take away from this text?

What could you shake up as a result of reading this text?

What gaps might you make up as a result?

Thanks for reading the results of this morning scribbled notes.

Please leave a comment to share how you have shifted your assessment practice to process over product.

Shining a Light on the Science of Learning

The ‘Science of Learning’ is a term that is currently being used as a ‘new’ anchor for curriculum design. It is a bit of new branding on pedagogy that makes it seem more palatable than ‘pedagogy’. The Science of Learning is, in fact, a synthesis of pedagogical theory and (a bit like a hearty stew) it is always good to know what is actually in it so that we can appreciate the ingredients we are being served a bit more.

Here are some of the key ingredients I’ve spotted that are worthwhile to know about.

Constructivism

Key Idea: Learning is an active, constructive process where learners build knowledge by connecting new information to their existing understanding.

Unpacking: Aligns with Vygotsky’s Sociocultural Theory (social interactions build knowledge). Drives the emphasis on student-centred, inquiry-based learning and encourages discussing learning to form deeper connections with new knowledge. Key players are Bruner, Piaget and Vygotsky.

What it looks like: We shouldn’t tell students what to think or what to write down. Instead, we can engineer social interactions and activities where they figure things out and make notes for themselves. It could be summarised by the difference between taking notes and making notes.

2. Cognitive Load Theory

Key Idea: Human working memory has limited capacity, and learning is more effective when the way that learning is delivered reduces extraneous cognitive load.

Unpacking: It is important to use strategies like chunking and worked examples to break content down. This also supports Dual Coding by encouraging simplification of visual and verbal information and the importance of presenting one thing in several different ways. Cognitive Load Theory makes sense when we think about how we remember phone numbers or shopping lists in categories or chunks.

What it looks like: If you fill someone’s brain with a lot of new information then their ‘brain bucket’ is too full - and it even starts leaking. It is hard to process new information if the bucket is full - so information needs to be chunked and iterated so that it can be gradually filled and the knowledge is more likely to be retained. It might look like providing a hand out before the workshop, going over it briefly in the workshop and then extending thinking beyond the workshop rather than skipping to the ‘how to apply’ in the first workshop which might overload the brain.

Chunking - maybe because if you ate the whole block at once you would feel sick! Chunking learning is similar.

3. Distributed Practice

Key Idea: Spacing learning over time (rather than massing it in one session) improves retention and retrieval. Like a well-constructed brick wall, we build on previous layers by overlapping bricks and we can build big walls one layer at a time. Another easy way to imagine this is teaching like a spiral that loops back on itself to go forward a little and then loop back to reinforce prior learning. Bruner even calls this a spiral curriculum. (I wrote a blog expanding this to a crochet analogy).

Unpacking: Distributed Practice links to Cognitive Load Theory by avoiding overload through spaced intervals and incremental knowledge and skill acquisition and it encourages revisiting prior content by applying it to new contexts.

What it looks like: One workshop might cover ‘A’. The second workshop might cover ‘B’. A better solution is to build slowly so that ‘A’ is not forgotten. So workshop 1 covers ‘A’ and workshop 2 covers and workshop 3 covers ‘ABC’. So retention and iteration and cognitive load are all catered to.

4. Schema Theory

Key Idea: Knowledge is stored in mental frameworks that are individual and different for all of us based on prior experience (schemas). Learning involves organising new information into these structures or creating new structures into which we can insert new learning effectively.

Unpacking: Well-designed schemas can limit cognitive load. Ways of presenting new information matters and might be different for every learner depending on their prior knowledge and understanding or existing schemas.

What it looks like: This might look like finding a drawing or metaphor to anchor new learning to. Like a seahorse, they fare better when they can hook their tail into something known to keep them from floating away….

5. Dual Coding

Key Idea: Combining verbal and visual representations improves understanding and memory.

Unpacking: Some learners need diagrammatic summaries or visual versions of content in order to be able to process the information most effectively. Others need information verbally and aurally - presenting information in multiple ways means that more learners can access the ‘hook’. This supports the idea that 'lecturing’ is not effective unless it is partnered with additionally and differently coded content.

What it looks like: Have you ever played Pictionary? Words go with pictures like peas and carrots. Don’t deliver with just words and don’t deliver with just pictures. Consider both to increase your chances of a ‘true hook’.

6. Visible Learning

Key Idea: Focuses on high-impact, evidence-based practices that maximise student learning, such as feedback, metacognition (thinking about thinking), and direct instruction. Visible learning is like ‘chemistry in the classroom’ where you are watching for changes in states and supports evidence-based interventions with regular data gathering. Teachers do things because they have measurable effect on learner achivement.

Here is a great infographic from the Visible Learning website.

Unpacking: Teaching strategies need to be explicit and reflective. Learners should be able to talk about what they are learning and how they are learning it so that learning methodology and outcomes are all visible. The key player to find out more about Visible Learning from is John Hattie.

What it looks like: Success and the steps needed to reach success are clearly outlined so that students or participants can see what they are doing and know where they are at on a clear scale, rubric or success descriptor framework.

7. High-Impact Teaching Strategies (HITS)

Key Idea: Deliberate and reflective practices (e.g., questioning, feedback, explicit teaching) have been shown to be highly effective in improving student outcomes.

Unpacking: Draws from Cognitive Load Theory (e.g., worked examples) and Distributed Practice. Encourages Constructivist engagement via collaborative and inquiry-based methods.

What it looks like: Designing activities to be data-driven. Similar to visible learning, HITS are measurable and the impact is data-informed. HITS is all about measuring the impact in ways that are proven to be effective.

8. Universal Design for Learning (UDL)

Key Idea: Designing flexible learning environments to accommodate diverse learner needs from the outset means that no student is left behind. Learning is designed to cater to all rather than the normal few.

Unpacking: Applies principles of Dual Coding in ways students access, process and show their understanding of learning.

What is looks like: Predicting needs and learning interventions before they happen - providing clear text, enlarged text, alt text, dual coding, iconographic summaries in more with the needs to diverse learners in mind. Remember, not accommodating known learning needs is akin to hosting a workshop on the third floor and not providing a ramp or elevator to wheelchair users. Once you know better - you do better, right?

——-

It seems like a lot, doesn’t it? Yes, great learning has a lot of lenses applied to it for sure!

Of course there are more - but 8 quick-fire theories seemed like a digestible chunk for now.

What should we do with the science of learning?

Well, like a good stew - a balance of ingredients will make it rich and tasty. The science of learning calls for a mix of explicit instruction and constructivist methodology to enrich teaching and learning experiences. It is never one theory - and it always needs to be a special blend crafted for the people in front of you.

And, of couse, if you need support - I can help you with all of the above and more!

Lastly, just in case you fancy some more reading - here’s a small recommended list:

Make It Stick: The Science of Successful Learning by Brown, Roediger, & McDaniel

Powerful Teaching: Unleash the Science of Learning by Agarwal & Bain

The Case for Constructivist Classrooms by Brooks & Brooks

Visible Learning: The Sequel: A Synthesis of Over 2,100 Meta-Analyses Relating to Achievement, Hattie.

How People Learn by Bransford, Brown, & Cocking.

Working Memory and Learning by Gathercole & Alloway

Cognitive Load Theory in Action by Ayres, Kalyuga, & Sweller.

Drive: The Surprising Truth About What Motivates Us by Daniel Pink.

Principles of Instruction by Barak Rosenshine.

CAST Framework for UDL.

From Cult to Culture - Fostering a Culture of Active Learning

Have you ever been so bored in a meeting or workshop that you stop listening? Thinking about what’s for lunch or even what laundry you have to do at home is likely to be a lot more interesting…

Corporate training often fails to engage employees, leading to low retention and wasted resources. Imagine sitting through yet another tedious, lecture-based session, knowing full well that most of it will be forgotten by tomorrow. This outdated approach can leave a lot of companies struggling to see a return on investment (ROI).

If you are just going to talk at them, you might as well have an empty theatre. Image of an empty lecture hall.

A huge problem with current learning design practices is that the models for learning are largely still informed by the industrial age. The learner is a passive recipient of knowledge as if arriving as an empty cup that needs to be filled with wisdom from the presenter. The problem with this model is that ‘being talked at’ is not engaging nor is it memorable. Passive learning experiences make it difficult for learners to retain knowledge that has only heard or seen.

The other side of this problem is that presenters are also anchored to their chosen presentation platform. They diligently prepare presentations that fill the workshop allocation with talking time deigned to optimally fill the minds of attendees. When this happens, they are stuck presenting and not free to talk with and work alongside individual learners. Oftentimes they are so ‘tied to talking’ or ‘imprisoned by presenting’ that attendees do not get to talk to them one on one at any stage of the training process. Their knowledge is therefore not able to be shared in ways that might genuinely add value.

So what’s the fix?

Here’s a quick case study (before I worked my magic):

The company required employees to attend a three day face to face workshop.The presenter was flown in and accommodation and travel was part of the L&D spend. Attendees were given a large printed book (100+ pages) with ‘fill in the gaps’ activities as well as some dictation notes pages within it. All information was presented in person by Powerpoint with the presenter talking for most of the three days. There was a timed test at the end of day three in order for employees to tick the compliance requirements for their line managers.

What is wrong with this picture? To be honest, it is such a typical model that you would be excused for believing that this is just what learning looks like. It is so common it is normal.

But actually it is awful. In this model there is no evidence of any considerations for neurodiverse learners, no cognitive load theory, no active/experiential learning, no constructivist or constructionist pedagogy… there are so many lenses missing. And while it might get a compliance tick on the day, it definitely does not get an engagement, inclusion or retention tick.

“When we practice something, we are involved in the deliberate repetition of a process with the intention of reaching a specific goal. The words deliberate and intention are key here because they define the difference between actively practicing something and passively learning it.””

— Thomas Sterner - The Practcing Mind

Now imagine what a great learning experience might feel like.

A different experience of training would be one that feels immersive, engaging and memorable. You would have time to engage with content, think about thing deeply in your own time, talk to the facilitator, practice applying the information, see your own growth and leave feeling energised. Magic happens when we take the cult (do what I say and just sit there and listen to me) and turn it into an active learning culture. Employees leave feeling energised and equipped with the knowledge they can immediately apply - and learners look forward to the next time that they get to explore learning as an enjoyable and productive experience.

The case study - after my magic
The company provided a one day face to face workshop - and the presenter was flown in and out in the same day (big savings!). Attendees were given a flipped learning experience online ahead of time that was an online game to introduce key concepts. The workshop was redesigned as a series of ‘mini missions’ where attendees could work together to figure out how to apply information to real scenarios. The presenter turned into a facilitator and had time to work closely alongside small groups to answer questions and clarify understanding as well as get to know individual learning needs and gaps. The powerpoint was replaced with a link library for participants to co-construct a FAQ page for future reference and attendees also had a shared whiteboard to record key ideas and reflections about their learning. The timed test was replaced with a ‘mission tick list’ where evidence was found within the missions that were completed on the day. A follow up post-session reflection form was shared online so that participants could reflect on and share their learning as well as provide evidence of engagement for double ticking compliance requirements.

From cult to culture

Sage on the stage industrial models of learning do not inspire participants to think about or apply key knowledge. We shouldn’t have to sit through boring days of training thinking about laundry or lunch.

That dream scenario is definitely within reach.

I never realised how full my back pocket is until I start tinkering with ‘all the things’ that I know work in learning experience design. Here’s a checklist I put together recently as a self-checking tool to apply to my learning design work:

CHECKLIST FOR GREAT LEARNING

Clear learning outcomes linked to company profile for attendees
Checked alignment with curriculum levels/differentiated options
Alignment and linking to Sustainable Development Goals
Agency: Opportunities for choice and voice throughout
Make the pie: Opportunities to ‘discover the recipe’ rather than be ‘fed the pie’.
Incorporation of hands-on, inquiry-based learning experiences
Opportunities for collaboration, paired and individual learning experiences
Consideration for various learning styles and preferences.
Clear Literacy layers - reading comprehension, vocabulary and critical thinking
Clear opportunities for recording learning
Follow up mission aligned to learning outcomes
Digital and analogue learning opportunities
Scaffolded activities and choices for differentiated learning
Provision for alternative assessments or pathways for learners with varying abilities.
Universal Design for Learning (UDL): Incorporation of multiple means of representation, engagement, and expression.
Use of flexible instructional materials and methods to accommodate diverse learners
Formative assessment opportunities for learning conversations
Opportunities for reflection and goal setting
Consideration and support for trainer /facilitator capabilities

If learners regurgitate the answers you tell them - it is a cult with no ownership of the knowledge and no evidence of critical thinking or retention. But if you give them opportunities to engage with and experience the learning - it is a culture.

So why work with me? I’m an education geek with 20 plus years of ‘make the pie’ pedagogy and on the ground teaching and learning experience in my back pocket. I believe that learning should be fun no matter what. I’m on a mission to change what learning feels like. Get in touch, if you’d like to harness some of my (non-culty) magic.

Quest setting to drive engagement

Setting a quest is like planning for a good road trip. You need a crew, you need someone with a map and you need to know where the pit stops are going to be along the way. You need a destination , you need a compass and you need ‘a mission’ so that you can co-design how to get there.

I’ve been experimenting with quests in my learning design in 2023. I’ve helped to design vast landscapes with rabbitholes for online learning modules and created icon summaries of journeys to give learners clear ‘where are we going’ and ‘when are we stopping’ briefs. As a way to design a week’s worth of self-directed learning, I’ve also played with road maps and quests so that learners can track their path and mark off their pit stops in a ‘pick a path’ version of pull learning using Google Classroom as the supporting LMS.

Setting quests can revolutionise a learning experience. Under the guise of a story, learners can ‘choose their own adventure’ and consequently have more buy in - which leads to more engagement. Pairing a learning quest with clear learning outcomes and checklists (or progress bars), also means that learners can track their own progress as well as easily share it with you. As a result, you can identify learners who might be stuck, off track or on a different personal mission entirely.

The benefits of setting quests are:

increased motivation and participation
a sense of collaborative and shared purpose
a way to self-direct and monitor achievement
a fun way to pitch a learning mission
a way to use metaphor as a gamification strategy
an easy way to differentiate and jigsaw activities
visible learning pathways

In a school classroom context you can set a learning quest by figuring out what the learning outcomes are for the week and then aligning the outcomes to a landscape or iconographic journey metaphor. You can then hyperlink activities (like a choices board) or give clear titles that correlate to another supporting resource or LMS. Within the map design, you can signal ‘treachery’ and ‘skill level’ so that learners can choose to enter into a ‘hard learning zone’ as they progress throughout the week. As a part of the design, you can also offer rest stops (brain breaks), teacher check-ins, whole class or individual work sprints and even ‘rabbit hole’ deliberate detours. From a student perspective, they receive a mission and a timeframe and they then can explore the map and embark on their own learning journey to achieve at their own pace - even potentially reordering activities to suit themselves.

In a workshop (as well as in a classroom) context, learning quests can be a fun way to differentiate by skill level. If you are tired or your brain is at capacity, we recommend you rest here at this resting spot - but if you are an expert adventurer ready for something more challenging, then let’s keep going to explore this peak and see what’s on the other side…

From a facilitation standpoint, the quest makes differentiation and agentic (choice, pace and voice in learning) learning easier to implement. Tied to journeying metaphors, setting quests can give you a framework to leave people at different spots along the way - and it can provide a way to consciously go back to pick them all up later. Even when traveling on different paths, learners can all still arrive at the final destination to debrief.

In a recent workshop, I provided a metaphorical road with pictures as a map or quest for the day. Each icon on the side of the road was a reminder for me to ‘cover’ a key element - and like a tour guide pointing at things as we pass them by, it served extremely well as a visual checklist. Participants liked how they could ‘see’ where their learning was going, as well as where breaks etc were going to be. (Every person ever wants to know when morning tea and lunch times will be…).

Another case study from 2023 was experimenting with a Social Studies class (year 10) and gently scaffolding them into doing week-long quests. In the beginning a single lesson quest felt new and was a different style of learning than what they were used to (they were used to more teacher-directed and synchronous learning). It was so rewarding when I eventually could provide the class with a mission on a Monday and then see them working on different tasks throughout the week to complete the quest. The ‘whole class quiz’ was clearly marked on the map so that they knew we would join together for one session - but the rest of the time they worked independently while I tracked their progress in real time (hanging out and working with them around the room) as well utilising on an online tracking system where the students coloured in a cell of a spreadsheet when each task was completed. Students knew what they had to do for the week and just arrived and continued where they had left off.

New technologies are only going to make it easier to create meaningful learning quests. Some tools that I’ve had a lot of fun playing with this year are: Padlet (I love the gifs personally and the ‘shelf’ layout with clear headings makes it easy for learners to navigate), Canva (for map design and journey metaphor making), Miro (or any other expansive whiteboard tool), and Jamboard (for scratch off interactivity and asynchronous brainstorming). But the process of delivering a learning quest doesn’t have to be digital - I’ve just enjoyed playing with how different tools can be used together to enhance engagement and self-directed learning.

Quest setting isn’t new - here is a useful article with some other tool recommendations as well as a reiteration of the usefulness of the ‘side quest’ for fast finishers or more able learners. Quests can also be leveled up by adding an edularp element and here are some more ideas.

This is an example of one of the first quests I set. This image was supported with hyperlinked resources that ended in a game design formative assessment. Note the ‘time out to read the news’ pit stop - feeding into awareness of current affairs for the weekly quiz.

Quests don’t need to be fancy infographics. Successful workshop quests can easily be run with a handy whiteboard marker and a drawing of a learning pit or road map on the board. Add some symbols for key learning and places to ‘check off’ before coming out the other side and ‘hey presto!’ you have a simple learning quest to play with.

Quest setting is an invitation to reimagine education as an adventure. Workshops and learning experiences can be so much more than passive sessions and when teacher-centric facilitation is omitted, learners end up with more one-on-one support. A quest-setting approach gives participants an opportunity to become active protagonists in their own learning odyssey. Why not let learners choose their own adventure?

P.S. If you're looking for support to design a quest, someone to deliver an immersive story-based learning experience, or to help you to reimagine your existing content as a captivating quest, I’m just an email away.

Constructivism