
Sketchnoting – Ideas, not art!
In this upcoming #LTHEchat, we will explore sketchnoting. This may also be referred to as visual note taking or graphic recording. Whatever term you chose to use, it is frequently described as a non-linear visual representation of ideas and concepts using a mixture of text, visuals, shapes, and arrows (Rohde, 2013). Mike Rohde coined the term sketchnoting around 2007 after becoming frustrated by the arduous task of note taking.
Contrary to many people’s beliefs, you do not have to be ‘good’ at drawing to produce a sketchnote. When you stop to consider that the aim of sketchnoting is to convey ‘ideas, not art’ (Rohde, 2013) this can help to relieve some of the pressure you may feel committing pen to paper! If you can draw lines, arrows, squares, triangles and circles you have the basic skill set required for sketchnoting. This point is nicely illustrated in figure 1 below where the images of the house, laptop and alarm clock have all been constructed using simple shapes.

Why sketchnote?
Sketchnoting is reported to improve recall and promotes active learning through a process of dual coding, as outlined by Paivio (1986). Dual coding is when words and images are combined effectively to facilitate learning, with an additive effect. That is, when information is conveyed verbally and visually students are more likely to be able to retain and recall that information more effectively. Using both modes, verbal and visual, helps to create a visual map in your mind. To enable this, visual images should be simple and clear with little background information.
The six benefits of dual coding to students’ learning, outlined by Clark and Lyons (2004) are:
- Direct attention.
- Trigger prior knowledge.
- Manage cognitive load.
- Build schema.
- Transfer to working memory.
- Motivate.
Sketchnotes can be created in real-time, during lectures (to produce more useful, interesting notes), in a conference setting, or to capture important points in meetings. Tidy et al (2022) explored the use of sketchnoting as a revision aid in higher education and reported a marked increase in the lower grade boundaries of those students who participated in the sketchnote exercise.
The sketchnote illustrated in figure 2 below was created in real time capturing information in relation to the elements identified as those that make a good thesis research proposal. Sketchnotes created in real time requires the person sketching to actively listen to the auditory information, to synthesise the information identifying the key points and then capture those visually, to listen, think and draw. This requires high levels of concentration as such, results in active engagement with the lecture content. Like any practical skill, this becomes easier with practice.
With experience, those who sketchnote frequently soon build up a visual library in their head of icons, shapes, images, and arrows which helps to speed up the sketchnoting process.
Sketchnotes can be undertaken digitally, using a tablet and pen, or by analogue means with pen and paper.

In the upcoming #LTHEchat, the aim is to explore the use of sketchnoting in education and to provide you with the option to practice and develop some basic skills, should you want to participate.
You do not need any fancy equipment to participate. Paper, some pens and a phone to capture and share your images/sketchnotes is recommended.
References:
Clark, R. and Lyons, C. (2010) Graphics for Learning. 2nd edn. Wiley. Available at: https://www.perlego.com/book/1014609/graphics-for-learning-proven-guidelines-for-planning-designing-and-evaluating-visuals-in-training-materials-pdf (Accessed: 14 October 2022).
Paivio, A. (1986) Mental Representations: A Dual Coding Approach. New York: Oxford University Press Inc.
Rohde, M.(2013). The Sketchnote Handbook. Peachpit Press.
Tidy, H., Burnham,R., Elkington, S. (2022) Using Sketchnoting as a revision aid with forensics students. Science & Justice. 62, pp. 822-826.
BIO
Suzanne Faulkner is teaching fellow in Prosthetics and Orthotics, within the department of Biomedical Engineering at the University of Strathclyde in Glasgow, she has been nominated for several teaching excellence awards and was recently awarded SFHEA.
With 16 years teaching experience at the National Centre for Prosthetics and Orthotics, Suzanne is passionate about enhancing the student experience by focusing on improving student engagement. With an increasing international cohort of students, she has employed various techniques to enhance communication and engagement with all students. These include using Snapchat as a tutorial tool, utilising social media in learning and teaching and playful learning. Suzanne is a facilitator qualified in the Lego Serious Play (LSP) methodology; she is currently undertaking an EdD where she is exploring the use of LSP to enhance participation of students with English as a second language in group work activities. During her taught EdD elements Suzanne has been using sketchnotes to document her learning. Suzanne participates regulatory in the #LTHEchats, loves anything and everything to do with the amazing #SocMedHE community, . . . . and probably uses Bitmoji’s too much! She can be found on Twitter as @SFaulknerPandO
Twitter: @SFaulknerPandO LinkedIn: https://www.linkedin.com/in/suzanne-faulkner-2b29aa15/