... as a likely dysgraphic, transcribing would undermine my active learning...
Maybe he can explore some other note-taking methods that suit him.
I knew one person who drew elaborate doodles during lectures and could actually use them to study. While gathered around a table trying to help each other fill in our notes for studying, as we'd all missed something or jotted down concepts in our own words which differed... this person could look at their page of doodles and follow the progression of their filling the page, recalling exact verbiage and inflection of the lecture... filling in many gaps and solving many dilemmas for the study group... while affirming what was correct in each person's notes.
I've often wondered about this doodling in lieu of note-taking, now ZS's post has me thinking that possibly jotting words would have undermined this person's active learning? Fascinating how the brain works, and often provides an option for people to compensate for a possible weakness by leveraging a strength.
LOL, I wonder what said person's doodles might have looked like in Cornell format?
