important: 

studying as compiling,

teacher uses lazer pointer to highlight (uncaptured useful info)

prints media so screen will not get cluttered

 U2 Profile:

-Studying for a Language and the Brain class

-male undergraduate cog sci major

Interviewer's Notes:

-Teacher tells students to focus on the text in the slides

-U2 types slide's text into outline(omnioutliner) verbatim.

-Will later print out outline because studing on a computer is hard.

-He doesn't like to have multiple windows open.

-If slides were posted before their lectures he would bring them to class and annotate them.

-If u2 needs elaboration while memorizing outline, refers back to slides for pictures.

-Accesses lecture slides and suggested readings from webct.

-Views studying as compiling information

-U2 learned that there would only be 25 questions, and since there are only 10 topics in the class, he knew that he would only need to know the three most important pieces of information within each topic.

-U2 tried the suggested readings to get an idea of what was coming in the class, but learned that they were not necessary and not interesting, so he stopped doing the readings.

-Lectures cover important information in the readings; therefore, readings are unworthwhile.

-User doesn't interact with his TA

-Section not required and doesn't provide an outline or study guide, so doesn't go

-Has only emailed the prof. to reschedule midterm

-Enjoys studying as a group because talking helps remembering

-If someone made a study group, he would go, but he's relaxed about the class and isn't going to form his own group

-Uses outline because it is more mobile(when printed) than the printed out lecture slides, faster to look through, slides look the same(so content is harder to visually search for).

-Needs to have a good gpa to get into grad school.

-prof. uses a laser point to highlight, but he doesn't have any record of what the prof. highlighted.

-this midterm is worth half his grade, so he is worried about it and going to spend a lot of time on it.

Learn a Diagram Sequence:

Flips through slides looking for a diagram that should be learned

Gets pen out of backpack

Considers certain slides more closely

Finds a diagram he recognizes from lecture that he thinks he might need to know

Highlights the the two brain regions he identified

-says he might need to know where those two regions are located

-if he knows someone in the class he would study with them

-Didn't randomly ask people in the class because he is self-reliant

-Reproduction in his outline helps recall

-Would like to have audio as a secondary way to clarify the minimal text on the lecture slides

-If his current method of studying results in a good grade, he won't change his method

-Doesn't exchange notes with other students because photocopying notes requires more time that he thinks a relative stranger is willing to give.

-Has a google calendar to remind him that the midterm is soon

Artifacts:

Printed out lecture slides. Four slides per page. Text on the left of each slide. Diagrams on the right.

Physical Layout:

Laptop in front of user.

All lecture slides to the left.