Jason Brotherton and Gregory Abowd
Students in university lectures try to capture the classroom experience by taking notes. In many classes, this is a tedious process and distracts the student from concentrating on the lecture. In this paper, we present a classroom that takes media-enhanced notes on behalf of the students thereby allowing them to give more attention to understanding the material rather than trying to record it. We describe the requirements of a note-taking classroom and discuss how we met them using simple techniques and small amounts of human intervention.