What to do in Lectures: a guide

It’s that time of the year again and campus is filling up with fresh-faced undergraduates wondering just what they’ve let themselves in for. The more confident second year undergraduates are returning from their holidays, looking forward to seeing friends and perhaps a little worried about the fact that their second year is beginning and the work ‘counts’ now (as it contributes towards their degree classification). So for both the newbies and the experienced students now is a great time to get prepared for the sessions ahead. But, really, what are you actually supposed to do in lectures?


I’m going to ramble about this, but for those who’d prefer a one-page graphic guide I have taken inspiration from my friend Matt over at Errant Science and made you a comic. First of all, let me introduce you to my comic self…



Hi there!

In a traditional lecture, an academic will spend most of the time talking to you about a specific subject in which they have expertise. We like to talk! But while we talk, what do you do?

The point of having a lecturer is that they are a subject expert, and as such they have lots of information and expertise that it would take you years to read up on. Think of them as being like a knowledge funnel, condensing all of that information down into a smaller space (and time). The problem is, that in many university degrees (and almost certainly in the lecture) you won’t be using that information straight away, so it can be hard to absorb.

You might have heard about learning styles – the idea that some people learn better by listening, or reading, or drawing…. that’s actually now been shown to be incorrect. Though you might have a preference for the way you like to be taught, you mostly learn the same as everyone else – by problem solving. Human beings are hard-wired problem solvers. But when the problem isn’t immediate, it can be hard to understand what you should be doing while your lecturer is there at the front rambling away!

But actually, everybody there does have a problem to solve – how to get a great degree! Often, this also includes an ambition to get the knowledge you need for a great career afterwards too. And to attack these problems requires a more focused approach in your lecture. Your immediate problems to focus on are:

  • How can I pay attention throughout this lecture (especially if I’m really sleepy)?
  • How can I transform this lecture into a record I can learn from?
  • How can I identify the most important information in this lecture?
  • How can I work out what areas I understand and where I need to ask questions to make sure I will do well in my assessments?
  • How do I come up with the right sort of questions?



For most students, the wonder of technology seems to promise an answer to many of these questions – after all, the lecturer has provided powerpoint slides or notes that you can download, right? Also, it’s pretty easy to use your smartphone to record what they say!

Unfortunately, powerpoint is not a great resource to learn from, especially as it’s a pretty poor format for communicating complicated or non-linear ideas. Also, as it’s such a boring format, it’s more…. likely….. to………..zzzzzZZZZZ

Oh, is that the time? Sorry, I was snoozing there for a second.

The best thing you can do in a lecture is use techniques to help you engage with what is being said. One such technique is taking notes! Taking notes will help you pay attention and create great personalised records for you to learn from. If you use a method such as the Cornell Method presented here, it will also help set up your learning activities to do after the class time is over.

The Cornell Method relies upon you taking written notes, but helps you use a standard format to organise the page to encourage you to 1) create a summary of what you hear, 2) pinpoint key ideas and concepts by looking for verbal or non-verbal cues such as repetition or gesturing, as well as flag points you don’t understand so you can ask questions about it at an appropriate time, 3) collate your key messages together from each page in preparation for your follow-up work.

Organising your page according to the Cornell Method is really simple.


In Part 1, the main section of your page, you should aim to make comprehensive notes on what is being said according to what you hear from the lecturer (which may or may not reflect what they have put online). You won’t be able to capture every word, so abbreviate and focus on things that are repeated, emphasised with gestures or tone, or which seem to form the central or most significant points of the discussion.

In Part 2 of your page, the side column, you can note slide numbers or references, so if a section of the lecture refers to a specific reading or theory you could mark this next to the section you have written on it. This makes it much easier to review these notes later. You could also put question marks next to parts that confuse you, or that you might need to investigate further.

In the bottom section of your page, Part 3, you should leave blank during the lecture to give you space to go back and review your notes after the lecture is over. This will help you see the ‘bigger picture’ and may help come up with questions you need to ask your lecturer or tutor. It’s also a really useful space in which to summarise the lecture or section of your notes so you can find relevant material to prepare your assessments or revise for exams!

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Are we adventurers in Platform Capitalism?

A review of Srnicek, Nick (2016) Platform Capitalism, Polity Press: Cambridge


At 171 pages and only three chapters, Nick Srnicek’s book is a brief and digestible entrance to the shifting territory of an increasingly digitally-mediated form of economics and labour that is beginning to be debated under a diversity of terms, including the ‘gig economy’ or ‘the fourth industrial revolution’. In particular, I had high hopes for the text as a way of catching up on debates on the social impact of technology on work, the changing conceptualisation of capitalism as the free-surfing internet age has transformed into the ‘app for that’ age of smartphones and social media, and possibly the way in which this has impacted on our notion of value in a global economy. Unfortunately I have to admit that I found the book disappointing in these areas, particularly considering that the content of the BBC’s Thinking Allowed interview was considerably more thought-provoking.

Overall, the book focuses mainly on the context of the United States, appropriate considering the location of many tech headquarters in Silicon Valley, California and their historical role in the development and emergence of new digital technologies and in the promulgation of alternative business models for technological enterprises (most notoriously in the unsuccessful dot-com boom and bust). The first chapter of the book paints an abbreviated historical picture of shifts in the regulatory and economic context affecting business (mainly manufacturing) from the 1950s to the present. This focuses primarily on the role of government investment, accessibility of venture capital and economic interventions such as quantitative easing and how these responded to and effected change in corporate strategies. While the chapter highlights the impact of changing economic environments in heightening global competition, I would have liked to have seen a more explicit statement here on the author’s theoretical position on the source of economic value. While the focus on the United States may have been appropriate to the book’s intended audience, I also think this omits important reflection on the economic transformations in India and China which are of significant importance to any analysis identifying outsourcing and technological transformation as key to it’s historical arguments.

The second chapter sets out to consider whether we are living in a new age of capitalism, defined by the new technologies supported by extensive smartphone use. In the first few pages of this chapter, the author skims over a wide range of debate regarding how we theorise the source of value in contemporary capitalism, and while there is some further discussion in the notes the limited presentation of this debate was disappointing. Briefly alluding to Italian autonomism and debates on collaboration and knowledge as a source of value, the author also speeds past the contentious debate regarding immaterial labour[i] to claim that we can analyse platforms by viewing data as a raw material extracted from service users. Despite this allusion to Marxist analysis, there are points in the book where the analysis seems to rely on a conventional economic framing regarding the problems of marginal utility faced by these firms. The discussion then moves to a description of the characteristics of platforms in general, specifically how they stand in relation to monopolising the acquisition of this ‘resource’ and tailoring their services to ever-increase this monopolising tendency such that all user activity is captured. By this reasoning, the strategy of applications such as Uber, for example, is to aim to acquire all records of requests for transportation and their fulfillment in all geographic spaces. In becoming ubiquitous, this service drives out any and all interactions that do not comply with the model.

The presentation of different types of platform; advertising, cloud, industrial, product and lean comprises the remainder of the chapter, and offers some interesting areas of insight for those undertaking research and analysis in platform activities.

The final chapter of the book, dramatically entitled ‘Great Platform Wars’ outlines the structural and strategic activities and tendencies of specific firms in the attempt to capture or acquire more data. This makes a few allusions to the influence of the practices and policies of different nation-states in industries such as manufacturing, including China’s overproduction of steel, and hints at the way in which the behaviour of platform enterprises may perhaps be understood in an American search for continued strategic economic power. Unfortunately this line of discussion is not much pursued by the book, and although it offers a tantalising glimpse of what areas of research may be possible through a focus on the dynamics of platform based enterprises, readers may have to undertake their own further research to get a more satisfying picture.

[i] in general, the analysis presented by Srnick (as in publications by Langley and Leyshon and others) focus on material economic relations and have little to say about the contribution of labour other than as a free source of data generation or the means by which algorithms are developed for it’s organisation. For a more in depth discussion regarding the question of labour’s contribution see Toms 2008, Beverungen, Bohm & Land 2015, and Pitts 2016.