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Note taking is a critical activity for success in higher education. In an inclusive perspective, it is important to make sure that all students, especially those with Learning Disabilities, can count on effective tools for carrying out this particular task. This preliminary study aimed at preparing the field for a larger study on a guided note taking system by investigating common behaviours and dynamics. Pen and paper note taking activity was observed on two selected subjects, one of whom with Dyslexia. After that, the same students were observed while using a note taking software allowing them to manipulate the content of the teacher’s slides in order to create their own notes. Data from the class group context was also collected, in the form of questionnaires about the effectiveness of the lectures and about selfevaluation of performance. Information obtained from the two sources conflicted: students acting similarly had significantly different perceptions of their own effectiveness, or of the overall lecture effectiveness. This helped in shedding light on common misconceptions about note taking styles and led to the definition of a better testing procedure for the upcoming study.

A Computer Based Support to Guided Note Taking: A preliminary Study on University Students with Dyslexia