Smart Notes for interdisciplinary learning

Introduction In this article we show how we implemented the method of Smart Note for Bachelor students in the Liberal Arts and Sciences programme at Utrecht University (LAS). LAS students follow a flexible, interdisciplinary curriculum where they encounter knowledge from diverse disciplinary courses. By using the slip-box technique—separate, concept-focused notes linked together—students can build a personal knowledge map with the help of the digital tool Obsidian. This approach encourages active processing of insights and the explicit connection of disciplinary perspectives. Methods We employed an educational design-research cycle. First, a survey of 81 LAS students (44 final-year, 6 second-year, 31 first-year) and interviews with 7 students were conducted to capture existing note-taking habits. Based on these insights, we designed and refined two pilots within the core interdisciplinary courses at LAS and created an e-learning, consisting of knowledge clips and linked assignments. Student ambassadors co-created the e-learning and supported students during the pilots. Results Students organize notes in varied ways—most chronologically or by chapter, while a minority create custom structures. Because note-taking is highly personal, the intervention emphasized flexibility in how Smart Notes are produced. Although many students internally connect disciplinary ideas, only a few already use digital tools such as Obsidian; those who do report that the tool helps with connecting insights. Pilots showed that scaffolded activities, aligned with course learning objectives, facilitated Smart-Note creation. However, differences in digital literacy limited the uptake of Obsidian, and office-hour attendance was low despite ambassador promotion. Discussion LAS students show the motivation and epistemic fluency required for taking Smart Notes, yet this requires a shift from their habitual linear note-taking practices. Flexible tools and structured activities support them in making Smart Notes, thereby fostering connective thinking. The findings underline the importance of offering tool-agnostic flexibility while embedding clear scaffolds within core courses. Ongoing evaluation of the first-year core-course implementation and further research on teacher support needs are recommended. Student ambassadors proved vital for peer modelling and for demonstrating the value of non-linear note-taking in an interdisciplinary context.