What I’m trying to do
I am trying to organize the data from my literature notes into an easily viewable format. Ideally, a table could be created using Dataview that would show organize the notes by type for each note so that I can quickly reference and see what notes contain what information. I organize my annotations into nested callouts for visibility and organization purposes.
Things I have tried
I’m extremely new to Obsidian, and have zero experience with Java Script (I have gathered that I will need to use dataviewjs to accomplish this task), so I’ve not been able to attempt anything.
I’ve attached the code for a simple literature note below:
---
cssclasses: literature-note
citekey: das2015
tags: active learning, experiential learning, instruction, learning in museums, patent models, pedagogy, race, read, teaching economics, teaching methods
collection: Experiential Learning
created: %% begin date %%2025-03-24 23:16%% end date %%
last modified: 2025-03-24 23:16
template version: "3.1.1 - 'Nested Callouts + Icons'"
---
## **Title:** "Using Museum Exhibits: An Innovation in Experiential Learning"
#### **Authors:** Satarupa Das
#### **Zotero Link:** [Das - 2015 - Using Museum Exhibits An Innovation in Experiential Learning.pdf](zotero://select/library/items/WYFBWT4N)
<hr>
> [!Citation]
> Das, Satarupa. 2015. “Using Museum Exhibits: An Innovation in Experiential Learning.” _College Teaching_ 63 (2): 72–82. [https://doi.org/10.1080/87567555.2015.1005044](https://doi.org/10.1080/87567555.2015.1005044).
>[!Abstract]
>Museum exhibits can be a tool in experiential learning. While instructors have documented various methods of experiential learning, they have not sufficiently explored such learning from museum exhibits. Museum researchers, however, have long found a satisfying cognitive component to museum visits. This paper narrates the author's design to capture the cognitive experience at museums through integrating two Smithsonian exhibits with introductory Microeconomics and Macroeconomics classes in a two-year college. Cognitive gains made by students during the structured museum visit were reinforced with appropriate readings and assignments. The teaching method outlined is a significant addition to an experiential economist's toolkit. This method, however, can be used in any discipline. Apart from introducing students to a resource for lifelong learning, the inclusion of museum exhibits to academic teaching allows instructors to move away from chalk and talk, increase student engagement, increase content-relevance, provide in-depth coverage of certain areas and improve proficiencies. In a nutshell, the use of museum exhibits improves the overall quality of a course.
> [!Summary]
> Contribution:
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>Summary:
> [!Related Literature]+
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> [!quote|purple]- Relevant / Cited Literature
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>> [!highlight|purple] Highlight ([Page 11](zotero://open-pdf/library/items/WYFBWT4N?page=81&annotation=DB46IGY2))
>> Becker, W. E., & M. Watts. 1996. “Chalk and Talk: A National Survey on Teaching Undergraduate Economics.” American Economic Review 86 (2): 448.
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>> [!highlight|purple] Highlight ([Page 11](zotero://open-pdf/library/items/WYFBWT4N?page=81&annotation=HEGSR3BW))
>> Becker, W. E., & M. Watts. 2001a. “Teaching Economics at the Start of the 21st Century: Still Chalk-and-Talk.” American Economic Review 91 (2): 446–51.
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>> [!highlight|purple] Highlight ([Page 11](zotero://open-pdf/library/items/WYFBWT4N?page=81&annotation=V7YBIC2L))
>> Becker, W. E., & M. Watts. 2001b. “Teaching Methods in U.S. Undergraduate Economics Courses.” Journal of Economic Education 32 (3): 269–79.
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>> [!highlight|purple] Highlight ([Page 12](zotero://open-pdf/library/items/WYFBWT4N?page=82&annotation=VVQLZWM6))
>> McGoldrick, K., & A. Ziegert. 2012 “Let Experience be the Guide: Experiential Education in Economics.” In International Handbook on Teaching and Learning Economics, ed. G. M. Hoyt and K. McGoldrick, 78–88, Northampton, MA: Edward Elgar.
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> [!quote|green]- Terms / Definitions
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>> [!highlight|green] Highlight ([Page 3](zotero://open-pdf/library/items/WYFBWT4N?page=73&annotation=Z8TK3VRX))
>> Active or experiential learning is broadly defined and can involve a wide range of activities. It can be as simple as raising hands or engaging in content related classroom discussion. On the other hand, it can be as complex as managing student investment funds, buying pollution permits, or doing service in the community.
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> [!quote|yellow]- Interesting
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>> [!highlight|yellow] Highlight ([Page 3](zotero://open-pdf/library/items/WYFBWT4N?page=73&annotation=M38VG6W3))
>> Becker and Watts (2001a) warn that unless active learning techniques are used, enrollment for higher level economics courses will fall and economics departments will shrink.
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>> [!highlight|yellow] Highlight ([Page 4](zotero://open-pdf/library/items/WYFBWT4N?page=74&annotation=YMAD5P8W))
>> Some experiential learning exercises can be of short duration used during a semester, while others can be structured like capstone experiences.
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>> [!highlight|yellow] Highlight ([Page 4](zotero://open-pdf/library/items/WYFBWT4N?page=74&annotation=IMSXHBDH))
>> Another form of useful experiential learning is service learning, which has not yet gained popularity with economists.
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>> [!highlight|yellow] Highlight ([Page 4](zotero://open-pdf/library/items/WYFBWT4N?page=74&annotation=ESB2U8CS))
>> In all these cases of inclass or out-of-class experiential learning, the students are engaged to some degree with the four aspects of experiential learning: concrete experience, reflection, conceptualization and experimentation.
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%% Import Date: 2025-03-24T23:16:54.144-04:00 %%