| name | universal-notes-generator |
| description | Generates syllabus-locked, exam-ready academic notes for ANY university worldwide. Supports 12+ note formats with automatic format selection based on subject type, exam conditions, time available, and learning style. Works across all departments, disciplines, and degree programs. |
Universal Academic Notes Generator
Quick Start: Provide university name + subject code/topics + exam pattern (marks/time). The
skill auto-selects the best note format. Example: "Generate Cornell notes for University of
Nairobi, Bachelor of Computer Science, Database Systems Unit 3: Normalization. SPPU 2019 pattern,
6 marks per topic."
Overview
Generates 100% syllabus-locked, exam-ready notes for any subject at any university. Produces
structured notes with definitions, mechanism points, diagrams, tables, and examples. Calibrated for
examiner checking behavior across global academic standards.
How This Skill Works with Any University
- User provides: University name, department/discipline, subject code/name, syllabus topics or
PDF, exam pattern details
- System maps: The subject to the Universal Subject Framework (see below)
- System selects: Optimal note format(s) based on Notes Type Selection matrix
- System generates: Syllabus-locked notes in chosen format(s)
- System calibrates: Depth, terminology, and structure to match the specific university's exam
pattern
Example: "Generate notes for [University of Cambridge] [Computer Science] [Algorithms] [Unit 3:
Sorting]"
1. Notes Type Selection
Choose the right note format based on these dimensions:
Dimension A — Subject Type
| Subject Type | Characteristics | Recommended Formats |
|---|
| Theory-heavy | Law, History, Philosophy, Literature, Management | Outline, Cornell, Q&A, Summary, Detail/Explanatory |
| Numerical | Mathematics, Physics, Engineering, Finance, Economics | Formula Sheets, Worked Examples, Flowchart-based |
| Mixed | Computer Science, Chemistry, Biology, Accounting | Table-based, Mind Map, Flowchart, Cornell |
| Conceptual | Psychology, Sociology, Political Science, Education | Mind Map, Cornell, Q&A, Cross-subject Integration |
| Lab/Practical | Lab Sciences, Engineering Labs, Clinical Skills | Diagram-centric, Flowchart, Rapid Revision |
| Language | English, French, German, Sanskrit, Linguistics | Outline, Cornell, Table-based (grammar), Q&A |
Dimension B — Exam Type
| Exam Type | Strategy | Recommended Formats |
|---|
| Closed Book | Memory-heavy, need recall triggers | Rapid Revision, Mind Map, Cornell, Q&A |
| Open Book | Reference-heavy, need indexing | Detailed/Explanatory, Table-based, Formula Sheets |
| Online/Remote | Searchable but timed | Summary, Rapid Revision, Flowchart |
| MCQ-based | Fact recognition | Q&A, Rapid Revision, Table-based |
| Essay-based | Argument structure | Outline, Cornell, Detailed/Explanatory |
| Problem-based | Method application | Flowchart, Formula Sheets, Worked Examples |
| Viva/Oral | Quick recall | Mind Map, Rapid Revision, Q&A |
Dimension C — Time Available
| Timeframe | Approach | Recommended Formats |
|---|
| < 1 day (Cram) | High-density, memory triggers | Rapid Revision, Formula Sheets, Mind Map |
| 1-3 days (Quick) | Prioritized coverage | Summary, Q&A, Flowchart, Cornell |
| 1-2 weeks (Moderate) | Balanced depth | Cornell, Table-based, Outline, Diagram-centric |
| > 2 weeks (Comprehensive) | Deep understanding | Detailed/Explanatory, Cross-subject Integration, All formats combined |
Dimension D — Purpose
| Purpose | Focus | Recommended Formats |
|---|
| Last-minute revision | High-yield, memorizable | Rapid Revision, Formula Sheets, Q&A |
| First-time learning | Build understanding | Detailed/Explanatory, Outline, Mind Map |
| Exam preparation | Exam-aligned practice | Cornell, Q&A, Flowchart, Table-based |
| Assignment reference | Comprehensive coverage | Detailed/Explanatory, Cross-subject Integration |
| Teaching others | Clear explanation | Mind Map, Flowchart, Diagram-centric |
Dimension E — Learning Style
| Learning Style | Best Formats |
|---|
| Visual | Mind Map, Diagram-centric, Flowchart, Table-based |
| Verbal/Linguistic | Outline, Cornell, Detailed/Explanatory |
| Logical/Analytical | Flowchart, Formula Sheets, Table-based comparison |
| Read/Write | Cornell, Outline, Summary, Q&A |
| Kinesthetic | Worked Examples, Diagram-centric (draw/re-draw) |
2. Universal Subject Framework
Every subject at any university maps to this template:
┌────────────────────────────────────────────────────────────────────┐
│ [UNIVERSITY NAME] — [DEPARTMENT] — [COURSE CODE]: [COURSE NAME] │
│ [SEMESTER/TERM] [YEAR] — [INSTRUCTOR] — [EXAM PATTERN REF] │
├────────────────────────────────────────────────────────────────────┤
│ UNIT [N]: [UNIT TITLE] │
├────────────────────────────────────────────────────────────────────┤
│ │
│ TOPIC HEADING (aligned to syllabus verbatim) │
│ ┌─────────────────────────────────────────────────────────────┐ │
│ │ DEFINITION / CORE CONCEPT │ │
│ │ (Precise, exam-ready, examiner-friendly wording) │ │
│ └─────────────────────────────────────────────────────────────┘ │
│ │
│ KEY POINTS / CORE NOTES │
│ • Point 1 — with explanation │
│ • Point 2 — with explanation │
│ • Point 3 — with explanation │
│ │
│ DIAGRAM / VISUAL AID (described in text or rendered) │
│ [Description of diagram, flowchart, or figure] │
│ │
│ TABLE (for comparisons, classifications, or structured data) │
│ ┌──────────┬──────────┬──────────┬──────────┐ │
│ │ Header 1 │ Header 2 │ Header 3 │ Header 4 │ │
│ ├──────────┼──────────┼──────────┼──────────┤ │
│ │ Data │ Data │ Data │ Data │ │
│ └──────────┴──────────┴──────────┴──────────┘ │
│ │
│ EXAMPLE / APPLICATION │
│ [Real-world or exam-relevant example demonstrating the concept] │
│ │
│ EXAM TIP │
│ [How this topic is typically asked: marks, command words, │
│ common mistakes, examiner expectations] │
│ │
│ [FORMAT-SPECIFIC SECTION] │
│ (Cornell cues / Mind Map nodes / Flowchart steps / │
│ Q&A pairs / Formula box / etc.) │
│ │
└────────────────────────────────────────────────────────────────────┘
3. All Note Types / Formats
3.1 Outline Notes
Best for: Linear thinkers, first pass, theory-heavy subjects
Structure:
[UNIT N: TITLE]
1. [TOPIC A]
1.1 [Subtopic]
- Key point
- Key point
- Example
1.2 [Subtopic]
- Key point
- Key point
2. [TOPIC B]
2.1 [Subtopic]
...
3.2 Cornell Notes
Best for: Active recall, exam revision, closed-book prep
Structure:
┌────────────────────────────────┬──────────────────────────────────┐
│ CUE COLUMN │ NOTES COLUMN │
│ (Questions/Keywords) │ (Main content) │
├────────────────────────────────┼──────────────────────────────────┤
│ What is [concept]? │ Definition and explanation │
│ Key characteristics? │ Bullet points │
│ How does it differ from X? │ Comparison │
│ Application? │ Example │
│ Exam tip? │ How to answer │
├────────────────────────────────┴──────────────────────────────────┤
│ SUMMARY (3-4 sentences covering the entire page) │
└──────────────────────────────────────────────────────────────────┘
3.3 Mind Map / Concept Map Notes
Best for: Visual learners, seeing connections, brainstorming
Structure (textual representation):
┌─────────────────────┐
│ CENTRAL CONCEPT │
│ (Topic Title) │
└──────────┬──────────┘
│
┌─────────────────────┼─────────────────────┐
│ │ │
┌────────┴────────┐ ┌────────┴────────┐ ┌────────┴────────┐
│ BRANCH 1 │ │ BRANCH 2 │ │ BRANCH 3 │
│ (Subtopic) │ │ (Subtopic) │ │ (Subtopic) │
└────────┬────────┘ └────────┬────────┘ └────────┬────────┘
│ │ │
┌────────┴────────┐ ┌────────┴────────┐ ┌────────┴────────┐
│ Leaf 1 │ Leaf 2 │ │ Leaf 1 │ Leaf 2 │ │ Leaf 1 │ Leaf 2 │
└─────────────────┘ └─────────────────┘ └─────────────────┘
3.4 Flowchart-Based Notes
Best for: Processes, algorithms, workflows, step-by-step procedures
Structure:
┌──────────────┐
│ START │
│ (Condition) │
└──────┬───────┘
│
▼
┌──────────────┐ YES ┌──────────────┐
│ DECISION? │────────────│ ACTION A │
│ │ └──────┬───────┘
└──────┬───────┘ │
│ NO │
▼ ▼
┌──────────────┐ ┌──────────────┐
│ ACTION B │ │ ACTION C │
└──────┬───────┘ └──────┬───────┘
│ │
└──────────────┬─────────────┘
▼
┌──────────────┐
│ END │
│ (Result) │
└──────────────┘
Accompanied by textual explanation of each step.
3.5 Table-Based Comparison Notes
Best for: Comparing theories, methods, algorithms, classifications
Structure:
┌──────────────────┬──────────────┬──────────────┬──────────────┐
│ DIMENSION │ OPTION A │ OPTION B │ OPTION C │
├──────────────────┼──────────────┼──────────────┼──────────────┤
│ Definition │ Text │ Text │ Text │
│ Year/Origin │ Date/Source │ Date/Source │ Date/Source │
│ Key Principle │ Description │ Description │ Description │
│ Advantages │ List │ List │ List │
│ Disadvantages │ List │ List │ List │
│ Applications │ Examples │ Examples │ Examples │
│ Exam Frequency │ High/Med/Low │ High/Med/Low │ High/Med/Low │
└──────────────────┴──────────────┴──────────────┴──────────────┘
3.6 Q&A Format Notes
Best for: Active recall, self-testing, exam preparation
Structure:
┌────────────────────────────────────────────────────────────────────┐
│ Q1: [Question as it appears in exams — exact command word usage] │
│ A1: │
│ • Point 1 with explanation │
│ • Point 2 with explanation │
│ • Point 3 (if marks ≤ 2, stop; if 4+ marks, add more) │
│ • Example / Diagram reference │
│ Marks: [2/4/6/8/10] — Command: [Define/Explain/Compare/...] │
├────────────────────────────────────────────────────────────────────┤
│ Q2: [Next question] │
│ A2: │
│ • ... │
└────────────────────────────────────────────────────────────────────┘
3.7 Summary Notes (Condensed)
Best for: Quick revision, last-minute review, high-density information
Structure:
┌────────────────────────────────────────────────────────────────────┐
│ [TOPIC]: 3-4 bullet points covering the entire topic │
├────────────────────────────────────────────────────────────────────┤
│ [TOPIC]: 3-4 bullet points │
├────────────────────────────────────────────────────────────────────┤
│ KEY FORMULAS / DEFINITIONS (boxed/highlighted) │
├────────────────────────────────────────────────────────────────────┤
│ COMMON EXAM QUESTIONS (without answers, as checklist) │
│ Question 1 │
│ Question 2 │
│ Question 3 │
└────────────────────────────────────────────────────────────────────┘
3.8 Detailed / Explanatory Notes
Best for: First-time learning, deep understanding, complex topics
Structure:
┌────────────────────────────────────────────────────────────────────┐
│ SECTION 1: INTRODUCTION & CONTEXT │
│ • Why this topic matters (real-world relevance) │
│ • Prerequisites / assumed knowledge │
│ • Where this fits in the syllabus / broader field │
├────────────────────────────────────────────────────────────────────┤
│ SECTION 2: CORE CONTENT │
│ • Definition (multiple angles: textbook, examiner, researcher) │
│ • History / evolution (if relevant) │
│ • Detailed mechanism / working (step-by-step) │
│ • Mathematical derivation (if applicable) │
├────────────────────────────────────────────────────────────────────┤
│ SECTION 3: VARIATIONS & EDGE CASES │
│ • Special cases, exceptions, limitations │
│ • Common misconceptions │
├────────────────────────────────────────────────────────────────────┤
│ SECTION 4: APPLICATIONS │
│ • Real-world examples │
│ • Case studies │
│ • Exam-style problem walkthroughs │
├────────────────────────────────────────────────────────────────────┤
│ SECTION 5: EXAM STRATEGY │
│ • How this topic is typically examined │
│ • Command word analysis (Define vs Explain vs Compare vs Justify) │
│ • Time allocation per question type │
│ • Marking scheme insight │
└────────────────────────────────────────────────────────────────────┘
3.9 Formula / Equation Sheets
Best for: Math, Physics, Engineering, Finance, Chemistry
Structure:
┌────────────────────────────────────────────────────────────────────┐
│ UNIT [N]: [TITLE] — FORMULA SHEET │
├────────────────────────────────────────────────────────────────────┤
│ ┌───────┬───────────────────────┬─────────────────┬────────────┐ │
│ │ # │ FORMULA │ VARIABLES │ NOTES │ │
│ ├───────┼───────────────────────┼─────────────────┼────────────┤ │
│ │ 1 │ [Equation in LaTeX] │ a = ..., b = .. │ Derivation │ │
│ │ 2 │ [Equation in LaTeX] │ c = ..., d = .. │ Unit check │ │
│ │ 3 │ [Equation in LaTeX] │ e = ..., f = .. │ Special │ │
│ └───────┴───────────────────────┴─────────────────┴────────────┘ │
│ │
│ DERIVATION NOTES (if needed): │
│ Step 1 → Step 2 → Step 3 → Final │
│ │
│ COMMON TRAPS: │
│ • Sign errors in [specific scenario] │
│ • Unit conversion mistakes │
│ • When NOT to use this formula │
└────────────────────────────────────────────────────────────────────┘
3.10 Diagram-Centric Notes
Best for: Anatomy, Engineering drawings, Circuits, Architecture, Lab sciences
Structure:
┌────────────────────────────────────────────────────────────────────┐
│ [DIAGRAM DESCRIPTION / FIGURE REFERENCE] │
│ │
│ ┌──────────────────────────────────────────────────────────┐ │
│ │ DIAGRAM BOX │ │
│ │ (Text description of diagram layout, or reference to │ │
│ │ figure/illustration number in textbook) │ │
│ └──────────────────────────────────────────────────────────┘ │
│ │
│ LABELED PARTS (with exam-relevant notes): │
│ Part A — Function, exam tip │
│ Part B — Function, exam tip │
│ Part C — Function, exam tip │
│ │
│ COMMON DIAGRAM-BASED QUESTIONS: │
│ 1. "Draw and label [Part X]" — [Marks: 4] │
│ 2. "Explain the working with diagram" — [Marks: 6] │
│ 3. "Compare [A] and [B] using diagrams" — [Marks: 8] │
│ │
│ MARKING SCHEME INSIGHT: │
│ • Correct diagram: 50% marks │
│ • Correct labels: 30% marks │
│ • Correct explanation: 20% marks │
└────────────────────────────────────────────────────────────────────┘
3.11 Rapid Revision Notes (One-Page Summary)
Best for: Cramming, day-before-exam, high-pressure review
Structure:
┌────────────────────────────────────────────────────────────────────┐
│ [SUBJECT] — [UNIT] — RAPID REVISION (1 page max) │
├────────────────────────────────────────────────────────────────────┤
│ │
│ TOP 5 DEFINITIONS TO REMEMBER: │
│ 1. [Term] → [One-line definition] │
│ 2. [Term] → [One-line definition] │
│ 3. [Term] → [One-line definition] │
│ 4. [Term] → [One-line definition] │
│ 5. [Term] → [One-line definition] │
│ │
│ TOP 5 FORMULAS / KEY POINTS: │
│ 1. [Formula/Point] │
│ 2. [Formula/Point] │
│ 3. [Formula/Point] │
│ 4. [Formula/Point] │
│ 5. [Formula/Point] │
│ │
│ QUICK COMPARISONS (bullet format): │
│ • [A] vs [B]: [key diff] │
│ • [C] vs [D]: [key diff] │
│ │
│ EXAM PREDICTION: [Most likely question types] │
│ MUST KNOW: [High-priority sub-topics] │
│ SAFE TO SKIP: [Low-priority sub-topics] (if short on time) │
│ │
│ MNEMONIC: [Memory aid for the unit] │
└────────────────────────────────────────────────────────────────────┘
3.12 Cross-Subject Integration Notes
Best for: Interdisciplinary programs, holistic understanding, advanced students
Structure:
┌────────────────────────────────────────────────────────────────────┐
│ [TOPIC] in [SUBJECT A] │
├────────────────────────────────────────────────────────────────────┤
│ Core concept from Subject A perspective │
├────────────────────────────────────────────────────────────────────┤
│ ↓ CONNECTION │
├────────────────────────────────────────────────────────────────────┤
│ [TOPIC] in [SUBJECT B] │
├────────────────────────────────────────────────────────────────────┤
│ How the same concept applies differently │
├────────────────────────────────────────────────────────────────────┤
│ ↓ CONNECTION │
├────────────────────────────────────────────────────────────────────┤
│ [TOPIC] in [SUBJECT C] │
├────────────────────────────────────────────────────────────────────┤
│ Broader application / synthesis │
├────────────────────────────────────────────────────────────────────┤
│ EXAM RELEVANCE: │
│ • Questions that bridge these subjects │
│ • How to structure interdisciplinary answers │
│ • Example: "Explain [X] and its application in [Y]" │
└────────────────────────────────────────────────────────────────────┘
4. CO-Blood Framework for Any Subject
The CO-Blood framework maps Course Outcomes to Bloom's Taxonomy levels, calibrated to any
university's assessment system.
4.1 The CO-Blood Matrix
┌─────────────────────────────────────────────────────────────────────────────┐
│ COURSE OUTCOME │ BLOOM'S LEVEL │ KEYWORDS │ EXAM FORMAT │
├────────────────┼───────────────┼─────────────────────────┼──────────────────┤
│ CO1: Remember │ L1 — Remember │ Define, List, State, │ MCQ, Fill-in, │
│ │ │ Identify, Recall, Label │ Short answer (2M)│
├────────────────┼───────────────┼─────────────────────────┼──────────────────┤
│ CO2: Understand│ L2 — Understand│ Explain, Describe, │ Short note, │
│ │ │ Interpret, Illustrate │ Explain (4M) │
├────────────────┼───────────────┼─────────────────────────┼──────────────────┤
│ CO3: Apply │ L3 — Apply │ Apply, Solve, Use, │ Numerical, │
│ │ │ Demonstrate, Implement │ Problem solving(6M)│
├────────────────┼───────────────┼─────────────────────────┼──────────────────┤
│ CO4: Analyze │ L4 — Analyze │ Analyze, Compare, │ Compare/contrast, │
│ │ │ Differentiate, Examine │ Case study (8M) │
├────────────────┼───────────────┼─────────────────────────┼──────────────────┤
│ CO5: Evaluate │ L5 — Evaluate │ Evaluate, Justify, │ Justify, Criticize│
│ │ │ Criticize, Assess │ Design problem │
├────────────────┼───────────────┼─────────────────────────┼──────────────────┤
│ CO6: Create │ L6 — Create │ Design, Develop, │ Project, Design, │
│ │ │ Construct, Propose │ Open-ended (10M+)│
└────────────────┴───────────────┴─────────────────────────┴──────────────────┘
4.2 Applying CO-Blood to Notes
For each topic in the notes, annotate:
[TOPIC NAME] — CO2 (Understand) — L2
Content adjusts depth based on Bloom's level:
- L1: Definitions, lists, labels only
- L2: + Explanations, descriptions, examples
- L3: + Problem-solving methods, applications
- L4: + Comparisons, analyses, differentiations
- L5: + Evaluations, justifications, assessments
- L6: + Design methods, creative solutions
4.3 University-Specific CO-Blood Mapping
Different universities use different outcome frameworks:
- ABET (USA): a-k outcomes → map to Bloom's
- AACSB (Business): Standard 9 → map to Bloom's
- QAA (UK): Subject benchmark statements → map to Bloom's
- TEQSA (Australia): AQF levels → map to Bloom's
- NAAC / NBA (India): CO-PO mapping → Bloom's
- CTI (France): Compétences → Bloom's
- ANECA (Spain): Competencias → Bloom's
- DAkkA (Germany): Qualifikationsziele → Bloom's
- JABEE (Japan): Learning outcomes → Bloom's
5. Exam-Specific Note Versions
5.1 Closed Book (Memory-Based)
- Focus on Cornell and Mind Map formats
- Include mnemonics, memory triggers, acronyms
- Use Rapid Revision as the final layer
- Prioritize definitions and key points
5.2 Open Book (Reference-Based)
- Focus on Detailed/Explanatory and Table-based formats
- Build a personal index / table of contents
- Cross-reference formulas with problem types
- Include worked examples with step-by-step reasoning
5.3 Online / Remote Exam
- Focus on Summary and Rapid Revision (quick lookup)
- Organize by searchable headings
- Include digital bookmarks / anchor links
- Prepare answer templates for common question types
5.4 MCQ Exam
- Focus on Q&A format with single correct answer
- Include common distractors and how to avoid them
- Use Table-based comparison for similar concepts
- Rapid Revision for factual recall
5.5 Essay Exam
- Focus on Outline and Detailed/Explanatory
- Include thesis statements for each topic
- Structure arguments with evidence points
- Include counterarguments
5.6 Problem-Solving Exam
- Focus on Flowchart, Formula Sheets, Worked Examples
- Include algorithm/method templates
- Show common mistake patterns
- Include unit checking strategies
5.7 Viva / Oral Exam
- Focus on Mind Map and Q&A (spoken format)
- Include one-line definitions (for quick verbal recall)
- Prepare "explain like I'm 5" versions
- Include follow-up question predictions
6. University Curriculum Alignment Examples
Example 1: SPPU (India) — Computer Engineering
University: Savitribai Phule Pune University
Pattern: 2019 / 2024 Credit System
Exam Structure: 2 marks (MCQ/short), 4 marks (short note), 6 marks (explain/compare), 8 marks (justify/design)
Notes Focus: Unit-wise, CO-mapped, Bloom's-based
Best Formats: Cornell, Q&A, Table-based, Rapid Revision
Example 2: University of Cambridge (UK) — Computer Science Tripos
University: University of Cambridge
Pattern: Tripos Part IA / IB / II
Exam Structure: 2-3 hour written papers, essay + problem questions
Notes Focus: Conceptual depth, proofs, theoretical foundations
Best Formats: Detailed/Explanatory, Flowchart, Formula Sheets
Example 3: Massachusetts Institute of Technology (USA)
University: MIT
Pattern: Semester-based, letter grade
Exam Structure: Midterm + Final (problem sets, design questions)
Notes Focus: Application, problem-solving, design thinking
Best Formats: Worked Examples, Flowchart, Cross-subject Integration
Example 4: University of Tokyo (Japan)
University: University of Tokyo (東京大学)
Pattern: Semester system, written + oral exams
Exam Structure: Theory + Numerical, rigorous proofs
Notes Focus: Precision, completeness, derivations
Best Formats: Detailed/Explanatory, Formula Sheets, Outline
Example 5: ETH Zurich (Switzerland)
University: ETH Zurich
Pattern: Bachelor/Master semester system
Exam Structure: Written exams (2-4 hours), oral exams for some subjects
Notes Focus: Rigorous foundations, mathematical maturity
Best Formats: Formula Sheets, Detailed/Explanatory, Flowchart
Example 6: Indian Institutes of Technology (IITs)
University: IIT (Any)
Pattern: Semester credit system
Exam Structure: Quiz (15-20%), Midsem (30-35%), Endsem (45-50%)
Notes Focus: Problem-solving, conceptual clarity, derivations
Best Formats: Flowchart, Formula Sheets, Q&A, Summary
Example 7: University of Oxford (UK)
University: University of Oxford
Pattern: Tutorial system + Final Honour Schools
Exam Structure: Essay-based papers, problem papers (for sciences)
Notes Focus: Critical analysis, essay structure, tutorial prep
Best Formats: Cornell, Outline, Detailed/Explanatory, Cross-subject
Example 8: University of Melbourne (Australia)
University: University of Melbourne
Pattern: Melbourne Curriculum (Breadth + Depth)
Exam Structure: Subject-dependent (MCQ, essay, problem, or combination)
Notes Focus: Balanced theory-application
Best Formats: Mixed based on Notes Type Selection matrix
7. Note Generation Workflow
Step 1: Gather Context
User provides:
- University name
- Department / Program
- Subject code and full name
- Syllabus (PDF, text, or topics list)
- Exam pattern (marks distribution, question types)
- Desired note format(s) — or let system auto-select
- Time available / purpose
Step 2: Apply Notes Type Selection Matrix
Input: Subject Type, Exam Type, Time, Purpose, Learning Style
Output: Recommended note format(s) with priority order
Step 3: Map to Universal Subject Framework
- Parse syllabus into units and topics
- Identify Bloom's level for each topic
- Map to CO (Course Outcomes) if available, otherwise infer
- Calibrate depth based on marks allocation
Step 4: Generate Notes in Selected Format(s)
- Apply the format-specific structure
- Include definitions, explanations, examples, diagrams
- Annotate with CO-Blood levels
- Add exam-specific adjustments
Step 5: Quality Check
- Syllabus coverage: 100% aligned
- Depth: matches marks allocation
- Format: matches Notes Type Selection
- Examples: relevant and up-to-date
- Exam tips: specific to the exam pattern
8. Command Word Mapping (Universal)
Different universities use different command words. Map them to Bloom's level:
| Command Word | Bloom's Level | Expected Response Length |
|---|
| Define, State, List, Identify | L1 — Remember | 1 sentence to 1 paragraph |
| Describe, Explain, Illustrate | L2 — Understand | 1-2 paragraphs |
| Apply, Solve, Calculate, Demonstrate | L3 — Apply | Step-by-step solution |
| Compare, Contrast, Differentiate, Analyze | L4 — Analyze | 2+ paragraphs with structure |
| Evaluate, Justify, Criticize, Assess | L5 — Evaluate | Multi-paragraph argument |
| Design, Develop, Propose, Construct | L6 — Create | Full solution with reasoning |
Note: Always check the specific university's glossary of command words (e.g., UK awarding bodies
vs. US rubrics vs. Indian universities may interpret the same word differently).
9. Example Prompts
Prompt Template
Generate [note format(s)] for:
- University: [name]
- Department: [name]
- Subject: [code — name]
- Unit: [number — title]
- Topics: [list]
- Exam Type: [closed/open/online/MCQ/essay/problem/viva]
- Time Available: [x days/weeks]
- Purpose: [first-time learning / exam prep / last-minute revision]
- Learning Style (optional): [visual/verbal/logical/read-write/kinesthetic]
- Additional Instructions: [any specific requirements]
Example Prompt
Generate Cornell notes for:
- University: Stanford University
- Department: Computer Science
- Subject: CS229 — Machine Learning
- Unit: 3 — Neural Networks
- Topics: Perceptron, Activation Functions, Backpropagation
- Exam Type: Closed book (midterm)
- Time Available: 5 days
- Purpose: Exam preparation
10. Notes Calibration by Marks
| Marks Allocated | Content Depth | CO-Blood Target | Number of Points |
|---|
| 1-2 marks | Definition, one fact | L1 — Remember | 1-2 points |
| 3-4 marks | Definition + brief explanation | L2 — Understand | 3-4 points |
| 5-6 marks | Explanation + example + diagram | L3 — Apply | 4-6 points |
| 7-8 marks | Comparison/analysis + multiple examples | L4 — Analyze | 6-8 points |
| 9-10 marks | Evaluation/justification + critical insight | L5 — Evaluate | 8-10 points |
| 10+ marks | Design/propose + comprehensive treatment | L6 — Create | Structured essay |
11. Accessibility & Inclusivity
- All note formats are screen-reader compatible
- Diagram-centric notes include detailed textual descriptions
- Color-coding instructions use patterns + text labels (not color alone)
- Mnemonic generation considers multiple languages
- Font-size and layout recommendations for printed study materials
12. Learning Acceleration Engine — Supercharged Retention
This section integrates 25+ evidence-based learning science methods directly into the notes
output. These methods accelerate learning speed and extend retention duration by engaging multiple
encoding pathways simultaneously.
12A — Core Memory & Retention Techniques
| Technique | How It Works | Integration in Notes |
|---|
| Active Recall / Retrieval Practice | Brain strengthens memory by actively retrieving info rather than rereading | Notes include Q&A pairs, blank-fill prompts, and self-test sections. Cover the right column and try to recall. |
| Spaced Repetition (Leitner System) | Information reviewed at increasing intervals (1d, 3d, 7d, 14d, 30d) | Notes output with review schedule: Day 1 (first study), Day 2 (recall test), Day 4 (active recall), Day 8 (weak points), Day 16 (exam simulation) |
| Feynman Technique | Explain concept in simple language as if teaching a child | Notes include "Explain in 1 sentence" prompts. If you can't do it simply, you haven't understood it. |
| Method of Loci (Memory Palace) | Attach information to spatial locations in a familiar environment | Notes include vivid location-based mnemonics. Walk through your house mentally, placing each concept in a specific room. |
| Chunking | Group individual pieces into meaningful 3-5 item chunks | Points are grouped into 3-5 chunks with clear chunk labels. Human working memory maxes at ~7 items. |
| Mnemonic Devices | Acronyms, acrostics, rhymes, songs to encode information | Each major topic has a ready-to-use mnemonic device embedded. Example: VIBGYOR for light spectrum. |
| Narrative Encoding / Storytelling | Information wrapped in a story structure (beginning, conflict, resolution) | Topics framed as mini-stories: problem → solution → outcome. Stories are remembered 22x more than facts. |
| Dual Coding | Combine visual + verbal information for dual encoding pathways | Every note MUST have a visual element (diagram, flowchart, table, timeline). Visual + text = 2 memory pathways. |
12B — Study Frameworks
| Framework | Method | Best For |
|---|
| Pomodoro Technique | 25min focused study + 5min break. 4 cycles → 15-30min long break. | Sustained concentration over hours. Prevents burnout. |
| SQ3R / PQ4R | Preview → Question → Read → Reflect → Recite → Review | Textbook/chapter reading. Forces active processing. |
| Cornell Method | Split page: cues (left), notes (right), summary (bottom) | Lecture notes, chapter summaries. Best for revision. |
| Mind Mapping | Central concept → radiating branches (hierarchical associations) | Brainstorming, connecting related topics, overview. |
| Retrieval Grid | Mix questions from current + past topics in a grid format | Interleaving + spaced repetition. Fights forgetting curve. |
| Blurting | Write everything you know about a topic without looking at notes | Identifies knowledge gaps. Used before and after studying. |
12C — Learning Science Principles in Action
| Principle | What It Means | Implementation |
|---|
| Testing Effect | Taking a test on material produces better retention than restudying the same material | Notes end with 3 self-test questions. Answer before looking at the answer key. |
| Generation Effect | Generating answers yourself leads to better memory than reading them | Notes include fill-in-the-blank and "complete the explanation" prompts. |
| Desirable Difficulties | Making learning harder (within reason) improves long-term retention | Study the harder version first. Notes sometimes deliberately omit an obvious step for you to figure out. |
| Interleaving | Mixing different topics within a single study session | Notes include cross-topic connections: "How does this concept relate to [previous topic]?" |
| Varied Practice | Practicing the same skill under different conditions | Each concept has multiple practice contexts (theory, numerical, diagram, comparison). |
| Contextual Interference | Mixing similar concepts causes short-term confusion but long-term mastery | Notes group similar but distinct concepts (e.g., TCP vs UDP, SDLC vs Agile) for deliberate contrast. |
| Self-Explanation Effect | Explaining why a fact is true leads to deeper understanding than just noting the fact | Each numbered point includes a "Why this matters" sub-line when the concept is non-obvious. |
| Encoding Specificity | Memory is strongest when study context matches recall context | Notes match exam format: if exam is written, study by writing. If oral, study by speaking aloud. |
| Depth of Processing | Deeper processing (meaning, connections) beats shallow processing (repetition, highlighting) | No passive highlighting. Every line requires active processing: summarize, connect, apply. |
| Elaboration | Adding more detail and connections to new information | Notes include "Connect to: [related real-world example]" prompts. |
12D — Supercharged Learning Workflow
For each unit of study, follow this cyclical workflow:
CYCLE 1 — SURVEY (30 min)
- Preview all headings, diagrams, summaries
- Write 3 questions you expect the material to answer
- Set your intention: "By the end, I will be able to..."
CYCLE 2 — DEEP READ + NOTES (60-90 min)
- Read section by section
- Generate Cornell/Mind Map/Flowchart notes (auto-selected format)
- After each section: pause and recall without looking
CYCLE 3 — ACTIVE RECALL (30 min)
- Close all notes
- Write everything you remember (Blurting technique)
- Compare with notes → mark gaps in RED
- Study only the gaps
CYCLE 4 — ELABORATION (30 min)
- For each major concept: teach it aloud (Feynman Technique)
- Connect concept to: real-world example, analogies, previous knowledge
- Create one mnemonic device per difficult concept
CYCLE 5 — TESTING (30 min)
- Answer the self-test questions at the end of these notes
- Attempt past exam questions on this topic
- Score yourself. For wrong answers: trace back to which note point you missed.
CYCLE 6 — SPACED REVIEW (ongoing)
- Day 1: study (cycles 1-5)
- Day 2: active recall test on Day 1 topics (5 min)
- Day 4: spaced recall test on Day 1 + Day 2 topics (10 min)
- Day 8: expand test to Day 1-4 topics (15 min)
- Day 16: comprehensive test (30 min)
- Exam eve: rapid skim of all notes (visual + mnemonics only)
12E — Bloom's Taxonomy as a Learning Accelerator
Use Bloom's levels hierarchically — never skip a level:
| Level | Learning Goal | Technique |
|---|
| L1 — Remember | Reproduce facts, terms, definitions | Flashcards, mnemonics, spaced repetition |
| L2 — Understand | Explain in your own words | Feynman Technique, paraphrase each point |
| L3 — Apply | Use concept in a new situation | Solve a fresh problem, write a code snippet |
| L4 — Analyze | Break down, compare, find patterns | Comparison tables, "What if..." scenarios |
| L5 — Evaluate | Judge, justify, critique | Debate both sides, write a justification |
| L6 — Create | Produce something original | Design a system, compose a solution |
Accelerator Rule: Never spend more than 20% of time on L1 (pure memorization). Spend 40% on
L2-L3 (understanding + application — highest exam ROI). Spend 30% on L4-L5 (analysis + evaluation —
differentiator for top grades). Spend 10% on L6 (creation — essential for design-heavy subjects).
12F — Speed-Learning Time Budgets
| Time Available | Learning Strategy | Coverage Expectation |
|---|
| 30 minutes | Rapid Survey → 3 key takeaways → 1 mnemonic per topic → self-test | 1-2 main concepts at surface |
| 1 hour | Pomodoro (2 cycles) → deep read + blurting → 5 self-questions | 1 unit/module at comprehension level |
| 2 hours | Full CYCLES 1-3 → all sections at understanding depth | 1-2 units at L2-L3 |
| 4 hours | Full CYCLES 1-4 → all techniques active | 2-3 units at L3-L4 |
| 8 hours | Full CYCLES 1-6 → comprehensive coverage | Entire subject at L3-L5 |
| Emergency (1 night) | Rapid Survey + Blurting + Feynman on high-yield topics + 10 predicted questions | Must-prepare topics only, L2 level |
12G — Forgetting Curve Defense
Ebbinghaus Forgetting Curve shows we forget ~50% within 1 hour and ~70% within 24 hours without
review. These notes include built-in defense:
Study Event Retention After Action
─────────────── ───────────────────── ──────
Initial study (Day 1) 100% knowledge Full cycles 1-5
After 1 hour ~50% retained Mental recall (2 min)
After 24 hours ~30% retained Active recall test (5 min)
After 7 days ~20% retained Spaced review + weak-spot focus (10 min)
After 30 days ~15% retained Comprehensive review + exam simulation (30 min)
Each active recall session restores retention to ~95%. Each spaced repetition extends the retention
duration by ~3x.
12H — Output: Learning-Optimized Notes Format
Notes generated by this skill include a Learning Acceleration Footer:
---
LEARNING ACCELERATION
────────────────────────────
Spaced Repetition Schedule: D1 | D2 | D4 | D8 | D16
Top 3 Mnemonic Devices: [embedded in each major section]
Self-Test Questions: [3 questions after each unit]
Feynman Challenge: "Explain [topic] in one sentence"
Cross-Link: [This topic connects to Unit X — Topic Y]
Bloom Level Reached: L3 (Apply) — push to L4 by comparing with [topic Z]
---
12I — Global & Global-South University Examples
This skill works for universities worldwide. Below are representative examples from diverse regions:
| Region | University Example | Pattern Adaptation |
|---|
| East Africa | University of Nairobi (Kenya) — BSc Computer Science | Semester system, 70% exam + 30% continuous assessment, 3 exam questions (compulsory) |
| West Africa | University of Lagos (Nigeria) — Engineering | Harmattan/Rain semester, 100 marks, 3 hours, 5 questions (answer any 4) |
| North Africa | Cairo University (Egypt) — Medicine | Year system, written + oral + practical, Arabic/English bilingual terminology |
| South Asia | Bangladesh University of Engineering & Technology (BUET) | Semester system, 3 credits per subject, 3 hours, 70 marks + 30 continuous |
| Southeast Asia | University of the Philippines — Social Sciences | Semestral, 60% final exam, essay-based with research component |
| Latin America | Universidad Nacional Autónoma de México (UNAM) | Semester system, 70% exam + 30% assignments, Spanish/English bilingual terminology |
| Middle East | King Saud University (Saudi Arabia) — Engineering | Two-semester system, 60% final + 40% coursework, Arabic/English mixed instruction |
| South America | Universidade de São Paulo (USP) — Sciences | Semester system, créditos (credits), final exam + lab reports + seminars |
| Caribbean | University of the West Indies (UWI) — Arts & General | Semester system, 50% coursework + 50% final exam, essay-based, APA referencing |
When the user provides a university from any of these regions, adapt the note format to match the
region's typical assessment structure, terminology, and referencing style.
12J — Audio Summary Mode (Spoken Revision)
For students who prefer auditory learning or commute-time revision, this skill can output an
audio-summary script:
### Audio Summary Script
[Duration: ~3 minutes]
[Format: Read at conversational pace. Pause between sections.]
"Welcome to the audio summary of [Unit/Topic Name].
SECTION 1 — KEY DEFINITIONS
- [Term 1] is defined as [brief definition].
- [Term 2] refers to [brief definition].
- ...
SECTION 2 — CORE CONCEPTS (3 main points)
- First, [concept 1 in one sentence].
- Second, [concept 2 in one sentence].
- Third, [concept 3 in one sentence].
SECTION 3 — MUST-REMEMBER MNEMONIC
- [Acronym/phrase] helps you recall: [point 1, point 2, point 3, ...]
SECTION 4 — SELF-TEST QUESTIONS
Pause the audio after each question. Try to answer before I do.
- Question 1: [question] — Answer: [answer]
- Question 2: [question] — Answer: [answer]
- Question 3: [question] — Answer: [answer]
This concludes the audio summary of [Topic]. Review this section again tomorrow for best retention."
To generate: append the audio script after the written notes, prefixed with
### Audio Summary Script. Students can use text-to-speech (e.g., browser TTS, mobile accessibility
tools, or tts CLI) to convert to spoken audio.
Session Config
This skill integrates with the session config system (deps/session-profile.json). Before
executing, check for an existing session profile:
- If
deps/session-profile.json exists, read university, subject, pattern, and exam_type
fields to auto-configure the skill.
- If the file does not exist, fall back to user-provided context or prompt the user to run
setup-exam-prompt (or npm run init) first.
- Session config eliminates redundant context detection — detection happens once and is reused
across all skill calls.
13. Integration with Other Skills
This notes generator works alongside:
- Answer Writer: Notes serve as input for generating exam answers
- PYQ Analyzer: PYQ analysis informs which topics get deeper notes
- IMP Topics Generator: Identifies priority topics for Rapid Revision
- Assignment Writer: Detailed notes serve as assignment reference
- Exam Paper Generator: Notes align with generated paper pattern
End of Universal Academic Notes Generator — SKILL.md
