Why do we use I for Amps in Ohms equation?

[Zero999]

Lectures at university = recording session.

It's simply impossible to understand everything they say or take notes about whatever they do. The best way is to record everything(HD audio + video) they do and while you take notes you start adding up merkers in both the recordings and the notes. Guaranteed you can easly skip trought the lessions without wasting your time.

Rubbish, unless at  a rubbish university.

The techinique I rapidly adopted was to scribble down everything they said/wrote, sort-of understanding it. Then, within half a day (while it was fresh in my mind), to go over my scribbles and re-write them (a) neatly, (b) comprehendably and (c) filling in the bits I thought I understood but then realised I didn't understand. That made the next lecture easier to follow, and made revision much easier.

Sure, that's extra "unnecessary" work. Deal with it. Some people can learn very well from videos, recordings and books and there are some decent distance learning courses that rely solely on this. Fair enough, making written notes may work very well for you but it's no good for someone who can't write quirky enough or may not even be able to write at all due to a physical disability.

HD video/audio and most handouts are a trap, because it enables you to avoid (c) above. It is all too easy to convince yourself you understand something - until you try to "teach" yourself by explaining it to yourself.

Has it ever occurred to you that different methods suit different people?

Strawman observation; I stated what suited me and a potential disadvantages of other techniques. I did not state they were the only techniques.

Nonsense. Not every one is like you (thank goodness). People are different. Deal with it!

Fair enough, you may learn very well by making written notes but don't expect everyone to be the same. Some people can learn very well from videos and books and there are some good distance learning courses where this is the sole form of study and written notes are no good if someone can't write because they have a disability.

I couldn't write fast enough to keep up with the lecturer. I used to take my laptop in any type a lot but that wasn't easy for formulae. I found it easier to focus on understanding it, rather than note taking. If I tried too hard to get everything down on paper, it would just be an illegible mess and I didn't take any of it in, so I might as well had not bothered going. Fortunately, I managed to get copies of the notes from the lecturer and other students.

My notes were pretty illegible, and were incomprehensible after a few hours. Hence my reiterating that it would be too late to wait until the evening.

Using a laptop would have been impossible, not only for formulae but also for diagrams and annotations.

Speed has always been my problem, more than readability. I can write very neatly for short periods of time but it takes ages and even if I write scruffily it's still less than half the speed of the average person. Imagine the lecturer is talking so fast you can't write it down quick enough, like if someone recorded it but play it back at double the speed and then try to take notes: that's what it was like for me.

As long as you work through everything and make sure you fully understand it, it doesn't really matter whether you've physically written it down or not.

I never trusted myself to remember it in 9 months time; the written notes were an excellent revision aid.

My memory is excellent, as long as I'm interested in the subject and have a good understanding of it, I can remember it for a long period of time and if the course is just about memorising things, then it's very poor. Understanding and creative thinking is far more important than just memorising information, especially these days as it's very easy to access vast amounts of information.

[Cerebus]

It is all too easy to convince yourself you understand something - until you try to "teach" yourself by explaining it to yourself.

When I was at university I developed a technique of helping friends and flatmates out when they were revising or had trouble with some area by getting them to explain things to me - essentially teach me what they'd learned. Then I'd ask awkward questions about the bits it seemed they didn't have 'quite right'. It worked well and I got them to do it to me too. From being on the 'explaining' end of it I can vouch for it being a good way to fix what you've learned into memory.

I was studying computer science but walked away with an additional 1/2 a law degree, 1/2 a biochemistry degree, 1/4 a metallurgy degree and scattered corners of a maths degree. I probably learned faster from them than I would have if I'd actually been on their courses. The others walked away with part of a computer science degree. Weirdly, thinking about it, all but one of the aforementioned other students (the lawyer) is now working in computing.

[CatalinaWOW]

It can make it difficult to hang on to the concepts, but don't get hung up on the symbols.  There are various "schools" that developed independently from originators in different locations.  Math people, engineering people, French people, German people, English people, Americans.  Astronomers, physicists, chemists.

It isn't just the symbols, it is the formulations.  Take Fourier transforms for example.  The basic idea is the same everywhere, but there needs to be a 1/(2*pi) normalization.  Some authors put it in the time domain side, some put it in the frequency domain side and others split the difference and use sqrt(1/(2*pi)) in each domain.

So the key is to know what is in use in each paper or resource you are using.  The bad news is that it can be confusing, the good news is that if you can keep up, you really do understand what you are doing.