Writing Meeting Summary
Fill-in-the-Blanks Prompts:
- Summarize the 5 main takeaways from these meeting notes: [copy and paste notes].
- Summarize the decisions made and the next steps outlined in these meeting notes: [copy and paste notes].
- Summarize the key points raised, the solutions proposed and the responsible departments in these meeting notes: [copy and paste notes].
Open-Ended Prompts:
- “Can you please summarize the main points discussed in this meeting today? [copy and paste transcript of the meeting].”
- “I would appreciate it if you could provide a brief summary of this meeting we just had. [copy and paste transcript of the meeting].”
- “Could you write up a summary of this meeting we had earlier? I want to make sure I didn't miss anything important: [copy and paste transcript of the meeting].”
- “Please summarize the key takeaways from this meeting: [copy and paste transcript of the meeting].”
- “Could you put together a meeting summary that I can share with other stakeholders? Here is the transcript of the recordings: [copy and paste transcript of the meeting].”
- “I need to send a follow-up email to everyone who attended this meeting [copy and paste the transcript of the recordings]. Can you write a summary that I can include in the email?”
Example:
PROMPT:
I would appreciate it if you could provide a brief summary of this article we just read: 'The study was comprised of two experiments that were conducted with the participating students. In the first experiment, 131 students were involved. They were randomly allocated to one of two groups: the first group used VR headsets to experience a science simulation that involved forensic analysis of a collected DNA sample in a virtual laboratory environment, and the second group instead watched a video presenting the same forensic analysis procedure. ‘Immediately after the learning experience, students in both groups were given the post-test …The post-test included scales to investigate students’ self-reported perceived enjoyment and presence, as well as tests of declarative and procedural knowledge,’ the journal paper reads. ‘The declarative knowledge test included 19 multiple-choice questions and included conceptual and factual knowledge questions related to the information presented in the simulation or video … The procedural knowledge test included three open-ended questions (e.g., “Describe in steps how to use a pipette to prepare laboratory samples. Mention as many steps as possible.”)’. The results of this post-test show that students who participated in the IVR activity reported higher levels of enjoyment than those who watched the video. However, participation in the IVR activity did not increase their knowledge of the forensic analysis procedure.'
RESULT:
This article describes two experiments conducted on 131 students. The first experiment split the students into two groups, one that experienced a virtual reality (VR) simulation involving a forensic analysis of a DNA sample and one that watched a video of the same forensic analysis. After the learning experience, both groups took a post-test that included scales to test their perceived enjoyment and presence, as well as tests of declarative and procedural knowledge. The results of the post-test showed that students who participated in the VR activity reported higher levels of enjoyment, but did not have an increased knowledge of the forensic analysis procedure.