Transcripts and Handouts
A pasted transcript, the slide text, the handout, or a set of all three for one session. Anything the words are already in goes straight in.
A lecturer spends twenty minutes on the derivation and ninety seconds on the thing that will be examined. Time spent is not importance.
A summary that allocates space by minutes reproduces whatever the lecturer got wrong about their own priorities. Below: what it reads, what it weighs by, and how the output is divided.
A pasted transcript, the slide text, the handout, or a set of all three for one session. Anything the words are already in goes straight in.
The phrases lecturers use to mark importance — this will come up, write this down, saying it a third time — do the weighting, rather than how many minutes a section ran.
What was flagged as important, what took the most time, and what went past in one line but looks like it matters. Keeping those separate is more useful than merging them into a ranked list.
Three steps from an hour of transcript to a page that reflects what was stressed.
The transcript, the slides, the handout, or several of them together. Say which module it belongs to if you have others.
It works through the text, picks up where emphasis was signalled, notes where the time actually went, and separates the two rather than averaging them.
The one-line mentions are where the surprises live. Save the run as a Playbook so the rest of the module gets summarised on the same terms.
Summarising by proportion is the default, and it copies the lecture's own mistakes.
The longest section is often the one the lecturer enjoys, or the one the textbook already covers well. The shortest is sometimes a sentence beginning with "you'll need to know". A summary sized by duration puts those in exactly the wrong order and looks perfectly reasonable doing it.
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Every summariser works from the text in front of it and gives more room to the parts there is more of. That is the right instinct for an article, where length signals effort. A lecture is a person talking to a clock, and length there signals almost nothing.
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Worth separating: what the lecturer stressed is a strong hint, not the assessment criteria. They can under-mention something the exam covers, and they occasionally stress a favourite that never appears. Treat the flagged pile as evidence about the lecturer rather than as a forecast of the paper.
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Twelve sessions summarised independently produce twelve unrelated pages, and the terminology drifts between them. Keeping the run means the later ones use the same names for the same things. Your AllyHub never starts from scratch again, so a module gets faster every time.
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Students who missed a session, revision at the end of term, study groups sharing one set, and anyone taking an online course.
Somebody sends you their recording or the auto-transcript, and an hour of it is not something you are going to sit through the week before an assessment. What you need from it is the short list, not the full replay.
Twelve hours of material and a fortnight, which means deciding what not to revise. That decision is currently made on which topics you remember being long, which is precisely the wrong signal.
Four people split the modules and each writes up their own, and the four write-ups are not comparable because everyone weighted differently. One method applied to all of them makes the set usable by all four.
The transcript is already there, sitting under the video, unread. It is the cheapest study material anyone has and almost nobody uses it, because an hour of raw transcript is worse to read than the lecture was to watch.
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Sources, recordings, how the weighting works, and doing a whole module.
A tool that condenses a lecture into something you can revise from. Most work by proportion — more text about the parts there was more of — which quietly assumes the lecturer allocated their hour in order of importance.
Yes, one lecture at a time. A whole module in a single pass, longer sessions, and keeping the terminology consistent across the set are on the paid plans.
Not at the moment — audio and video files are outside what this handles today, so it works from text. In practice that is less limiting than it sounds: most recorded lectures already have an auto-transcript sitting next to them, and pasting that in works the same way.
From what was said, not from tone. Explicit markers do most of the work — a statement that something will be assessed, an instruction to write something down, the same point made for a third time. Those are in the transcript as words, which is why this holds up without hearing the voice.
Most compress by proportion and hand back a shorter version of the same shape. Here the emphasis signals do the weighting, what was flagged and what merely ran long are kept apart, and a module summarised over twelve weeks ends up using one vocabulary instead of twelve.