Depending on how elaborate I want to get I will use just a pen - or full colour pencils. I will sometimes make a mini mind maps on various related/unrelated subjects dealt with by the lecturer, and then put them together when I have more of an idea of how they all relate to eachother. If the lecturer jumps around, or goes back to an earlier point, I find it much easier to go to the right place on a mind map rather than find insert bits in linear notes.
I have never tried dividing the paper and mapping what the lecturer says on one side and my own feelings and thoughts on the other. I haven't heard of it, and it doesn't sound useful to me. If I want to add feelings to my mind map, I simply add them!
I like using drawings and symbols when I can think of appropriate ones. Some subjects provide excellent fertilizer for drawings, others inspire very little.
In my current physics notes I first mapped out the curriculum divided into subjects with only the center being a colour drawing. Each different sub-subject got a separate little mindmap (electronics, thermodynamics, astro physics, post-quantum physics (a cocktail where they throw together relativity, photoelectric effect, x-rays, radiation, antiparticles, etc. etc.)
This gives me a good basis to keep relating what I read to what I am supposed to actually know - helps ask questions, too, in the activation process of photoreading.
Sometimes I make a mind map two or three times before I am happy with it. And when I am happy with it I can enjoy looking at it, which of course helps with revision! Also, redoing the mind map is also revision, and helps connect things and make associations.
I would suggest not being afraid to play around with it. Especially: Don't be afraid of getting it wrong - you can always try again. If you really are worried about missing bits of the lecture (I think you may discover that you actually have more time to pay attention to the lecture, not less), recording it would be a safety net.
Kosmik
