This post is being used to document and distribute materials associated with a training I'm giving at the University of Oklahoma, which covers collaborative web annotation as a tool for engaging students.
“Writing in the margins” of books and journal articles (or any other texts) in collaboration with others is one way instructors seek to enhance learning experiences. Using collaborative web annotations, faculty on our campus are seeding their course discussions and engaging students in collaborative scholarship. Here’s an example of course that is using collaborative web annotations:
Tool Showcase
We’re going to dive deeper into collaborative web annotation as it’s one technology that’s being used across many disciplines. Here are several pieces of literature that are being annotated collaboratively by students:
If you’d like to create a Hypothes.is account and start collaboratively annotating the web, signup here.
Here’s a student blog post you can practice annotating now.
Additionally, here is what Hypothes.is looks like integrated into Canvas:
Discussion
- Why use collaborative web annotation in the classroom?
- What documents might be annotated by students?
- What does an assignment look like using web annotation? (Current ones)
- What other assignments could benefit from web annotation?
- How does feedback to student change with web annotation assignments?
- Why engage students in annotating materials publicly?
- Any other thoughts/ideas?
Resources
Perspective
Instructor Blog Post: Using Hypothes.is in the College Classroom
Technical
- Tool: Hypothes.is
- Guide: Install Hypothes.is in Canvas
- Guide: Using Hypothes.is in Canvas as Instructor
- Slides: Onboarding Students into Hypothes.is
- Guide: Student’s Hypothes.is in Canvas Handbook
(Technical resources from here.)
The featured image is provided CC0 by Anastasia Zhenina via Unsplash.