Social Annotation for Teaching and Learning
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Description
Have you ever marked up a book, heartily scribbled in the margins, underlined Aha! moments, or highlighted paragraphs meticulously? Flipped through the book to rediscover that learning? Cherished the book for these markings? Shared your books to those who would add to your notes and ideas?
Then you switched to reading mostly online – articles, social media feeds, eBooks. And somewhere between the scrolling and the blue light, you lost the treasured ability to mark up those moments and share your voice.
Social annotation apps open the conversation back up. They support us as we read online, giving us back the ability to mark up our learning. They are a product of a social media world, creating private and public conversations about learning, researching, and fact-finding.
They’re the conversation you never had with your paper books.
Then you switched to reading mostly online – articles, social media feeds, eBooks. And somewhere between the scrolling and the blue light, you lost the treasured ability to mark up those moments and share your voice.
Social annotation apps open the conversation back up. They support us as we read online, giving us back the ability to mark up our learning. They are a product of a social media world, creating private and public conversations about learning, researching, and fact-finding.
They’re the conversation you never had with your paper books.
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Intended Audience
The intended audience for this course are faculty and educators in the upper elementary to post-secondary fields.
Learning Outcomes
After completing this WBLT, the user should be able to:
- evaluate the changing reading behaviours associated with reading digital texts;
- contextualize some justifications for and standardization of social annotation tools;
- experiment with a social annotation tool in a variety of activities;
- consider research on how social annotation tools impact learning;
- determine whether examples of social annotation learning activities might suit your own teaching.
Contributor
Submitted by: Jesslyn Wilkinson
Email: [email protected]
Bio: Jesslyn is the Educational Technology Officer at Conestoga. An Ontario Certified Teacher, and holding a B.A. and B.Ed., Jesslyn researches and promotes new technologies for faculty to enhance pedagogical practices. She brings to the role her experience as a Google and Microsoft certified technology trainer and as a classroom teacher in South Korea, Mongolia, and Ontario, focusing on special education and assistive learning technologies.
Email: [email protected]
Bio: Jesslyn is the Educational Technology Officer at Conestoga. An Ontario Certified Teacher, and holding a B.A. and B.Ed., Jesslyn researches and promotes new technologies for faculty to enhance pedagogical practices. She brings to the role her experience as a Google and Microsoft certified technology trainer and as a classroom teacher in South Korea, Mongolia, and Ontario, focusing on special education and assistive learning technologies.