Nice piece in today's @insidehighered: “With Online Social Annotation, Students Read Together” by @susan_dagostino. It's a useful summary of recent #annotation and learning trends with great quotes from colleagues. Want additional context and resources? 🧵insidehighered.com/news/2022/10/1…
First, the IHE piece reviews a 2022 study co-authored w/ @EstebanMoralesV @FleerackersA & @juancommander. The study looked at undergrad students' knowledge construction when they participate in @hypothes_is social #annotation. It's #OpenAccess read it here ncbi.nlm.nih.gov/pmc/articles/P…
Our 2022 study extended a prior Kalir et al. 2020 article that found undergrad students across courses had favorable perceptions of social #annotation, specifically about positive contributions to their course community and learning. Read an open preprint: osf.io/nc5vs/
I mention both studies because we grounded our work in learning theory, we used (& shared!) reliable instruments, and we carefully analyzed data (ie rater reliability). Lots of social #annotation research right now that doesn't do any of that. The field writ large must do better.
Second, the IHE piece notes "Instead of students engaging in discussions about a text in a corner of a [LMS], they congregate over the source itself." This is "anchored" discussion. The text is a discursive context. More on texts-as-contexts for learning: firstmonday.org/ojs/index.php/…
Third: “Students have long marked up texts to make sense of reading.” And to make sense of writing, too! A nice complement to this IHE piece is a great CHE essay on #annotation and learning by @LangOnCourse that reviews my book "Annotation" with @anterobot chronicle.com/article/annota…
Fourth: "Social annotation activities may also redress instances of inequity." "May," maybe? There's a link to a blog post that references a great article by Brown & Croft (2020). I love that article. It proposes a framework for pedagogy. It's not an empirical study of learning.
Since the #MarginalSyllabus started in '16 I've written a lot about how #annotation relates to educational equity (if at all!) inside and outside of classrooms. In our book, @anterobot & I address power, that's a more useful way to discuss complex dynamics remikalir.com/annotation-mit…
Async convos do expand how students talk online (not unique to social #annotation). And social annotation can help students elicit new perspectives and engage in productive conflict. But advocates should promote evidence of learning, claims about equitable outcomes not there yet.
Fifth: "Faculty members who adopt the tools specifically for autograding features may be disappointed." YES! Social #annotation isn't immune from unnecessary student surveillance and use of algorithms in learning. See @Jenae_Cohn and me in @hechingerreport hechingerreport.org/opinion-why-we…
Sixth, the piece does a good job addressing some limitations of social #annotation and mentions practical guidance for instructors. For additional examples of practice see the #LiquidMargins podcast from @hypothes_is such an invaluable pedagogical resource web.hypothes.is/liquid-margins/
Another practical place to start with social #annotation? Your course syllabus! Make it a GDoc and then mark it up. I've advocated that courses feature an interactive #AnnotatedSyllabus for years, you can read some of my latest thinking and strategies here remikalir.com/blog/annotate-…
Coincidence: This IHE piece came out just a day after @hypothes_is published a white paper I wrote titled "The Value of Social Annotation for Teaching and Learning." It provides background on social #annotation, reviews research and features testimonials: web.hypothes.is/research-white…
And really glad the IHE piece mentions the new project between @JSTOR and @hypothes_is (thanks to support from @ITHAKA_org), as there's a lot of potential for exciting developments in teaching and research. Yes to more #annotation and conversation over the world's knowledge! /end
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