A special guest post by Dr. Remi Kalir, our inaugural scholar in residence, and second in our series about our large-scale research collaboration at Indiana University, investigating how social annotation improves student reading and writing practices.
A special guest post by Dr. Justin Hodgson, Associate Professor of English at Indiana University Bloomington, and first in our series about our large-scale research collaboration at IU, investigating how social annotation improves student reading and writing practices.
Early research at Simon Fraser University suggests that social annotation has impressive educational benefits, helping with reading comprehension, peer review, motivation, attitudes toward technology, and much more.
The Hypothesis LMS app for Instructure Canvas now integrates with SpeedGrader, enabling teachers to easily view, assess and comment on student annotations.
Install our NEW, official Canvas app! In our first Canvas webinar introducing the Hypothesis app, we didn't have enough time to discuss the most interesting aspect of collaborative annotation: its pedagogy. On 19 April, we reconvened to focus more on what actually happens when working with this new technology in the classroom, hearing directly from educators currently implementing [...]
Let's be honest, discussion forums are a great idea—we all want students to engage more with their assigned readings and with their classmates. But “discussion” forums fail at precisely what they claim to do: cultivate quality conversation. Collaborative annotation assignments are a better way to encourage students to engage more deeply with course content and with each other. Using Hypothesis, instructors can make PDFs and web pages hosted in Canvas annotatable. You may have missed our live webinar on 4 April 2017, but you can watch the recording and view the slides to learn more about the pedagogical value of collaborative annotation and be given a guided tour in setting up and using the Hypothesis tool in Canvas.