TY - JOUR TI - Social annotation enabling collaboration for open learning AU - Kalir, Jeremiah H. T2 - Distance Education AB - Collaboration is a conceptually ambiguous aspect of open education. Given inconsistent discussion about collaboration in the open education literature, this article suggests collaboration be defined and studied as a distinct open educational practice. A theoretical stance from the discipline of computer-supported collaborative learning helps conceptualize collaboration as processes of intersubjective meaning-making. Social annotation is then presented as a genre of learning technology that can productively enable group collaboration and shared meaning-making. After introducing an open learning project utilizing social annotation for group dialogue, analysis of interview and annotation data details how social annotation enabled three group-level epistemic expressions delineating collaboration as intersubjective meaning-making and as an open educational practice. A summative discussion considers how the social life of documents encourages collaboration, why attention to epistemic expression is a productive means of articulating open learning, and how to extend the study of collaboration as an open educational practice. DA - 2020/04/02/ PY - 2020 DO - 10.1080/01587919.2020.1757413 DP - Taylor and Francis+NEJM VL - 41 IS - 2 SP - 245 EP - 260 SN - 0158-7919 UR - https://doi.org/10.1080/01587919.2020.1757413 Y2 - 2020/12/21/11:53:26 KW - annotation KW - collaboration KW - computer-supported collaborative learning KW - open educational practices (OEP) KW - social design experiment ER -