Social Annotation in Online Teaching

This week’s EDTECH 522 assignment asked us to research and present an online teaching tool, discussing its strengths and weaknesses, the types of learning objectives that are best met with its use, and how it enhances cognitive, social, and instructor presence. We also included an example of a learning activity for which the tool could be used.

I selected, a social annotation tool that has a huge range of applications for education and beyond. One of my favorite things about this tool, and about social annotation overall, is that it permits learners of all kinds to engage in conversation with others. Academic librarians are probably familiar with the concept of “Scholarship as Conversation,” which is one of the major concepts presented in the ACRL Framework for Information Literacy. The use of social annotation tools speaks directly to this concept, and allows for the development of communities that include all kinds of members, whether they are scholars, scientists, students, or interested parties.

My presentation about is below. Be sure to use the gear icon to open speaker’s notes, as I include my own analysis and discussion here, and include extra information for anyone interested in learning more.

This entry was posted in 1.1 Creating, 1.2 Using, 2.1 Creating, 2.2 Using, 2.3 Assessing/Evaluating, 3.1 Creating, 3.2 Using, 3.3 Assessing/Evaluating, 4.1 Collaborative Practice, 522, AECT Standard 1: Content Knowledge, AECT Standard 2: Content Pedagogy, AECT Standard 3: Learning Environments, AECT Standard 4: Professional Knowledge and Skills and tagged , , . Bookmark the permalink.

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