Collaborative Annotation to Support Students’ Online Reading Skills

Wood, Jamie, Williard, Hope and East, Matt (2022) Collaborative Annotation to Support Students’ Online Reading Skills. In: Designing Courses with Digital Technologies: Insights and Examples from History Education. Routledge, New York, pp. 66-71. ISBN 978-0-367-62553-5

Full content URL: https://www.routledge.com/9780367625535

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Collaborative Annotation to Support Students’ Online Reading Skills
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Abstract

Lecturers in the School of History and Heritage at the University of Lincoln (UK) were early adopters of Talis Elevate, an online tool that facilitates the collaborative annotation of media (e.g., text, images, video), engaging with
the technology since September 2018. The online annotation tool was predominantly used to develop undergraduate students’ skills in reading text. When the closure of the University of Lincoln campus was announced on March 16, 2020, all teaching shifted entirely to online methods. Building on the insights gained from early adopters from September 2018 to March 2020, the online annotation tool was promoted as a valuable method for supporting the development of core disciplinary skills. During lockdown, academics deployed the tool to enable students to engage in activities that promoted practices of “deep reading” and source analysis that would normally be the focus of in-class activity. These approaches, as has been observed of active reading in general, help students work through material at their own pace and revisit content they do not understand ( Dubas & Toledo, 2015 ). Beyond its ability to support the core disciplinary skill of engaging actively with sources, the online annotation tool was judged to be particularly effective for two main reasons. First, it is easy to set up and use with students – the “startup” costs are therefore relatively low. Second, it can be used to support both synchronous and asynchronous teaching. Prior to lockdown, seven modules in the school were making active use of the online annotation tool. Following a training and onboarding eff ort early in lockdown, 16 modules had used the tool by the end of the academic year (June 2020). March 2020
witnessed a doubling of the number of active modules.

Keywords:Higher Education, Social annotation, History, Online learning, E-Learning
Subjects:X Education > X220 Study skills
X Education > X210 Research skills
V Historical and Philosophical studies > V190 History by Period not elsewhere classified
X Education > X342 Academic studies in Higher Education
Divisions:College of Arts > School of History & Heritage > School of History & Heritage (History)
ID Code:44785
Deposited On:15 Jun 2021 09:37

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