Shining a light on critical reading through online annotations: Explorations into the use of hypothes.is in the classroom

Presentation given at the iAnnotate conference in San Francisco, USA. http://iannotate.org/ and at the Digital Pedagogy Symposium at the University of Victoria in Victoria, Canada.

Transcript

1. Shining a light on critical
   reading through online
   annotations
   EXPLORATIONS INTO THE USE OF HYPOTHES.IS IN THE CLASSROOM
   JUAN PABLO ALPERIN @juancommander
   

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2. my motivations
   promoting open access to knowledge
   asserting the public mission of universities
   fostering civic engagement
   YOURS MAY BE DIFFERENT
   

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3. teaching students to be more “open”
   1. make all readings Open Access
   2. have students annotate them openly
   3. have students publish all their work
   4. give student feedback through annotations
   5. have students openly review each other
   optional:
   6. use open data
   IN 5 EASY STEPS
   

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4. pedagogical advantages
   v avenue for participation for students who do not feel comfortable
   sharing their thoughts in a classroom setting;
   v gives students a window into how other students read;
   v causes students to read closely, without skimming, all the way to
   the end of each text;
   v exposes what students found interesting and how they interpreted
   the text.
   TO BE TESTED EMPIRICALLY
   

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5. I enjoyed reading the annotations alongside the text,
   primarily because it helps me engage with the text at
   the sentence level. I am a product of an educational
   system where annotation and critical reading was
   not encouraged, and not taught, so using the
   Hypothes.is tool really helps me understand how to
   read critically as opposed to just absorbing
   information. I've actually asked my friends (students
   and professors) outside Vancouver to use this tool!
   “
   ”
   

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6. 2,340 annotations spanning 94 documents (average of 25 and median 19 annotations/document)
   max of 102 annotations on one doc
   

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8. Annotations had, on average, 41.7 words (sd=40)
   

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9. do students think it helps them?
   

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10. do they like doing it?
    

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11. evaluating annotations
    R2=0.54
    

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12. what worked well
    most students do seem to engage well with the texts
    students report annotations are helpful
    made it easier to customize each weeks lesson plan
    

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13. what still needs work
    students still primarily motivated by grades
    students did not go back to texts multiple times
    

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14. things to try next
    assess various aspects of learning:
    ◦ course content
    ◦ critical reading skills
    ◦ quality of annotations
    experiment with additional features:
    ◦ “like” button
    ◦ notifications
    

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15. thank you
    @JUANCOMMANDER
    JUAN@ALPERIN.CA
    This work was supported by the Institute for the Studies of Teaching in the Disciplines at SFU though
    Teaching and Learning Development Grant G0172
    

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