For students, historical habits of mind constitute majorintellectual hurdles. Students see their professors' thoughts asfinished products, tidied up and packaged for publicpresentation in books, articles, and lectures
This is where social annotation can be powerful, by making the habits of a reading mind visible, and open for discussion.
The general trend is that students who report improved socioemotional outcomes also show suggestions of increased activity in collaborative tools relative to their peers.
Another positive outcome from students taking courses with collaborative assignments.
In this sample, 1,868 students enrolled in at least one undergraduate class with, and at least one undergraduate class without, some form of collaborative activity (peer review, Piazza, CourseNetworking, etc.), not including discussions.
Interesting: Discussions are excluded from collaborative activies.
Similarly, social annotation tools such as Hypothesis provide opportunities for students and instructors to interactively engage in a shared resource of interest wherein problems, challenges, and insights can be discussed.
Mention of Hypothesis social annotation as a site for teacher/learner engagement.
We estimate that students performed 1.16% points (95% HDI [0.65–1.66]) better in their undergraduate courses with collaborative activities, compared with the same students’ performance in undergraduate courses without collaborative activities.
Interesting positive student success finding for courses with collaborative assignments.
Teaching with social reading doesn’t mean peering over students’ shoulders. Rather, teaching with social reading should help students share and connect.
So often learning technologies emphasize metrics of engagement that easily become metrics of surveillance. Maybe instead of focusing on "time on page" they might flower out to "connections made" to other people, texts, writing, and ideas.
homework compliance
A major point in Chloé Collins's text is that traditional annotations risk feeling like a chore, done to fulfill teachers' requirements. In Collins's experience, the collaborative dimension of social annotation helps make it into something learners do for themselves.
https://eductive.ca/en/resource/real-life-story/boosting-engagement-with-social-annotation/
Adding Examples, Contexts, Discussions to the Recommendation
Via @Remikalir: laying out what this version of the UNESCO OER Recommendation is all about.
Social annotation involves collaborative discussion of media (texts, videos, images) in a cloud-based environment