92 Matching Annotations
  1. Jun 2018
  2. May 2018
  3. Oct 2017
    1. COMPETENCY-BASED LEARNING

      Close reading is basically standardized in Common Core--it's referenced in the first ELA anchor standard for reading. Hypothesis is a means to assess competency in that standard by recording, measuring, and allowing feedback on

    2. Students working in waysthat best leverage their individual learning styles

      In annotation, each student bringing their style, expertise, experience to the text with the class as a group sharing a more wholistic view of the related issues.

    3. “What did you do? What did you observe? What did you revise as a result? How did you test your revision? What did you learn?”

      Students annotating their own revisions as self-review.

    4. electronic journals as a way to reflect on their learning and “make their thinking visible.”

      This could be accomplished in annotation if Hypothesis had the concept of a 1:1 note.

    5. Motivation and persistence. Because learning is more relevant and relationship-based, students are motivated to complete tasks and learn

      Collaborative annotation can be used to scaffold self-directed learning, providing a means for a student to explore their own interests and provide evidence of that activity, and enabling teachers to monitor and interact with these knowledge pathways.

    6. students “own” their learning

      Student ownership and agency through annotation as an intellectual practice with a record.

    7. Students encouraging and supporting eachother to work through diicult challenges

      via annotation made explicit in prompt for assignment

    8. Students constructivelycritiquing eachother’s work

      via annotation

    9. Assessment feedback focused on what students can do to improve

      Hypothesis needs a 1:1 channel internal to the client. For now, the LMS app allows for this type of feedback.

    10. no single “right answer”?

      Social reading is discussion not test-driven knowledge production.

    11. Are students required to defend and revise their work, creating multiple drafts?

      The natural thinking processes of a threaded conversation in annotation with comment replies, replies to replies, etc.

    12. Teachers talking less, students talking more

      Social reading is active reading. Texts filled with student voices.

    13. Are students constantly revising and improving their work? How often? How explicit and central is this expectation?

      Annotation as final product but also as pre-writing, harvested for summative assignments.

    14. Are students regularly asked to present, explain, and defend their ideas orally and in writing?

      This is the basic work of a critical annotation.

    15. And outside the classroom, meetings with public oicials, nonprofits, and other community members, where students are given a chance to present their findings and recommendations on an issue they’ve researched

      Public annotation of government documents/websites, newspaper articles, etc.

    16. Communications skills being explicitly taught

      Again, social annotation/reading provide an opportunity for this kind of instruction: teacher has a view into how students are interacting with each other (and text).

    17. Multimedia portfolios of student work

      Profile pages of annotation are a kind of this portfolio or a contribution.

    18. Listening

      A big part of social reading: listening to the text and to other readers.

    19. review and critique each other’s work.

      This is the process of replying to annotations. But annotation can also be leveraged for peer review of student writing.

    20. Public presentations of their work. Students routinely have to describe and defend their thinking with peers, teachers, and the community. Students say that such public presentations reinforce their sense of accountability and make them be more careful with their work.

      Moving annotation from a private practice with little accountability to something shared with the immediate social group of the classroom and finally to the larger public of the annotated web with students making interventions as digital citizens.

    21. learning how to conduct their own research, often on the Internet.

      Collaborative annotation and independent inquiry: students reading what they're interested and annotating; teachers following along in the process through activity pages.

    22. more engaging

      Because social and interactive, collaborative annotation can make reading more engaging.

    23. peer-to-peer conversations about big issues that defy yes/no answers and ask students to think more analytically

      Pretty good definition of social reading in fact!

    24. embedding communications skills into everything they do in all of their courses: speaking, listening, reading, and writing?

      Again, socializing reading (and writing) to an extent, makes those skills more real, necessary, part of a relationship, a community, rather than an individual task.

    25. working with members of the community

      Public annotation.

    26. holding themselves accountable

      Can annotation portfolios/profile be leveraged to this end? Students have an activity page that represents their engagement with reading and with each other. Maybe ask students to reflect on their contributions.

    27. build relationships through mechanisms

      Annotation as one such mechanism: learning, reading in community.

    28. egularly working on teams

      Social reading makes reading a team sport!

    29. constructive feedback

      Via annotation. As a measurable skill.

    30. Lots of talking and listening; a constant exchange of ideas

      Live and asynchronously using collaborative annotation.

    31. Inter- and intra-personal skills. Character and culture are important values that are emphasized as much as academic subjects

      A student's "social reading" profile provides a window not only into how they interact with text (comprehensively, critically?) but also into how they interact with their classmates (respectfully? discursively?).

    32. listen well—to be a good “critical friend.”

      Read classmate's annotations, respond appropriately: respectful, challenging...

    33. learn as much from their peers as from their teachers or a textbook

      Or combing all three in a single conversation...

    34. EVIDENCE OF THINKING, NOT JUST GROUP WORK

      Students working collaboratively through the meaning of a text in annotation, asking questions, answering others, building off each other's comments and knowledge.

    35. key skills they then can apply to other situations beyond this specific course or assessment

      Collaborative annotation as a way to assess skills rather than content mastery. Or in addition to.

    36. Teachers stepping into conversations or stopping work from time to time for “teachable moments” to supplement knowledge

      Via annotation in the case of readings/reading discussion.

    37. reading original sources

      Primary sources, reading of, key.

    1. providing teachers and students with real-time, actionable feedback.

      Via annotation?

    2. go beyond basic math and English skills.

      Not content based, but skills based?

    3. six interrelated competencies: mastering rigorous academic content, learning how to think critically and solve problems, working collaboratively, communicating effectively, directing one’s own learning, and developing an academic mindset

      deeper learning competencies

  4. Feb 2017
    1. mastery of content that engages students in critical thinking, problem-solving, collaboration, and self-directed learnin

      It's not "mastery of content" it's mastery of the skills to engage with content.

  5. Jul 2016
  6. Jun 2016
    1. Look for existing networks for collaboration that could be adapted to fit the strategy if formal networks are desired.

      Work with OpenStax here on grant application? Could we somehow piggy back on their relationship with Hewlett and build for them their annotation solution--most recently articulated as requiring better teacher-student communication?

    2. ANCHOR INSTITUTIONS

      Name names...

    3. OER must have the right metadata

      Could h provide that metadata?!

    4. SUPPORTING ROBUST TECHNICAL and INSTITUTIONAL INFRASTRUCTURE

      Possibly where h fits in...

    5. the Foundation will provide enhanced support for grantee collaboration.

      We're already working with grantees: OpenStax, Lumen, Rebus.

      Perhaps the OpenStax collaboration could get funding to enhance 1:1 communication within textbooks.

    6. the technical basis for OER
    7. robust and flexible infrastructure.

      In so far as collaborative annotation might be critical to a broader OER infrastructure, then perhaps it does contribute to scale.

    8. Moreover, ZTC degrees ensure that the benefits of open materials follow students from enrollment to graduation, allowing for a pathway of personalized courses that guide students toward completing their degrees.

      What infrastructure would hold this together, especially if textbooks are remixed and mashed up by both students and teachers. Perhaps an annotation system?

    9. Open materials can empower faculty with the aca-demic freedom to tailor their courses to their students’ needs and even engage students in meaningful learning experiences through adaptation and improvement of the open content itself.10

      HUGE, especially the part about "meaningful learning experiences."

      This is something Kathi Fletcher (OpenStax) alluded to in the edu board meeting: using h to provide a line of communication between students and teachers.

    10. reserve part of its portfolio to con-tinue funding the infrastructure necessary to support the field

      This is at least part of h's play IMO. Annotation should be part of this infrastructure, not only for post-publication discussion but for production and discovery of such resources as well.

    11. Therefore, we refreshed our OER strategy to focus on our goal of using grants to help OER reach mainstream adoption.

      This stage of funding is focused on scale.

    12. high-quality academic materials

      Are tools "materials"?

    1. and any other tools, materials, or techniques used to support access to knowledge.

      Tools are OERs.

    2. and refreshed OER strategy.

      This "refresh" was done December 2015.

    3. The infrastructure

      Hmm, I wonder if this is thinking inspired by the NGDLE movement (from Gates, EDUCAUSE)?

    4. Develop innovative OER models

      I suppose that would be us.

  7. Dec 2015
  8. Jul 2015
    1. OER - related data need to b e accessible and readable across multiple platforms.

      Interoperability for OER content valued.

    2. Implementable standards

      It will be key to emphasize hypothes.is's alignment in this belief.

    3. A services model, which yields revenue by providing professional development and lesson planning services for OER such as Expeditionary Learning

      Ok, so this is how these guys work.

    4. Even New 5 In the 2011 Babson survey, 59% of Chief Academic Officers at the higher ed level said they “agreed” or “strongly agr eed” with the statement that OER “would be much more useful if there was a single clearinghouse.” This pain point was also cited by K - 12 teachers and OER ecosystem participants in the 2012 BCG work. 11 OER: MAINST REAM ADOPTION AND EDUCATIONAL EFFECTIVENESS York City is printing thousands of copies of Expeditionary Learning’s curriculum for use around the district.

      Interesting!

    5. Expeditionary Learning

      Possible partner?

      http://elschools.org/about-us

    6. Until a common system is widespread, though, t his dearth of standards makes OER difficult to integrate into the learning management and student data systems used by schools and educators

      Understanding of importance of standards across various platforms/providers, albeit in a slightly different circumstance.

    7. Many other states only use educational materials when they come bundled with assessment items and pr ofessional development services ,

      Interesting. Could h be the "value-add" here that OERs need to compete with mainstream publishers?

    8. CK - 12

      possible partner

    9. Utah’s Open High School

      possible partner

    10. gain academic credit

      How is this currently being evaluated within OER ecosystems? Could annotation play a role?

    11. Carnegie Mellon University’s Cognitive Tutor program has helped students complete Open Learning Initiative

      possible partner

    12. OER university 4 is a growing partnership of like - minded institutions

      possible partners

    13. resource challenges faced by public sc hool system s , as well as the appetite and interest in technology - driven solutions, present a unique opportunity

      Indeed.

    14. civic participation
    15. “Open” refers to free access in addition to the legal rights to reuse, revi se, remix, and redistribute a resource
    16. equal access to knowledge

      and equal right to create knowledge

    17. standards adoption

      What kind of standards are we talking about here?

    18. , revis

      Annotation could nicely surface the palimpsest of this process. Rather than re-writing a text, a reacher could comment on it, thus demonstrating their concerns about it as a pedagogical moment.

    19. educational lockbox,

      The lockbox suggests a problem of access--we need free, open resources to break in. But lockbox also signals the static nature of knowledge in the traditional textbook format. Annotation could bring open engagement to these open resources.

    1. international classification standards to the extent possible

      What does this mean?

    2. revise, remix

      While one component of this revise and remix piece is editing and linking actual texts, another might be in annotating texts.

      Annotation is a form of revision that preserves both original content and the new vision. And annotation similarly might be seen as a kind of remixing by adding layers of further information and knowledge on top of existing content.

  9. Jun 2015
    1. EdNovo

      Check these guys out, rebranded.

    2. pen educational resources ;
    3. civic engagement

      We need to leverage this potential for web annotation in our education applications. This is at its broadest about becoming more aware and engaged web-citizens.

    1. effective democratic participation

      Emphasize annotation as key to civic literary and participation.

    2. collaboration

      Collabora-tive annotation?

    3. the Common Core standards are strongly aligned with deeper learning—and represent an especially promising leverage point for the Program to help advance its goals . 9

      "Deeper learning"=Common Core

    1. NESCO/COL a nd UNESCO Chairs in OE

      Whoa, these guys are involved!?

    2. equal access

      I'm thinking through what "equal engagement" might be. Access is s starting point. What about the tools to do something with the access granted?

    1. portfolios,

      Ding-ding-ding! hypothes.is needs to build out profile page as portfolio-like...

    2. The new Common Core State Standards are an enormous step forward toward the goal of preparing all students for the future: across forty-five states, schools are now required to teach skills like critical thinking and effective communication alongside core academic content.

      So Hewlett is also investing in CC...