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For instance, I found that several students adhered to the three-annotation requirement and once they met this criterion they stopped. There were several challenges that I grappled with as well. This image shows the same page from above, but with student annotations. We then discussed students’ questions and comments in our face-to-face meetings. Students had one to two weeks to annotate the readings, and the annotations were due before the class session when we discussed the readings. My courses are small, so I combined students from two sections into the group, for a total of 33 students. The annotations could take the form of expanding or relating some part of the reading to prior experiences, posing questions, or replying/adding onto fellow students’ annotations. I required students to post at least 3 annotations per reading in our private hypothes.is group ( step-by-step instructions for starting your own private group). The assignment prompt outlined the steps for starting and activating hypothes.is. So, I decided to use hypothes.is as my course web annotation platform (for a discussion on hypothes.is see this blog post by Remi Kalir). Additionally, intrinsic motivation may also be enhanced by meeting students cognitive need (see Abraham Maslow’s hierarchy of needs) to complexify texts and “see” different perspectives while having the time and space to process this information. On the other hand, intrinsic motivation may come in the form of opportunities to engage with peers (albeit asynchronously), which meets students’ social needs to belong and connect. Extrinsic motivation may come in the form of points attached to posting annotations for required course reading. I started thinking about web annotations as a source of extrinsic and intrinsic motivation for students to complete the readings. Jane Van Galen introduced me to hypothes.is, a web annotation tool. I had a eureka moment to this vexing pedagogical problem, when my colleague Dr. The challenge is to make readings worthwhile to students. They are also likely to become passive recipients of information from others while fellow students miss out on getting varied perspectives which would lead to a richer and more dynamic understanding of the course content. This may prevent them from contributing to class discussions meaningfully.
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In my own experience, some students often come to class having skimmed or not having read the required course materials. In the myriad of tasks that often consume college students’ limited time, completing required course readings tends not surface at the top of the list because it doesn’t seem worthwhile.
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Students can share and reply to reflections Open access articles available via the web No limit on the number of articles that you can annotate We thank our colleagues, Jane Van Galen, Todd Conaway, and Eva Ma for encouraging and supporting our exploration of these platforms. After the table, we discuss our experiences with each platform. The table below briefly compares Hypothes.is and Perusall. Introduction to Perusall for instructors.Introduction to Hypothes.is for students.Introduction to Hypothes.is for instructors.
#Student reading texts online how to
Here are the instructions/videos for instructors and students on how to install and use these platforms: We’ve had the opportunity to play with two platforms for web annotations, Hypothes.is and Perusall. They offer a way for students to chisel out their intellectual interests while learning deeply and growing mentally. Web annotation tools are a new way to promote this kind of student engagement. We want our students to engage deeply with our reading assignments by taking notes, asking questions, and discussing the text with their peers. Originally published in 2018 on the UWB Digital Learning and Innovation BlogĮngaging with course materials is the quintessential ingredient for student success.