good annotations v bad annotations students

International Journal of Computer Supported Collaborative Learning, 1(3), 339–357. The affordance of anchored discussion for the collaborative processing of academic texts. Van der Pol, J., Admiraal, W., & Simons, P. International Journal of Human-Computer Studies, 50, 329–362. Ruszkiewicz (Eds.) The presence of others (pp. In Proceedings of the 2004 joint ACM/ieee conference on digital libraries (pp. Supporting personalization: Exploring the relationship between personal and public annotations. Toward an ecology of hypertext annotation. Annotation: From paper books to the digital library. Hylighting: A new tool for distance and distributed teaching and learning, The Eighth Sloan-C International Conference on Online Learning. Education and Information Technologies, 11(2), 161–185. Integration of knowledge management and collaborative learning by technical supported communication processes. In Proceedings of the joint conference of digital libraries ‘05 (pp. In the company of readers: The digital library book as “practiced place”.

Comparing email and synchronous conferencing in online peer response. Journal of the Learning Sciences, 9(4), 437–469. Effective discussion through a computer-mediated anchored forum. From reading to retrieval: Freeform ink annotations as queries.

Writer-based prose: A cognitive basis for problems in writing. Ranking, evaluating, and liking: Sorting out three forms of judgment. Madison: University of Wisconsin Press.Įlbow, P. Selzer (Ed.) Understanding scientific prose (pp. A study in rhetorical reading: How evolutionists read “the spandrels of san marco”. Collective annotation: Perspectives for information retrieval improvement, RIAO 2007. Paper presented at the Proceedings of CSCL 2002.Ĭabanac, G., Chevalier, M., Chrisment, C., & Julien, C. Supporting interaction outside of class: Anchored disccusionss vs. Venezia, Italy: ACM.īrush, A., Bageron, D., Grudin, J., Borning, A., & Gupta, A. Proceedings of the working conference on Advanced visual interfaces. Annotation as a support to user interaction for content enhancement in digital libraries. Collaborative digital libraries and applications for the Web 2.0 should be designed with this learning framework in mind.Īgosti, M., Ferro, N., Panizzi, E., & Trinchese, R. When selected effectively, annotations provide a critical scaffolding that can support students’ critical thinking and argumentation activities. These findings indicate that the learning value of an annotation lies in its ability to provoke students to consider and weigh new perspectives on the primary text. This study found that students who received annotated materials both perceived themselves and were perceived by instructors as less reliant on unreflective summary strategies than students who received the same content but in a different format. The second study used a between-subjects methodology and a more naturalistic task to provide complementary evidence that annotations encourage more reflective responses to a text. Student interviews suggested that annotations were most helpful when they caused the reader to consider and weigh conflicting viewpoints. This effect was particularly strong when students encountered pairs of annotations presenting different viewpoints on the same section of text. The first study used think-aloud protocols and a within-subjects methodology, finding that annotations appeared to provoke students to reflect more critically upon the primary text. In order to understand which annotations have the most learning value for students, this paper presents two complementary studies examining the effects of annotations on students performing a reading-to-write task. It is argued that solving this screen real estate problem requires limiting the number of annotations displayed to users. However, annotation interfaces raise complicated tradeoffs regarding screen real estate and positioning. Recent research on annotation interfaces provides provocative evidence that anchored, annotation-based discussion environments may lead to better conversations about a text.

Good annotations v bad annotations students