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Morebonni
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This semester, I’m leaning into individual and social annotation.
This semester, I’m leaning into individual and social annotation.
This semester, I’m leaning into individual and social annotation. Here’s my sequence. **** 1. Students annotate the syllabus as a group. I share the syllabus as a shared Microsoft 365 document and students annotate. They ask questions, make suggestions, and engage with each other. The goal is to clarify things about the course and also to get used to annotation. ——— 2. Students see an annotation I did. I did a “think aloud” annotation on one of our texts. I did Poe’s “The Raven.” I tried to be vulnerable with my annotations, helping out with some vocabulary but also making some connections that just occurred to me as I reread the poem. ——— 3. Students do their own social annotation. I gave students a set of poems — Angelou’s “Still I Rise” and some poems by Rupi Kaur. Students annotated the poem in a shared Microsoft 365 document. ——— 4. Students annotate themselves. Students engage with a custom chatbot, that’s been designed to ask them provocative questions as they explore their own ideas. They pop those chats into a Word Doc and then annotate their own chat. They look for their own thought patterns, identity their strongest moments, and so on. **** In class, I also had students annotate passages and then take a look at each others’ annotations. The goal is to highlight reading as both individual and social practice—which allows students to personally connect with the text, to think about thinking, and to participate in a larger community of practice. —— Image: a picture of one of the best books on annotation I know of, by Remi Kalir, PhD. And it’s available open access. I’ll share the link in the comments. | 29 comments on LinkedIn
#ai#technology#artificialintelligence#annotation#remikalir#jasongulya
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This semester, I’m leaning into individual and social annotation.