Sharing Notes Is Encouraged: Annotating and Cocreating with Hypothes.is and Google Docs
Effectively analyzing literature can be challenging for those unfamiliar with studies from rapidly evolving research fields. Previous studies have shown that incorporating primary literature promotes scientific literacy and critical thinking skills. We’ve used collaborative note-taking and annotatio...
| Main Authors: | , , , |
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| Format: | Article |
| Language: | English |
| Published: |
American Society for Microbiology
2021-01-01
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| Series: | Journal of Microbiology & Biology Education |
| Online Access: | https://jmbesubmissions.asm.org/index.php/jmbe/article/view/2135 |
| Summary: | Effectively analyzing literature can be challenging for those unfamiliar with studies from rapidly evolving research fields. Previous studies have shown that incorporating primary literature promotes scientific literacy and critical thinking skills. We’ve used collaborative note-taking and annotation of peer-reviewed articles to increase student engagement with course content and primary literature. Participants annotate articles using the web-annotation tool Hypothes.is and have access to comments from their peers. Groups are then assigned to summarize the annotations and findings, posting a synthesis for the course’s Hypothes.is group. In parallel, students contribute to common notes. The instructor generates a weekly video discussing the student notes. The goal of these activities is to foster an environment of open annotation and co-creation of knowledge to aid in studying for deeper learning.
Compiled notes can be used to create an open educational resource (OER). The OER provides an entry point for future students and the public. Based on the evaluation of annotations, notes, and assessments, we conclude that these activities encourage student engagement and achievement of learning outcomes while raising awareness of the importance of open and collaborative practices. |
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| ISSN: | 1935-7877 1935-7885 |