Join Kevin Kelly for an in-depth discussion in this video Using collaborative tools for content review, part of Teaching with Technology.
- In the movie about getting students to read, I mentioned that your class can use technology to review content as a group. Let's dive into some tools that make this possible. These tools fall into two categories. Social bookmarks allow you and your students not only to share, but also to annotate web content. Social reading tools, also called collaborative reading or reading annotation tools, allow you and your students to annotate documents, ebooks, and other content types. With social bookmarks, it's easy to share links, comment on the links, or even highlight passages of text on the linked pages.
There are several social bookmark tools, like Delicious and Diigo. We'll focus on Diigo. Over time, the tool called Diigo has evolved from a place where you just share bookmarks to a powerful engine for collaborative learning. It even has mobile apps so you and your students can annotate from anywhere at any time. Over time, the tool called Diigo has evolved from a place where you just shared bookmarks to a powerful engine for collaborative learning. It even has mobile apps so you and your students can annotate from anywhere at any time.
After you make an account, you can create your own groups for your classes and add multiple sections to the same group. Once you have a group, invite your students, and you're off to the races. Students can create their own groups for team projects, which I cover in more detail in the chapter on facilitating virtual activities. If it turns out that you really like Diigo, do a search for the Diigolet tool for the browser you use most often. After dragging the Diigolet tool to your Bookmarks toolbar, it'll be there to use on any web page or online document, even if you're not logged in to Diigo.
Let's look at an example assignment. With Diigo, it allows you and your students to annotate web pages and PDFs. For basic annotation, you can highlight or place sticky notes on a web page for others to see. Social bookmarking tools provide a lot of functionality, and students often use them outside the classes where their use has been assigned. Now that you've seen social bookmarks, let's look at social reading or annotation tools.
I've mentioned in another movie how Google Docs is a good tool for team projects. If you're already using it as a class, then you might consider it as a social reading tool as well. Google Docs allows students to add and reply to comments, as well as collaboratively create and edit documents. Tools built specifically for annotation include eMargin and Classroom Salon. Carnegie Mellon provides Classroom Salon for free. Salon allows you and your students to annotate both documents and videos. You can create a new salon for any group, one class, multiple sections, whatever.
You can upload or link to documents, such as PDF versions of reading assignments. Once the file is there, just assign it to your students. Model what you want them to do by highlighting a passage you like from the reading, just like we did with Diigo. Post prompts and questions in the comments. Perhaps even copy and paste a question or two from the Metacognitive Awareness of Reading Strategies Inventory to reinforce students' awareness of how to approach a reading assignment. You can also link to videos on YouTube or Vimeo. Here's a video of a TED Talk by Carol Dweck.
She talks about the power of believing that you, or anyone for that matter, can improve as a learner. Similar to adding comments to text, you can add comments that are tied to specific points in the video. To stop the video, type a comment in the comment box and click Post. If you type while the video is running, it will pause itself after 25 seconds. In the chapter on using technology for assessment, we'll look at using tools like Salon for peer-review of student work.
Whether it's social bookmarking tools, collaborative annotation tools, or both, these technologies support collaborative content review. We've covered a large number of sites in this movie. I've created an Exercise File to help you find them all. Look for the file called Collaborative Content Review in the Chapter 4 folder. Before reviewing the next movie, take a minute to answer the following questions for yourself. Which reading assignments lend themselves to collaborative annotation? On the flip side, for which assignments wouldn't you support social reading? How can students use social bookmarking tools like Diigo for your class? And, how can students use annotation tools like Classroom Salon for your class readings or for class videos?
Author Kevin Kelly explains how learning outcomes can be adapted to support technology in the classroom, and guides educators through selecting the appropriate technology for their activity, module, or class. Then he shows how to apply technology in three key areas: finding, creating, and sharing content with students; facilitating classroom activities; and assessing learning inside the classroom or online.
- Including technology in your learning outcomes
- Applying Universal Design for Learning (UDL) principles
- Finding and creating content and instructional materials
- Enhancing lectures and presentations with technology
- Getting students involved
- Facilitating in-class activities
- Assessing learning
- Teaching effectively online