Abstract
Collaborative Annotation (CA) is a literacy strategy that engages students in critical reading, critical thinking, writing and collaboration all in one activity [1]. This collaboration amongst students promotes social engagement with course materials and has been shown to be beneficial to higher education by improving learning comprehension [2] and soft skills amongst students [3]. For our study, we will investigate the benefits that CA provides higher education courses by means of social engagement with boundary objects in assessment. We have designed several pedagogical pipelines which illustrate how to integrate Collaborative Annotation into several types of assignments. Our research is concerned with the impact CA has on students’ quality of learning. This study aims to design pipelines to integrate Collaborative Annotation into several assessment contexts for social engagement.
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McCormack, M.P., Keating, J.G. (2024). Integrating Collaborative Annotation into Higher Education Courses for Social Engagement. In: Auer, M.E., Cukierman, U.R., Vendrell Vidal, E., Tovar Caro, E. (eds) Towards a Hybrid, Flexible and Socially Engaged Higher Education. ICL 2023. Lecture Notes in Networks and Systems, vol 899. Springer, Cham. https://doi.org/10.1007/978-3-031-51979-6_9
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DOI: https://doi.org/10.1007/978-3-031-51979-6_9
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