Information Technology Reference
In-Depth Information
Fig. 21.1
Screen shot of color coding
In addition to commenting on text, users comment on each other's comments.
This capability enables an asynchronous dialogue which reflects a key feature char-
acterizing collaborative social annotations: feedback from peers and experts. This
approach is an improvement over the more common threaded discussions which can
easily lose focus on the text under discussion. Through social annotation, thinking
becomes more transparent and users learn from and with each other. They become
more aware of what they know and do not know, clarify comprehension, and eval-
uate and recognize their own strengths and weaknesses as teachers and as learners.
These metacognitive processes enable users to apply this information reflectively for
self-regulation, including self-diagnosis and self-correction. Consequently, learning
and instruction are enhanced by acting on insights from collaboration-enhanced
reflective analysis. Learning becomes more meaningful as prior knowledge and
experience are activated and shared. Transfer is facilitated as learning is connected
to past information, present understanding, and potential future applications. Social
annotation also enables participants to develop broader and richer perspectives on
content through sharing knowledge and strategies with others as members of a com-
munity of learners. Finally, both teachers and learners can become more motivated,
have greater self-efficacy, and experience belongingness and collegiality as mem-
bers of a reflective, interactive community focused on topics and activities of mutual
interest.
Preliminary field tests of HyLighter at Tallahassee Community College and an
online Masters Program at Florida State University identified the following benefits:
1. Increased participation, engagement, accountability, and completion rates in local
and distance learning formats;
2. Development of active reading skills, enhanced learning from text, and improved
writing skills;
