The Marginal Syllabus team is part of the larger Hypothes.is Syllabi Project, which “leverages web annotation to collect primary source documents by theme and organize communal conversation of those documents.”
Here is a bit more from the Marginal Syllabus’s “About” page:
The Marginal Syllabus seeks to advance educator professional development about education in/equity through the use of participatory learning technologies. We are a dynamic, multi-stakeholder collaboration among:
Hypothesis, a non-profit organization building an open platform for discussion on the web
Aurora Public Schools in Aurora, CO, and in particular educators and administrators associated with the LEADing Techquity research-practice partnership
While this group will work together for one hour tomorrow night, I am looking forward to seeing how the conversations Dawn and I had while writing will come alive with the Hypothes.is annotations of other educators.
During our workgroup meeting this morning, Maria Ranieri has asked us to engage in an analysis of our own social profile(s), and to reflect on our decision to engage in social scholarship.
For me, the choice to engage in social media began over a decade ago, while still in graduate school at MSU. The first entry for my blog was in 2006, at the NWP-sponsored Tech Matters advanced institute, and my first tweet was in May 2007 (also at an NWP-related event). In a sense, the growth of social scholarship in the past decade has mirrored my own journey. I’ve always lived in the world that leaned toward open-access, collaboration, and public engagement, and I have grown my network exponentially over my past 10 years at CMU.
Today, it was interesting for me to “Google” myself. I actually started with DuckDuckGo in order to get a (relatively) objective look at what “Troy Hicks” yields. Here is what I found, with my annotations. Interestingly enough, I am not in the “top 10” of Facebook profiles for “Troy Hicks,” and I actually think that is a good thing. I did click on the LinkedIn search, too, and I showed up second, FWIW.
Then, I did hop over to Google. Here is what the automated complete function showed with just “troy hicks” and the with a “troy hicks d” (because I wanted to see what would happen with digital writing).
Interestingly, the “brookings sd” is for a man, Troy Doyle Hicks, 52, of Brookings, SD, who died last November. As soon as the “d” was added after my name, however, it is interesting to see that the connections to “digital writing” as well as my books showed up. Not sure that I need to buy another domain name right now, but that was an option, too.
She concluded by having us ask one another about affordances and opportunities as well as constraints and challenges. There were many, many points made, but I will focus on one: my profile on Rate My Professor. I haven’t been on the site in years (I had only seen the 2008 post) and was interested to read the 2015 post about my ENG 514 class. I can reflect more on my experience of teaching that class, how I established timelines/provided feedback, and what I have changed since, but that is for another post.
The other point I want to make now was captured best by Jillian Belanger in a tweet:
Onward! Looking forward to my next steps as a social scholar.
Last year, when I first taught EDU 807, “Learning Tools in Education Technology,” one of my goals was to employ a wiki as a learning management system (LMS) so the doctoral students involved in the course could participate in a more open, collaborative form of social scholarship. I have long been an advocate of using wikis as an organizational space for my face-to-face classes and in professional development workshops, and it made sense to me that students involved in a doctoral program about educational technology tools would be able to adapt the wiki for their own uses as individuals and in small groups, and to collaborate in innovative ways.
One of the other elements of this course was that I asked students – both individually and in small groups – to regularly move across a variety of educational technology tools. For instance, we used at least a dozen different technologies including the wiki, Google Docs, VoiceThread, Vialogues, and (the now defunct) Zaption. There was also an attempt to integrate Twitter as a back channel conversation throughout the semester.
The ideal, however, met the reality of teaching an online course to busy professionals, and the struggle to move between spaces began to cause confusion and frustration. For all of us, the management of so many different tools was a challenge: Where are we discussing the readings this week? What is due next? Where is the link for that article?
My end-of-semester course evaluations reflected the types of concerns that students felt as they moved across so many tools in such quick succession. While they generally enjoyed and appreciated the course, it was clear that using the wiki in the way that I envisioned was one step too many, even for students in a doctoral program exploring ed tech. Sadly, our attempts to make use of the wiki on a regular basis quickly fell to the wayside. Also, as an instructor, I struggled to keep a balance with students turning in their work, providing feedback, updating the online gradebook in our normal LMS, Blackboard, and – on top of that – managing revisions and late assignments.
In short, my best efforts at using the wiki as an open, collaborative space for students to generate their own shared understandings of the course material and to create social scholarship became an unnecessary burden. In rethinking the course for this spring, then, I struggled to figure out how I would push back against the practices and discourses of the standard course management system while, at the same time, updating my course for this spring so as to avoid massive confusion on behalf of my students.
Hence, I am returning to our university’s LMS as the “hub” of our course activities. I struggle with this for a variety of reasons, not the least of which is the fact that I’m trying to teach doctoral students how to employ a variety of educational technology tools – building on collaborative, open source ethos – and yet I must return to an LMS that has a decidedly centered to the tool. I also struggle because I want students to know that social scholarship (openness, collaboration, messiness) does not always work on distinct the context of “taking” a course (modules, assignments, grades).
However, I will keep the idea of being “open” moving forward by asking students to blog on a regular basis, as well as to post additional course assignments as artifacts on their own digital portfolios. Also, we will use Twitter as a way to comment upon one another’s work, as well as to share ideas from other scholars.
I am not particularly pleased about having to give up on using a wiki, and yet at the same time I think by centralizing and streamlining many of the more mundane class activities in the LMS, I will be better able to help my students focus on broader goals of social scholarship and critically evaluating educational technologies. So, wish me luck as I reboot EDU 807 this semester!
Many thanks to Brooke Cunningham, creator of the LitBitpodcast and a doctoral student in the University of Tennessee PhD in young adult literature program, for inviting Kristen Turner and me to share our thoughts on Connected Reading with her listeners. Please listen to and share the episode!
So, I know I’m a little bit late to the web, image, and videoannotation phenomenon that’s taken place over the last few years. I’ve talked a little bit about it in some of the pieces that I’ve written on Connected Reading, but I haven’t really been an avid user simply because it couldn’t quite figure out ways to integrate it fully into the courses I was teaching. This fall, however, I jumped in feet first and the particular tool that I have chosen to invest my (and my students’) time in is NowComment.
I was made aware of the impending changes to NowComment’s text-only to image and video annotation features earlier this year when Dan Doernberg was featured on the Teachers Teaching Teachers weekly webcast (below). I very much appreciate – especially this week – Dan’s mission as founder of Fairness.com:
“Beginning with the 2008 Election, our focus shifted to improving some of the fundamental “cultural infrastructure” that makes it far too easy for the powerful to take advantage of the less powerful. NowComment®, a software tool that facilitates in-depth, intellectually honest discussion of complex documents, is the first of several such projects.”
As a teacher of writing and educational technology, I have been quite impressed with the features that NowComment offers. In addition to a user-friendly interface, NowComment’s ability for me to look back through threaded discussions and to sort my students comments individually has been immeasurably helpful. As I think about designing the discussion task, looking for ways to optimize student learning, I know that I will be able to do this kind of advanced sorting when I prepare to evaluate their participation.
And, for me, this is the crux of online (or face-to-face) commenting/annotation. We want to invite and encourage conversation, not just comments. I have shared with my masters students (mostly teachers and professional educators in other fields) a few additional resources to help them move the conversations forward, and this is what I am playing with more and more each week. For instance:
As they engage with others, I ask them to consider the National School Reform Faculty’s “Probing Questions” protocol as they push their classmates’ thinking.
Finally, as they reflect each week, I am asking them to pull specific examples from the conversation on NowComment into their discussion board postings (in Blackboard).
And this is just the start of my thinking.
I’m sure that there are other all even more robust ways that I can blend thoughtful pedagogical approaches to discussion with the numerous tools that NowComment offers. I’ve shared this tool with a few other faculty members, and I’m thinking about ways that I can integrate it more fully into future courses and professional development that I offer. I wonder:
How else are we thoughtfully connecting the teaching moves of conversation with technologies for annotation?
In what ways we help our students use these tools to “listen,” and not just annotate, deeply and empathetically?
How can the conversations that happen around documents then transfer into deeper, more substantial learning through additional writing and reflection?
These are the questions that continue to drive me forward as I watch my students post, probe, and reflects using NowComment this semester.
Last night, my friend, colleague, and co-author — Dawn Reed — and I were featured on the National Writing Project’s weekly podcast, NWP Radio. Enjoy this episode in which we discuss the interwoven themes of reading, writing, and technology through a conversation about our book, Research Writing Rewired.
As we near Digital Learning Day 2016, coming up this Wednesday, I was fortunate enough to be invited by NCTE to speak with Executive Director Emily Kirkpatrick and my colleagues Bill Bass, Franki Sibberson, and Kristen Turner.