But this increased opportunity to socialise and communicate in a virtual environment has offered new avenues for antisocial behaviour. The problem of cyberbullying has received considerable research attention. However, other online antisocial behaviours with similarly harmful outcomes have received far less consideration – one example being anonymous online trolling. Trolling behaviours typically include deliberately posting inflammatory comments and argumentative messages in an attempt to provoke, disrupt and upset others. “Trolls” may pretend to be part of the group, but their real intent is to create conflict for their own amusement. Shockingly, more than a quarter of Americans have admitted to engaging in trolling behaviour at some point. Most concerning, however, is that harassing behaviours online (such as cyberbullying and trolling) are shown to have psychological outcomes similar to those of harassment offline. These outcomes can include depression, social anxiety and low self-esteem. But while cyberbullying is a clear extension of offline bullying, there is no obvious real-world counterpart to online trolling. This can make it harder to grasp exactly why it happens.

sing social media strategically:   When using social media for a specific purpose it is always a good idea to consider your strategy. The following are good things to consider when using digital tools for learning:  Put the purpose first – you should always consider what you are hoping to achieve before using any digital tool, considering this will help you to choose the best tool for the job.   Look at what is out there – there are many online tools that could potentially help you with your learning and these aren’t limited to social media networks such as Facebook or Twitter.  What are other people doing? – It is always useful to consider how other people have used these tools for education. You could have a key figure in your field in mind and research their methods. Other professionals can often be willing to share their practices if you reach out on social media.   Get organised – it is always useful to plan your online strategy – perhaps using the above bullets as a template to consider your social media use. Having a plan usually makes it easier to consider your next steps and analyse results of your findings.  Review how you use social media / digital tools – technology is always changing, as will your needs throughout your studies and professional career, therefore you should regularly review how you intend to interact with online materials.  How can different social media sites enhance learning?  Here are some ideas that you could think about:  X (Twitter) Threads:  Keep up to date with live discussions from around the world following events such as major news or updates in industry.  To promote a project e.g. blog or to gather information by posting the link to an online survey for data collection.  An opportunity to be part of the conversation within a professional industry.  LinkedIn:  Reach out and connect with industry experts and their networks via company pages.  Promoting yourself and your professional/academic achievements – this information can also be seen by employers.  Joining groups of discussion – initially to observe, and later to contribute   Facebook:  Connecting with your peers and coordinating study using closed groups  Finding out what’s going on at your institution through relevant pages.  Pinterest:   Gathering ideas, particularly if you’re a visual learner.  Storyboarding ideas.  Developing a portfolio.  Creating a visual reading list.  How does it enhance communication? Tools for example like Whatsapp, Discord and Messenger can be useful when using together in groups to maintain a direct line of communication and organise roles and activities.

he conversation map is a living, breathing representation of Social Media and will evolve as services and conversation channels emerge, fuse, and dissipate. If a conversation takes place online and you’re not there to hear or see it, did it actually happen? Indeed. Conversations are taking place with or without you and this map will help you visualize the potential extent and pervasiveness of the online conversations that can impact and influence your business and brand. As a communications or service professional, you’ll find yourself at the center of the prism – whether you’re observing, listening or participating. This visual map is the ideal complement to The Essential Guide to Social Media and the Social Media Manifesto, which will help you better understand how to listen and in turn, participate transparently, sincerely, and effectively. As conversations are increasingly distributed, everything begins with listening and observing. Doing so, will help you identify exactly where relevant discussions are taking place, as well as their scale and frequency. This dialog can be charted into a targeted social map that’s unique to your brand. In the example below, I created a Social Map using MindJet to represent the communities where I either need to or currently contribute based on my initial research.

Open accessTips and Tools29 January 2021 Share on Sharing Notes Is Encouraged: Annotating and Cocreating with Hypothes.is and Google DocsAuthors: Carlos C. Goller ccgoller@ncsu.edu, Micah Vandegrift, Will Cross, Davida S. SmythAuthors Info & Affiliationshttps://doi.org/10.1128/jmbe.v22i1.2135 101,598MetricsTotal Citations10Total Downloads1,598View all metrics CitePDF/EPUBContents JMBE Volume 22, Number 130 April 2021ABSTRACTINTRODUCTIONPROCEDURECONCLUSIONACKNOWLEDGMENTSSupplemental MaterialREFERENCESInformation & ContributorsMetrics & CitationsReferencesFiguresTablesMediaShareABSTRACTEffectively 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.INTRODUCTIONReading primary literature can be challenging for those unfamiliar with terminology or methodology (1–3). Often, students highlight long passages or read over unfamiliar jargon without fully comprehending the significance and details of a study. Several approaches have been described to promote the critical reading and analysis of primary literature (4–9). While these methods provide structure, students often read and analyze in isolation, as the methods do not facilitate virtual and open peer collaboration. Additionally, note-taking is a skill that is not commonly taught or emphasized in science courses (10). To create an inclusive and empowering environment of cocreation of knowledge, we’ve infused an upper-division metagenomics course with activities to reduce the anxiety of reading primary literature and note-taking and promote collective and collaborative constructivism.Many tools are available that allow collaborative work on electronic documents. Google Docs, Sheets, and Slides can be used to enable participants to contribute. There are also resources to annotate web pages. One such tool often used in the humanities is Hypothes.is (11–14); it is free, open source, and easy to use in classroom settings, including online courses. Initiatives such as Science in the Classroom (https://www.scienceintheclassroom.org/) have led to studies highlighting the use of annotation as a pedagogical tool (15–17).Student collaborative notes and summaries can be used to create an Open Educational Resource (OER). Furthermore, student-created OERs can foster a sense of ownership as class participants work toward creating a common resource that will serve them and a wider audience beyond the course (18).PROCEDUREWe introduced the use of Hypothes.is and collaborative notes in the fall of 2019 in an 8-week upper-division undergraduate and graduate student Metagenomics course (19). The course has weekly lectures of 1 hour 50 minutes and 5-hour labs with a course-based research project that relies heavily on the assigned readings. There were 15 students enrolled in the course: 4 undergraduates and 11 graduate students. The study was approved by the NCSU IRB (#20309).Students annotate articles using Hypothes.is (https://web.hypothes.is/) and have access to all comments. Hypothes. is a free open-source software package that allows users to highlight and annotate websites and text. Students are required to submit at least 10 meaningful annotations before the in-class discussion (see Appendix 1). A week after the discussion, groups of three or four students assigned to summarize the article post a brief synopsis on the class’s Hypothes.is group (Fig. 1 and Appendix 1).FIGURE 1.FIGURE 1. “Sharing Notes is Encouraged” workflow. Students annotate and cocreate notes to produce an OER for studying and future course participants. Students use Hypothes.is to annotate primary literature as homework assignments, following set guidelines (for details see Appendix 1), and groups are tasked with creating shared summaries for the class to view within a Hypothes.is group. Students contribute to shared notes both during and outside of the class session. The instructor then uses the notes to produce weekly recaps to provide feedback and encouragement. Student contributions are then compiled to create a final OER, containing all notes and annotations generated over the course of the semester in a publicly viewable dynamic resource (for a sample OER, go to go.nscu.edu/bitmetagenomics) and click on “Meta Book”). PB, Pressbooks.For collective notes, students have access to a Google Doc with the learning outcomes for each class session. Students are encouraged to contribute by providing definitions, examples, and links to additional resources. Notes are not graded but are lightly edited by the instructor for accuracy. Peers can provide constructive feedback and correct, remedy, or amend misconceptions and inaccuracies. Each week the instructor generates a video reviewing the notes and administers individual quizzes based on the content of the class notes.Students are informed that, with their consent, their notes and annotations can be used to create an OER that would benefit them and others beyond the course. An example of a student-generated OER is available at go.ncsu.edu/bitmetagenomics.Materials and preparationInstructors create a private course Hypothes.is “group” and share the link with students via their Learning Management System (LMS) or e-mail. Students require free Hypothes.is accounts. If using the Google Chrome browser, there is a useful Hypothes.is extension. Helpful tutorials for using Hypothes.is in education can be found on the website: https://web.hypothes.is/education/. If Google Docs are to be used for shared class notes, the instructor needs to make the document editable by participants. The creation of a short link that is easy to remember may be helpful. The instructor should provide guidelines for annotation (types of annotations including asking questions, clarifying or linking to resources, and examples of tags used by others), expectations for the number of individual annotations, and grading rubrics (Appendix 1). Frequently presenting or projecting the progress of the class notes encourages participation. The instructor can read and discuss the class notes in a short (6- to 15-min) weekly screencast video posted on an unlisted YouTube playlist (e.g., https://go.ncsu.edu/metanotes19).Students that contribute to class notes can produce a final web-based Pressbooks OER. Pressbooks is an affordable ($20 to $100/eBook) and easy-to-use online eBook creation platform used by universities and the OER community [e.g., Granite State College OERs (https://granite.pressbooks.pub/) and BC Open Textbooks (https://opentextbc.ca/pressbooks/)].Modifications and extensionsThe Hypothes.is annotation and group summaries assignment has been adapted for other lab-based courses. For example, for an undergraduate and graduate student 8-week Yeast Metabolic Engineering lab module (20), we have modified the assignment guidelines to allow students to complete the minimum number of meaningful annotations after the in-person discussion of articles. This extension resulted in several participants returning to the papers weeks later to provide additional information. Guidelines can be modified to increase the minimum number of annotations, have students ask and respond to each other, find related studies, or alter the due dates (e.g., until after in-class discussion). The rubric for group summaries can be modified for different course learning outcomes (e.g., data analysis). An example of an annotated paper can be shared with students; for example, a microbiome study from Science in the Classroom can help students learn to annotate using different tags/elements (https://www.scienceintheclassroom.org/research-papers/whats-normal-scoop-poop).Instructors can choose to encourage all participants to contribute to class notes by making the assignment credit-bearing. Instead of weekly screencast videos, alternatives include an audio file, podcast, or e-mail announcement. Other OER platforms exist, and some faculty may decide to use WordPress or GoogleSites to create publicly accessible sites to publish the collective contributions of participants. Data privacy and consent cannot be overlooked: talk to your students about posting their names on publicly facing sites, after asking for their consent in writing. Instructors are encouraged to contact other faculty to collaborate on topic-specific OERs.CONCLUSIONStudents annotate and produce summaries and collaborative notes following the guidelines. Analysis of the annotations and quiz grades suggests that participants are engaging with the articles (Fig. 2) and able to summarize the findings of the studies (Appendix 2). Annotations of student-selected papers by groups indicate students continue to use rich annotations. Participants contribute to a Google Doc and view weekly video summaries.FIGURE 2.FIGURE 2. Students annotated assigned papers frequently and began using descriptive “tags.” (A) Students used the Hypothes.is tool to annotate reading assignments and tag keywords or phrases. Some students responded to other comments and included links and other resources. (B) All students’ (n = 15) annotated readings.We note that, while students unfamiliar with Hypothes.is require a demonstration, having seen the demonstration, participants are capable of providing productive comments about the studies. For all the articles we’ve included as reading, students have contributed definitions, links to additional resources, and even responses to questions posed by peers. We advise that instructors highlight the benefits of collaborative annotation and critical note-taking. Our study demonstrates the impact of creating a scholarly community to promote learning and how it can encourage participation and ownership of an OER project. Our implementation demonstrated that all students made annotations and contributed their thoughts and ideas to the shared notes document. These efforts helped constitute a student-derived OER that could serve not only these students beyond the course but others as well.ACKNOWLEDGMENTSThe NCSU OPEN Incubator Program (summer 2019) provided training and inspired us to use Hypothes.is in this course and beyond. We are grateful for funding from the National Science Foundation (NSF) and to the PALM network for providing mentorship and access to active learning resources. The NCSU Biotechnology Program (BIT) provided the resources to offer the Metagenomics and Yeast Metabolic Engineering courses in which these activities were implemented. C.C.G. is also supported by an NIH Innovative Program to Enhance Research Training (IPERT) grant, “Molecular Biotechnology Laboratory Education Modules (MBLEMs)” 1R25GM130528-01A1. We thank the students in the fall 2019 BIT 477/577 Metagenomics course for their patience, commitment, feedback, and energy. This study has been reviewed by the Institutional Review Board at North Carolina State University and approved under protocol number #20309. We do not have any conflicts of interest to declare.Supplemental MaterialFile (jmbe00006-21_supp_1_seq2.pdf)Download1000.11 KBASM does not own the copyrights to Supplemental Material that may be linked to, or accessed through, an article. The authors have granted ASM a non-exclusive, world-wide license to publish the Supplemental Material files. Please contact the corresponding author directly for reuse.REFERENCES1.Rawlings JS. 2019. Primary literature in the undergraduate immunology curriculum: strategies, challenges, and opportunities. Front Immunol 10:1857.Go to CitationViewPubMedWeb of ScienceGoogle Scholar2.Nelms AA, Segura-Totten M. 2019. Expert–novice comparison reveals pedagogical implications for students’ analysis of primary literature. CBE Life Sci Educ 18:ar56.Go to CitationViewPubMedWeb of ScienceGoogle Scholar3.Abdullah C, Parris J, Lie R, Guzdar A, Tour E. 2015. Critical analysis of primary literature in a master’s-level class: effects on self-efficacy and science-process skills. CBE Life Sci Educ 14:ar34.Go to CitationViewPubMedWeb of ScienceGoogle Scholar4.Liao MK. 2017. A simple activity to enhance the learning experience of reading primary literature. J Microbiol Biol Educ 18.Go to CitationViewPubMedGoogle Scholar5.Hoskins SG, Lopatto D, Stevens LM. 2011. The C.R.E.A.T.E. approach to primary literature shifts undergraduates’ self-assessed ability to read and analyze journal articles, attitudes about science, and epistemological beliefs. CBE Life Sci Educ 10:368–378.Go to CitationViewPubMedWeb of ScienceGoogle Scholar6.Gottesman AJ, Hoskins SG. 2013. CREATE cornerstone: introduction to scientific thinking, a new course for stem-interested freshmen demystifies scientific thinking through analysis of scientific literature. CBE Life Sci Educ 12:59–72.Go to CitationViewPubMedWeb of ScienceGoogle Scholar7.Carmichael JS, Allison LA. 2019. Using “research boxes” to enhance understanding of primary literature and the process of science. J Microbiol Biol Educ 20(2).Go to CitationViewPubMedGoogle Scholar8.Round JE, Campbell AM. 2013. Figure facts: encouraging undergraduates to take a data-centered approach to reading primary literature. CBE Life Sci Educ 12:39–46.Go to CitationViewPubMedWeb of ScienceGoogle Scholar9.Lo SM, Luu TB, Tran J. 2020. A modified CREATE intervention improves student cognitive and affective outcomes in an upper-division genetics course. J Microbiol Biol Educ 21(1).Go to CitationViewPubMedGoogle Scholar10.Morehead K, Dunlosky J, Rawson KA, Blasiman R, Hollis RB. 2019. Note-taking habits of 21st-century college students: implications for student learning, memory, and achievement. Memory 27:807–819.Go to CitationViewPubMedWeb of ScienceGoogle Scholar11.Kennedy M. 2016. Open annotation and close reading the Victorian text: using hypothes.is with students. J Vic Cult 21:550–558.Go to CitationViewGoogle Scholar12.Shrout AH. 2016. Hypothes.is. J Am Hist 103:870–871.Go to CitationViewGoogle Scholar13.Perkel JM. 2015. Annotating the scholarly web. Nat News 528:153.Go to CitationViewWeb of ScienceGoogle Scholar14.Kalir JH, Dean J. 2018. Web annotation as conversation and interruption. Media Pract Educ 19:18–29.Go to CitationViewGoogle Scholar15.Kararo M, McCartney M. 2019. Annotated primary scientific literature: a pedagogical tool for undergraduate courses. PLOS Biol 17:e3000103.Go to CitationView Updates PubMedWeb of ScienceGoogle Scholar16.Miller K, Zyto S, Karger D, Yoo J, Mazur E. 2016. Analysis of student engagement in an online annotation system in the context of a flipped introductory physics class. Phys Rev Phys Educ Res 12:e020143.Go to CitationViewGoogle Scholar17.Sahota M, Leung B, Dowdell S, Velan GM. 2016. Learning pathology using collaborative vs. individual annotation of whole slide images: a mixed methods trial. BMC Med Educ 16:311.Go to CitationViewPubMedWeb of ScienceGoogle Scholar18.Yaeger J, Wolfe T. 2018. Creating the ripple effect: applying student-generated OER to increase engagement in distance education and enhance the OER community. Digital Universities 1/2.Go to CitationGoogle Scholar19.Goller CC, Ott LE. 2020. Evolution of an 8-week upper-division metagenomics course: diagramming a learning path from observational to quantitative microbiome analysis. Biochem Mol Biol Educ 48:391–403.Go to CitationViewPubMedWeb of ScienceGoogle Scholar20.Gordy CL, Goller CC. 2020. Using metabolic engineering to connect molecular biology techniques to societal challenges. Front Microbiol.Go to CitationViewPubMedWeb of ScienceGoogle ScholarInformation & ContributorsInformationContributorsInformationPublished In Journal of Microbiology & Biology EducationVolume 22 • Number 1 • 30 April 2021eLocator: 10.1128/jmbe.v22i1.2135PubMed: 33584941Copyright© 2021 Goller et al. This is an open-access article distributed under the terms of the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International license.HistoryReceived: 12 April 2020Accepted: 28 November 2020Published online: 29 January 2021TopicsAnnotation Tools and PipelinesGenome AnnotationGenome Assembly and AnnotationMicrobial GenomicsMicrobial Physiology and GeneticsMicrobiome ResearchDownload PDFContributorsExpand AllAuthorsCarlos C. Goller ccgoller@ncsu.eduDepartment of Biological Sciences and Biotechnology Program (BIT), North Carolina State University, Raleigh, NC 27695View all articles by this authorMicah VandegriftNC State University Libraries, Raleigh, NC 27695View all articles by this authorWill CrossNC State University Libraries, Raleigh, NC 27695View all articles by this authorDavida S. SmythEugene Lang College of Liberal Arts at The New School, New York City, NY 10011View all articles by this authorMetrics & CitationsMetricsCitationsMetrics Article MetricsView all metricsDownloadsCitationsNo data available.0204060Jan 2022Jan 2023Jan 2024Jan 20251,59810TotalFirst 90 Days6 Months12 MonthsTotal number of downloads and citations Note: For recently published articles, the TOTAL download count will appear as zero until a new month starts. There is a 3- to 4-day delay in article usage, so article usage will not appear immediately after publication. Citation counts come from the Crossref Cited by service. 11030Smart Citations11030Citing PublicationsSupportingMentioningContrastingView CitationsSee how this article has been cited at scite.aiscite shows how a scientific paper has been cited by providing the context of the citation, a classification describing whether it supports, mentions, or contrasts the cited claim, and a label indicating in which section the citation was made. Citations Citation text copied Copy Goller CC, Vandegrift M, Cross W, Smyth DS. 2021. Sharing Notes Is Encouraged: Annotating and Cocreating with Hypothes.is and Google Docs. J Microbiol Biol Educ. 22:10.1128/jmbe.v22i1.2135. https://doi.org/10.1128/jmbe.v22i1.2135 If you have the appropriate software installed, you can download article citation data to the citation manager of your choice. For an editable text file, please select Medlars format which will download as a .txt file. Simply select your manager software from the list below and click Download. Format RIS (ProCite, Reference Manager)EndNoteBibTexMedlarsRefWorks Direct import $(".js__slcInclude").on("change", function(e){ if ($(this).val() == 'refworks') $('#direct').prop("checked", false); $('#direct').prop("disabled", ($(this).val() == 'refworks')); }); View OptionsFiguresOpen all in viewerFIGURE 1. “Sharing Notes is Encouraged” workflow. Students annotate and cocreate notes to produce an OER for studying and future course participants. Students use Hypothes.is to annotate primary literature as homework assignments, following set guidelines (for details see Appendix 1), and groups are tasked with creating shared summaries for the class to view within a Hypothes.is group. Students contribute to shared notes both during and outside of the class session. The instructor then uses the notes to produce weekly recaps to provide feedback and encouragement. Student contributions are then compiled to create a final OER, containing all notes and annotations generated over the course of the semester in a publicly viewable dynamic resource (for a sample OER, go to go.nscu.edu/bitmetagenomics) and click on “Meta Book”). PB, Pressbooks.Go to FigureOpen in ViewerFIGURE 2. Students annotated assigned papers frequently and began using descriptive “tags.” (A) Students used the Hypothes.is tool to annotate reading assignments and tag keywords or phrases. Some students responded to other comments and included links and other resources. (B) All students’ (n = 15) annotated readings.Go to FigureOpen in ViewerTablesMediaShareShareShare the article linkhttps://journals.asm.org/doi/10.1128/jmbe.v22i1.2135Copy LinkCopied!Copying failed.Share with emailEmail a colleagueShare on social mediaFacebookX (formerly Twitter)LinkedInWeChatBlueskyReferencesReferencesREFERENCES1.Rawlings JS. 2019. Primary literature in the undergraduate immunology curriculum: strategies, challenges, and opportunities. Front Immunol 10:1857.Go to CitationViewPubMedWeb of ScienceGoogle Scholar2.Nelms AA, Segura-Totten M. 2019. Expert–novice comparison reveals pedagogical implications for students’ analysis of primary literature. CBE Life Sci Educ 18:ar56.Go to CitationViewPubMedWeb of ScienceGoogle Scholar3.Abdullah C, Parris J, Lie R, Guzdar A, Tour E. 2015. Critical analysis of primary literature in a master’s-level class: effects on self-efficacy and science-process skills. CBE Life Sci Educ 14:ar34.Go to CitationViewPubMedWeb of ScienceGoogle Scholar4.Liao MK. 2017. A simple activity to enhance the learning experience of reading primary literature. J Microbiol Biol Educ 18.Go to CitationViewPubMedGoogle Scholar5.Hoskins SG, Lopatto D, Stevens LM. 2011. The C.R.E.A.T.E. approach to primary literature shifts undergraduates’ self-assessed ability to read and analyze journal articles, attitudes about science, and epistemological beliefs. CBE Life Sci Educ 10:368–378.Go to CitationViewPubMedWeb of ScienceGoogle Scholar6.Gottesman AJ, Hoskins SG. 2013. CREATE cornerstone: introduction to scientific thinking, a new course for stem-interested freshmen demystifies scientific thinking through analysis of scientific literature. CBE Life Sci Educ 12:59–72.Go to CitationViewPubMedWeb of ScienceGoogle Scholar7.Carmichael JS, Allison LA. 2019. Using “research boxes” to enhance understanding of primary literature and the process of science. J Microbiol Biol Educ 20(2).Go to CitationViewPubMedGoogle Scholar8.Round JE, Campbell AM. 2013. Figure facts: encouraging undergraduates to take a data-centered approach to reading primary literature. CBE Life Sci Educ 12:39–46.Go to CitationViewPubMedWeb of ScienceGoogle Scholar9.Lo SM, Luu TB, Tran J. 2020. A modified CREATE intervention improves student cognitive and affective outcomes in an upper-division genetics course. J Microbiol Biol Educ 21(1).Go to CitationViewPubMedGoogle Scholar10.Morehead K, Dunlosky J, Rawson KA, Blasiman R, Hollis RB. 2019. Note-taking habits of 21st-century college students: implications for student learning, memory, and achievement. Memory 27:807–819.Go to CitationViewPubMedWeb of ScienceGoogle Scholar11.Kennedy M. 2016. Open annotation and close reading the Victorian text: using hypothes.is with students. J Vic Cult 21:550–558.Go to CitationViewGoogle Scholar12.Shrout AH. 2016. Hypothes.is. J Am Hist 103:870–871.Go to CitationViewGoogle Scholar13.Perkel JM. 2015. Annotating the scholarly web. Nat News 528:153.Go to CitationViewWeb of ScienceGoogle Scholar14.Kalir JH, Dean J. 2018. Web annotation as conversation and interruption. Media Pract Educ 19:18–29.Go to CitationViewGoogle Scholar15.Kararo M, McCartney M. 2019. Annotated primary scientific literature: a pedagogical tool for undergraduate courses. PLOS Biol 17:e3000103.Go to CitationView Updates PubMedWeb of ScienceGoogle Scholar16.Miller K, Zyto S, Karger D, Yoo J, Mazur E. 2016. Analysis of student engagement in an online annotation system in the context of a flipped introductory physics class. Phys Rev Phys Educ Res 12:e020143.Go to CitationViewGoogle Scholar17.Sahota M, Leung B, Dowdell S, Velan GM. 2016. Learning pathology using collaborative vs. individual annotation of whole slide images: a mixed methods trial. BMC Med Educ 16:311.Go to CitationViewPubMedWeb of ScienceGoogle Scholar18.Yaeger J, Wolfe T. 2018. Creating the ripple effect: applying student-generated OER to increase engagement in distance education and enhance the OER community. Digital Universities 1/2.Go to CitationGoogle Scholar19.Goller CC, Ott LE. 2020. Evolution of an 8-week upper-division metagenomics course: diagramming a learning path from observational to quantitative microbiome analysis. Biochem Mol Biol Educ 48:391–403.Go to CitationViewPubMedWeb of ScienceGoogle Scholar20.Gordy CL, Goller CC. 2020. Using metabolic engineering to connect molecular biology techniques to societal challenges. Front Microbiol.Go to CitationViewPubMedWeb of ScienceGoogle Scholar Advertisement

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