A major point in Chloé Collins's text is that traditional annotations risk feeling like a chore, done to fulfill teachers' requirements. In Collins's experience, the collaborative dimension of social annotation helps make it into something learners do for themselves.

https://eductive.ca/en/resource/real-life-story/boosting-engagement-with-social-annotation/

Via @Remikalir: laying out what this version of the UNESCO OER Recommendation is all about.

Convenient to have these four share an initial. (My perception is that a tendency to emphasize this type of parallelism has been strengthening over the years. At least, I don't recall this practice being common in French when I grew up.)

Spending time outside the Ivory Tower, I'm often surprised by the distaste people in HigherEd have about the very idea of “their” students catering to potential employers. Potential grad schools? Sure! There's even explicit discussion of the “grooming”(!) process. Potential collaborators? Sure, why not... if you really want to do that sort of thing, there's no harm in building a little page where you can display your work. But potential employers? Pffsh! That's not what Post-Secondary Education is about! Go to a vocational school for that. What we do here is serious work! Don't even try telling me about potential customers. Our students shouldn't sell out!

Obviously, there's a whole lot of college/university professorship where such a condescending attitude is completely absent. In fact, that ‘tude might be exceedingly rare. Yet it's incredibly vocal in some contexts.

The document developed by the Office of Educational Technology provides various instructional tips for educators and facilitators in managing different tools for online learning environments. The text also provides example of how the tools can be implemented and provides general case studies of agencies that have implemented. The content outline is useful to know as it provides context on how to implement within the digital classroom. (Rating: 8/10)

At a conference in Santa Barbara; representing University of Los Angeles, Barbara Son delivered a segment on three core strategies to include in e-learning environments; environments with a rich amount of technology. The three main things included tools that were flexible, pedagogical techniques that innovative, and integrated collaborative learning. The three broad strategies covered were referenced in other annotated sources; serving as validation due to re-occurring discussions and findings. The information outlined in this source if highly valuable due to many different examples of tools to be used are provided. (Rating: 7/10)

Collaborative learning

1. Safe but challenged
2. Small enough for contribution
3. Rules and work clearly defined

Collaborative learning does not need to be the sole way to learn in the classroom. It may just be five minutes of a lesson one day, but the whole lesson another.

Collaborative learning is based in the idea that learning is a naturally social act - so the act of talking through the problem or idea is how the students will learn the best and the deepest.

I love this idea. This shows that she isn't reaching for her students to fail or do bad if they did not understand the material the first time around. By giving the group test before the individual test, she is allowing her students a second chance to learn or review the material and help each other! It gives them a greater chance as success on the individual test.