- Feb 2023
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www.philanthropy.com www.philanthropy.com
- Nov 2021
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- Jun 2018
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www.hewlett.org www.hewlett.org
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OER Tech Infrastructure
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- May 2018
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www.hewlett.org www.hewlett.org
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DEEPER LEARNING COMPETENCIES
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- Oct 2017
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www.hewlett.org www.hewlett.orgDL-guide.pdf37
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COMPETENCY-BASED LEARNING
Close reading is basically standardized in Common Core--it's referenced in the first ELA anchor standard for reading. Hypothesis is a means to assess competency in that standard by recording, measuring, and allowing feedback on
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Students working in waysthat best leverage their individual learning styles
In annotation, each student bringing their style, expertise, experience to the text with the class as a group sharing a more wholistic view of the related issues.
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“What did you do? What did you observe? What did you revise as a result? How did you test your revision? What did you learn?”
Students annotating their own revisions as self-review.
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electronic journals as a way to reflect on their learning and “make their thinking visible.”
This could be accomplished in annotation if Hypothesis had the concept of a 1:1 note.
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Motivation and persistence. Because learning is more relevant and relationship-based, students are motivated to complete tasks and learn
Collaborative annotation can be used to scaffold self-directed learning, providing a means for a student to explore their own interests and provide evidence of that activity, and enabling teachers to monitor and interact with these knowledge pathways.
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students “own” their learning
Student ownership and agency through annotation as an intellectual practice with a record.
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Students encouraging and supporting eachother to work through diicult challenges
via annotation made explicit in prompt for assignment
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Students constructivelycritiquing eachother’s work
via annotation
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Assessment feedback focused on what students can do to improve
Hypothesis needs a 1:1 channel internal to the client. For now, the LMS app allows for this type of feedback.
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no single “right answer”?
Social reading is discussion not test-driven knowledge production.
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Are students required to defend and revise their work, creating multiple drafts?
The natural thinking processes of a threaded conversation in annotation with comment replies, replies to replies, etc.
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Teachers talking less, students talking more
Social reading is active reading. Texts filled with student voices.
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Are students constantly revising and improving their work? How often? How explicit and central is this expectation?
Annotation as final product but also as pre-writing, harvested for summative assignments.
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Are students regularly asked to present, explain, and defend their ideas orally and in writing?
This is the basic work of a critical annotation.
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And outside the classroom, meetings with public oicials, nonprofits, and other community members, where students are given a chance to present their findings and recommendations on an issue they’ve researched
Public annotation of government documents/websites, newspaper articles, etc.
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Communications skills being explicitly taught
Again, social annotation/reading provide an opportunity for this kind of instruction: teacher has a view into how students are interacting with each other (and text).
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Multimedia portfolios of student work
Profile pages of annotation are a kind of this portfolio or a contribution.
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Listening
A big part of social reading: listening to the text and to other readers.
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review and critique each other’s work.
This is the process of replying to annotations. But annotation can also be leveraged for peer review of student writing.
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Public presentations of their work. Students routinely have to describe and defend their thinking with peers, teachers, and the community. Students say that such public presentations reinforce their sense of accountability and make them be more careful with their work.
Moving annotation from a private practice with little accountability to something shared with the immediate social group of the classroom and finally to the larger public of the annotated web with students making interventions as digital citizens.
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learning how to conduct their own research, often on the Internet.
Collaborative annotation and independent inquiry: students reading what they're interested and annotating; teachers following along in the process through activity pages.
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more engaging
Because social and interactive, collaborative annotation can make reading more engaging.
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peer-to-peer conversations about big issues that defy yes/no answers and ask students to think more analytically
Pretty good definition of social reading in fact!
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embedding communications skills into everything they do in all of their courses: speaking, listening, reading, and writing?
Again, socializing reading (and writing) to an extent, makes those skills more real, necessary, part of a relationship, a community, rather than an individual task.
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working with members of the community
Public annotation.
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holding themselves accountable
Can annotation portfolios/profile be leveraged to this end? Students have an activity page that represents their engagement with reading and with each other. Maybe ask students to reflect on their contributions.
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build relationships through mechanisms
Annotation as one such mechanism: learning, reading in community.
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egularly working on teams
Social reading makes reading a team sport!
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constructive feedback
Via annotation. As a measurable skill.
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Lots of talking and listening; a constant exchange of ideas
Live and asynchronously using collaborative annotation.
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Inter- and intra-personal skills. Character and culture are important values that are emphasized as much as academic subjects
A student's "social reading" profile provides a window not only into how they interact with text (comprehensively, critically?) but also into how they interact with their classmates (respectfully? discursively?).
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listen well—to be a good “critical friend.”
Read classmate's annotations, respond appropriately: respectful, challenging...
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learn as much from their peers as from their teachers or a textbook
Or combing all three in a single conversation...
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EVIDENCE OF THINKING, NOT JUST GROUP WORK
Students working collaboratively through the meaning of a text in annotation, asking questions, answering others, building off each other's comments and knowledge.
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key skills they then can apply to other situations beyond this specific course or assessment
Collaborative annotation as a way to assess skills rather than content mastery. Or in addition to.
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Teachers stepping into conversations or stopping work from time to time for “teachable moments” to supplement knowledge
Via annotation in the case of readings/reading discussion.
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reading original sources
Primary sources, reading of, key.
Tags
- annotated web
- community
- assessment
- Hewlett
- inquiry
- annotation
- peer review
- civic engagement
- feedback
- close reading
- engagement
- social reading
- peer to peer learning
- communication skills
- collaboration
- portfolios
- learning styles
- deeper learning
- accountability
- digital citizenship
- listening
Annotators
URL
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www.hewlett.org www.hewlett.org
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providing teachers and students with real-time, actionable feedback.
Via annotation?
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go beyond basic math and English skills.
Not content based, but skills based?
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six interrelated competencies: mastering rigorous academic content, learning how to think critically and solve problems, working collaboratively, communicating effectively, directing one’s own learning, and developing an academic mindset
deeper learning competencies
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- Feb 2017
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files.eric.ed.gov files.eric.ed.gov
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mastery of content that engages students in critical thinking, problem-solving, collaboration, and self-directed learnin
It's not "mastery of content" it's mastery of the skills to engage with content.
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- Jul 2016
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www.hewlett.org www.hewlett.org
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xploratory grants for developing new pathways.
Like how about open education tools and app stores?
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- Jun 2016
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www.hewlett.org www.hewlett.org
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Look for existing networks for collaboration that could be adapted to fit the strategy if formal networks are desired.
Work with OpenStax here on grant application? Could we somehow piggy back on their relationship with Hewlett and build for them their annotation solution--most recently articulated as requiring better teacher-student communication?
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ANCHOR INSTITUTIONS
Name names...
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OER must have the right metadata
Could h provide that metadata?!
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SUPPORTING ROBUST TECHNICAL and INSTITUTIONAL INFRASTRUCTURE
Possibly where h fits in...
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the Foundation will provide enhanced support for grantee collaboration.
We're already working with grantees: OpenStax, Lumen, Rebus.
Perhaps the OpenStax collaboration could get funding to enhance 1:1 communication within textbooks.
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the technical basis for OER
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robust and flexible infrastructure.
In so far as collaborative annotation might be critical to a broader OER infrastructure, then perhaps it does contribute to scale.
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Moreover, ZTC degrees ensure that the benefits of open materials follow students from enrollment to graduation, allowing for a pathway of personalized courses that guide students toward completing their degrees.
What infrastructure would hold this together, especially if textbooks are remixed and mashed up by both students and teachers. Perhaps an annotation system?
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Open materials can empower faculty with the aca-demic freedom to tailor their courses to their students’ needs and even engage students in meaningful learning experiences through adaptation and improvement of the open content itself.10
HUGE, especially the part about "meaningful learning experiences."
This is something Kathi Fletcher (OpenStax) alluded to in the edu board meeting: using h to provide a line of communication between students and teachers.
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reserve part of its portfolio to con-tinue funding the infrastructure necessary to support the field
This is at least part of h's play IMO. Annotation should be part of this infrastructure, not only for post-publication discussion but for production and discovery of such resources as well.
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Therefore, we refreshed our OER strategy to focus on our goal of using grants to help OER reach mainstream adoption.
This stage of funding is focused on scale.
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high-quality academic materials
Are tools "materials"?
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www.hewlett.org www.hewlett.org
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and any other tools, materials, or techniques used to support access to knowledge.
Tools are OERs.
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and refreshed OER strategy.
This "refresh" was done December 2015.
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The infrastructure
Hmm, I wonder if this is thinking inspired by the NGDLE movement (from Gates, EDUCAUSE)?
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Develop innovative OER models
I suppose that would be us.
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- Dec 2015
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ubyssey.ca ubyssey.ca
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BCcampus estimates that students have saved nearly $1 million dollars already on textbook costs thanks to open textbooks.
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- Jul 2015
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hewlett.org hewlett.org
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OER - related data need to b e accessible and readable across multiple platforms.
Interoperability for OER content valued.
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Implementable standards
It will be key to emphasize hypothes.is's alignment in this belief.
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A services model, which yields revenue by providing professional development and lesson planning services for OER such as Expeditionary Learning
Ok, so this is how these guys work.
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Even New 5 In the 2011 Babson survey, 59% of Chief Academic Officers at the higher ed level said they “agreed” or “strongly agr eed” with the statement that OER “would be much more useful if there was a single clearinghouse.” This pain point was also cited by K - 12 teachers and OER ecosystem participants in the 2012 BCG work. 11 OER: MAINST REAM ADOPTION AND EDUCATIONAL EFFECTIVENESS York City is printing thousands of copies of Expeditionary Learning’s curriculum for use around the district.
Interesting!
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Expeditionary Learning
Possible partner?
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Until a common system is widespread, though, t his dearth of standards makes OER difficult to integrate into the learning management and student data systems used by schools and educators
Understanding of importance of standards across various platforms/providers, albeit in a slightly different circumstance.
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Many other states only use educational materials when they come bundled with assessment items and pr ofessional development services ,
Interesting. Could h be the "value-add" here that OERs need to compete with mainstream publishers?
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CK - 12
possible partner
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Utah’s Open High School
possible partner
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gain academic credit
How is this currently being evaluated within OER ecosystems? Could annotation play a role?
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Carnegie Mellon University’s Cognitive Tutor program has helped students complete Open Learning Initiative
possible partner
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OER university 4 is a growing partnership of like - minded institutions
possible partners
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resource challenges faced by public sc hool system s , as well as the appetite and interest in technology - driven solutions, present a unique opportunity
Indeed.
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civic participation
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“Open” refers to free access in addition to the legal rights to reuse, revi se, remix, and redistribute a resource
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equal access to knowledge
and equal right to create knowledge
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standards adoption
What kind of standards are we talking about here?
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, revis
Annotation could nicely surface the palimpsest of this process. Rather than re-writing a text, a reacher could comment on it, thus demonstrating their concerns about it as a pedagogical moment.
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educational lockbox,
The lockbox suggests a problem of access--we need free, open resources to break in. But lockbox also signals the static nature of knowledge in the traditional textbook format. Annotation could bring open engagement to these open resources.
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www.hewlett.org www.hewlett.org
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international classification standards to the extent possible
What does this mean?
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revise, remix
While one component of this revise and remix piece is editing and linking actual texts, another might be in annotating texts.
Annotation is a form of revision that preserves both original content and the new vision. And annotation similarly might be seen as a kind of remixing by adding layers of further information and knowledge on top of existing content.
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- Jun 2015
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education.msu.edu education.msu.edu
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EdNovo
Check these guys out, rebranded.
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pen educational resources ;
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civic engagement
We need to leverage this potential for web annotation in our education applications. This is at its broadest about becoming more aware and engaged web-citizens.
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www.hewlett.org www.hewlett.org
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effective democratic participation
Emphasize annotation as key to civic literary and participation.
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collaboration
Collabora-tive annotation?
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the Common Core standards are strongly aligned with deeper learning—and represent an especially promising leverage point for the Program to help advance its goals . 9
"Deeper learning"=Common Core
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www.hewlett.org www.hewlett.org
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NESCO/COL a nd UNESCO Chairs in OE
Whoa, these guys are involved!?
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equal access
I'm thinking through what "equal engagement" might be. Access is s starting point. What about the tools to do something with the access granted?
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www.hewlett.org www.hewlett.org
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portfolios,
Ding-ding-ding! hypothes.is needs to build out profile page as portfolio-like...
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The new Common Core State Standards are an enormous step forward toward the goal of preparing all students for the future: across forty-five states, schools are now required to teach skills like critical thinking and effective communication alongside core academic content.
So Hewlett is also investing in CC...
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