Project Lead: Yvonne Moore, Centre for Learning & Teaching

Social annotation activities, such as those facilitated by tools like Hypothes.is, involve the collaborative markup of digital texts. In the context of higher education, these activities allow students to engage with reading materials in a dynamic and interactive way. By highlighting, commenting, and sharing insights directly on a text, video transcript or image, students can take part in a collective dialogue that enriches the learning experience. Overall, social annotation activities can transform reading from a solitary task into a communal learning experience, aligning well with pedagogical approaches that emphasise interaction and collaboration. This trial will enable us to evaluate whether these benefits can be achieved.

Project findings and update was shared via Blog - Reflection from a trial in social annotation with Hypothes.is