A meta #onlinelearning faculty development activity

In my (simple) mind, one overarching theme of VCU ALTLab‘s online learning faculty development initiative, the Online Learning Experience (OLE), is exploring the affordances of the modern Web for teaching and learning. In recent days, I have said on multiple occasions that I think this is an amazing time to be a learner and an educator. The ways in which web-based technologies allow us to augment “traditional” learning experiences are myriad, and I really believe we are only beginning to scratch the surface. As a VERY small sampling of what we’ve been working on here in ALT Lab, I recommend exploring our “examples” site that Tom Woodward has constructed. I dare you to take in the different examples on that site and to not start to imagine other amazing possibilities.

In the spirit of that theme, I’m particularly excited by one of this week’s activities. I’d gotten pretty jazzed by web annotation tools and had great success using hypothes.is with my undergraduate students last semester. So, I asked David Croteau, our lead coordinator of OLE, if we could incorporate web annotation into OLE, and he was agreeable. Furthermore, he wisely suggested it was an opportunity to have the OLE faculty participants read an article of interest as well; that is, the purpose of the assignment was to learn about how web annotation works, but we could “surreptitiously” “get” the participants to read something we think they should read. “Brilliant!”, I thought.

As I was pondering what article or web page we should have the OLE faculty participants annotate, I happened to see that Dr. Remi Holden was hosting a live Twitter chat (#profchat) about the use of web annotation (hypothes.is, in particular) in higher education. I wasn’t able to fully participate or even follow the chat, but I did peek in from time-to-time. Fortunately, Remi wrote a blog post about the Twitter chat which includes embeds of some of the tweets. It’s a really helpful post; a summary and reflection of an ephemeral event that now serves as a resource for those who couldn’t be a part of that event.

Now, it’s the case that all of our OLE faculty participants have created their own blogs, we encourage them to use Twitter (see #vcuole), and now we’re introducing them to web annotation using hypothes.is. So, I decided that Remi’s blog post was the perfect piece for us to have the faculty participants annotate. In other words, while having faculty participants use blogs and Twitter, we were going to have them annotate a blog post about a Twitter chat about annotating the web. It’s all kinds of meta!

It’s also nice that before we released the assignment to our faculty participants, a few folks had already laid down some annotations on the post. So, our faculty participants can see how a conversation/discussion (the theme of OLE that week) can happen around a web-based artifact via annotations.  Only a few of the participants have done the assignment so far, but I’m really eager to see how the faculty participants engage with the activity.


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