Smooth SEAs: Student Engagement Through Annotation

Concurrent Session 6
Equity and Inclusion

Session Materials

Brief Abstract

Attendees will discuss the implementation of shared, online, real-time annotation and comments on required and optional readings. The student population was largely Hispanic, first generation students enrolled in an Online Special Education Teacher Preparation program. A brief analysis of the process and outcomes of several activities. Attendees will have an opportunity to help the presenter interpret barriers and facilitators of the process.

Presenters

Dr. Sale has promoted online learning in his roles as a Provost, Dean, Chair, and faculty member. He is currently Interim Chair of the Department of Psychological Sciences where he works with faculty to increase access to online learning opportunities and retention and degree completion of students. He has experience at mid to large size public institutions including research-intensive universities.

Extended Abstract

Online asynchronous instruction is an increasingly used modality in higher education (and k-12) settings. Students interact with materials, readings, videos, and other tools of learning to achieve various student learning outcomes. Assessment of those learning outcomes often includes quizzes of the knowledge components, projects, and other written assignments requiring synthesis/application of multiple outcomes. Working in small groups is often used to increase engagement, student achievement on the learning outcomes, and the “soft” skills associated with professional interactions. Learning management systems use various tools to facilitate this engagement: discussion boards with reply capability, wikis, and student journals, etc. Some instructors also use social media outside of the learning management system such as Twitter, Facebook, and Instagram. Social media allows for superficial (e.g., likes, emoticons, etc.) and more in-depth (e.g., comments, links to additional material). The LMS and Social media tools offer some ability to engage students and assess deep understanding of content, both necessary for optimal learning.

Recent technological tools have emerged that combine the LMS and Social Media strengths. One such tool allows students to annotate videos, websites, readings, and instructor created content. Students interact with the material by publicly annotating, responding to other students, and reacting to instructor prompts and queries. This presentation will provide the results of the implementation of Perusall, a tool designed to increase deep learner engagement with the content. Approximately 100 students participated in the activities in two different courses (200 duplicated participant count). The conversation will focus on how the students used the platform, instructor reactions, and student assessment of the process. Participants will discuss their perspectives and experiences with student engagement and tools they may have used to increase engagement.

The presenter will use the interactive platform to present the “one slide” type information to attendees. Attendees will be able to log in and experience the tool first hand. They will annotate the presenter’s work, giving comments, upvotes and other reactions to the work.

Attendees will experience a student engagement tool first hand. Attendees share their strategies and experiences with student engagement and deep student learning