As use of Hypothesis in education has grown in recent years, researchers have begun to study how collaborative annotation affects student learning in various ways. Bodong Chen at the University of Minnesota, for example, explores how social reading technology can be leveraged in the design of networked collaborative discourse among students, what he calls an “un-LMS approach”. Meanwhile, research by the University of Colorado Denver’s Remi Kalir looks at how professional learning communities leverage open web annotation, based in part on the viral virtual reading group "Marginal Syllabus". Their research and that of others was featured in a presentation at I Annotate 2018 this past spring. Learn about a new intercollegiate annotation research project in our guest post by Mary Traester, lecturer at USC and primary investigator for “Digital Annotation Tools in the College Classroom: An Analysis of the Impact of Hypothesis on Student Reading and Writing Competency.”

Researchers from seven institutions of higher learning will begin enrolling students this fall in a new research project, “Digital Annotation Tools in the College Classroom: An Analysis of the Impact of Hypothesis on Student Reading and Writing Competency.” The study will draw student participants from across the United States, and from university and community college populations, to understand how recording and sharing annotations online with peers and instructors impacts student reading comprehension and writing outcomes. Research into the role and impact of digital annotation tools in the classroom is relatively new; to our knowledge this is the first systematic study of their impact on college reading.

The knowledge that will be gained by this study is intended to better understand the role that reading plays in effective college writing to improve reading instruction and outcomes at the college level, and the researchers aim to disseminate these in research journals, as well as at academic conferences.

Read full post here

About Hypothesis

Hypothesis is a US 501(c)3 nonprofit organization dedicated to the development and spread of open, standards-based annotation technologies and practices that enable anyone to annotate anywhere, helping humans reason more effectively together through a shared, collaborative discussion layer over all knowledge. Hypothesis is based in San Francisco, CA with a worldwide team.

Contacts
Media: Nate Angell nate@hypothes.is, Director of Marketing
Annotation in Education: Jeremy Dean jeremydean@hypothes.is, Director of Education
Web: hypothes.is