• Annotation Flash Mob

    Author(s):
    Remi Kalir
    Editor(s):
    Amy Collier
    Date:
    2020
    Item Type:
    Article
    Tag(s):
    DPiH, DPiH Online, DPih Article, Open, Assignment, Annotation, Digital pedagogy, Collaboration, Play
    Permanent URL:
    http://dx.doi.org/10.17613/2vqn-4475
    Abstract:
    Curatorial note from Digital Pedagogy in the Humanities: Inspired by Sean Michael Morris’s “Teaching in Our Right Minds: Critical Digital Pedagogy and the Response to the New,” Remi Kalir organized an annotation flash mob in his course, where his students were already using the social annotation tool Hypothesis for collaborative annotation. Kalir’s blog post with instructions on how to participate in the flash mob is here. The annotation flash mob is a fascinating example of bringing eventness to the collaborative Web. Several of Kalir’s students and many individuals outside of the course jumped in to annotate Morris’s article. Kalir describes how one participant’s comment captured the feeling of eventness: “Reading Britni’s comment – ‘Love[d] getting to play in the digital annotation flashmob’ – I’m reminded of the frequently referenced analogy of the digital mimicking sandbox play.” More generally, instructors are using Hypothesis in their courses for collaborative annotation, as in this example from Brian Watkins at Austin College.
    Notes:
    This deposit is part of Digital Pedagogy in the Humanities. Digital Pedagogy in the Humanities is a peer-reviewed, open-access publication edited by Rebecca Frost Davis, Matthew K. Gold, Katherine D. Harris, and Jentery Sayers, and published by the Modern Language Association. https://digitalpedagogy.hcommons.org/.
    Metadata:
    xml
    Status:
    Published
    Last Updated:
    3 years ago
    License:
    Attribution-NonCommercial
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