![]() Most evaluations explain why the source was chosen and work demonstrates understanding of the research process. Most annotations do not adequately describe the content, are not the right length and provide NO insight.Įvaluation clearly explains why sources are included and demonstrates good understanding of the research process. Some annotations may be too long or too short they adequately describe content but lack insight.įew annotations adequately describe the content, are the right length or offer much insight into the subject. Most annotations are succinct and comprehensive and some offer insight into the subject. NO sources are from credible, scholarly materials.Īnnotations are succinct, comprehensive, and insightful. Some sources are from credible, scholarly materials.įew sources are from credible, scholarly materials. Most sources are from credible, scholarly materials. ![]() Sources are NOT relevant to the topic and extensive additional research is required.Īll sources are from credible, scholarly materials. Some sources are relevant but additional sources may be needed to complete assignment.įew sources are relevant and substantial additional research will be required. Most sources are relevant although some small amount of additional research may be required. Sources are highly relevant and, taken together, produce a very complete picture of the topic. Remember that this is just an example of some of the criteria that instructors look for in annotated bibliographies please pay particular attention to any instructions your professor has given. If, on the other hand, you have been asked to write annotations that are merely descriptive, you may not want to focus on the criteria described in the Evaluations row. If your instructor has asked you to write critical, or evaluative, annotations, the grey row labeled Evaluations will be an important one to focus on. The chart below can help you determine how effective your annotated bibliography is in terms of the sources selected, the content of your annotations, and other factors. Through a process of collaborative interactive annotation, HyLighter promotes understanding of text, develops learning how to learn skills, improves instructional quality, and increases productivity in document-centered workgroups.Not sure how good your annotated bibliography is? In effect, HyLighter makes the thinking of readers that is ordinarily hidden, become "transparent" and easily accessible for self-reflection and sharing with others. HyLighter builds on and goes beyond existing hypertext annotation technology with the addition of a new and unique feature: the facility to aggregate or combine annotations from multiple readers and generate composite displays. ![]() This includes, for example, the capacity to highlight important text and add remarks to web pages. Online annotation systems allow readers to mark up electronic reading material in ways similar to paper and share annotations with other people over a computer network. This paper describes a unique online annotation system, referred to as HyLighter, and summarizes results of evaluation efforts to date. Findings from the gathered literature were synthesized to provide recommendations for using SA technology in educational settings. The SA empirical research has provided some evidence regarding the potential effectiveness of integrating social annotation tools into learning activities. Among the included studies were eight experimental or quasi-experimental studies and eight evaluation/survey studies. Out of more than 90 articles that were initially found, only 16 studies met the inclusion criteria. The literature review has aimed at presenting a comprehensive list of SA empirical studies not limited to a particular research method or study domain. ![]() As such, the research focusing on this technology is still very limited. SA technology is an emerging educational technology that has not yet been extensively used and examined in education. This paper presents a literature review of empirical research related to the use and effect of online social annotation (SA) tools in higher education settings.
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