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Marginal Syllabus
- Author(s):
- Hypothesis, Aurora Public Schools, University of Colorado Denver School of Education and Human Development
- Editor(s):
- Maha Bali, Mia Zamora
- Date:
- 2020
- Subject(s):
- Reading
- Item Type:
- Syllabus
- Tag(s):
- Annotation, DPiH, DPiH Network, DPiH Syllabus, multimodal, Open, Tool, Collaboration, Digital pedagogy
- Permanent URL:
- http://dx.doi.org/10.17613/e7c3-ct55
- Abstract:
- Curatorial note from Digital Pedagogy in the Humanities: Digital annotation can expand our understanding of what is possible when we read together. The social annotation tool Hypothesis facilitates the act of shared reading. It leverages group annotation to enable sentence-level critique and multimodal note-taking on any text found on the Internet. An example of the networked use of this tool comes from Marginal Syllabus, which hosts monthly “annotatathons” on preselected articles. The 2017–18 Syllabus was co-organized with the National Writing Project. Students can participate in any of the scheduled annotatathons and experience networked learning in action, discussing articles with other students and educators globally. The Marginal Syllabus is a multistakeholder collaboration between Hypothesis, a nonprofit organization building an open platform for discussion on the Web; Aurora Public Schools in Aurora, Colorado; and researchers and teacher educators from the University of Colorado Denver School of Education and Human Development in Denver, Colorado.
- 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
network-marginal-syllabus.pdf