Sharing Notes Is Encouraged: Annotating and Cocreating with Hypothes.is and Google Docs
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Goller, Carlos C.; Vandegrift, Micah; Cross, Will; Smyth, Davida S.

doi:10.1128/jmbe.v22i1.2135

Cited by 8 publications

(3 citation statements)

References 20 publications

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“…A second limitation concerned unanticipated technical challenges that constrained our ability to document with nuance the online discursive context within which KC activities occurred. While Hypothesis SA has been extensively studied across various open and group-based online learning arrangements (i.e., Allred, Hochstetler, and Goering 2020 ; Kalir 2020a ; Goller et al . 2021 ), the use of this technology within a university LMS is a recent development.…”

Section: Discussionmentioning

confidence: 99%

“…This research employed a single-case study design ( Yin 2009 ) at a Canadian university throughout the winter 2019 semester. Seven faculty from multiple disciplines at the undergraduate and graduate levels were invited to integrate SA as online discussion into their courses using Hypothesis (Hypothes.is, RRID:SCR_000430) ( https://web.hypothes.is/ ), an open-source technology that enables SA and which has been widely studied in higher education (e.g., Chen 2019 ; Goller et al . 2021 ; Sprouse 2018 ; Seatter 2019 ).…”

Section: Methodsmentioning

confidence: 99%

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Using social annotation to construct knowledge with others: A case study across undergraduate courses

et al. 2022

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Background: Social annotation (SA) is a genre of learning technology that enables the addition of digital notes to shared texts and affords contextualized peer-to-peer online discussion. A small body of literature examines how SA, as asynchronous online discussion, can contribute to students’ knowledge construction (KC)—or a process whereby learners collaborate through shared socio-cognitive practices. This case study analyzed how SA enabled student participation in seven KC activities, such as interpretation and elaboration. Methods: We analyzed 2,121 annotations written by 59 students in three undergraduate courses at a Canadian University in the Winter 2019 semester. Using a method of open coding and constant comparison, we coded each annotation for evidence of KC activities. Results: Results showed a range of KC activities in students’ SA. Across courses, interpretation was the most common KC activity (40%), followed by elaboration (20%). Annotations that were part of peer-to-peer discussion included all seven types of KC activities, but some activities, such as consensus building, support, and conflict, were almost exclusively found in replies to others. Conclusions: This study suggests that SA is a productive form of online learning through which undergraduate students in multiple disciplinary contexts can interact with peers, make sense of academic content, and construct knowledge by reading and writing together.

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Section: Discussionmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

Using social annotation to construct knowledge with others: A case study across undergraduate courses

et al. 2022

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“…Fall 2020 was the first semester BIT 477/577 students used KBase. Students also had weekly topic modules with graded activities in Nephele (Nephele, RRID:SCR_016595) (Weber et al, 2018) and QIIME2 (QIIME, RRID:SCR_008249) (Caporaso et al, 2010;Bolyen et al, 2019), as well as social annotation and collaborative note-taking assignments with Hypothes.is (Goller et al, 2021), video lectures, interviews of bioinformaticians, creation of podcasts, and a group data analysis project. The course was taught asynchronously online due to the pandemic.…”

Section: A Case Study: Kbase Utilization In the Nc State Metagenomics Coursementioning

confidence: 99%

Bioinformatic Teaching Resources – For Educators, by Educators – Using KBase, a Free, User-Friendly, Open Source Platform

et al. 2021

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Over the past year, biology educators and staff at the U.S. Department of Energy Systems Biology Knowledgebase (KBase) initiated a collaborative effort to develop a curriculum for bioinformatics education. KBase is a free web-based platform where anyone can conduct sophisticated and reproducible bioinformatic analyses via a graphical user interface. Here, we demonstrate the utility of KBase as a platform for bioinformatics education, and present a set of modular, adaptable, and customizable instructional units for teaching concepts in Genomics, Metagenomics, Pangenomics, and Phylogenetics. Each module contains teaching resources, publicly available data, analysis tools, and Markdown capability, enabling instructors to modify the lesson as appropriate for their specific course. We present initial student survey data on the effectiveness of using KBase for teaching bioinformatic concepts, provide an example case study, and detail the utility of the platform from an instructor’s perspective. Even as in-person teaching returns, KBase will continue to work with instructors, supporting the development of new active learning curriculum modules. For anyone utilizing the platform, the growing KBase Educators Organization provides an educators network, accompanied by community-sourced guidelines, instructional templates, and peer support, for instructors wishing to use KBase within a classroom at any educational level–whether virtual or in-person.

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Investigating Copyright as a Mechanism for Combatting Unauthorised Student Academic file-sharing in Higher Education: Findings from an Explorative Study

Slade,

Walton,

Lewandowski-Cox

2024

J Acad Ethics

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Academic file-sharing services encourage students to upload materials, sometimes their own study notes for example, but can also include copyrighted university documents, in exchange for access to downloading resources from a common repository. In this process, the lines between legitimate study help and academic misconduct are unclear. Integrity-based strategies to combat these transactions have been limited. Removal by copyright mechanisms has been identified as a potential approach but has been hampered by the enormity of the task and the resource intensity required to make an impact at scale. This explorative study at a large Australian university sought to remove a percentage of copyrighted material from two commonly used academic file-sharing websites and to understand the experience of users in uploading files. Findings from the study were encouraging and informative, resulting in a suite of initiatives being introduced across the institution to prevent uploading in the first instance as well as, where possible, addressing misconduct when it occurred. Limitations included that the study was only undertaken as one university and therefore does not represent the contexts of different institutions. Further, it only investigated two websites out of many available. Future research could explore the use of artificial intelligence (AI) by academic file-sharing services to retain existing users and attract new ones. This work provides a clearer picture of how an institution’s copyrighted material is hosted on two academic file-sharing websites and offers an effective and potentially scalable copyright approach that could be adapted by other higher education institutions.

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Sharing Notes Is Encouraged: Annotating and Cocreating with Hypothes.is and Google Docs ^†

Abstract: Effectively analyzing literature can be challenging for those unfamiliar with studies from rapidly evolving research fields. Previous studies have shown that incorporating primary literature promotes scientific literacy and critical thinking skills.

Cited by 8 publications

References 20 publications

Using social annotation to construct knowledge with others: A case study across undergraduate courses

Using social annotation to construct knowledge with others: A case study across undergraduate courses

Bioinformatic Teaching Resources – For Educators, by Educators – Using KBase, a Free, User-Friendly, Open Source Platform

Investigating Copyright as a Mechanism for Combatting Unauthorised Student Academic file-sharing in Higher Education: Findings from an Explorative Study

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Sharing Notes Is Encouraged: Annotating and Cocreating with Hypothes.is and Google Docs †

Abstract: Effectively analyzing literature can be challenging for those unfamiliar with studies from rapidly evolving research fields. Previous studies have shown that incorporating primary literature promotes scientific literacy and critical thinking skills.

Cited by 8 publications

References 20 publications

Using social annotation to construct knowledge with others: A case study across undergraduate courses

Using social annotation to construct knowledge with others: A case study across undergraduate courses

Bioinformatic Teaching Resources – For Educators, by Educators – Using KBase, a Free, User-Friendly, Open Source Platform

Investigating Copyright as a Mechanism for Combatting Unauthorised Student Academic file-sharing in Higher Education: Findings from an Explorative Study

Contact Info

Product

Resources

About

Sharing Notes Is Encouraged: Annotating and Cocreating with Hypothes.is and Google Docs ^†