Social Annotation Enabling Collaboration for Open Learning

Autor/in	Kalir, Jeremiah H.
Titel	Social Annotation Enabling Collaboration for Open Learning
Quelle	In: Distance Education, 41 (2020) 2, S.245-260 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0158-7919
DOI	10.1080/01587919.2020.1757413
Schlagwörter	Open Education; Cooperative Learning; Computer Mediated Communication; Computer Assisted Instruction; Group Discussion; Documentation; Social Life + Suchen Sie Ihr Suchwort? Offene Erziehung; Offener Unterricht; Kooperatives Lernen; Computerkonferenz; Computer based training; Computerunterstützter Unterricht; Gruppendiskussion; Dokumentation; Soziales Leben
Abstract	Collaboration is a conceptually ambiguous aspect of open education. Given inconsistent discussion about collaboration in the open education literature, this article suggests collaboration be defined and studied as a distinct open educational practice. A theoretical stance from the discipline of computer-supported collaborative learning helps conceptualize collaboration as processes of intersubjective meaning-making. Social annotation is then presented as a genre of learning technology that can productively enable group collaboration and shared meaning-making. After introducing an open learning project utilizing social annotation for group dialogue, analysis of interview and annotation data details how social annotation enabled three group-level epistemic expressions delineating collaboration as intersubjective meaning-making and as an open educational practice. A summative discussion considers how the social life of documents encourages collaboration, why attention to epistemic expression is a productive means of articulating open learning, and how to extend the study of collaboration as an open educational practice. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01