Connected Learning Summit 2019

Web annotation draws upon centuries-old practices of adding marginalia, information, and commentary to books and other print manuscripts, and extends this layer as an interactive feature of the web turning digital texts into discursive contexts. Despite growth in the use of web annotation among diverse learning and professional contexts, a need persists to describe and document how web annotation mediates collaboration, learning, and knowledge production. This symposium proposes a moderated conversation about web annotation and connected learning. A panel comprised of six educators and researchers working in K12, higher education, and open learning contexts will be asked about design principles, collaboration patterns, and learning practices associated with their use of web annotation across multiple projects and learning environments. Featured projects - including the Marginal Syllabus, Networked Narratives, and Augmenting Intellect - have all used the free, open-source web annotation tool Hypothesis to mediate collaboration and learning among students, educators, and professionals. Featured panelists [blinded for review] will respond to questions about: a) the design practices that meaningfully support and sustain collaborative annotation for connected learning; b) the various forms of collaboration, including discipline-specific and civic, afforded by web annotation; and c) the learning practices and outcomes engendered by open and collaborative web annotation. The conversation will be moderated by [blinded]. Following introductions and the initial series of questions, at least 20 minutes of the symposium will be dedicated to audience engagement via question-and-answer. A blog post featuring linked resources and research will complement the conversation.