Playful Annotation in the Open: Part 2

This post is the second in an ongoing series about playfulness in open web annotation. My comments are exploratory, driven by curiosity, and rooted in the experiences of INTE 5320 Games and Learning. I am grateful to the graduate learners of #ILT5320 whose annotation with the platform Hypothesis has greatly challenged my practices and conceptions of learning.…

(Re)Marking upon #ProfChat

This past Tuesday evening’s #profchat discussed open annotation in higher education. I had the honor and pleasure of serving as moderator. How come? I volunteered to moderate based entirely upon my rather nascent experiences learning with Hypothesis this semester in INTE 5320 Games and Learning. And in an effort to open – that is, to…

Annotation in the Open: Part 2

A few days ago, Robin DeRosa – open pedagogy advocate and superstar Hypothesis annotator – shared the following via #digped on Twitter: Have a good post abt the concerns of Ss working in public? Looking for PRO-open, with good ideas for managing challenges. Please RT! #digped — Robin DeRosa (@actualham) February 26, 2016 I read Robin’s invitation…

Playful Annotation in the Open

Games and Learning turns one-month old today. Among many highlights from our first month, in this post I’ll discuss one of my growing curiosities – playful annotation in the open. And it looks something like this: Curious about what’s happening here? Let me briefly sketch some context. First, INTE 5320 Games and Learning is an online graduate course at the…

Annotation in the Open: Part 1

INTE 5320 Games and Learning is structured by seven iterative cycles of reading and annotation-as-discussion – each cycle building conceptually upon previous resources and ideas, and each spanning approximately two weeks (see our Readings for a calendar). As our first cycle’s introduction to games and learning comes to a close, so too does our collective “first draft”…

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